Interpretation of Score Reports by Diverse Subgroups of Parents

Kannan, Priya; Zapata‐Rivera, Diego; Leibowitz, Emily A.

doi:10.1080/10627197.2018.1477584

Cited by 14 publications

(28 citation statements)

References 9 publications

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“…Finally, interpretability of assessment results may differ based on parental educationlevel and English language proficiency (Kannan et al, 2018;Miller & Watkins, 2010;. In regard to EL parents, research conducted by suggests that they would like to see example questions in their native language and have a rollover vocabulary feature that translates English terms into their native language when a score report and interpretive guide is not provided in that language.…”

Section: Score Reporting Recommendations From Parentsmentioning

confidence: 99%

“…If criterion-related information was provided, we examined if performance categories were defined, while if normative and self-referential feedback were offered, the level of comparisons to others (class, school, district, state, nation) and past performance (e.g., growth percentiles, previous year's test scores, other representation of "progress"), were respectively coded. Kannan et al (2018), the inclusion of statistical jargon was evaluated by dichotomously coding for the presence of any of the following terms: mean/average, median, mode, standard error, percentile, quartile, subscore, error band, and reliability. Furthermore, if any of these terms were employed, we examined if a description or definition was provided on the score report.…”

Section: Score Report Variablesmentioning

confidence: 99%

“…However, as prior research has shown that parents value norm-referenced information (Kannan et al, 2018;, testing programs may look to identify solutions to providing such information. Second, as suggested by Kim et al (2016), score reports should have a student score history, which we found to be rarely present across assessment types.…”

Section: Areas In Need For Future Improvementmentioning

confidence: 99%

“…The limited research that has investigated subpopulation differences in parental reporting preferences suggests that interpretability and comprehension may vary by education level (regardless of native language) and English language proficiency (e.g., Kannan et al, 2018).…”

Section: Limitations and Future Research Directionsmentioning

confidence: 99%

See 3 more Smart Citations

State Assessment Score Reporting Practices for English Learner Parents

Rios

Ihlenfeldt

2021

Educational Measurement

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The first author would like to thank See Xiong for inspiring this study. Her story of being a child responsible for navigating the education system with refugee parents unfamiliar with the language and policies of the country is common amongst millions of students in the United States. This study is our effort to assist in building more equitable assessment resources for all individuals in our nation. Author contribution statement:The first author conceived of the presented idea, while the second author identified all data sources and conducted the variable coding. All authors interpreted findings, drafted the article, and conducted critical revisions of the article throughout the review process. Final approval of the version to be published was made by all authors.

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Section: Score Reporting Recommendations From Parentsmentioning

confidence: 99%

Section: Score Report Variablesmentioning

confidence: 99%

Section: Areas In Need For Future Improvementmentioning

confidence: 99%

Section: Limitations and Future Research Directionsmentioning

confidence: 99%

See 2 more Smart Citations

State Assessment Score Reporting Practices for English Learner Parents

Rios

Ihlenfeldt

2021

Educational Measurement

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“…Differences in perception could signal a need to revise published guidelines and report development practices. Another potential application of this tool is to build on existing work examining interpretations of score reports by diverse subgroups of parents using cognitive labs (Kannan et al, 2018). Application of the rating scale tool could provide a complementary quantitatively-oriented examination of comprehension as a function of score report quality in each of the domains.…”

Section: Future Directionsmentioning

confidence: 99%

Development and Examination of a Tool to Assess Score Report Quality

Roberts

Gotch

2019

Front. Educ.

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The need for quality in score reporting practices is represented in the Standards for Educational and Psychological Testing (American Educational Research Association American Psychological Association National Council on Measurement in Education, 2014). The purpose of this study was to introduce a ratings-based instrument to assess the quality of score reports and examine the reliability of scores obtained. Quality criteria were derived from best-practices published within the literature (Hambleton and Zenisky, 2013). The rating scale was used to assess a sample of 40 English-language individual student score reports for K-12 accountability tests representing 42 states and five provinces in the United States and Canada. A two-facet generalizability study (i.e., sr x d x r) was completed with an overall reliability coefficient of G = 0.78. Application of the rating scale may provide a means to support empirical study of relationships between score report quality and stakeholder outcomes including interpretation, use, and impact.

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Identifying Teachers' Needs for Results From Interim Unit Assessments

Kannan

Bryant

Shao

et al. 2021

ETS Research Report Series

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Interim assessments have been defined variously in different contexts and can be used for predictive purposes or instructional purposes. In this paper, we present results from a study where we evaluated reporting needs for interim assessments designed for instructional purposes and intended to be used at the end of defined curriculum units. Results from such unit assessments should help teachers determine gaps in student understanding and inform ongoing instructional decision‐making. Our goal was to determine if learning progressions (LPs) could serve as the cognitive lens through which teachers can evaluate how their students' understanding of key constructs improves through periodic unit assessments. Therefore, we used the LP framework in mathematics and the key practices (KP) framework for English language arts (ELA) to design preliminary teacher report mock‐ups for these unit assessments. Within a utilization‐oriented evaluation framework, we conducted six needs‐assessment focus groups with elementary and middle school mathematics (n = 12) and ELA (n = 11) teachers to specifically evaluate the extent to which they find results presented within the LP and KP frameworks understandable and useful for their instructional practice. Results from the focus groups show teachers' overall needs for types of information sought from unit assessment reports, the extent to which teachers are familiar with the LP and KP frameworks, their interpretations (including confusions) of the information presented in the preliminary mock‐ups, and their additional needs for reports from unit assessments to be instructionally useful.

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Interpretation of Score Reports by Diverse Subgroups of Parents

Cited by 14 publications

References 9 publications

State Assessment Score Reporting Practices for English Learner Parents

State Assessment Score Reporting Practices for English Learner Parents

Development and Examination of a Tool to Assess Score Report Quality

Identifying Teachers' Needs for Results From Interim Unit Assessments

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