Resolution

There is much discussion and controversy relating to NAPLAN testing. This is evidenced by the 270 submissions that have been made by various members of the community to the ‘Senate Inquiry into the administration and reporting of NAPLAN testing’. Many members of the teaching community are aware that NAPLAN testing is here to stay but are against NAPLAN testing in its current format. This can also be evidenced from my own survey responses received.

In an effort to increase the positive and reduce the negative impact NAPLAN has on student motivation and self esteem teachers can;

·        Reduce the focus on practising for the test and teaching directly to the test content. Weave the types of questions that they will encounter into everyday learning activities and games.(Dept of Ed & Earlychildhood development, Victoria) 

·        Provide opportunities for students to develop and use higher order thinking skills. Be creative and engage all learners.

·        Provide encouragement (on strengths) and feedback (especially on weaknesses) to students. Show the learner how to develop and improve in these areas

·        Recognise all educational achievement in all areas and encourage students to do their best

·        Develop their own personal skills in the area of assessment by attending professional development, continuing self education, discussion and collaboration with colleagues

·        Educate parents on the purpose of NAPLAN and how it works alongside the current assessment with the emphasis on learning goals not on performance goals

·        DoL 5 – Habits of mind – Productive mental habits help students to be successful learners in whatever circumstances they encounter(Marazano Pickering p261)

NAPLAN and how it fits with the 10 principles of assessment for learning (ARG 2010) .

1.    Is part of effective planning – the content of the NAPLAN test is woven throughout the curriculum for Literacy and Numeracy

2.    Focuses on how students learn – linguistic focus and does not compliment all learning styles

3.    Is central to classroom practice – As test papers of marked independently it takes away from the classroom practice of observation, discussion, reflection, peer and self assessment and decision making

4.    Is a key professional skill – the test papers are marked and scored independently taking away the class teacher’s involvement with assessment (observation & discussion). Feedback and support can be given to student when data is received at the end of Term 3.

5.    Has an emotional impact – higher achievers will feel a sense of pride when completing the test however it is unlikely that a lower achiever will have any positive emotional impact. Practicing for the test also increases the pressure students feel to do well.

6.    Affects learner motivation – the format of the test does not have a positive impact on student motivation.

7.    Promotes commitment to learning goals and assessment criteria – teaching to the test reduces commitment to curriculum goals and reduces learning experiences however the content should be included in everyday teaching practices through the literacy and numeracy curriculum.  

8.    Helps learners know how to improve – Data is received late in term 3 giving a relatively short period of time to guide and show students how to improve. Teachers need to acknowledge strengths and give constructive guidance on how to address weaknesses when the data is available.

9.    Encourages self-assessment- NAPLAN does not encourage self assessment. There is no peer or self assessment content in NAPLAN testing.

10. Recognises all achievements – (Is about recognising students abilities in all areas of educational curriculum) NAPLAN is limited to literacy and numeracy and recognising strengths in these areas however it does not recognise student strengths in other curriculum and activity areas.

NAPLAN is a single point in time test of limited test length. On its own the data cannot possibly give a genuine, quality assessment. The information obtained can only become part of quality assessment when it works alongside best classroom practises of student assessment for learning. It should not become the performance focus goal but should be used as a tool for helping to set learning goals.

Referencing

Australian Curriculum Assessment & Reporting Authority (ACARA) National Assessment Program – Literacy and Numeracy. Retrieved from http://www.naplan.edu.au

Barry, K and King, L (2000). Beginning teaching and beyond (3^rd edition).  Katoomba, NSW: Social Science Press

Black, P., Broadfoot,P., Daugherty,R.,  Gardiner,J., Harlen,W., James,M., Stobart,G.,
               William,D.Assessment Reform Group (ARG) 2002 Assessment for learning: 10 Principles.
               Retrieved from http://www.assessment-reform-group.org/CIE3.PDF

Black, P., Broadfoot,P., Daugherty,R.,  Gardiner,J., Harlen,W., James,M., Stobart,G.,
               William,D.Assessment Reform Group (ARG) 2002 Testing, Motivation and Learning.
               Retrieved from
               http://www.assessment-reform-group.org/TML%20BOOKLET%20complete.pdf

Department of Education and Early Childhood Development Victoria ‘Teaching to the test’ – does it help or hinder learning? Retrieved from http://www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/researcharticle_teaching_to_the_test.pdf

Independent Schools Queensland (ISQ) Standardised Testing: Getting it right for educational Improvement. Retrieved from http://www.aisq.qld.edu.au

Independent School Queensland (ISQ) Submission to the senate education, employment and workplace relations committee: Inquiry into the administration and reporting of NAPLAN testing. Retrieved from http://www.aisq.qld.edu.au/files/files/whatsnew/ISQ-SubmissionNAPLANSenateInquiry(June2010).pdf

Marzano, R.J and Pickering, D.J. (1997). Dimensions of Learning Teacher's Manual (2nd edition). Aurora, Co: Mid-continental Regional Educational Laboratory.

Parliament of Australia Senate (2010) Senate education, employment and workplace relations committee: Inquiry into the administration and reporting of NAPLAN testing. Retrieved from http://www.aph.gov.au/senate/committee/eet_ctte/naplan/submissions.htm

Queensland Study Authority (QSA) 3579 Test Reporting Handbook 2010. Retrieved from http://www.qsa.qld.edu.au/downloads/early_middle/3579_handbook_reporting_10.pdf

Queensland Study Authority (QSA) P-12 Assessment Policy. Retrieved from http://www.qsa.qld.edu.au/downloads/approach/qsa_assessment_policy.pdf

Images used in Blog background retrieved from http://mwalker.com.au/?p=134