Reporting literacy outcomes in middle schooling: exploring what parents say about testing and improvement
Wyatt-Smith, Claire and Pascoe, Joanne. (2003). Reporting literacy outcomes in middle schooling: exploring what parents say about testing and improvement. Australian Journal of Middle Schooling. 3(1), pp. 15 - 23.
|Authors||Wyatt-Smith, Claire and Pascoe, Joanne|
[Extract] While there is much anecdotal evidence and a growing body of writing on how parents and school communities react to various forms of school reporting, little is currently known about how parents value (i) the school-based reports of literacy assessment that they receive, relative to (ii) the reporting of each individual child's achievement on state-wide literacy testing programs. For our purposes, these are taken to represent two main categories of reporting, with the former understood to include interim and endof- term and semester reports as well as formal parent-teacher interviews and informal parentteacher discussions. This paper takes up the issue of what parents have to say about these two categories of reporting and explores the still problematic link between large-scale literacy testing and improvement. This link is of direct relevance to middle schooling and state-wide literacy testing programs, given that it is a central tenant of Australia's National Plan (Department of Employment, Education, training and Youth Affairs, 1998; Ministerial Council on Education, Employment, Training and Youth Affairs, 2001 ).
|Journal||Australian Journal of Middle Schooling|
|Journal citation||3 (1), pp. 15 - 23|
|Publisher||Middle Years of Schooling Association|
|Page range||15 - 23|
|Research Group||Institute for Learning Sciences and Teacher Education (ILSTE)|
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|Place of publication||Australia|
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