Prevailing, international, educational reforms require achievement evidence predominantly for accountability and audit purposes. With escalating cultural diversity and economic uncertainties, the subsequent differences in both social and cultural capital for the full range of students, bring issues of justice, equity and ethics to the fore. Evidence for this paper is drawn from two recent studies of how assessment data, which includes that from standardised tests, is used by schools and systems for the purposes of accountability and improvement. One of these studies is an Australian Research Council Linkage project entitled “Ethical Leadership: A collaborative investigation of equity-driven evidence-based school reform” while the second study relates to the largest collection and analysis of empirical data on multiple facets of Aboriginal and Torres Strait Islander education in state schools. National standardised testing and data use for multiple purposes are analysed in terms of validity and the impact on equity. Testing became high stakes in Australia in 2008 with the corresponding rise of a major testing industry, readily available practice tests for purchase, increased provision of online resources and burgeoning tutoring services focused on National Assessment Program – Literacy And Numeracy (NAPLAN) style tests. The drivers for improved test results link to the various uses of NAPLAN data with emergent issues for students, schools, parents. A balance between formative and summative assessment and greater professional and system level understanding of the validity of the primary and secondary uses of assessment data are called for. Research evidence suggests that there exist misuses of assessment data that cannot be justified because there is too much inference, or the interpretations are based on results that are not reliable or the readings are far too simplistic. Other key issues that emerge relate to the politics of the evaluation system and whether the major assessment instruments actually assess what constituent communities, governments and the public deem to be of value. With the requirement for greater effectiveness, equity and quality in education to meet economic, social and political demands major tensions and pressures have emerged. These will be critically examined. Where there has been some success in the use of assessment data and methods that address some of these demands these are articulated and presented as a way forward in this particular high stakes context.

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