Involving parents in the assessment program as their views are essential in supporting a child’s education program. Lee et al. (2017) argued that the program also creates a positive relationship between the instructor and the parent, a decisive engagement in helping planning a child’s education and performance. A parent understands what is expected of them during an assessment and throughout a child’s educational progress. Many benefits come with involving a parent in the education program. They include; excellent school attendance by the child, good performance, higher grades, and increased social behavior and skills by the child. Parent involvement also helps in boosting a child's education involvement and pro-active participation in education programs (Lee et al. 2017). It not only strengthens a child's relationship with the parent but also fosters a closer understanding and collaboration on education issues involving the child.
Parents can be involved in an assessment program by sharing the assessment program videos with them on the school website. All videos showing the assessment program are uploaded on the school website, and then parents are urged to watch and engage with the assessor (Lee et al., 2017). Through the videos, teachers can offer tips on how a parent can contribute to improving a child’s performance and level of performance. The parents can be urged to provide feedback on the same to augment the teacher’s input (Lee wet al.2017). Parents can also be involved in assessment programs by organizing an after assessment club that will bring together the instructor, student, and parents to evaluate the success of a given assessment program. Parents can be asked their input, observation, contribution, and concern about their children’s progress in school. Through the after-assessment program, the parents can be given a strategic role in assessing their child’s level and engagement with learning activities.
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Classroom Strategies to Support Learning
Part 1
During an assessment, observing a child sparks development and learning. While observing a child’s progress and trials, it is essential to stimulate and encourage the child’s focused engagement (Martin, Hutchings, Martin-Forbes, Daley & Williams, 2020). Through active participation, a child’s learning and thinking abilities are improved and reinforced. Garvis et al., (2018) argued that close engagement and stimulation offer emotional support that encourages the acquisition of skills and knowledge. A teacher’s direct involvement spurs verbal response from the child in addition to positive reactions that foster enjoyment and increased improvement in learning.
Anecdotal Record
| Date | Comments |
| 4/1/2020 | Showed high interest in the teacher’s instructions |
| 4/1/2020 | Was focused but easily distracted |
| 4/1/2020 | Showed high persistent levels in her trials |
| 4/1/2020 | Showed high level of Engagement with the teacher |
| 4/1/2020 | Showed confidence in her response |
| 4/1/2020 | She is free and collaborative |
| 4/1/2020 | She is close with her teacher |
| 4/1/2020 | Enjoys the learning activity |
| 4/1/2020 | She is free and agile |
Observation Checklist
| Observation | Yes | No |
| Does the child show interest in his/her learning | √ | |
| Is the child attentive | √ | |
| Is the child easily distracted | √ | |
| Is the child showing any progress in his/her trials? | √ | |
| Does the child follow on instructions given? | √ | |
| Are there successful attempts | √ | |
| Is the child’s response positive upon getting it right? | √ | |
| Is the child aggressive in her attempts | √ | |
| Is there any signs of indecisiveness in the child’s moves | √ |
References
Lee, R. L. T., Leung, C., Chen, H., Louie, L. H., Brown, M., Chen, J. L., ... & Lee, P. H. (2017). The impact of a school-based weight management program involving parents via mHealth for overweight and obese children and adolescents with intellectual disability: a randomized controlled trial. International journal of environmental research and public health , 14 (10), 1178.
Martin, P. A., Hutchings, J. M., Martin-Forbes, P., Daley, D., & Williams, M. E. (2020). A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems.
