Large‐scale mathematics assessment: looking globally to act locally

Abstract

In this paper, I will argue that it is possible to use data from large‐scale international and national mathematics assessment programmes, whose attention is on summative achievement, to provide formative information that informs teachers about the effects of their classroom practice. However, to have impact on, and be useful for, classroom practitioners, these achievement data need to be reworked and re‐presented in ways that are plausible, provide a basis for inferences about practice, and be appropriate for the intended audience. This paper examines achievement‐focused assessment programmes in terms of their aims and approaches, and develops the argument that formative assessment possibilities are present, within these programmes, although usually hidden. Examples are drawn from several sources to support this argument, and demonstrate a variety of approaches that have been taken in the past. Suggestions for further action are made.

Acknowledgements

The genesis of this paper was supported by Deakin University, Australia, through its Scholars’ Workbench programme. As part of this programme, the author received encouragement and collegial support from Anne Watson (University of Oxford) and Rosemary Callingham (University of New England, Australia). The generosity of these colleagues is greatly appreciated.