Making Sense of Standardised Assessment Data
A Response to Snow et al. (2025)
Bibliographic Data
| ID | 11637399 |
|---|---|
| Authors | Sally A Larsen (0000-0001-5742-8444, School of Education University of New England Armidale Australia, corresponding author) |
| Year | 2026 |
| Publication date | 2026-03-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Journal of Social Issues (JOURNAL) |
| Journal identifiers | ISSN: 0157-6321 • E-ISSN: 1839-4655 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/ajs4.70104 |
| OpenAlex | W7134820606 |
| Language | EN |
| References cited | 25 |
I write in response to the commentary by Snow et al. (2025) on the paper Are Australian students' academic skills declining? Interrogating 25 years of national and international standardised assessment data published in this journal (Larsen 2024). In this response I address the four major areas of concern raised by Snow et al., and conclude with some suggestions for new approaches to using standardised assessment data to better understand Australian students' academic progress
Northern territory · Project commissioning · Publishing · Sense of place · Snow · Educational Assessment and Improvement · Educational Assessment and Pedagogy · Student Assessment and Feedback
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Improving student achievement through professional development
Education, governance and the tyranny of numbers
Because then you could never ever get a job!’
Catalyst data’
A logic of enumeration
Validity and participation
National and International Monitoring of Student Literacy and Numeracy Attainment
Student achievement against national minimum standards for reading and numeracy in Years 3, 5, 7 and 9
Re-articulating social justice as equity in schooling policy
Predictors of numeracy performance in national testing programs
Matthew Effects in Reading
The codevelopment of reading and attention from middle childhood to early adolescence
Are Australian students' academic skills declining? Interrogating 25 years of national and international standardised assessment data
| Citation velocity | historical |
|---|---|
| Highly cited | No |