Parents’ and Teachers’ Perceptions of the Assessment of the Students’ English Achievement

Abstract

The need for the teaching of English as a foreign language in
Indonesia has been felt by almost all levels of society, especially in big
cities. Without realizing the schools readiness, society has put a great
expectation on the success of the English teaching. In fact, the success of
the English teaching is also influenced by the parents’ involvement in the
school program. Parents’ involvement will be beneficial when parents
and teachers have the same perception about instructional programs,
including the assessment of the students’ achievement. The study proves
that parents and teachers have similar perceptions of some aspects of the
English achievement assessment but different perceptions of other aspects
of the assessment. In some respects, such as the function of test, the types
of tests used to assess students’ English achievement, parents and English
teachers are of the same perception. In other respects, however, such as
the level of difficulty, the validity of the test, and the materials covered in
the test, they are of different perception. This mismatch of perception may
cause problems for the teachers, parents, and students.

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