Teachers' pedagogical implementation of the National Large-Scale Assessment (NLSA): improving and advancing teaching-learning processes

Abstract

Purpose

Large-scale assessment has been used in many education systems as an instrument to evaluate educational performance nationally. This practice is based on the concept of epistemic governance which encourages school accountability. This study aims to explore teachers' perspectives regarding the value and uses of national large-scale assessment (NLSA), highlighting its relevance across contexts.

Design/methodology/approach

Using qualitative data, this paper presents the case of the Israeli NLSA tests – the Meitzav, while examining the perceptions and actions in which teachers engage to follow-up on the test results, and the extent to which they implement pedagogical change in light of the test results.

Findings

The findings showed that teachers tend to use the NLSA test results as a pedagogical tool to improve learning processes to a limited extent. They concede that most activity involving the tests at the school and class levels is dedicated to preparation and not to pedagogical change. Some explanations are suggested.

Originality/value

This paper discusses the theoretical and practical implications of the NLSA testing regime for the school, curriculum and pedagogy.

Citation

Arviv Elyashiv, R. and Avidov-Ungar, O. (2023), "Teachers' pedagogical implementation of the National Large-Scale Assessment (NLSA): improving and advancing teaching-learning processes", Quality Assurance in Education, Vol. 31 No. 2, pp. 313-330. https://doi.org/10.1108/QAE-04-2022-0098