In this article, three of David Clarke’s long time collaborators offer perspectives on how David shaped and continued to influence projects in which they were involved, over a 30 year period. The three sections of the article focus on David’s contributions to original research on high stakes assessment, research on the development and use of assessment alternatives to traditional pen and paper assessments, and research in three smaller projects involving the use of open-ended questions, the implementation of the Australian Curriculum: Mathematics, and the complexity of the mathematics classroom, respectively. Through discussion of these various national and international projects, the authors provide examples of David’s capacity to synthesise theoretical ideas, to appreciate the implications for classroom practice, and to communicate both perspectives to researchers, teacher educators and teachers. The authors argue that David’s capacity to distil crucially important ideas into brief, highly insightful statements, was fundamental to the enactment and effectiveness of both research studies and projects for the teaching profession.

在这篇文章中，大卫克拉克的三位长期合作者提供了大卫如何塑造和继续影响他们参与的项目的观点，超过 30 年。本文的三个部分侧重于 David 对高风险评估的原始研究、传统笔和纸评估的评估替代方案的开发和使用的研究以及涉及使用开放式问题的三个较小项目的研究的贡献，澳大利亚课程实施：数学，以及数学课堂的复杂性。通过对这些不同的国家和国际项目的讨论，作者提供了 David 综合理论思想、理解课堂实践影响以及将这两种观点与研究人员、教师教育工作者和教师交流的能力的例子。作者认为，大卫将至关重要的思想提炼成简短、富有洞察力的陈述的能力，对于教学专业的研究和项目的制定和有效性至关重要。