ERIC Number: ED389734
Record Type: RIE
Publication Date: 1995-Feb
Reference Count: N/A
An Analysis of Parent Opinions and Changes in Opinions Regarding Standardized Tests, Teacher's Information, and Performance Assessments.
Shepard, Lorrie A.; Bleim, Caribeth L.
Parent opinions about standardized tests and performance assessments were examined systematically. Mutually exclusive but randomly equivalent stratified samples from schools participating in a study of performance assessment and control schools were used to measure change in parent opinion over time. Approximately one-third of parents (n=105) completed questionnaires at the beginning of the school year, one-third completed them at the end of the year (similar sample), and the remaining third supplied interview samples (n=33 and n=27, respectively). Results demonstrated that parents' favorable ratings of standardized national tests did not imply a preference for this type of educational assessment over other types of assessment for measuring student or school progress. Parents considered report cards, hearing from the teacher, and seeing graded samples of student work as more informative than standardized tests, and they wanted comparative information to measure their own child's progress. When parents had a chance to look at performance assessments through the year, they endorsed their use for district purposes and preferred them for classroom use. Survey data like the Gallup Poll showing widespread approval of standardized tests should not be taken to mean that parents are opposed to other forms of assessment. Appendixes contain the parent questionnaire and the interview protocol. (Contains 3 figures, 17 tables, and 9 references.) (SLD)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Note: Portions of the report presented at the Annual Meeting of the American Educational Research Association (1993).