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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 20 лютого 2023

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1

Johnston, Jenny. "Australian NAPLAN testing: In what ways is this a ‘wicked’ problem?" Improving Schools 20, no. 1 (October 21, 2016): 18–34. http://dx.doi.org/10.1177/1365480216673170.

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Анотація:

This article employs Rittel and Webber’s ‘wicked’ problem as a heuristic device for enhancing understanding about National Assessment Program – Literacy and Numeracy (NAPLAN) testing in the Australian education context. Using a research project with seven independent schools in New South Wales, Australia, which analysed NAPLAN data from primary (elementary) students in years 3 and 5, this article highlights the ‘wicked’ nature of the problem of NAPLAN testing, and standardised testing more generally. The research project, as a catalyst for the article, evidenced a set of difficulties, particularly for smaller primary schools, and highlighted the ways in which these schools experienced many of the challenges that the literature indicates are evident in the current regimes of standardised testing. The article focusses on problematising NAPLAN’s use in Australia and uses the literature to critique its application. It then outlines Rittel and Webber’s criteria that determine whether a problem might be ‘wicked’ and applies this as a lens for considering NAPLAN testing. In problematising NAPLAN testing and applying wicked problem theory to the issue, this article asserts that many of the challenges can be managed and indeed may empower and liberate stakeholders.

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2

Mockler, Nicole. "Ten years of print media coverage of NAPLAN." Australian Review of Applied Linguistics 43, no. 2 (July 3, 2020): 117–44. http://dx.doi.org/10.1075/aral.19047.moc.

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Abstract The National Assessment Program – Literacy and Numeracy (NAPLAN) has been a key tenet of Australian education policy since its launch over a decade ago. Print media coverage of NAPLAN and myschool.edu.au,1 which displays and compares NAPLAN results across Australia, has played a role in both reporting and shaping this aspect of education policy. This paper uses a corpus-assisted approach to map print media representations of NAPLAN over the first decade of the Program, from 2008 to 2018. Building on previous work on NAPLAN and the print media (Mockler, 2013, 2016), it draws on a corpus of almost 6,000 articles from the Australian national and capital city daily newspapers published between 2008 and 2018. It charts the discursive shifts that have taken place over this period as NAPLAN has transitioned in the public space from a diagnostic tool seen to be useful to educators, to a comparative tool seen to be useful to parents and the general public, and more recently to a contested tool seen to have narrow or limited utility.

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3

Dowley, Mark, and Suzanne Rice. "Comparing student motivations for and emotional responses to national standardised tests and internal school tests: The devil in the detail." Australian Journal of Education 66, no. 1 (January 3, 2022): 92–110. http://dx.doi.org/10.1177/00049441211061889.

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Анотація:

National testing of students has become an increasingly prevalent policy tool, often implemented to drive improvement through increased accountability and heightened competition between schools. Such testing has been found to generate negative emotional responses among students, including increased stress and anxiety . However, there is little examining whether such responses are associated specifically with national testing regimes or are more general responses to testing situations. This study surveyed 206 students in Australian secondary schools to compare responses to NAPLAN and internal school tests. Students reported higher expectations for their performance in internal school tests than for NAPLAN, higher levels of boredom for NAPLAN and greater levels of confidence for their internal school tests. While most students reported low levels of negative emotional responses to NAPLAN, a small group of students reported strong negative emotional responses to both NAPLAN and internal school tests, suggesting that negative responses to national testing programs may be more dependent on the individual student.

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4

Roberts, Pauline, Lennie Barblett, and Ken Robinson. "Early years teachers’ perspectives on the effects of NAPLAN on stakeholder wellbeing and the impact on early years pedagogy and curriculum." Australasian Journal of Early Childhood 44, no. 3 (June 18, 2019): 309–20. http://dx.doi.org/10.1177/1836939119855562.

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Анотація:

National Assessment Program for Numeracy and Literacy (NAPLAN) is the national assessment programme for literacy and numeracy in Australia administered to children in Years 3, 5, 7 and 9 each year. The testing process was introduced in 2008 and is described by the developers as low stakes, however, research has highlighted that this is not the case. This paper examines the perceptions of teachers in the early years of school on the impact NAPLAN has on wellbeing of stakeholders, and the pedagogy and curriculum in early years teachers’ classrooms. Through focus group interviews, the early childhood teachers in 10 independent Western Australian school sites were asked about their experiences of NAPLAN in terms of their wellbeing and that of the children and families with whom they interact. Findings highlight that early years teachers describe that the impact of NAPLAN is felt in the lower years of school by all stakeholders-parents, children and teachers. This study highlights the need for additional research in this area, particularly in diverse settings, to gain evidence of impact that could inform the practice of the NAPLAN testing programme.

