[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-583966-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-583966-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","making-assessment-reports-more-meaningful-for-students-families","Making Assessment Reports More Meaningful for Students & Families","","Policy brief arguing that annual statewide assessment score reports must be accessible, understandable, and culturally affirming for students and families. It explains why individual results matter, citing that many current reports fail due to technological, language, and interpretability barriers. It links reporting quality to broader family engagement systems and outlines equity-focused recommendations, emphasizing timely, actionable communications and the need for trusted voices and educator support to integrate results into ongoing dialogue.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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for Students & Families  \nBy Shayna Levitan, Policy Analyst, and Nicholas Munyan-Penney, Assistant Director, P-12 Policy  \nTO THE POINT  \n• Students and their families have a right to know how their schools are serving them.  \n• Although assessment results offer a valuable signal about a student’s academic performance and progress, individual score reports are largely underutilized, and seldom considered as a primary resource for families.1  \n• Reporting must be clear, actionable, adaptive to the feedback from communities, and framed ina way that recognizes students’ assets and aspirations.  \n• Improvement efforts must go beyond enhancing the reports themselves: Individual reports of results must be situated within the broader systems and engagement opportunities that parents depend on for trusted communication about their child’s academic performance and progress.  \n• To effectively integrate individual score reports into broader conversations about a student’s academic progress, teachers, school leaders, and community groups must receive support to incorporate these results into asset-based family engagement opportunities.  \nIntroduction  \nAt their core, statewide annual assessments are designed to help guide educational decisions by evaluating student growth and learning, so resources can be equitably distributed. Statewide annual assessments also provide valuable individual results that summarize how each student is progressing against grade-level academic standards, identify additional ways their school system can support their academic success, and allow families to demand appropriate actions from their education leaders.  \nEdTrust  \nMEANINGFUL ASSESSMENT REPORTING APRIL 2024  \n1  \nWHY DO INDIVIDUAL ANNUAL ASSESSMENT RESULTS MATTER FOR STUDENTS AND THEIR FAMILIES?  \n• Individual annual assessment results (“score reports”) show individual student performance against grade-level standards. Compared to other signals of student achievement, such as grades or classroom and district assessments, statewide annual assessments evaluate how students are progressing in relation to the state-level learning standards. Classroom grades typically incorporate information on effort or participation, while district assessments may also be focused on non-grade-level content.  \n• This data can help families make educational decisions and advocate for additional supportsand opportunities, based on their student’s results and a host of other measures.  \nStudents and families must be able to access and understand this data. Unfortunately, most statewide annual assessment individual reports fail to meet this standard.  \nIndividual assessment reports are not currently designed to be accessible, meaningful, or culturally affirming for students and their families. According to recent focus groups conducted by EdTrust, families have a hard time accessing and understanding individual student reports because of technological and language barriers: Participants shared that online portals were difficult to navigate, reports were often not in a caregiver’s native language, and/or the information lacked clear explanations about what the scale scores or percentile ranks mean that might put the results in context.2  \nEqually worrisome, assessment results are rarely integrated within broader conversations about students’academic progress, performance, and experiences. This may be complicated by the fact that there are few opportunities to engage with families to begin with. Based on recent nationally representative polling conducted by EdTrust, schools may be missing opportunities to engage with families at school events, and few schools are meeting the lowest bar for family engagement.3 Consider this:  \n• About 1 in 2 parents (45%) were unaware that information was available to them on whether their student is meeting grade-level expectations.  \n• 1 in 3 parents were unaware of opportunities for parent-teacher co","cbCaicjnNfUTlXL7","https://ap.wps.com/l/cbCaicjnNfUTlXL7","pdf",2032776,18,"English","# Introduction\n## Why Individual Annual Assessment Results Matter for Students and Their Families?\n## What Can Statewide Annual Assessments Tell Families, Educators, Administrators, and Policymakers?","[{\"question\":\"Why are individual annual assessment results important to students and families?\",\"answer\":\"They show student performance against grade-level standards and help families interpret progress and advocate for additional supports and opportunities.\"},{\"question\":\"What barriers prevent families from accessing and understanding score reports?\",\"answer\":\"Families report difficulties navigating online portals, receiving reports not in the caregiver’s native language, and lacking clear explanations of scale scores or percentile ranks.\"},{\"question\":\"How should assessment reporting be improved beyond redesigning the reports themselves?\",\"answer\":\"Individual results should be integrated into broader conversations and engagement opportunities, supported by communications that build trusted, actionable family dialogue about student progress.\"}]","Making Assessment Reports More Meaningful for Students & Families | PDF",1792049224,45]