This paper discusses educational insights drawn from a mixed-methods study in Religious Education (RE). The study involved 238 teachers and school leaders, working in 65 Catholic schools in Western Australia (WA). The focus of the study was the educators’ perceptions of a large-scale, standardised assessment (LSA) called The Bishops’ Religious Literacy Assessment (BRLA). The assessment is developed by the Catholic Education Office in WA for the purpose of measuring student learning in RE. Students enrolled in Years Three, Five and Nine in Catholic schools across WA participate in the assessment each year in August. The study revealed six themes, two of which are specific to the educators’ perceptions of the administration of the BRLA. The other four themes relate to the perceived nature and role of RE and the use of LSAs in education. The themes signal complexity, based on diverse experiences about teaching and assessment practices in RE. These experiences provide empirical evidence specific to the context of RE as an academic learning area, reserved for the classroom. The evidence is new knowledge that builds on research in RE, identifying existing complexity and challenging, presuppositions and motivations that appear to cause misalignment between policy expectations and school-based practices. Given national interest in education about progressing student learning and the Catholic education agenda about addressing the quality of RE, the new knowledge acts as a springboard for classroom, school and system level dialogue about teaching and assessment practices in RE that can promote progress in student learning in Catholic schools.

本文讨论了从宗教教育（RE）的混合方法研究中得出的教育见解。这项研究涉及238名教师和学校负责人，他们在西澳大利亚州（WA）的65所天主教学校中工作。研究的重点是教育者对称为“主教的宗教素养评估”的大规模标准化评估（LSA）的看法。（BRLA）。该评估是由西澳天主教教育局开发的，目的是评估可再生能源中的学生学习情况。西澳大利亚州天主教学校三年，五年级和九年级的学生每年八月参加评估。该研究揭示了六个主题，其中两个主题特定于教育者对BRLA管理的认识。其他四个主题涉及可再生能源的感知性质和作用以及在教育中使用LSA。基于有关RE的教学和评估实践的各种经验，这些主题表明了复杂性。这些经验提供了针对RE作为学术学习领域（仅供教室使用）的背景的经验证据。证据是建立在可再生能源研究基础上的新知识，可以识别现有的复杂性和挑战性，预设和动机似乎导致政策期望与学校实践之间的不一致。考虑到国家对提高学生学习水平的教育兴趣以及有关解决可再生能源质量的天主教教育议程，新知识为有关可再生能源的教学和评估实践的课堂，学校和系统级对话起到了跳板作用，可以促进学生学习的进步在天主教学校。