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5

Lee, Jihyun, William McArthur, and Neville John Ellis. "NAPLAN versus In-School Assessment: How Similar or Different are Students’ Results?" Curriculum and Teaching 34, no. 2 (October 1, 2019): 5–25. http://dx.doi.org/10.7459/ct/34.2.02.

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The purpose of this study was to compare students’ results in mathematics from a large-scale standardized assessment, the National Assessment Program: Literacy and Numeracy (NAPLAN), with a set of teacher-developed, school-based assessments. A case study of an all-boys secondary school in Sydney, New South Wales, Australia, was conducted over three years with a total 1,456 student-participants. We found strong positive correlations existed between the NAPLAN data and certain school-based assessment data, such as monthly tests, but such results were not consistent across all classes. We conclude that NAPLAN data when considered in isolation, might be of limited benefit to teachers and students for diagnostic purposes. We therefore offer practical suggestions as to how student performance data generated from a large-scale assessment like NAPLAN might be best utilized and interpreted for formative assessment purposes in the school to optimally benefit individual students’ learning.

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6

Brady, Laurie. "NAPLAN: Critiquing the Criticisms." Curriculum and Teaching 28, no. 1 (January 1, 2013): 47–55. http://dx.doi.org/10.7459/ct/28.1.04.

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7

Davies, Michael. "Accessibility to NAPLAN Assessments for Students With Disabilities: A ‘Fair Go’." Australasian Journal of Special Education 36, no. 1 (June 15, 2012): 62–78. http://dx.doi.org/10.1017/jse.2012.7.

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Анотація:

A National Assessment Program for Literacy and Numeracy (NAPLAN) that requires assessment of all students in Years 3, 5, 7, and 9 is now firmly established on the Australian educational landscape. Australian legislation and policies promote inclusive assessments for all; however, in relation to NAPLAN, almost 5% of students, many of whom have disabilities, are either exempt or withdrawn. Those students with disabilities that are assessed are provided only basic testing accommodations under special considerations, and the achievement levels of these students are not accurately benchmarked. Lessons from experiences in the United States can assist in the development of a more effective and inclusive assessment regime. A range of strategies, including testing accommodations and modifications, needs to be applied to ensure access to NAPLAN assessment for all students.

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8

Macqueen, Susy, Ute Knoch, Gillian Wigglesworth, Rachel Nordlinger, Ruth Singer, Tim McNamara, and Rhianna Brickle. "The impact of national standardized literacy and numeracy testing on children and teaching staff in remote Australian Indigenous communities." Language Testing 36, no. 2 (May 27, 2018): 265–87. http://dx.doi.org/10.1177/0265532218775758.

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Анотація:

All educational testing is intended to have consequences, which are assumed to be beneficial, but tests may also have unintended, negative consequences (Messick, 1989). The issue is particularly important in the case of large-scale standardized tests, such as Australia’s National Assessment Program - Literacy and Numeracy (NAPLAN), the intended benefits of which are increased accountability and improved educational outcomes. The NAPLAN purpose is comparable to that of other state and national ‘core skills’ testing programs, which evaluate cross-sections of populations in order to compare results between population sub-groupings. Such comparisons underpin ‘accountability’ in the era of population-level testing. This study investigates the impact of NAPLAN testing on one population grouping that is prominent in the NAPLAN results’ comparisons and public reporting: children in remote Indigenous communities. A series of interviews with principals and teachers documents informants’ first-hand experiences of the use and effects of NAPLAN in schools. In the views of most participants, the language and content of the test instruments, the nature of the test engagement, and the test washback have negative impacts on students and staff, with little benefit in terms of the usefulness of the test data. The primary issue is the fact that meaningful participation in the tests depends critically on proficiency in Standard Australian English (SAE) as a first language. This study contributes to the broader discussion of how reform-targeted standardized testing for national populations affects sub-groups who are not treated equitably by the test instrument or reporting for accountability purposes. It highlights a conflict between consequential validity and the notion of accountability that drives reform-targeted testing.

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9

Chua, Hui Ping, R. Nazim Khan, Stephen Humphry, Robert Hassell, and Sammy King Fai Hui. "Effect of national partnerships on NAPLAN." Cogent Education 4, no. 1 (January 1, 2017): 1273166. http://dx.doi.org/10.1080/2331186x.2016.1273166.

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10

Thompson, Greg, and Ian Cook. "Producing the NAPLAN Machine: A Schizoanalytic Cartography." Deleuze Studies 9, no. 3 (August 2015): 410–23. http://dx.doi.org/10.3366/dls.2015.0195.

