How can parents and families support students in the assessment process?

IEP team meetings are designed to be collaborative, with parents and families being active members of the team. During annual IEP meetings, the team must determine which assessments and accessibility features are appropriate. These discussions should occur yearly.

Parents and families can ask about both participation and accessibility.

  • Which state, district, and classroom assessments will my child complete?
  • Which accessibility features or accommodations does my child need to effectively show what they know and can do?
  • When will we receive assessment results? How will assessment results be used?

Unfortunately, many parents report that teachers rarely or never talk with them about their child’s test results. This means schools need to do a much better job of keeping families in the loop.  It also means that parents need to ask for evidence of their child’s progress. Schools should provide parents and families with easy-to-read information about which assessments are being administered and the timeline for receiving results.

Here are a few ways parents can stay involved.

  • Ask about score reports and what they mean.
  • Ask about your child’s strengths and weaknesses.
  • Ask how your child is doing in relation to grade level standards.
  • Ask how the school is using assessment results to support your child.
  • Stay in contact with the school throughout the school year.

How can students be active participants in assessment?

Students learn best when they understand what the learning goals are and how they will be assessed. When participating in assessment, students want to know why they are being tested and what the results mean for them. The Assessment Cycle is a helpful way to think about how students are part of the learning and assessment process. Thinking of assessment as a cycle shows that assessment is not a one-time event, it is a process. The assessment cycle helps students see where they are now, where they are going, and consider how they can get there.

Graphic with a blue header titled “Assessment Informs Student Learning.” Below the header, three circles are arranged in a triangle formation and connected by arrows forming a continuous loop. The top circle reads “Where am I now?” The bottom right circle reads “Where am I going?” The bottom left circle reads “How do I close the gap?” The arrows indicate an ongoing cycle of learning and feedback. The NCEO logo appears in the bottom right corner.

 

Here are some ways parents and families can support students before, during and after a test.

Image of figure teaching in front of 4 students.  Before the test:

    • Explain what the test is for and what kinds of questions students can expect.
    • Ask students what tools or supports they need to show what they know and can do.
    • Provide opportunities for students to practice using any accessibility tools or accommodations that will be available during the test.

Figure holding a clipboard and making check marks. 3 check marks in squares are located on the left hand side of the image. During the test:

    • Ensure students have access to the accessibility features and accommodations listed in their IEP.
    • For online tests, check if students are comfortable using the accessibility tools available in the testing platform.

Image of 3 figures sitting around a table.After the test:

    • Talk with students and their families about test results.
    • Discuss with students what comes next in their learning.
    • Explain how students are performing in relation to their academic and life goals.

Parents and families can help students understand that assessments are part of a cycle. Tests are not just grades, they provide information that improves learning. When students are included in the assessment cycle, they feel more in control of their learning and are more likely to try their best.

What questions should parents and families ask their school or teacher about assessments?

Parents have the right to ask questions and participate in assessment decisions. Here are some important questions to ask.

  • “How will my child be taught to use the tools available on the state test before testing day?”
    • Students with disabilities need more than just a quick explanation right before the test. Schools should prepare students with clear instruction on how accessibility tools work.
  • “How much time will my child have to practice using the accessibility tools on the real test?”
    • Practice is important. If a student has never used a tool before, it can be confusing and stressful on test day. Schools should make sure students feel comfortable with these features before the test.
  • “Is the assessment designed to include all learners?”
    • Schools should use assessments designed to be accessible to all students. Parents can ask what steps were taken to ensure all students can show what they know and can do.

Tip for parents: You do not have to wait for a problem to start asking these questions. The best time to ask is at the beginning of the school year, before testing begins.

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