Interpretation of Score Reports by Diverse Subgroups of Parents

Autor/inn/en	Kannan, Priya; Zapata-Rivera, Diego; Leibowitz, Emily A.
Titel	Interpretation of Score Reports by Diverse Subgroups of Parents
Quelle	In: Educational Assessment, 23 (2018) 3, S.173-194 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2018.1477584
Schlagwörter	Scores; Parents; Individual Differences; Elementary Secondary Education; Reports; Comprehension; English Language Learners; Native Speakers; Language Proficiency; Middle School Students; Parent Surveys; Questionnaires; Needs; Expectation; New Jersey + Suchen Sie Ihr Suchwort? Eltern; Individueller Unterschied; Abschlussbericht; Berichten; Verstehen; Verständnis; Muttersprachler; Language skill; Language skills; Sprachkompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fragebogen; Grundbedürfnis; Expectancy; Erwartung
Abstract	The degree to which diverse score users can understand and consume information presented in score reports dictates whether they are able to draw reasonable conclusions. The goal of this study was to understand how parents (a particularly understudied and heterogeneous stakeholder population) make interpretations from a hypothetical interactive score report. We used cognitive laboratories to evaluate how 35 parents from diverse educational and language proficiency backgrounds make sense of the information presented in hypothetical K-12 score reports. Results from this study demonstrate the diversity in the levels of comprehension across the assessed subgroups of parents, and highlight the need for and importance of additional support materials that can help parents understand and make sense of the information presented in score reports. Nevertheless, due to the hypothetical nature of the score report mockup evaluated and the small sample sizes, these results should be substantiated with additional research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01