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11

Frawley, Emily, and Larissa McLean Davies. "Assessing the field." English Teaching: Practice & Critique 14, no. 2 (September 7, 2015): 83–99. http://dx.doi.org/10.1108/etpc-01-2015-0001.

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Анотація:

Purpose – The purpose of this paper is to explore the interface between high-stakes testing, disciplinary knowledge and teachers’ pedagogy in English. The most prevalent standardized assessment form in the current Australian context is the National Assessment Program for Literacy and Numeracy (NAPLAN) undertaken each year by students in Years 3, 5, 7 and 9 in all Australian States and Territories. Understood in the context of the Global Educational Reform Movement (GERM) (Sahlberg, 2011, pp. 100-101) – the NAPLAN tests serve as a bi-partisan governmental response to a perceived need to improve the quality of teachers and schools in Australia. Design/methodology/approach – The authors draw on the key sociological constructs of Pierre Bourdieu (1995) to analyze the ways in which the writing component of the suite of NAPLAN tests serves to legitimize and idealize particular kinds of writing, writers and teachers of writing. Findings – The authors suggest that in the absence of current literacy policy and curriculum instability, this national test shapes the literacy field, influencing the direction of writing practices and pedagogy, and, therefore, subject English itself, in Australian classrooms. Originality/value – This assessment intervention is considered in the context of the history of writing, and addresses accordingly fundamental questions concerning the changing nature of the writing/writerly field, the impact of assessment on teachers’ conceptions of disciplinarity and pedagogical content knowledge and students’ experiences of writing and thinking in subject English.

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12

Wigglesworth, Gillian, Jane Simpson, and Deborah Loakes. "Naplan language assessments for Indigenous children in remote communities." Australian Review of Applied Linguistics 34, no. 3 (January 1, 2011): 320–43. http://dx.doi.org/10.1075/aral.34.3.04wig.

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Анотація:

The National Assessment Program - Literacy and Numeracy (NAPLAN) assessments are designed to assess literacy and numeracy of all Australian school children in years 3, 5, 7 and 9, and to act as diagnostics as to whether children are meeting intended educational outcomes. Tests began in May 2008, and have been run annually since then. Results of the 2008 tests indicated that Indigenous children in remote communities had the lowest test scores, and results were used to make a policy decision that effectively scrapped bilingual education in the Northern Territory. In this paper, we evaluate the literacy component of the NAPLAN test for Year 3, and the language samples for each year level. Literacy components assess reading, writing and language conventions (grammar, spelling and punctuation), and we focus on the reading and language conventions components. We argue that the NAPLAN tests need to be very carefully monitored for appropriateness for the assessment of children living in remote Indigenous communities. This is because tests are standardised on groups of English language speaking children. The content of some sample tests relies on cultural knowledge which Indigenous children cannot be expected to have. Spelling tests need to be monitored to ensure that they are testing spelling rather than grammatical knowledge. Finally, it is difficult to create language convention tests which are truly diagnostic because of the mixed test population of native English speakers, ESL learners and EFL learners in remote Indigenous communities.

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13

Shine, Kathryn. "Are Australian Teachers Making the Grade? A Study of News Coverage of Naplan Testing." Media International Australia 154, no. 1 (February 2015): 25–33. http://dx.doi.org/10.1177/1329878x1515400105.

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The standardised testing of school children has been the subject of significant news media attention in recent years in many developed countries around the world. This article examines the reporting of annual National Assessment Program Literacy and Numeracy (NAPLAN) tests in three major Australian newspapers, with a particular focus on the portrayal of school teachers in the coverage. Overall, teachers were presented as strongly opposed to NAPLAN and the publication of test results, yet the newspapers themselves supported the tests as an important accountability measure. Teachers were depicted as trying to influence the testing system through teaching to the test and cheating. They were presented as generally inadequate as teachers, and were blamed for perceived failings in the educational system. These findings point to implications for teacher recruitment and retention, and for journalism education and training.

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14

Watson, Kevin, Boris Handal, and Marguerite Maher. "The influence of class size upon numeracy and literacy performance." Quality Assurance in Education 24, no. 4 (September 5, 2016): 507–27. http://dx.doi.org/10.1108/qae-07-2014-0039.

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Purpose The purpose of this paper was to investigate the influences of calendar year, year level, gender and language background other than English (LBOTE) on student achievement in literacy and numeracy relative to class size. Design/methodology/approach Data for this study were collected over five years (2008-2012) as test results from the Australian National Assessment Plan in Literacy and Numeracy (NAPLAN) in Years 3 and 5 from over 100 Sydney primary schools. Findings It was found that the most important factors influencing academic performance in literacy and numeracy were, in descending order: gender, LBOTE, the calendar year in which the test was conducted, followed by class size. All variables were significantly associated with NAPLAN performance, but effect size estimates for class size were close to zero. Originality/value The results of this study support other studies suggesting that factors other than class size are more important in influencing academic performance.

