ERIC Number: EJ1219560
Record Type: Journal
Publication Date: 2019
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2202-9478
EISSN: N/A
Encouraging Enough? A Case Study on Parental Feedback on New Assessment in Finnish Basic Education
Loima, Jyrki
International Journal of Education and Literacy Studies, v7 n2 p189-196 Apr 2019
This is a qualitative case study of the parental feedback about participatory assessment done during the first year (2016) of the implementation of the reformed Finnish basic education curriculum. It covered grades 1-6 and was a first time to have a broader, tri-angulated teacher-student-parent assessment on learning and schooling. Consequently, parents were selected from those grades, being of various ethnic backgrounds. This case study was conducted in a Southern Finland basic education school. Resulting trends were obvious: parents regarded this kind of participatory assessment meaningful. Second, the newer the whole schooling and curricula update was for parents, the better was the participatory feedback. As a result of this study, it is clear that while the discussion and longitudinal studies on learning and assessment are still on-going, there is no rush to return into an old system and heavy, centralized assessment instruction patterns. On the contrary, this study showed beneficial elements and development triggers towards even more collaborative and encouraging assessment.
Descriptors: Foreign Countries, Feedback (Response), Parent Attitudes, Evaluation Methods, Parent Participation, Verbal Communication, Student Evaluation, Cooperation, Curriculum Development, Elementary School Students, Self Evaluation (Individuals), Teacher Attitudes, Elementary School Teachers, National Curriculum
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A