(As a teacher aide in learning support I have been involved with NAPLAN, especially with students requiring special consideration, since it’s inception in 2008.
A) A year 3 student (2010) works through the first 5 numeracy questions and begins to feel frustrated and demoralised. As the paper is multiple choice he decides to randomly shade bubbles without working out each problem. He achieves Band 4, reaching the National Average. Is this a genuine assessment of his ability or an assessment of his ability to shade random bubbles? Will he now get the support he requires in numeracy?
B) A year 3 student (2010) writing task. She is an academically high achieving student but is reluctant to write (but she will type stories on a computer given time). She achieves Band 3 for writing. Is this a true assessment of her ability?
C) A year 9 student (2010). Has received psychological testing with an IQ in mid 70’s. Not low enough to have an Educational Adjustment Plan (EAP) but in need of assistance with reading (current reading age approx. year 4). She has special provisions for NAPLAN (reader), but under the guidelines no assistance can be given in literacy but in numeracy the question can be read but not paraphrased or reworded. Is there any chance of this student being able to achieve success? Is this a completely demoralising experience? Do we not know what the outcome will be already?
Is NAPLAN ensuring success for all students?
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