Involving Parents in Children's Assessment: Lessons from the Greek Context

Autor/inn/en	Birbili, Maria; Tzioga, Katerina
Titel	Involving Parents in Children's Assessment: Lessons from the Greek Context
Quelle	In: Early Years: An International Journal of Research and Development, 34 (2014) 2, S.161-174 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2014.894498
Schlagwörter	Foreign Countries; Parent Participation; Student Evaluation; Documentation; Data Collection; Progress Monitoring; Kindergarten; Parent Education; Intervention; Questionnaires; Reflection; Observation; Participant Satisfaction; Parent Teacher Cooperation; Child Development; Child Language; Child Behavior; Greece + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; Schulnote; Studentische Bewertung; Dokumentation; Data capture; Datensammlung; Parents education; Elternbildung; Elternschule; Fragebogen; Beobachtung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kindesentwicklung; 'Children''s language'; Kindersprache; Griechenland
Abstract	Collaborating with parents in documenting and reflecting on children's learning is important not only because it provides teachers with richer and more accurate information but also because it helps parents understand the role assessment can play in student learning and motivation. Moreover, when parents are provided with opportunities to observe, record, and reflect on their children's learning they are able both to see the "acts and products" of learning and to appreciate their child's progress, efforts, successes, and achievements over time. The study presented took place in three Greek kindergartens and was carried out to evaluate the results of an intervention program which was designed to encourage parents of preschool children to (a) observe and record their children's learning and progress and (b) reflect on the process of documentation. The documentation took the form of an Observation Sheet which asked parents to record their child's progress in two areas of development, a Reflection Questionnaire, and a diary designed by the researchers for capturing children's words, thoughts, and perspectives. Although conducted locally, we believe that the study adds to our understanding of parent involvement in documentation and how it can be better organized. The results suggest that parents (a) welcome the opportunity to observe and assess their child and share their observations with the teacher and (b) are willing to communicate with teachers in writing if they can 'see' for themselves the value of what they are asked to do. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10