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15

Rose, Judy, Samantha Low-Choy, Parlo Singh, and Daniela Vasco. "NAPLAN discourses: a systematic review after the first decade." Discourse: Studies in the Cultural Politics of Education 41, no. 6 (December 7, 2018): 871–86. http://dx.doi.org/10.1080/01596306.2018.1557111.

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16

Herbert, Sandra, Tracey Muir, and Sharyn Livy. "Characteristics of a secondary school with improved NAPLAN results." Mathematics Education Research Journal 32, no. 3 (December 12, 2019): 387–410. http://dx.doi.org/10.1007/s13394-019-00304-y.

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17

Daffern, Tessa, Noella M. Mackenzie, and Brian Hemmings. "Predictors of writing success: How important are spelling, grammar and punctuation?" Australian Journal of Education 61, no. 1 (January 16, 2017): 75–87. http://dx.doi.org/10.1177/0004944116685319.

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Анотація:

Writing provides a means for personal reflection, thinking, creativity, meaning-making and sharing, as well as complementing other modes of communication in a world of multimodal texts. While writing in the digital age has become increasingly fast-paced and exposed to global scrutiny, being able to write efficiently with correct spelling, grammar and punctuation remains a critical part of being a literate writer. This article uses data from 819 Australian primary school students to explore the relationship between three language conventions, namely spelling, grammar and punctuation as measured by the National Assessment Program Literacy and Numeracy (NAPLAN) Language Conventions Test, and the quality of written composition, as measured by the NAPLAN Writing Test. Results indicate that spelling, grammar and punctuation jointly predict written composition achievement with spelling as the main predictor. Implications for the educational practice of writing in the contemporary context are discussed, emphasising the importance of spelling in relation to writing and how instruction in spelling, during senior primary school, appears to be critical for written composition improvement.

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18

Thompson, Greg, and Ian Cook. "Manipulating the data: teaching and NAPLAN in the control society." Discourse: Studies in the Cultural Politics of Education 35, no. 1 (November 2, 2012): 129–42. http://dx.doi.org/10.1080/01596306.2012.739472.

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19

Hardy, Ian. "A logic of appropriation: enacting national testing (NAPLAN) in Australia." Journal of Education Policy 29, no. 1 (April 2, 2013): 1–18. http://dx.doi.org/10.1080/02680939.2013.782425.

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20

Swain, Katharine, Donna Pendergast, and Joy Cumming. "Student experiences of NAPLAN: sharing insights from two school sites." Australian Educational Researcher 45, no. 3 (January 10, 2018): 315–42. http://dx.doi.org/10.1007/s13384-017-0256-5.

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21

Thomas, Damon P. "Rapid decline and gender disparities in the NAPLAN writing data." Australian Educational Researcher 47, no. 5 (December 17, 2019): 777–96. http://dx.doi.org/10.1007/s13384-019-00366-8.

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22

Wyatt-Smith, Claire, and Christine Jackson. "NAPLAN data on writing: A picture of accelerating negative change." Australian Journal of Language and Literacy 39, no. 3 (October 2016): 233–44. http://dx.doi.org/10.1007/bf03651976.

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23

Dixon, Sally, and Denise Angelo. "Dodgy data, language invisibility and the implications for social inclusion." Australian Review of Applied Linguistics 37, no. 3 (January 1, 2014): 213–33. http://dx.doi.org/10.1075/aral.37.3.02dix.

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Анотація:

As part of the ‘Bridging the Language Gap’ project undertaken with 86 State and Catholic schools across Queensland, the language competencies of Indigenous students have been found to be ‘invisible’ in several key and self-reinforcing ways in school system data. A proliferation of inaccurate, illogical and incomplete data exists about students’ home languages and their status as English as an Additional Language/Dialect (EAL/D) learners in schools. This is strongly suggestive of the fact that ‘language’ is not perceived by school systems as a significant operative variable in student performance, not even in the current education climate of data-driven improvement. Moreover, the National Assessment Program – Literacy and Numeracy (NAPLAN), the annual standardised testing regime, does not collect relevant information on students’ language repertoires and levels of proficiency in Standard Australian English (SAE). Indigenous students who are over-represented in NAPLAN under-performance data are targeted through ‘Closing the Gap’ for interventions to raise their literacy and numeracy achievements (in SAE). However, Indigenous students who are EAL/D learners cannot be disaggregated by system data from their counterparts already fluent in SAE. Reasons behind such profound language invisibility are discussed, as well as the implications for social inclusion of Indigenous students in education.

