What Do Parents Think About Assessment?

Blog Post created by on Sep 12, 2016

As you read, consider the following discussion topics:

  • What conversations are you having with parents about assessment?
  • Do you send out surveys to parents for feedback on assessments?
  • How do you involve parents in the process of assessing students?


After you read through the blog, continue the conversation in the comments by thinking about the questions above.

Blog originally posted on Teach. Learn. Grow. on July 14, 2016

By Kara Bobowski


Over the past 5 years, NWEA has sponsored three national studies focused on what various stakeholders, including superintendents, principals, teachers, students and parents think about assessment. As a parent myself, it’s the parents’ views of assessment that I find the most interesting – and more nuanced than you might think.


Back in 2012 when we blogged on what parent’s thought, 68 percent of parents “completely” or “somewhat” agreed that formative and interim assessments provide data about individual student growth and achievement. (*For quick definitions of different assessment types that were provided to parents surveyed, see below.) Sixty-six percent agreed that formative and interim assessments help teachers better focus on the content that students need to learn, and 60 percent agreed that these assessments provide teachers with the information needed to pace instruction for each student. Generally speaking, 84% of parents found formative assessments “extremely” or “very” useful, and 67% said that about interim assessments, while only 44% found summative assessments that useful. The data gathered in the 2012 survey suggested that parents prefer a more embedded formative assessment classroom strategy using timely and informative results.


Fast forward to 2016 and our latest survey, Make Assessment Work for All Students, and now, 76 percent of parents surveyed value interim assessments and 74 percent value formative assessments. Generally, parents considered multiple assessment types helpful to their child’s learning. Majorities of parents said that classroom tests and quizzes were helpful to themselves (65%), their children (76%) and their children’s teachers (83%). However, only 46% of parents considered state accountability tests to be useful to the audience for whom they are designed – school administrators. The findings highlight the need for more communication and understanding targeted at parents around the purposes of different assessments.


While the perceived value of certain types of assessment is growing among parents, there is still a need for better communication of assessment results. Our latest survey showed that more than six in 10 parents say that their child’s teachers rarely (39%) or never (22%) discuss assessment results with them. Interestingly, parents whose children attend large schools and suburban schools are more likely than those with children at small- or medium-sized schools or urban schools to say that teachers never discuss results with them.


While there is a need to better communicate assessment results with parents, surprisingly, parents in both surveys feel that students spend an appropriate amount of time on assessment. Controversy over state accountability tests is likely an important influence on the widespread perception that U.S. students are tested too much. Common criticisms of accountability assessments are that they take time that could be better used to meet the specific needs and interests of students and that they detract from teachers’ ability to differentiate instruction. Yet,  more than half of parents (52%) say students spend the right amount of time or too little time taking assessments in the latest survey.


For more assessment perceptions from parents – along with teachers, students, and school administrators — download the latest survey – Make Assessment Work for All Students: Multiple Measures Matter. And if you are a parent looking to understand more about NWEA’s MAP test specifically, check out our online resources for parents.


*By formative assessment, we mean classroom observations, class quizzes and tests, and other practices used by teachers and students during instruction to provide in-the-moment feedback so teachers can adjust accordingly. Interim assessments were defined for parents as assessments administered at different intervals throughout the year to evaluate student knowledge relative to specific goals. Summative assessments were defined as assessments such as state- or district-wide standardized tests that measure grade-level proficiency, and end-of-year subject or course exams. To learn more about assessment types and their purposes, check out

86.thumbnail.jpgAbout the Author


Kara brings 15+ years of marketing communications experience to her role as the Senior Manager of Digital Content at NWEA. She is passionate about learning and creating opportunities to share NWEA partner stories on a variety of platforms. For the past year, Kara has been creating content for Assessment, working on the NWEA-Gallup assessment perceptions study, and collaborating with the Task Force on Assessment Education for Teachers. Prior to that, Kara held communications and consulting roles in a variety of industries. She completed her undergraduate work at the University of Notre Dame and earned a master's degree from Northwestern University.