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This article synthesises findings from two systematic reviews that examined evidence of the link between large-scale assessments (LSAs) and education policy in economically developing countries and in countries of the Asia-Pacific. Analyses summarise evidence of assessment characteristics and policy goals of LSAs that influence education policy, when LSAs are used in the policy-making cycle and types of education policies impacted, and factors that influence the use of LSAs in policy-making. Results show national assessments conducted at both primary and secondary school levels to have an impact on education policy. LSAs are used more often for monitoring education quality and equity purposes followed by accountability purposes. International assessments are more often used to leverage policy priorities than other assessment types. LSAs feature mainly at the monitoring and evaluation stage of the policy cycle. The education policies impacted by LSAs relate considerably more to curricular reforms and performance standards as well as assessment bodies and activities and far less to resource allocation and teaching and learning policies. Finally, whereas the quality of assessment programmes facilitate impact, financial constraints and uncertainty as well as weak assessment bodies hinder the impact of LSAs on education policy.

Race-based preferential policies have been employed in the United States and other countries such as Malaysia, South Africa, Brazil, and India to foster economic development among economically marginalized ethnic groups. This research applies a two-player signaling model to help understand labor-market effects of race-based preferential policies used in college admissions. The model shows that in the context of imperfect information in the labor market, purely race-based forms of preferential policies in college admissions are likely to lead to statistical discrimination by future employers, reducing the equilibrium wage of targeted minority groups for both college graduates and non-college graduates. In addition, average wages of the targeted group remain unchanged in the model, with the targeted group being worse off to the extent that educational signaling is costly. In conclusion, the paper argues that race-base preferences cannot substitute for policies and programs that genuinely address imbalances in college preparation between ethnic groups. [ABSTRACT FROM AUTHOR]