02/20/98

Should parents be present during testing?

Q: I would like to observe the evaluation of my child, so I know what the test results are based on. Is that permissible?

A: That depends. Parental presence during testing can be harmful, helpful or neutral. Harmful if the parent unwittingly cues, censors or inhibits the child; helpful if the child feels more relaxed and expressive with the parent there; and neutral if the child can focus on the testing without being distracted by the parent's company.

When I evaluate preschool children, I routinely invite parents to observe, either in the room with us or through a one-way mirror. Not only does the child find it reassuring, but it also provides me with an opportunity to educate parents about mental/emotional development and to model teaching/learning interactions. Parents usually contribute as much information to the overall diagnostic picture as the child does.

For evaluations with school aged children, I rarely invite parents in, although I am open to such requests on a case by case basis. I discuss the testing process with parents in advance and assure them I will review results in depth, plus provide a detailed written report. If the parent still wants to sit in, I welcome them. After explaining basic fundamentals of standardized testing procedures, I ask them to sit quietly behind the child and avoid making any comments. We review their questions or concerns after the child has returned to class.

Finally, parents can be essential testing partners for evaluating children with physical handicaps, to help adapt testing materials or the way materials are presented, so the student can demonstrate what he or she knows.

Parents are always part of the testing process, whether they sit in on the actual testing or not. Parents are, after all, the lifelong educators in their children's lives. To be truly helpful to them and to their children, we need their support and participation every step of the way.

Please send questions or comments to bbruno@snet.net.