Large-scale mathematics assessment : looking globally to act locally

Doig, Brian 2006, Large-scale mathematics assessment : looking globally to act locally, Assessment in education : principles, policy & practice, vol. 13, no. 3, pp. 265-288, doi: 10.1080/09695940601035403.

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Title Large-scale mathematics assessment : looking globally to act locally
Author(s) Doig, BrianORCID iD for Doig, Brian
Journal name Assessment in education : principles, policy & practice
Volume number 13
Issue number 3
Start page 265
End page 288
Publisher Routledge
Place of publication London, England
Publication date 2006-11
ISSN 0969-594X
Summary 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.
Language eng
DOI 10.1080/09695940601035403
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
200101 Communication Studies
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2006, Taylor & Francis
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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