ABSTRACT
This chapter points out that parents’ perception of the quality of education is influenced by their experience with, and their knowledge of, assessment procedures and examination systems. It deals with attempts to have assessment procedures serve a variety of functions or purposes. The chapter argues that such practices are bound to lead to problems: neglect of some purposes or an unacceptable load on teachers and pupils. It describes a new assessment practice called ‘records of achievement’. This practice is directed at supporting effective and fruitful communication between schools and parents as well as at promoting learning. In the many schools where parents are being drawn into the reporting process alongside the commentary provided by students and teachers, there has been very active support for this. Whilst parents still typically welcome traditional grades and marks, they are nevertheless responding enthusiastically to schools’ attempts to give more broadly-based, constructive and individualized information about students’ learning.
