Reporting literacy outcomes in middle schooling: exploring what parents say about testing and improvement.
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This paper presents a one-year exploratory study that had as one of its aims to examine parent views about what they count as effective reporting of literacy assessment in middle-schooling. Of special interest in the study is how parents, as key participants in reporting practices, make sense of and value the information they receive on their child's literacy progression and achievement. Also of interest is what parents say about the incompatibility or compatibility of the reporting practices.
Australian Journal of Middle Schooling
© 2001 Middle Years of Schooling Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.