Source: Teaching Education, Volume 24, Issue 2, 2013, pages 181-194.
The purpose of this study was to help pre-service teachers develop basic knowledge and skill for partnering with families on assessment-related issues.
The participants were teacher educators participated in an assessment class.
The participants were assigned to experimental group and control group.
Teacher educators in the experimental group participated in role-playing activities designed to expand their understanding and skill in a way that would help them learn how to partner with parents.
The teacher educators in the control group did not participate in the role-playing activities.
A pre-post measure design was used to test whether the experimental group improved relative to control group.
Results indicated that participants in the experimental group gained more knowledge about parental engagement and communicating with parents than the control group.
In addition, the findings revealed that the students’ role-playing assignments demonstrated that most students gained valuable skills in working with parents on assessment issues, and students in the experimental group endorsed the role-playing activities as valuable for their education as teachers.