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ERIC Number: ED378227
Record Type: RIE
Publication Date: 1993-Oct
Pages: 43
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Parent Opinions About Standardized Tests, Teacher's Information and Performance Assessments. A Case Study of the Effects of Alternative Assessment in Instruction, Student Learning and Accountability Practices.
Shepard, Lorrie A.; Bliem, Carribeth L.
As part of a larger study of implementation of alternative assessment, a survey of parent opinions about standardized tests and performance assessments was conducted in three elementary schools. In the three participating schools, 3rd-grade teachers attended workshops on assessment development and implemented these practices in their classrooms. Samples of 69 parents from participating schools and 36 from three control schools were interviewed after completing questionnaires. Findings suggest that parents' favorable ratings of standardized national tests, supported by a Gallup Poll on the issue, do not imply a preference for such measures over other less formal sources of information for monitoring their children's progress or for judging the quality of education at their local schools. Parents tended to rely on the teacher to tell them how their child was doing relative to others, and they seldom mentioned comparison to external and national norms. Even for accountability purposes, parents preferred talking to the teacher and seeing student work. Most parents endorsed the performance assessment problems they saw, although a few expressed concern over the subjectivity of such measures. Twelve tables present survey and interview findings. An appendix presents excerpts from some parent interviews. (Contains 12 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
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: presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993). Also contained in ED 364 583 as one of four CRESST papers given at this conference.