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There are many varied approaches to involving parents in assessment, but a coherent knowledge base is lacking. To gain a deeper understanding of the role of parental involvement in student learning, we accessed journal articles from three databases following the "Preferred Reporting Items for Systematic Reviews and Meta-Analyses" (PRISMA) guidelines. Two hundred and eleven articles were generated, but upon application of exclusion criteria, 25 articles remained for final analysis. We examined the outcomes and approaches for parental involvement in assessment, including the research focus, countries, school context, research design, the terminology used, definition, and challenges. The findings of our review highlight the competing understandings of parental involvement, geographical, theoretical, and practical gaps. We also highlighted significant areas for future investigations.

Integrating literacy in science and mathematics learning and teaching has been an ongoing endeavour. There are frameworks developed to guide teachers' practices, but little is reported on assessing literacy simultaneously with scientific or mathematical content knowledge. We reviewed the literature on assessing literacy in science and mathematics to develop a coherent knowledge base using the "Preferred Reporting Items for Systematic Reviews and Meta-Analyses" (PRISMA). We accessed 683 peer-reviewed publications from three databases, and upon application of exclusion criteria, only 13 articles remained for full analysis. We report the macro skills focused, assessment tools and strategies used, and reported outcomes. We also discuss the geographical, practical, and theoretical gaps and highlight critical areas for future investigations.

Cultural priming studies frequently employ non-validated, stereotypical images. Here, we empirically select images to separately evoke two cultural mindsets: Hispanic and US-American. Spanish-English bilinguals identifying as Hispanic/Latino (N = 149) rated 50 images online for their cultural and emotional evocation. Based on relative cultural identification, cultural "delegate" (strongly US-American, strongly Hispanic, balanced bicultural) subsamples' ratings were averaged to isolate particularly salient images. Image ratings were compared across respondents' national origins. Ratings of seven selected pairs of content-matched Hispanic and US-American primes were compared across the full sample. High discrimination across cultural mindsets and positive emotion ratings were maintained regardless of various demographic factors. Thus, we provide empirical justification for incorporating these stimuli, individually or as sets, within cultural priming studies among Hispanic/Latino samples. [ABSTRACT FROM AUTHOR]