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Reporting to parents in primary school: communication, meaning and learning

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Show simple item record Hall, Kathy Conway, Paul F. Rath, Anne Murphy, Rosaleen McKeon, Jacinta 2016-04-06T11:09:44Z 2016-04-06T11:09:44Z 2008
dc.description peer-reviewed en_US
dc.description.abstract How schools report to parents about the learning of their children is becoming increasingly important and challenging in the light of a) new developments and understanding about learning and assessment, b) Ireland’s relatively recent cultural diversity, and c) recent legislation and official policy highlighting how schools are accountable to students, parents and the State. The NCCA’s Reporting Children’s Progress in Primary Schools endorses the role of parents, as partners with schools, in extending children’s learning. School reporting practices are central to this role. The nature of these practices is the theme of this NCCA-commissioned study. In terms of assessment policy and practice, we note that reporting is more closely linked with summative than formative assessment (as indicated in the shaded column in Table 1). As such, in terms of formal reporting at both parent-teacher meetings and in relation to written report cards the emphasis is on ‘what has been learned by students to date’, that is, ‘assessment of learning’ (AoL). en_US
dc.language.iso eng en_US
dc.publisher National Council for Curriculum and Assessment (NCCA) en_US
dc.relation.ispartofseries Reporting to parents in primary school: communication, meaning and learning;Research Report No 9
dc.subject assessment of learning en_US
dc.subject school reports en_US
dc.subject parents en_US
dc.title Reporting to parents in primary school: communication, meaning and learning en_US
dc.type info:eu-repo/semantics/report en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US

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