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24

Swain, Katharine, and Donna Pendergast. "Student voice: Student feelings as they journey through National Assessment (NAPLAN)." Australian Journal of Education 62, no. 2 (July 27, 2018): 108–34. http://dx.doi.org/10.1177/0004944118779602.

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This study explored students’ feelings during the Australian National Assessment Program – Literacy and Numeracy. It features student voice depicted as self-drawn images accompanied by words as they journeyed through four phases of the NAPLAN process: preparation, participation, completion and results. The 34 students in Years 3, 5 and 7 attended one of two Queensland primary schools with divergent approaches to National Assessment Program – Literacy and Numeracy. One-hundred and thirty-six images accompanied by 372 words were collected. School A allocated considerable time to test readiness and emphasised the importance of National Assessment Program – Literacy and Numeracy while School B engaged in minimal preparation and did not highlight National Assessment Program – Literacy and Numeracy as important. We explored similarities or differences in how students from each site reported their feelings. Our exploration reveals an overall trend of negative images and words during the preparation and participation phases followed by more positive depictions when the tests are complete and results are received. Furthermore, School A participants reported more negative feelings in the preparation and testing phases across all year levels.

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25

Dooley, Karen. "Intent and probability: Parents’ use of NAPLAN-related private literacy tutoring." Australian Journal of Language and Literacy 43, no. 3 (October 2020): 235–44. http://dx.doi.org/10.1007/bf03652059.

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26

Buckingham, Jennifer. "Direct Instruction in very remote schools: a rejoinder to Guenther and Osborne (2020)." Australian Journal of Indigenous Education 49, no. 2 (September 14, 2020): 171–72. http://dx.doi.org/10.1017/jie.2020.18.

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AbstractIn an article published in this journal, Guenther and Osborne (2020) use data from the reading test of the National Assessment Program for Literacy and Numeracy (NAPLAN) to evaluate the effectiveness of the Flexible Literacy for Remote Primary Schools program in its first 3 years of implementation. However, their analysis has some serious flaws, including that the ‘post-intervention’ data were actually collected from the start of the implementation period. This calls their conclusions that the program was ineffective into question.

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27

Teather, Susan, and Wendy Hillman. "The invisible students with disabilities in the Australian education system." Equality, Diversity and Inclusion: An International Journal 36, no. 6 (August 21, 2017): 551–65. http://dx.doi.org/10.1108/edi-02-2017-0029.

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Анотація:

Purpose There has been very little empirical research for the need to identify the importance of an inclusive territory of commonality for “invisible” students with disabilities in Australian education testing, such as the National Assessment Program-Literacy and Numeracy (NAPLAN). The paper aims to discuss this issue. Design/methodology/approach The research methodology used a cross-sectional mixed methods, deductive quantitative, an inductive qualitative, functionalist perspective and interpretivist perspective from internet secondary data analysis. This was undertaken to investigate the government functionalist macrosociology of Australian education to the detriment of the microsociology debate of students with disabilities, for inclusive education and social justice. Findings This finding showed vastly underestimated numbers of students with disabilities in Australian schools experienced through “gatekeeping”, non-participation in NAPLAN testing and choices of schools, resulting in poor educational outcomes and work-readiness. Social implications The research findings showed that functionalism of Australian education is threatening not only social order, well-being and resilience of an innovative Australian economy through welfare dependency; but also depriving people with disabilities of social equality and empowerment against poverty brought about by a lack of education and of the human right to do a decent job. Originality/value The study provided a critical evaluation of the weaknesses of government functionalism; specifically the relationship between the dualism of macro and micro perspectives, which promotes the existence of “invisible” students with disabilities in education, despite government legislation purporting an inclusive education for all students.

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28

Gannon, Susanne, and Jennifer Dove. "Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era." Australian Educational Researcher 48, no. 4 (January 27, 2021): 657–79. http://dx.doi.org/10.1007/s13384-020-00416-6.

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Анотація:

AbstractIn secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers’ practices.

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29

Smith, Crichton, Nick Parr, and Salut Muhidin. "Mapping schools' NAPLAN results: a spatial inequality of school outcomes in Australia." Geographical Research 57, no. 2 (November 25, 2018): 133–50. http://dx.doi.org/10.1111/1745-5871.12317.

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30

Ford, Margot. "Achievement gaps in Australia: what NAPLAN reveals about education inequality in Australia." Race Ethnicity and Education 16, no. 1 (January 2013): 80–102. http://dx.doi.org/10.1080/13613324.2011.645570.

