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

L. Volante*, C. DeLuca, L. Adie, E. Baker, H. Harju-Luukkainen, M. Heritage, C. Schneider, G. Stobart, K. Tan, C. Wyatt-Smith

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    5 Citations (Web of Science)


    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.
    Original languageEnglish
    Pages (from-to)21-29
    Number of pages9
    JournalEducational Measurement: Issues and Practice
    Issue number4
    Publication statusPublished - 1 Dec 2020


    • classroom assessment
    • education policy
    • implementation
    • large-scale testing
    • no child
    • policy
    • school
    • state
    • student assessment
    • teachers
    • SCHOOL
    • NO CHILD
    • STATE
    • POLICY

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