Parents play a critical role in helping in their children's success in education, yet we know little about how much information they have regarding assessment. Using a poll with closed-ended questions Hispanic parents' self-reported assessment knowledge and familiarity with the Every Student Succeeds Act (ESSA) was examined. Through two ANOVAs and…

This guide was developed by the Louisiana Department of Education to help parents navigate the complex system that oversees special education in Louisiana's public schools. Each school year, local education agencies (LEAs) are required to provide parents a copy of the procedural safeguards. These safeguards are used to inform parents of the…

The "Winsight"™Assessment System integrates summative, interim (including both benchmark assessments and testlets), and formative assessment components initially focused on mathematics and English language arts (ELA) in Grades 3-8 and high school.This report provides a preliminary theory of action for the Winsight Assessment System. A…

This report highlights the perceptions of parents, whose opinions are rarely sought and whose voices tend to be lost in decisions about how assessments are developed, administered and used. Parents are key consumers of assessment information--and, as taxpayers, they pay for assessments. Classroom teachers and district administrators have the most…

The Philippine Thematic Apperception Test was administered to 22 intellectually superior Filipino children aged 4 to 9 years from private and public school settings as a means to explore their socio-emotional concerns. A grounded analysis of their narratives revealed the following themes: (a) importance of family relationships, (b) perceptions on…

Problems in evaluating parent-teacher interaction are examined. Fictional examples are used to describe three main types of problems: 1) the duration and frequency of evaluation, especially after training or conferencing has ceased; 2) alteration of measurement instruments and procedures; and 3) methodological and research design problems.…

This handbook is designed to help parents learn more about what is taking place in the schools their children attend and to help parents evaluate the effectiveness of the school's academic program. It offers tips for locating important information and identifies where assistance can be obtained. A checklist is provided to help parents identify the…

Classroom assessment is how teachers find out how well students are learning. It is important because teachers need a lot of information for the decisions they have to make. It can take many forms, such as paper and pencil assessments, performance assessments, conversations, or observations. Classroom assessments are built on clear goals and…

Provides basic information concerning Attention Deficit/Hyperactivity Disorder, including causes, evaluation measures, treatments, and services. Suggests that parents and professionals need to work together so that the best possible treatment can be identified and utilized for each child. (MKA)

Described in the interim report of the Children's Behavioral Classification Project (CBCP) is the CBCP instrument, a duplicated list of 274 behavioral items and three demographic items which provides a profile of the emotionally disordered child based on observations by the parent or parent-surrogate. (SBH)

These two brochures contain the philosophy and principles of evaluating and reporting pupil achievement (including a definition of the regular marking system) adopted by the Wichita Public Schools. Evaluating and reporting are viewed as a single process which is an integral part of the teaching/learning process. Communication with pupils and…

The Coping with Disability Scales (CDS) (J. Perry and E. Bard, 1992) was developed to provide a social-emotional assessment specific to disabilities. This report provides a preliminary test of construct validity for a Resilience Profile from the Parent Rating Scale of the CDS through factor analysis, focusing on three subdomains: (1) Disability…

Evaluated the Language Arts program in the primary division of a large urban school district (48 schools) using multiple sources of data, including interviews with 12 principals and 12 teacher librarians, observations in 56 classes, and surveys completed by 261 students, 194 parents, and 166 teachers. Evidence reveals limitations in the planning…

Factor analyses identified 3 domains of resiliency with 11 separate factors involving 54 items for exceptional urban students based on 613 parent ratings of an initial pool of 94 items for an experimental Coping with Disabilities Scales. The factors were labeled: Knowledge of Exceptionality; Planning for Needs; and Alternative Thinking for the…

Evaluation policies of constituents, clergy, lay educators and religious educators were analyzed using judgment analysis techniques. A large metropolitan archdiocesan school system was rated by 674 subjects. Only one policy was found, and factor analysis assisted in describing that policy. A strong traditional orientation toward school was…