Abstract
This paper reviews a total of 20 empirical research studies concerning parents’ behavior under the context of high-stakes language assessment, aiming to reveal the impact of the assessment on parents’ behavior. The results show that (1) parents are typically involved in high-stakes language assessment process; (2) their involvement practice includes general (such as hiring tutors for children) and extreme involvement behavior (such as participating in movement against high-stakes testing); (3) no unanimous conclusion is reached concerning the effectiveness of parents’ involvement in high-stakes language assessment; (4) multiple factors that affect parents’ involvement in high-stakes language assessment are identified, including parents’ perceptions of tests, their educational background, and the time they spend with their children. This study concludes that tests might influence the ways parents are involved in children’s education. However, not all parents might be influenced by testing, and testing might have a positive impact on some parents but a negative impact on others. This synthesis has several practical implications. Firstly, it indicates that parents’ involvement behavior in the context of high-stakes language assessment deserves to be further investigated. Secondly, it points that various intervention programs should be provided for parents to help them better support their children’s learning and test preparation. The paper also offers several suggestions for future research.
  
Highlights
A wealth of research has shown that parents are typically engaged in their children’s learning
In order to guarantee the reliability of the results, this synthesis only considered the studies with rigorous research design, which means that the studies reported how data were collected and analyzed, the research findings were consistent with the data collected, and the conclusions were aligned with the research findings (Henderson & Mapp, 2002);
All of the 20 studies provided empirical evidence for parents involved in testing, indicating that parents do involve in the high-stakes language assessment process and they are involved in two ways: general and extreme involvement behavior
Summary
A wealth of research has shown that parents are typically engaged in their children’s learning. Many researchers are committed to exploring the factors that affect PI (e.g., Hoover-Dempsey & Sandler, 1995, 1997), few have treated assessment as an essential variable. It seems that PI has been widely investigated within the non-assessment field (Cheng, Andrews, & Yu, 2010; Dawadi, 2019). This research attempts to fill this void by conducting a synthesis of test impact on parent behavior, interpreting parents’ involvement behavior under the context of high-stakes language assessment. RQ2: Is parents’ involvement behavior in the assessment process effective for promoting students’ academic achievement? This synthesis begins by describing the procedure of searching, screening, and analyzing literature It reports the findings and discusses the test impact on parents’ behavior.
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