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Our analysis reveals the participation rate is alarmingly low for some groups of students, such as First Nations kids and students from educationally disadvantaged backgrounds.
Trends in education suggest an increased focus on the assessment and teaching of thinking skills in the future.
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To assess problem-solving, creative and critical thinking skills on NAPLAN would fit with broader movements in education internationally, but there are some questions to address first.
NAPLAN is a “dumb” test administered to all students, regardless of contextual factors such as location and culture.
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There is no need for all students to sit the same test, that asks the same questions, on the same day. We are smarter than that.
Creative thinking, learning and play have a valid place in the curriculum, but are difficult to test.
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Literacy and numeracy can be assessed through creative tasks, like creating a drama performance or an electrical circuit, without hindering creativity.
4.5 million young Australians between the ages of nine and 24 have taken NAPLAN tests at some point during their schooling.
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NAPLAN has now been in place for a decade and needs ongoing review and refinement to make it more useful to classroom teaching and learning.
Getting rid of NAPLAN would remove a distraction from the classroom and allow teachers more time to understand and address the needs of the students.
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Getting rid of NAPLAN would allow teachers more time to respond to and address the needs of their students, rather than teaching to the test.
We may need to rethink how NAPLAN is used, but overall it’s an important tool for researchers and policymakers.
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While we may need to rethink how we use NAPLAN, it is an important and useful tool for researchers and policy makers.
We need to look for more engaging and relevant assessments that use the tools available in an online environment for re-envisioning NAPLAN.
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Assessments need to be relevant to the real world and test more complex skills to better predict competency, standards of literacy and teaching.