Is NAPLAN Moving Away from Its Original Aim of Helping with Student Progress?
NAPLAN was introduced in 2008 to provide a standardised assessment of student progress and achievement across Australia. Every year, students in Years 3, 5, 7 and 9 sit for the NAPLAN tests in reading, literacy and numeracy. In recent years, however, there has been growing criticism of the NAPLAN tests, with many arguing that they are not an effective measure of student progress and achievement.
There are a number of reasons for this criticism, such as:
- The NAPLAN tests only assess reading, literacy and numeracy skills, which means that other important areas of learning, such as the sciences and humanities, are not tested.
- The tests are designed to be completed in a relatively short period of time, which means that they do not effectively measure students’ deeper understanding or mastery of the content.
- There is growing evidence that the NAPLAN tests are having a negative impact on teaching and learning in Australian schools.
The limited scope of NAPLAN tests
NAPLAN only tests reading, writing and numeracy skills, which means that other important areas of learning, such as the sciences and humanities, are not tested. This is a problem because it means that NAPLAN cannot provide a complete picture of student achievement across all subject areas.
The scope of the NAPLAN test content has also been criticized for being too narrow. In particular, the reading and writing sections of the test focus heavily on aspects such as grammar and punctuation, which some argue are not as important as other skills such as comprehension and critical thinking.
NAPLAN has a short testing time
Another problem with NAPLAN is that the tests are designed to be completed in a relatively short time.
NAPLAN tests for reading, numeracy and language conventions include multiple-choice questions (MCQs), short answer questions and writing tasks. In total, there are 40 questions to be completed in 50 minutes for the reading test, 40 questions in 60 minutes for the numeracy test and 25 minutes for the writing task.
The short testing time means that students are not able to show their full understanding or mastery of the content. It also puts pressure on students, which can lead to anxiety and even test avoidance.
NAPLAN tests affect Australian schools and teachers negatively
The comparison of schools based on NAPLAN test scores has led to an intense focus on test preparation and ‘teaching for the test’, rather than holistic teaching and learning.
This narrowing of the curriculum has harmed the quality of education in Australian schools. It has also meant that some teachers feel that the performance of their students in NAPLAN tests reflects their own professional competence, which can lead to anxiety and stress.
The constant comparison of schools and their teaching standards based on NAPLAN scores disregards many key factors that can affect students’ performance, such as socioeconomic background, English language proficiency of the community as a whole, special needs and cultural factors.
Without taking these into account, it is not fair or accurate to judge schools or teachers based on NAPLAN results.
What does ACER’s recent report say about NAPLAN?
A recent report by the Australian Council for Educational Research (ACER) found that:
- The NAPLAN tests are having a “narrowing” effect on the curriculum, with teachers feeling pressured to focus mainly on the areas of reading, literacy and numeracy that are tested. This pressure is leading to less time being devoted to other important areas of learning, such as the sciences and humanities.
- The NAPLAN tests are having a negative impact on student’s motivation and engagement in learning. Many students feel anxious and stressed about the tests, and this stress is often carried into other areas of their lives.
The NAPLAN tests were introduced to help improve student progress and achievement across Australia. However, it is clear that they are not achieving this aim. The NAPLAN tests should not be over-emphasized. While they can be effective in collecting important data about student achievement, they should not be used as the sole measure of student progress.
Also, comparing schools’ NAPLAN results is not an effective way to measure their performance, as many other factors affect student achievement. It is time for a review of the NAPLAN tests so that they can be improved to more effectively meet their original aim.
How can NAPLAN be implemented effectively to meet students’ learning outcomes?
Let’s be truthful. NAPLAN has provided the right framework for comprehensive data collection about students’ academic achievement. However, a lot can be done about how this data can be interpreted and what questions can be asked from this data to meet students’ learning outcomes.
Some of the insights that can be gained from this data include:
- How well are the students engaging with the content?
- What areas of the curriculum need more attention?
- Are there any equity or inclusivity issues that need to be addressed?
- What instructional strategies are most effective in supporting student learning?
NAPLAN data can be used effectively to improve student outcomes, but only if it is used in the right way. The key is to use it as one tool in a comprehensive approach to student assessment, rather than relying on it too heavily.
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