Demystifying the Evaluation Process for Parents: Rubrics for Marking Student Research Projects‪.‬

IN SCHOOL LIBRARY RESEARCH PROGRAMS, A CHALLENGE FOR STUDENTS DOING RESEARCH EMERGES WHEN THEY TAKE THEIR PROJECTS HOME AND TURN TO THEIR PARENTS FOR ASSISTANCE, OFTEN PARENTS LACK SUFFICIENT KNOWLEDGE OF THE RESEARCH PROCESS TO BE ABLE TO EFFECTIVELY HELP THEIR CHILDREN. Moreover, teachers expect parents to monitor student homework but rarely give parents information about the purpose of the homework or how best to help their children (Fullan, 2001). Many parents are unfamiliar with what is expected of student work and this inevitably leads to anxiety for both parents and children. Although it is ultimately up to students to create their own successes, research with thousands of parents has shown they want to "motivate, encourage, monitor, keep track of, interact with, and talk about school work at home" (Epstein, 1994, p. 47). In this time of engaged parents (Atlas, 1997), teacher-librarians must see themselves as collaborators with both students and parents if schools are to enhance the lives of students. Coleman suggests that the most important task facing the school in the immediate future is "collaboration with parents in building active communities of learners" (1998, p. 43). Similarly, Connors and Epstein found that "the need for cooperation is forcing a shift in emphasis from changing families to meet the needs of schools to changing schools to meet the needs of children and families" (1995, p. 440). Communicating effectively with families regarding assessment of student assignments can alleviate some of the confusion parents experience in understanding what is expected in their children's assignments. It might also satisfy the public's need for greater accountability in programs being offered in schools.