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31

Stone, Alison, Maggie Walter, and Huw Peacock. "Educational Outcomes For Aboriginal School Students In Tasmania: Is The Achievement Gap Closing?" Australian and International Journal of Rural Education 27, no. 3 (December 9, 2017): 90–110. http://dx.doi.org/10.47381/aijre.v27i3.148.

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A quality education is a basic societal right. Yet for many Aboriginal students that right is not yet a reality. This paper focuses on the situation of Aboriginal/palawa school students in Tasmania and employs a quantitative methodology to examine the comparative educational achievements of Aboriginal school students. State level Grade 3, 5, 7 and 9 numeracy and reading test results from the National Assessment Program of Literacy and Numeracy (NAPLAN) 2008 - 2016 support the analysis. Results indicate that Aboriginal students remain more likely to be at or below minimum literacy and numeracy standards than their non-Aboriginal counterparts. It is also found that Aboriginal studentsâ€™ academic achievement declines as they move through the schooling system. Further, Aboriginal students are less likely to partake in NAPLAN due to higher absenteeism on test days. These results are discussed in the context of education policy and the broader national and international literature on factors influencing academic achievement for Aboriginal and Torres Strait Islander school students. Despite an increasing awareness and the development of strategic policies to address Aboriginal educational inequality, it is evident that little has changed between 2008 and 2016. It is strongly argued that Aboriginal studentsâ€™ underachievement is more likely tied to schooling and policy environments that do not adequately meet their needs, rather than the students themselves. As such, policies and interventions that create long term, embedded improvement of Aboriginal studentsâ€™ schooling experiences and the engagement of their families and communities are a prerequisite for improving Aboriginal student outcomes.Â

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32

Miller, Paul W., and Derby Voon. "Government Versus Non-Government Schools: A Nation-Wide Assessment Using Australian Naplan Data." Australian Economic Papers 51, no. 3 (September 2012): 147–66. http://dx.doi.org/10.1111/j.1467-8454.2012.00429.x.

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Creagh, Sue. "A critical analysis of problems with the LBOTE category on the NAPLaN test." Australian Educational Researcher 41, no. 1 (April 27, 2013): 1–23. http://dx.doi.org/10.1007/s13384-013-0095-y.

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Gable, Alison, and Bob Lingard. "NAPLAN data: a new policy assemblage and mode of governance in Australian schooling." Policy Studies 37, no. 6 (December 8, 2015): 568–82. http://dx.doi.org/10.1080/01442872.2015.1115830.

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Caldwell, David, and Peter R. R. White. "That’s not a narrative; this is a narrative: NAPLAN and pedagogies of storytelling." Australian Journal of Language and Literacy 40, no. 1 (February 2017): 16–27. http://dx.doi.org/10.1007/bf03651981.

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36

Kennedy, Amber L., Beverley J. Vollenhoven, Richard J. Hiscock, Catharyn J. Stern, Susan P. Walker, Jeanie L. Y. Cheong, Jon L. Quach, et al. "School-age outcomes among IVF-conceived children: A population-wide cohort study." PLOS Medicine 20, no. 1 (January 24, 2023): e1004148. http://dx.doi.org/10.1371/journal.pmed.1004148.

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Background In vitro fertilisation (IVF) is a common mode of conception. Understanding the long-term implications for these children is important. The aim of this study was to determine the causal effect of IVF conception on primary school-age childhood developmental and educational outcomes, compared with outcomes following spontaneous conception. Methods and findings Causal inference methods were used to analyse observational data in a way that emulates a target randomised clinical trial. The study cohort comprised statewide linked maternal and childhood administrative data. Participants included singleton infants conceived spontaneously or via IVF, born in Victoria, Australia between 2005 and 2014 and who had school-age developmental and educational outcomes assessed. The exposure examined was conception via IVF, with spontaneous conception the control condition. Two outcome measures were assessed. The first, childhood developmental vulnerability at school entry (age 4 to 6), was assessed using the Australian Early Developmental Census (AEDC) (n = 173,200) and defined as scoring <10th percentile in ≥2/5 developmental domains (physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, communication skills, and general knowledge). The second, educational outcome at age 7 to 9, was assessed using National Assessment Program–Literacy and Numeracy (NAPLAN) data (n = 342,311) and defined by overall z-score across 5 domains (grammar and punctuation, reading, writing, spelling, and numeracy). Inverse probability weighting with regression adjustment was used to estimate population average causal effects. The study included 412,713 children across the 2 outcome cohorts. Linked records were available for 4,697 IVF-conceived cases and 168,503 controls for AEDC, and 8,976 cases and 333,335 controls for NAPLAN. There was no causal effect of IVF-conception on the risk of developmental vulnerability at school-entry compared with spontaneously conceived children (AEDC metrics), with an adjusted risk difference of −0.3% (95% CI −3.7% to 3.1%) and an adjusted risk ratio of 0.97 (95% CI 0.77 to 1.25). At age 7 to 9 years, there was no causal effect of IVF-conception on the NAPLAN overall z-score, with an adjusted mean difference of 0.030 (95% CI −0.018 to 0.077) between IVF- and spontaneously conceived children. The models were adjusted for sex at birth, age at assessment, language background other than English, socioeconomic status, maternal age, parity, and education. Study limitations included the use of observational data, the potential for unmeasured confounding, the presence of missing data, and the necessary restriction of the cohort to children attending school. Conclusions In this analysis, under the given causal assumptions, the school-age developmental and educational outcomes for children conceived by IVF are equivalent to those of spontaneously conceived children. These findings provide important reassurance for current and prospective parents and for clinicians.

