From performance tables to Ofsted reports, there's a dazzling array of information available to help parents make informed choices about their child's education – but what really counts? Penny Cottee discovers what parents are thinking.
Many parents may not know the difference between formative and summative assessment, or be able to define 'assessment for learning'. But they certainly know when they are receiving regular, clear feedback about their child's progress and performance, from teachers who know their child well.
The GTC believes that parents are key stakeholders. The issues surrounding the information they receive from teachers and schools, when they receive it, and how they use it – to make informed judgements and choices about individual children's learning and about schools – are central to the debate on the current assessment and accountability regime.
That debate is one that the GTC started in 2003. Believing firmly that pupil assessment is integral to the teaching process, it set itself the task of developing recommendations on a future assessment model that would better serve all stakeholders. Following a major programme of research and consultation, the GTC gave formal advice to the Secretary of State for Education and Skills in 2004. Since then, further projects have been undertaken to add detail to the arguments put forward.
As part of its work, the GTC was keen to investigate how assessment data could both support teaching and learning, and form the basis of public accountability. "Here, we were particularly interested in parents' experiences. We believed that the changes to the assessment model we are promoting could provide much better information for parents than they have at the moment," explains GTC policy advisor Kathy Baker.
In a bid to establish parental perspectives on assessment and accountability, the GTC liaised with a number of organisations including the National Confederation of Parent Teacher Associations (NCPTA), the National Governors' Council, and the Parent Education Support Forum.
The GTC also commissioned quantitative and qualitative research throughout 2005. On the GTC's behalf, MORI asked parents about the information they received on their children and on the school, and investigated views on 'league' – performance – tables. Following this, another research organisation, GfK NOP, convened four focus groups of parents, in London and Manchester. The groups explored the information parents receive from schools and other sources, and equally, what information parents would like.
Level of detail
The findings show that parents have access to a wide variety of written and verbal information from schools, both about individual pupils and the school itself. This ranges from written reports, prospectuses and annual reports to newsletters, posters, certificates and letters. The level of detail and amount of information differs widely across areas, and between schools.
Almost 80 per cent of the focus group participants said they find verbal information most useful. This includes parents' evenings, school open days, pupil review days and assemblies. On a more informal basis, telephone calls with teachers and head teachers are sometimes used. Parents' evenings offer the most tailored and detailed information, with a good opportunity to gain insight into academic and behavioural issues. Written pupil reports also give useful information and are valued by 71 per cent. Parents favour descriptive rather than solely statistical information, with both academic and behavioural aspects covered. They also suggest that schools could advise them, via reports, on ways to help their child's learning.
For discovering news on school plans for improvement or policy information – such as bullying or smoking – school newsletters are popular, with word of mouth and posters displayed in schools mentioned as useful. Parents also report that they want more regular, less formal dialogue with schools, with suggestions including homework diaries and journals.
When it comes to choosing a school, most parents rely on good old-fashioned word of mouth, as well as the established practice of sending children to their own former school. While a few parents read Ofsted reports, they tend to be people new to an area and therefore without personal contacts.
Another key area investigated by the two studies was the role of performance tables. The MORI results show that just 27 per cent find performance tables useful, with parents expressing strong reservations about them, both for choosing schools and monitoring school performance.While some parents use them, the tables don't appear to change their behaviour, as they are considered much less important indicators of a school than curriculum, discipline, location and resources.
Parents recognise that schools need to make information public and to be accountable, but they feel performance tables alone are inadequate. "They were sceptical about their validity and relevance, with some parents believing only children guaranteed to succeed were entered into tests," explains Kathy Baker. The focus group parents want more information, such as financial management and policy changes in schools. Overall they prefer school-by-school and local accountability, rather than national comparisons.
Not surprised
Margaret Morrissey of the NCPTA, which represents over six million parents and teachers, is not surprised by the results. "We have found scant support for league tables and SATs among parents," she reports. "Our survey with the London Evening Standard found a majority of parents wanted to abolish key stage 1 SATs, and they are definite that SATs data should be used by individual schools, not for league tables."
Performance table information is "too narrow", adds Margaret, and the over-emphasis on testing in the system risks children being "taught to test, not taught to learn". "Parents don't want assessment data used for performance tables to inform their school choices," she says. "They need much broader information about children and schools."
That view is reflected in parents' comments gathered at the GfK NOP focus groups, where participants said:
- "I'm much more concerned that he is happy and has a good social circle than if he is at the top of the class."
- "All I'm interested in is my son's performance, not tables."
- "As long as my child comes out doing the best they can, and the school is doing the best it can, that's all that matters."
- "If the child is happy and learning, I don't think parents are interested in the education system being accountable, and being fed hundreds of statistics."
Trust teachers
Says Margaret: "Parents can use the information teachers give them, to help teachers raise standards and progress learning both at home and at school, but the assessment is the teacher's role. Of course, parents need to understand it, but ultimately, parents respect teachers' professionalism and trust them to assess their child, using the information gained to progress their learning." In autumn 2005, a GTC stakeholder seminar on assessment brought together a variety of bodies, including those representing parents and governors. Issues raised included the imperative of finding appropriate ways to disseminate data to different audiences – from teachers and pupils to LEAs, parents and governors. Governors, for example, approach assessment data differently from parents. Neil Davies, chair of the National Governors' Council, explains: "A governor takes a strategic position, attempting to establish from the assessment data whether the school is moving in the right direction, with regard to its development plan, key stage targets and so forth. Governors need training to make a valuable contribution when interpreting such data."
Ultimately what parents want, says NCPTA's Margaret Morrissey, is: "an ongoing discussion with teachers, with good, regular information, preferably termly, so that issues can be dealt with early. By the end of the year it's often too late."
* Penny Cottee is a freelance journalist.
