Parents strongly support standards, assessment and evaluation writes Suzanne Tacheny Kuback in an e-mail discussion on Mike Petrilli’s “problem with proficiency” post. She describes parent focus groups conducted by PIE Network.
Standards, assessment, and evaluation don’t make sense to parents as separate concepts: to the extent they think about these things at all, it’s just stuff that they assume you do to manage sensibly. (Set goals, measure them, talk about how well you did, and then fix stuff that didn’t work.) Not only would it not make sense to parents to suggest not doing these things, parents are incredulous when they think that any of it isn’t already common practice.
Most intriguing, “standards” don’t even make sense to parents as an idea unless you measure them. I wished we’d videoed those moments in the conversations: if you suggested having standards but no common tests, parents got mad. They literally pushed chairs back from the table or threw pens down to make their point: “You can’t say you have a standard if you don’t also measure it.”
Parents are concerned about excessive testing, but they want the information, Kubach wrotes. It’s not that they don’t trust teachers. “They just want to know how their kids are doing and value the objective information they get from tests.”