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Synergy and tension between large-scale and classroom assessment: International trends
Louis Volante Christopher DeLuca Lenore Adie Eva Baker Heidi Harju-Luukkainen Margaret Heritage Christoph Schneider Gordon Stobart Kelvin Tan Claire Wyatt-Smith
Louis Volante
Christopher DeLuca
Lenore Adie
Eva Baker
Heidi Harju-Luukkainen
Margaret Heritage
Christoph Schneider
Gordon Stobart
Kelvin Tan
Claire Wyatt-Smith
Abstract
The synergy, or lack thereof, between large‐scale and classroom assessment has been fiercely debated in both academic and policy spheres for decades around the world. This paper seeks to explicate how different countries are utilizing large‐scale testing and test results at the classroom level. Through country profiles, this paper analyzes contemporary developments on the tensions and synergies between large‐scale assessment and classroom teaching, learning, and assessment observed across seven international jurisdictions: United States, Canada, Australia, England, Germany, Finland, and Singapore. The paper concludes with an analysis of international trends leading to a synthesis of root causes contributing to the current limited uptake of large‐scale assessment results at classroom levels.
Keywords
classroom assessment, education policy, large‐scale testing, student assessment
Date
2020
Type
Journal article
Journal
Educational Measurement: Issues and Practice
Book
Volume
39
Issue
4
Page Range
21-29
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled