Open Access Graduate Research Paper
Scheduled conferences and report cards do not adequately tell parents how their children are progressing academically. Some parents have stated they would like to obtain more frequent communication from schools concerning their children's progress. The monthly portfolios at a private, urban, Midwest, elementary school are being used as a tool for reporting progress to parents as well as a venue for showcasing students' talents, a way of self-reflection, and an instrument for goal-setting and evaluation. Monthly interactive portfolios are shared with K-8 parents as an alternative authentic assessment system. Currently in the second year of implementation, the author shares the success story of home-school interactive student portfolios as a supplement to traditional progress reporting systems. The uniqueness of the portfolio system lies in the fact that it is used comprehensively in kindergarten through eighth grade, and is an interactive system. It has become an asset to the progress reporting system as well as a great community building tool for the school. The article explains the steps in the development and implementation of portfolios, the method of reporting to parents, the benefits of home-school communication, and the results of a recent parent survey regarding the portfolio system. Many parents are quoted throughout the article extolling specific benefits of portfolio assessment. A question and answer format is used to address the most commonly asked questions about the interactive home-school portfolios.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
Linda F. Quinn
Mary J. Selke
1 PDF file (19 leaves)
©1997 Nancy L. Stirm
Stirm, Nancy L., "Using Interactive Home-School Portfolio Assessment Systems for Parental Communication" (1997). Graduate Research Papers. 1809.