ABSTRACT
Standardised, large-scale assessments have become a feature of teachers’ work. International large scales assessments such as PISA, TIMSS and PIRLS increasingly drive education policy and subsequent media commentary. Teachers are also expected to understand and respond to various national standardised assessments. However, a problem emerging is that of displacement, where those teachers and principals expected to understand and make use of test data are the furthest away from the design and interpretation of these tests. This creates the conditions for misunderstanding and misuse. In this chapter we frame a possible response to the problem of displacement, arguing that teachers and their professional organisations should play a key role in validating inferences drawn from the data. As testing is something invariably done to teachers, flipping the system requires thinking about how we leverage teacher expertise better within these assessment regimes.
