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Interactive, diagnostic formative assessment on a large scale

The experience of running a computer adaptive diagnostic assessment of reading and mathematics as a mandatory assessment across all of Northern Ireland’,s primaryschools has raised some important issues. In addition to the obvious hardware requirements within schools, the system requires a complex secure system to store and process data and a website through which schools can access the system. There is also a commitment to the Schools Interoperability Framework to facilitate the transfer of data.The professional development of teachers in relation to the assessment has been a huge expensive undertaking and there have been political issues involving the use to which the data.The paper will explore these issues and the challenge of enhancing attainment on a large scale against a background of the evidence relating to the impact of national interventions and teacher feedback.

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