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Synergy and Tension between Large-Scale and Classroom Assessment: International Trends

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Bibliographic Details
Title: Synergy and Tension between Large-Scale and Classroom Assessment: International Trends
Language: English
Authors: Volante, Louis, DeLuca, Christopher, Adie, Lenore, Baker, Eva, Harju-Luukkainen, Heidi, Heritage, Margaret, Schneider, Christoph, Stobart, Gordon, Tan, Kelvin, Wyatt-Smith, Claire
Source: Educational Measurement: Issues and Practice. Win 2020 39(4):21-29.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2020
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Educational Trends, Trend Analysis, Measurement, Teaching Methods, Educational Assessment, Learning Processes, Cross Cultural Studies, Foreign Countries, Educational Policy, Test Results, Correlation
Geographic Terms: United States, Canada, Finland, Singapore, Australia, Germany, United Kingdom (England)
DOI: 10.1111/emip.12382
ISSN: 0731-1745
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.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1276712
Database: ERIC
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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.
ISSN:0731-1745
DOI:10.1111/emip.12382