[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597388-105":59,"doc-detail-597388-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","what-parents-know-and-believe-about-large-scale-assessments","What Parents Know and Believe About Large-Scale Assessments","","Large-scale assessments are widely required, yet parents use and interpret the available test information in different ways. This study surveyed parents of children in an urban Ontario elementary school to examine where they obtained information about Ontario assessments, what they knew, and what they believed. Findings show most parents were knowledgeable and held positive opinions, with greater information use linked to higher knowledge and more positive beliefs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-parents-know-and-believe-about-large-scale-assessments/597388/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-parents-know-and-believe-about-large-scale-assessments/597388.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What information did the study focus on regarding parents and Ontario large-scale assessments?","Question",{"text":112,"@type":113},"The study examined where parents obtained information about the Ontario assessments, what they knew about the assessments, what they believed, and how their beliefs related to both information access and personal experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did parents’ knowledge and beliefs generally compare in the surveyed Ontario school?",{"text":117,"@type":113},"Most parents were knowledgeable about the assessments and held positive opinions. Greater use of information sources was associated with greater knowledge and more positive beliefs.",{"name":119,"@type":110,"acceptedAnswer":120},"According to prior studies cited in the text, what did many parents and teachers believe about using province-wide tests?",{"text":121,"@type":113},"Cited surveys reported substantial parent support for assessment purposes, while teacher agreement was often lower. 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In this study, parents in an urban Ontario elementary school were surveyed about where they obtained information about the Ontario assessments, what they knew about the assessments, and what they believed about the assessments. Most of the parents were knowledgeable about the assessments and held positive opinions. In general, the more sources of information they used, the more knowledgeable they were, and the more knowledgeable they were, the more positive were their opinions about the assessments.  \nIntroduction  \nEvery year, millions of elementary school students take large-scale assessments. In Ontario alone, almost 300,000 students in grades 3 and 6 take assessments in reading, writing, and mathematics. Not surprisingly, many parents want information about the assessments their children take. In response, many jurisdictions prepare informational materials specifically for parents. These materials may provide information about when the testing will occur, suggestions for preparing the students to take the tests, rationales for the testing, information about how to interpret the results, or some combination of these.  \nThe purpose of this study is to investigate to what extent parents access the information available about a large-scale assessment and how what they know and believe about the assessment is related to that information, through a survey of parents of children in an urban Ontario school. Also examined is the relationship between parents’ beliefs and their own experiences taking large-scale assessments.  \nWhat Parents Believe  \nSome information is available about parents’ beliefs about large-scale assessments. For example, Livingstone, Hart, and Davie (2001), in a survey administered in 2000, found that 46% of Ontario parents, but only 12% of teachers, believed that “using province-wide tests to measure how students are doing” would “improve student achievement” at the elementary level (p. 25) . At the secondary level, 76% of parents, but only 35% of teachers agreed “students should have to pass a provincial examination in each compulsory subject in order to graduate from high school”(p. 30). A 2004 survey of teachers and members of the public by the Ontario College of Teachers (Jamieson, 2004) found that 43% of the public, but only 11% of teachers believed that provincewide assessments were accurate or very accurate.  \nIn a study conducted by Shepard and Bliem (1995), the majority of parents rated informal sources of information, such as talking to the teacher and seeing graded samples of their child’s work, as more useful than large-scale assessments for learning about their child’s progress in school and for judging the quality of education provided at their child’s school, though some  \nparents thought such assessments could also be very informative. Other studies of parents’opinions regarding large-scale assessments, however, found a high percentage of respondents in favour of such assessments (Elam, Rose & Gallup, 1992; Phelps, 1998) . The 1992 Gallup Poll indicated that more than 70% of public school parents favoured using large-scale assessments to measure students’ academic achievement. Phelps (1998) reviewed three decades of public pollsand surveys about student testing and concluded that parents generally supported large-scale assessments.  \nWhat Parents Want to Know  \nLittle information is available about the sources of information on which parents base their beliefs about large-scale assessments. An exception is Barksdale-Ladd and Thomas’s (2000) study, in which they interviewed 20 parents and found that most had learned about the tests their chil","cbCaibMxUgnqIX3s","https://ap.wps.com/l/cbCaibMxUgnqIX3s","pdf",90938,24,"English","# Abstract\n# Introduction\n# What Parents Believe\n# What Parents Want to Know","[{\"question\":\"What information did the study focus on regarding parents and Ontario large-scale assessments?\",\"answer\":\"The study examined where parents obtained information about the Ontario assessments, what they knew about the assessments, what they believed, and how their beliefs related to both information access and personal experiences.\"},{\"question\":\"How did parents’ knowledge and beliefs generally compare in the surveyed Ontario school?\",\"answer\":\"Most parents were knowledgeable about the assessments and held positive opinions. Greater use of information sources was associated with greater knowledge and more positive beliefs.\"},{\"question\":\"According to prior studies cited in the text, what did many parents and teachers believe about using province-wide tests?\",\"answer\":\"Cited surveys reported substantial parent support for assessment purposes, while teacher agreement was often lower. Examples include different levels of agreement about tests improving achievement and about requiring passing provincial examinations to graduate.\"}]","What Parents Know and Believe About Large-Scale Assessments | PDF",1792084920]