High-stakes assessments are a common feature of many education systems. One argument often made against their use, however, is that they have a negative impact on wellbeing across the education sector, including teachers. We present new evidence on this matter by examining how the Statutory Assessment Tests (SATs) conducted in England's primary…

The National Assessment Program for Literacy and Numeracy (NAPLAN) is intended to assess all Australian students in Years 3, 5, 7 and 9 to ensure equity and inclusion. This paper explores the extent to which equity and inclusion are achieved for students with disability through NAPLAN reporting. Document analysis of publicly accessible NAPLAN…

Large-scale learning assessments can be used to generate performance and contextual data on student learning outcomes. They can be national, regional, or international; school based or household based. The UNESCO International Institute for Educational Planning (IIEP-UNESCO) has conducted a qualitative study to explore both how and why learning…

The main aim of this study was to investigate the impact of formal teacher competence on pupils' reading achievement. The data comes from the Swedish participation in PIRLS 2001 in grade 3. Information was obtained from pupils (n = 5271) and teachers (n = 351). The analyses were conducted using 2-level structural equation modeling. Teacher…

Using recently released data from the Long-Term Trend Assessment of the National Assessment of Educational Progress, this study analyzed the mathematics performance of 9-year-old students between 1978 and 2004. The study goes beyond overall results by describing the assessment items and the change over time on each of those items. The data…