Abstract:
In this study an interpretive framework was used, and a qualitative approach taken, to explore both how schools report in writing to parents and what parents understand of their child’s achievement and progress from reading written reports. The eight participants in the study were all parents of primary age children who attend schools in New Zealand. Data were gathered in two ways. Semi-structured interviews with participants took place in which they were asked about their child’s most recent written report. In addition the researcher analysed copies of the written reports. Reports conveyed information about student progress and achievement through both narrative comment and tables/charts. There was however little commonality between the reports apart from the use of the National Standards to report student progress and achievement. Whilst parents had a broad understanding of the key messages of their child’s report their understandings often appeared to be superficial. Confusion was caused by the inclusion of technical language and the use of varying points of reference that parents did not fully understand. It is concluded that whilst schools and teachers had clearly gone to great lengths to produce reports, the documents did not always help parents develop a full understanding of their child’s progress and achievement.
