What Parents and Educators Want from K-12 Assessments

7 Jun

Please see the infographic below detailing a study about assessments and K-12 education.  To me, it outlines the importance of regular formative assessments, the need to measure learning accurately and then use that information to drive instruction.  It also highlights the high regard parents have for teachers and their judgement.  Finally, the timeliness of analyzing and reporting this data out to key stakeholders, namely parents and teachers, is of the essence.

What do you see?

5 Responses to “What Parents and Educators Want from K-12 Assessments”

  1. ESI Preservation July 15, 2013 at 3:20 am #

    We’re a bunch of volunteers and starting a new scheme in our community. Your web site offered us with valuable information to work on. You have done an impressive task and our entire community will probably be thankful to you.

  2. Maryann June 10, 2012 at 5:14 pm #

    ESGI ( Educational Software to Guide Instruction) continues to be the BEST formative assessment tool I have ever used. I wish the district would re-consider and purchase this web-based assessment program for any grade that does 1 on 1 assessment with the Common Core!
    My parents have enjoyed receiving the reports/flashcards and I can say with confidence that they are in fact my “partners in education” because they are informed about what their child knows and can do on an ongoing basis -hence they are better able to support or enrich at home.
    This program also involves the students. They know the K goals and work hard to master all CCSS in Kindergarten.
    The K team was introduced to ESGI by Cheryl Kaake from Auburn. Currently Kim Lynch and I are using this program. If anyone is interested in viewing it, don’t hesitate to come down to our rooms- we will gladly share it with you.

    Check out the introduction video on their website!
    http://www.esgisoftware.com/ESGI/

  3. Mary Lou Donahoe June 7, 2012 at 4:52 pm #

    As an added comment. Students who spark other languages or dare from other countries we refer to them as English Language Learners also referred as ESOL, in testing may not reflect the true learning. Culture and language go hand in hand. The questions in many Standardized tests are presented for the monolingual culture, therefore somewhat biased to the ESOL population. There’s a lot of talk and research being done as to the most equitable tests, or tests options such as Portfolio testing for the ESOL students. I also would like to see the discussion towards a more equitable report card for this student population. Testing is very relative, and we truly should look at each circumstance. We cannot avoid Standardized test, but we could be equitable and fair with the formative and summative testing.

  4. Mary Lou Donahoe June 7, 2012 at 4:35 pm #

    I take into account my student’s scores to design my lessons backwards. I use my formative and the classroom’s summative assessments to do that. As an ESOL teacher I need to consider my student’s language acquisition level when I prepare my lessons throughout the school year as well. I also consider their learning styles. Assessment is a very important data, not only for lesson planning but for grouping and targeted instruction. The chart was a bit overwhelming to me. As a parent i would like to know everything that goes on in the school and about my children’s progress. The drawback is we cannot compare children, each child is unique and they bring a set of experiences coupled with learning styles that cannot be measured. Tests are a good measure but not the “ultimate measure” that defines a child’s learning.

  5. toddlizotte June 7, 2012 at 1:42 pm #

    I agree, as a parent, I like the closed loop feedback we have with the teachers. When I read the ACT research which indicated that students who were straight A and had high SAT scores, still had serious deficits with higher level technical reading comprehension, it scares me. Since learning is a building process and ratchets up very quickly. I want my kids to be prepared for college and the idea that they might not be ready for the amount of technical reading they will encounter in college is a serious concern. However, too much assessment information might create data overload; in my work with situational awareness, I am always concerned with the point where data volume begins to erode the value of the feedback loop. For instance, when our kids come home with straight A’s, it is hard to understand why they have deficits? In many cases, people tasked with making decisions, have insufficient experience in understanding the true nature of the assessment they are interpreting and the contributing factors behind it. When kids are subjected to more instant gratification media content, you begin to wonder whether the issue, for instance with reading and comprehension has to do with how our kids are exposed to or gain information. If we give one child, the book Moby Dick and another child the “Cliff Notes” of Moby Dick, do they achieve the same comprehension of the story? My guess is the reader of the Cliff Notes will understand the story better, since the complex text, e.g. the text that establishes the historical nature and circumstance of the story is reduced or removed. The core message is carried through by reducing the complexity. So, the issue becomes, did the student learn how to comprehend or did they simply learn the key facts they needed to pass a test? This is a potential problem with selecting assessment methods and leads to what I call target fixating on the data sources; human nature is to take the path of least resistance and to believe the data that we are most familiar with. As parents we do not want our schools to fall into this type of pitfall, since it will exclude other data that might be just as important to the success of the student long term. Luckily, I have had sit downs with teachers and have become very comfortable with their assessments as well as the willingness to be open to other ideas, conceptually. Hopefully, good training and the vast experience of our teachers will guide these assessments in the right direction. I am confident in that.

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