Down in the dark zone: teacher identity and compulsory standardised mathematics assessment

Abstract

In this paper, teachers of Year 5 and Year 7 students teachers at one state primary school in Queensland, Australia, share their thoughts and experiences of the mandatory standardised state Numeracy Tests, noting the tensions, dilemmas and challenges these tests pose for teachers involved in children’s mathematical learning. Using Foucault’s theories of discourse and Lacan’s theories of identity the paper contemplates the ways in which mathematics teachers are inscribed and constituted within the standardised test process.