This paper gives an overview of international literacy assessments and discusses what can be learnt

from the information produced from these assessments to inform and assist classroom teachers and

school leaders in Australian schools. The paper identifies what is included in the concept of literacy in

the international context, as well as the difficulties involved with comparing assessment results from

diverse populations. Reference is also made to national assessments. The meaning of ‘high quality /

high equity’ education systems is addressed, as is what this means for practitioners in Australia.