Communicating With Parents

Helping Parents Understand the Relationship between Assessment for Learning and Assessment of Learning

For most parents, the concept of assessment for learning is not well understood. Parents may not have experienced these strategies as students themselves. As such, they may require support in understanding the principles and practices associated with assessment for learning, such as second chances, peer feedback, and self-reflection. It is critical to work with parents to enhance their understanding of why these research-based practices support enhanced student learning.

This set of videos highlights the importance of building a shared understanding of assessment practices among educators, students, and parents. It emphasizes that helping parents understand the relationship between assessment for learning and assessment of learning requires ongoing communication, real classroom examples, and collaborative efforts across school communities. When parents see how assessment supports growth, not just final judgement, they are more likely to engage as partners in their child’s learning.

As You Watch, Consider:

• How are we helping parents understand the difference between assessment for learning and assessment of learning in practical ways?
• In what ways are we using real classroom examples to make learning visible for parents?
• How effective is our communication in moving beyond policies to meaningful understanding?
• How are we engaging parents in ongoing dialogue rather than one-time communication?
• How are we shifting parent focus from final marks to growth and learning over time?

Helping Parents Understand the Language Used to Communicate Learning

These videos highlight the importance of clear, consistent communication in helping parents understand assessment and reporting practices. They emphasize the use of accessible language, multiple communication strategies, and real examples to build shared understanding between school and home. Overall, they reinforce that intentional, ongoing communication strengthens parent confidence and supports student learning.

As You Watch, Consider:

• How are we using clear and consistent language to help parents understand learning goals and assessment practices?
• In what ways are we providing multiple opportunities and formats for parents to engage with information about student learning?
• How effectively are we communicating evidence of learning rather than simply reporting results?
• How are we supporting teachers in developing shared language and clarity in their communication with families?
• How do our current communication practices help parents feel confident and informed about their child’s learning?

Ensuring that Parents Receive Ongoing Information

Student agendas, e-mails, phone calls and interviews are all effective mechanisms for sharing information with parents. At report card time parents should already know about areas where their child is experiencing success, and where additional support may be required.

Meaningful communication with families begins by asking—not assuming—what partnership looks like for them. Before establishing communication plans, educators can invite families into the conversation to share what information is most helpful and how they prefer to receive it.

Authentic collaboration recognizes that families have diverse capacities, experiences, and ways of engaging. What meaningful involvement looks like will vary across communities and households, and responsive assessment practices honour these differences rather than relying on one-size-fits-all approaches.

These videos highlight that effective communication about student learning is ongoing, varied, and focused on supporting growth rather than simply reporting results. They emphasize the importance of using multiple tools and strategies, including digital platforms, evidence of learning, and student reflection, to create meaningful connections between home and school. Overall, they reinforce that when communication is timely, clear, and centred on learning, it strengthens student ownership and parent engagement.

As You Watch, Consider:

• How are we ensuring that our communication with parents goes beyond reporting marks to sharing meaningful evidence of learning?
• In what ways are we using a variety of tools and approaches to provide timely, accessible communication for all families?
• How are we involving students in communicating their own learning and reflecting on their progress?
• How effectively do our current practices support parents in taking an active role in their child’s learning?
• How might we shift from passive reporting to more active, ongoing communication that emphasizes feedback and next steps?