Survey Analysis
Q1. 71% of the survey group indicate that they strongly disagreed or disagreed that NAPLAN gives a genuine assessment of a student’s ability. The remaining 29% gave a neutral response to this question.
Q2. 71% of the survey group indicated that they strongly disagreed or disagreed that the format and sequence of the test ensures student success. The remaining 29% gave a neutral response to this question.
Q3. 100% of the respondents indicated that NAPLAN did not cater for all learning styles
Q4. 71% of the survey group indicated that they agreed or strongly agreed that practising for the NAPLAN test narrows the curriculum taught and diminishes the learning experience. One respondent had a neutral view and one strongly disagreed with this statement.
Q5. 85% of respondents believed there was insufficient time available to provide learning support to students after the test data was returned to the school.
Q6. 57% of respondents believed that indigenous and ESL students were disadvantaged by NAPLAN testing. After discussions with some of the teachers it was found that not all teachers were aware of the rulings regarding ESL students and when exemptions applied.
Q7. This questions received some mixed responses with 28% were neutral and 28% agreed and the remaining 44% disagreed. There did not seem to be a clear consensus on whether the NAPLAN results were comparable with other assessment tasks.
Survey Conclusion
The general consensus of the teachers surveyed was that the NAPLAN test in its current format did not ensure success for all learners and that they would like to see a greater variety of tasks to cater for all learning styles, needs and backgrounds. It is believed that these changes would make participation for all students from all socio-economic and cultural backgrounds equitable.
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