| Abstract [eng] |
Collaboration between parents of pupils and teachers is particularly important for the achievement and progress of pupils, their cognitive and emotional development, and their future prospects. This is one of the basic conditions that determine the success of pupils' education. The research problem: what methods to use to encourage the assessment of achievement and progress in primary school by aspect of involvement of parents into assessment process. Goal – to analyze the assessment of pupils 'achievements and progress in primary classes by aspect of the possibilities of pupils' parents involvement in the process of assessment of achievement and progress in primary classes. Object - the assessment of the pupil’s progress and achievements in a primary classes, by aspect of the involvement of pupils' parents in the assessment of achievements and progress in primary classes. Tasks: 1. To analyze the theoretical background of pupils achievements and progress, to describe the possibilities of the pupils' parents' involvement in the assessment of achievements and progress. 2. To explore the possibilities of encouraging parents to engage in the process of assessing achievement and progress in primary classes and to \"Theoretically and Empirically Based Model of Opportunities to Involve Parents into Children's Achievement and Progress Assessment\". Research methods: analysis of scientific literature, document analysis, comparative analysis, questionnaire survey, methods of the qualitative and quantitative analysis of data, summary. The survey performed in A, B, C, D, E, F, G general education schools’ primary classes of Klaipeda city. The survey performed January – February 2019. In the survey participated 122 respondents, pupils’ parents of the primary school. 54 teachers of primary classes also participated in the survey. After conducting an empirical study and analyzing the data, we can say that most educators notice the gap (in terms of communication) and the parents of students are not. In the opinion of both the parents of the pupils and the educators, the attitude of the children towards the inner and outer environment of the school is completely positive. Most pupils' parents have enough information about their child's learning and behavior at school. Pupils' parents pay great attention to overcoming learning difficulties. For both pupils' parents and educators, the forms of electronic diary and individual interviews are the most acceptable. The form of the achievement book is the most unacceptable. In the parents' opinion, most of the difficulties are not encountered, but teachers experience difficulties in communicating more than their parents. 73% of the respondents (parents of pupils) think that getting into the education process affects the child's achievements and progress. Pupils' parents understand the importance of getting into school and the process of education, so pulling parents into learning has a positive impact on learning outcomes, future prospects, mental health, and social relationships with others. Communication (direct, social networking, e-diary) is the most important way in which educators encourage parents to engage in joint activities. According to the data obtained, a theoretically and empirically based model of “Theoretically and Empirically Based Model of Opportunities to Involve Parents into Children's Achievement and Progress Assessment” has been developed, which can help to promote the system improvement possibilities of the pupils' parenting process. After analyzing the data of the empirical research, we can assume that the discovery of free time, the higher number of activities in school, sincere communication and cooperation, parent education, responsible attitude of the child to the development of the child can improve the attraction to the assessment process in the primary classes. |
