ABSTRACT The degree to which diverse score users can understand and consume information presented in score reports dictates whether they are able to draw reasonable conclusions. The goal of this study was to understand how parents (a particularly understudied and heterogeneous stakeholder population) make interpretations from a hypothetical interactive score report. We used cognitive laboratories to evaluate how 35 parents from diverse educational and language proficiency backgrounds make sense of the information presented in hypothetical K-12 score reports. Results from this study demonstrate the diversity in the levels of comprehension across the assessed subgroups of parents, and highlight the need for and importance of additional support materials that can help parents understand and make sense of the information presented in score reports. Nevertheless, due to the hypothetical nature of the score report mockup evaluated and the small sample sizes, these results should be substantiated with additional research.

中文翻译：

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父母不同亚组的成绩报告解释

摘要不同分数用户可以理解和使用分数报告中显示的信息的程度决定了他们是否能够得出合理的结论。这项研究的目的是了解父母（特别是被研究不足且利益相关者不同的群体）如何从假设的互动评分报告中做出解释。我们使用认知实验室评估了来自不同教育和语言能力背景的35位父母如何理解假设的K-12分数报告中提供的信息。这项研究的结果表明，在所评估的父母亚组中，理解水平存在差异，并强调了对补充材料的需求和重要性，这些材料可以帮助父母理解和理解成绩报告中提供的信息。