In this era of accountability-by-numbers, the elevated status accorded to large-scale external assessments such as the OECD's Programme for International Student Assessment (PISA) is symptomatic of a trend towards data-driven policy initiatives in education, and the need for regular sources of outcome data to constantly feed narrow indicators of accountability. Tying teacher evaluation and remuneration to test results is problematic on numerous levels, not least of which it reinforces a competitive spirit that undermines the collegiality among teachers that is so important in the creation of professional learning communities. This paper presents several perspectives on large-scale student assessments.