National Standards
Does National Standards written reporting fully inform parents of their child’s achievements and thus better place them to support their child’s learning? Using the reporting of progress and achievement in writing, and the perceptions of eight parents, the current study pays particular attention to the nature, scope, and complexity of the information communicated to parents in written reports, and their understandings of this information. Questions are raised regarding whether and how National Standards reporting is meeting the remit of establishing a learning-focused relationship between home and school. Suggestions are made about how schools can evoke parental support of school learning by using a broader range of information, communicated in language that is accessible to parents.
Does National Standards written reporting fully inform parents of their child’s achievements and thus better place them to support their child’s learning?
What value do we ascribe to assessment in a climate that seems to be driven by National Standards? How do we account for individual differences in students?
