A conceptual framework for trust in standardised assessments: Commercial, quasi‐market and national systems

Abstract

AbstractThis article presents a conceptual framework for trust in standardised assessments. Standardised assessments play an important role in many education systems as they inform decisions about students' future schooling career or entry to the labour market. Also, standardised assessments are often used for teacher performance reviews and school accountability, or to monitor learning outcomes on the national level. Various stakeholders rely on the accuracy of assessment outcomes when making decisions about students' competences, or seek to improve the quality of education. Such reliance implies a need for trust in those who design and administer standardised assessments and make decisions on the basis of the outcomes. The framework presented in this article describes the type of relational and macro‐level trust that is relevant for three types of assessment systems: national, quasi‐market and commercial systems. Throughout the analysis presented, examples are provided to illustrate the ways in which relational and macro‐level trust can vary by who is tested and by whom they are assessed; and how trust in evaluations varies by the purpose and consequences of testing, as well as the individual agency of students, their teachers and school leaders.