Parent Satisfaction

Reporting to Students

Schools should inform individual students of their test results as soon as possible. When students receive careful interpretation of their test scores, they may gain new insights into their own abilities and new perceptions of the choices open to them. They can be shown evidence of their progress, and they will certainly be better motivated at the next testing than if they did not receive such an interpretation of their results. It is absolutely essential, however, that the test scores be integrated with other academic information so that students do not exaggerate the reliability or predictive significance of the tests or attach undue significance to a single set of test scores.

Students are asked to consider the test results in relation to other information (e.g., their classroom achievement), and then they are asked to respond to the following questions:

• Were you surprised by any of your test scores? Which scores? Why?
• How do your test results "fit" with your future educational and/or occupational plans?
• In which test area(s) would you most like to improve your performance? What things could you do differently to help improve your achievement in these areas?

Students are encouraged to talk with their parents, counselors, and teachers about their answers to these questions and to set some goals for the next time they take the tests.

Reporting to Parents

As a general rule, communication of results to parents should not be left to casual, word-of-mouth reports from the students. These tend to be incomplete, and occasionally the nature and purpose of the testing program can be distorted.

What do most parents want to know about their daughter's or son's test scores?

Many parents don't know what to ask about test scores, but nearly all of them are concerned about normal progress, that is, whether their child is learning as well as others are learning.

Four of the most common issues of concern are:

Standing. How does my daughter or son compare with others in her or his grade?

Growth. Has my daughter or son made reasonable academic progress in the last year?

Improvement needed. Does my daughter or son have any particular weaknesses that can be identified? If so, how can they be addressed and, as a parent, how might I help?

Strengths. What does my daughter or son do particularly well? Among all the test areas, is there one or more that stands out? Parents may be looking for a positive note about achievement, especially for students whose scores are generally low.

-Department of Education