In recent years, the Ministry of Education (MOE) in Singapore has introduced several assessment-related policies to shift away from an exam-oriented culture, promoting formative assessment practices. However, there is limited research on parents’ perspectives regarding these changes. Given the significant influence of parental views and involvement on educational policies and practices, this ongoing study seeks to fill this gap by examining parents’ roles in educational assessment reforms.

The study employs a mixed-method approach, consisting of two phases. Phase 1 (2024–2025) involves a qualitative study through parent focus groups and teacher interviews to identify how parents engage in their children’s assessments, uncover the challenges they encounter, and explore factors that impact their involvement. Phase 2 (2025–2026) will involve a quantitative study using data from an online parent survey to analyse the relationships between parental involvement in educational assessment activities, their beliefs, assessment literacy, and background.

Anticipated outcomes of the study include:

1. Providing policymakers and researchers with insights into parents’ perspectives on educational reforms.
2. Producing materials to help parents better understand the purposes and applications of various educational assessments.

These findings aim to support the Ministry’s efforts in fostering a more holistic educational environment.