BRIEF RESEARCH REPORT article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1515281
COMMUNICATING LARGE-SCALE ASSESSMENT RESULTS TO TEACHERS How useful are interpretation aids for communicating large-scale assessment results to teachers?
Provisionally accepted
- Technical University Dortmund, Dortmund, Germany
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Large-scale assessments (LSAs) significantly influence educational policy and perceptions of inequality, extending their impact beyond researchers to educators. LSAs predominantly utilize standard deviation units, supplemented by interpretation aids to enhance result comprehension. This pre-registered research delves into the utility of interpretation aids for teachers and their potential to influence result interpretation. The study used an experimental study design with N = 75 in teachers evaluating the usefulness and perceived relevance of several LSA reporting vignettes. Findings indicate that while all interpretation aids surpass standard deviation units in perceived usefulness, they also slightly alter the perceived magnitude of differences. The study underscores the importance of portraying interpretation aids as supplementary tools for context and reference, rather than replacements for statistics. Effective communication strategies should integrate interpretation aids to enrich understanding without overshadowing statistical significance. This approach ensures educators can leverage LSAs for informed decision-making while maintaining fidelity to statistical rigor.
Keywords: large-scale assessment (LSA), Reading literacy, Teacher Edcuation, Data literacy, science communicaion
Received: 22 Oct 2024; Accepted: 21 Oct 2025.
Copyright: © 2025 Ludewig, Becher and McElvany. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Ulrich Ludewig, ludewig.ulrich@gmail.com
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