Large-scale assessments of students’ learning and education policy: synthesising evidence across world regions

Abstract

This article synthesises findings from two systematic reviews that examined evidence of the link between large-scale assessments (LSAs) and education policy in economically developing countries and in countries of the Asia-Pacific. Analyses summarise evidence of assessment characteristics and policy goals of LSAs that influence education policy, when LSAs are used in the policy-making cycle and types of education policies impacted, and factors that influence the use of LSAs in policy-making. Results show national assessments conducted at both primary and secondary school levels to have an impact on education policy. LSAs are used more often for monitoring education quality and equity purposes followed by accountability purposes. International assessments are more often used to leverage policy priorities than other assessment types. LSAs feature mainly at the monitoring and evaluation stage of the policy cycle. The education policies impacted by LSAs relate considerably more to curricular reforms and performance standards as well as assessment bodies and activities and far less to resource allocation and teaching and learning policies. Finally, whereas the quality of assessment programmes facilitate impact, financial constraints and uncertainty as well as weak assessment bodies hinder the impact of LSAs on education policy.