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Bousfield, Kellie, and Angela T. Ragusa. "A sociological analysis of Australia’s NAPLAN andMy SchoolSenate Inquiry submissions: the adultification of childhood?" Critical Studies in Education 55, no. 2 (February 3, 2014): 170–85. http://dx.doi.org/10.1080/17508487.2013.877051.

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Wall, Lynda. "Institutional logics and curriculum decision making: enacting the Australian Curriculum English and NAPLAN literacy." Australian Educational Researcher 44, no. 4-5 (July 4, 2017): 391–407. http://dx.doi.org/10.1007/s13384-017-0240-0.

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Carter, Don, Jacqueline Manuel, and Janet Dutton. "How do secondary school English teachers score NAPLAN? A snapshot of English teachers’ views." Australian Journal of Language and Literacy 41, no. 3 (October 2018): 144–54. http://dx.doi.org/10.1007/bf03652015.

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Vanderburg, Robert, and Paul Trotter. "How Constructivist Theories of Development can be used to Re-conceptualise NAPLAN as an Opportunity to Develop Student Resilience." Australian Journal of Teacher Education 46, no. 9 (September 2021): 1–21. http://dx.doi.org/10.14221/ajte.2021v46n9.1.

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Teachers have come under increased pressure to improve educational outcomes as Australia has sought to meet the challenges of competing on an international level. This intensified pressure has been accompanied by improved levels of funding, a National Curriculum for all Australian states, and territories, along with assessments to measure these key outcomes. However, this increased level of scrutiny has affected the pedagogical choices of teachers. Traditional modes of instruction have been reinforced, with teachers moving away from effective constructivist approaches to learning. This article will propose that a reinterpretation of constructivist theories of development is needed to arrest this decline, so that increased accountability measures, like NAPLAN, can be perceived as constructivist opportunities to build both core subject knowledge and broader 21st Century skills, such as resilience.

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Rogers, S. L., L. Barblett, and K. Robinson. "Investigating the impact of NAPLAN on student, parent and teacher emotional distress in independent schools." Australian Educational Researcher 43, no. 3 (March 17, 2016): 327–43. http://dx.doi.org/10.1007/s13384-016-0203-x.

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Rogers, S. L., L. Barblett, and K. Robinson. "Parent and teacher perceptions of NAPLAN in a sample of Independent schools in Western Australia." Australian Educational Researcher 45, no. 4 (April 3, 2018): 493–513. http://dx.doi.org/10.1007/s13384-018-0270-2.

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AbstractStories appear frequently in the Australian media regarding parent and teacher perceptions and attitudes towards the National Assessment Program—Literacy and Numeracy. However, thorough empirical investigations of parent perceptions are sparse. This study presents a survey of 345 parents across Years 3 and 5 from a sample of Independent schools in Western Australia. A representative sample of teachers from these schools were also surveyed in order to compare and contrast parent and teacher perspectives about the transparency and accountability associated with testing, the usefulness of results for helping individual students, and the perceived clarity of communication of results. Findings reveal mixed positive and negative views that reside within an overall prevailing low opinion of the testing. Some ways for improving the perception of the testing with the general public are discussed.

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Thompson, Greg, and Allen G. Harbaugh. "A preliminary analysis of teacher perceptions of the effects of NAPLAN on pedagogy and curriculum." Australian Educational Researcher 40, no. 3 (April 20, 2013): 299–314. http://dx.doi.org/10.1007/s13384-013-0093-0.

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Thompson, Greg, and Ian Cook. "Spinning in the NAPLAN Ether: ‘Postscript on the Control Societies’ and the Seduction of Education in Australia." Deleuze Studies 6, no. 4 (November 2012): 564–84. http://dx.doi.org/10.3366/dls.2012.0083.

