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首页> 外文会议>IEEE International Conference on Technology for Education >A Correlational Study between the Parent and the Teacher's Self-Reported Assessments on the Child's Performance
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A Correlational Study between the Parent and the Teacher's Self-Reported Assessments on the Child's Performance

机译：父母与教师自我报告的儿童成绩评估之间的相关性研究

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Parents, along with teachers, play crucial roles in the academic development of children. Studies in the developed countries have found that parental engagement in the children's education is an important predictor for children's academic success. However, less is studied about how parents in a developing country context could engage in their children's education. The recent ASER report 2018 states that the quality of school education has gone down although there is a significant improvement in the enrollment in the last 5 years. In such a case, what supplementary support can the parents provide for better academic outcomes of the children? It is also interesting to investigate how much do the parent and the teacher know about the child's subject knowledge. Are they on the same tangent? Secondly, do the parents who are better engaged make a better academic assessment of the child? We did a baseline study with 6 teachers and 22 parents whose children study in 6th standard in a Odia medium school in Khordha, Odisha. We compared the self-reported assessments by the parents and the teachers about the child's understanding of a particular subject through Likert-scale questionnaires. We also compared them with the actual test scores of the children obtained from the school. We found that there is a medium correlation between the assessment by the parents and that by the teachers. The correlation between the parent's subjective assessment and the child's actual test score was found to be poor. Surprisingly, we also found the same for teacher's subjective assessment and the child's actual test score. We discuss several qualitative insights for these results. Also, we provide potential design implications for better parental engagement in the developing country context.
机译：父母和老师在孩子的学业发展中起着至关重要的作用。发达国家的研究发现，父母参与儿童教育是儿童学业成功的重要预测指标。但是，关于发展中国家的父母如何进行子女教育的研究很少。最近的ASER报告2018指出，尽管过去5年入学率有了显着提高，但学校教育的质量已经下降。在这种情况下，父母可以提供哪些补充支持来提高孩子的学业成绩？调查父母和老师对孩子的学科知识了解多少也很有趣。它们在相同的切线上吗？其次，订婚更好的父母对孩子的学业评估是否更好？我们与6位老师和22位父母进行了基线研究，他们的孩子在奥里萨邦Khordha的Odia中学以6级标准学习。我们通过李克特量表比较了父母和老师关于孩子对特定学科理解的自我评估。我们还将它们与从学校获得的孩子的实际考试成绩进行了比较。我们发现，家长的评估与老师的评估之间存在中等相关性。父母的主观评估与孩子的实际考试成绩之间的相关性很差。令人惊讶的是，我们在教师的主观评估和孩子的实际考试成绩上也发现了同样的情况。我们讨论了这些结果的一些定性见解。此外，我们还提供了潜在的设计含义，可以使父母更好地参与发展中国家的环境。

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