Abstract
This paper reviews two large-scale assessments (LSAs) with reference to their purported contribution to improvement of education. Documentary analysis is used to review and analyse publicly accessible documents, which describe and/or explain LSA practices in Sindh. Additionally, episodic data were collected through routine fieldwork with head teachers of primary and secondary schools who had participated in policy dialogue forums where LSAs were discussed. This provides rich contextual data with ground level perspectives. A fundamental question in the approach of LSAs that this paper considers is: does measurement of student performance, with no other supporting or triangulating data sources, allow us
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