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This paper applies concepts Deleuze developed in his ‘Postscript on the Societies of Control’, especially those relating to modulatory power, dividuation and control, to aspects of Australian schooling to explore how this transition is manifesting itself. Two modulatory machines of assessment, NAPLAN and My Schools, are examined as a means to better understand how the disciplinary institution is changing as a result of modulation. This transition from discipline to modulation is visible in the declining importance of the disciplinary teacher–student relationship as a measure of the success of the educative process. The transition occurs through seduction because that which purports to measure classroom quality is in fact a serpent of modulation that produces simulacra of the disciplinary classroom. The effect is to sever what happens in the disciplinary space from its representations in a luminiferous ether that overlays the classroom.

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45

Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick, and Lea Waters. "School Values: A Comparison of Academic Motivation, Mental Health Promotion, and School Belonging With Student Achievement." Educational and Developmental Psychologist 34, no. 1 (June 13, 2017): 31–47. http://dx.doi.org/10.1017/edp.2017.5.

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School vision and mission statements are an explicit indication of a school's priorities. Research has found academic motivation, mental health promotion, and school belonging to be the most frequently cited themes in these statements. The present study sought to examine whether these themes relate to student academic achievement, as indicated by National Assessment Program — Literacy and Numeracy (NAPLAN) scores. A stratified sample of 287 secondary schools in Victoria, Australia was analysed using two language analytic approaches: qualitative emergent coding and supervised lexical analysis. The highest academic scores occurred when mental health promotion was included, though results depended to some extent on the analytic approach and the level of aggregation. Results do suggest that explicitly prioritising both academic performance and mental health is beneficial. Further, the study provides an approach for using language analysis to investigate multilevel constructs in schools.

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Howell, Angelique. "‘Because then you could never ever get a job!’: children’s constructions of NAPLAN as high-stakes." Journal of Education Policy 32, no. 5 (March 22, 2017): 564–87. http://dx.doi.org/10.1080/02680939.2017.1305451.

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47

Creagh, Susan. "‘Language Background Other Than English’: a problem NAPLaN test category for Australian students of refugee background." Race Ethnicity and Education 19, no. 2 (December 16, 2013): 252–73. http://dx.doi.org/10.1080/13613324.2013.843521.

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Guenther, John. "Are We Making Education Count in Remote Australian Communities or Just Counting Education?" Australian Journal of Indigenous Education 42, no. 2 (December 2013): 157–70. http://dx.doi.org/10.1017/jie.2013.23.

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For quite some time the achievements of students in remote Australian schools have been lamented. There is not necessarily anything new about the relative difference between the results of Aboriginal and Torres Strait Islander students in remote communities and their counterparts in urban, regional and rural schools across Australia. However, in the last decade a number of changes in the education system have led to the difference being highlighted — to such an extent that what had been an ‘othering’ of remote students (and their families) has turned into marginalisation that is described in terms of disadvantage, deficit and failure. One of the primary instruments used to reinforce this discourse has been the National Assessment Program — Literacy and Numeracy (NAPLAN) testing. This instrument has also been used as part of the justification for a policy response that sees governments attempting to close the educational gap, sometimes through punitive measures, and sometimes with incentives. At a strategic level, this is reflected in a focus on attendance, responding to the perceived disadvantage, and demanding higher standards of performance (of students, teachers and schools more generally). Accountability has resulted in lots of counting in education — counts of attendance, enrolments, dollars spent and test scores. These measures lead one to conclude that remote education is failing, that teachers need to improve their professional standards and that students need to perform better. But in the process, have we who are part of the system lost sight of the need to make education count? And if it is to count, what should it count for in remote Aboriginal and Torres Strait Islander communities? These are questions that the Cooperative Research Centre for Remote Economic Participation is attempting to find answers to as part of its Remote Education Systems project. This article questions the assumptions behind the policy responses using publicly available NAPLAN data from very remote schools. It argues that the assumptions about what works in schools generally do not work in very remote schools with high proportions of Aboriginal and Torres Strait Islander students. It therefore questions whether we in the system are counting the right things (for example attendance, enrolments and measures of disadvantage).

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Elliott, Stephen N., Michael Davies, and Ryan J. Kettler. "Australian Students with Disabilities Accessing NAPLAN: Lessons from a decade of inclusive assessment in the United States." International Journal of Disability, Development and Education 59, no. 1 (March 2012): 7–19. http://dx.doi.org/10.1080/1034912x.2012.654934.

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50

Mayes, Eve, and Angelique Howell. "The (hidden) injuries of NAPLAN: two standardised test events and the making of ‘at risk’ student subjects." International Journal of Inclusive Education 22, no. 10 (December 13, 2017): 1108–23. http://dx.doi.org/10.1080/13603116.2017.1415383.

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