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.
Rigor acadêmico, estilo jornalístico
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Many reports over the 12 years of NAPLAN’s existence have highlighted a plethora of issues with the test that need to be urgently addressed. And the most recent review is not exception.
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.
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.
Assessments need to be relevant to the real world and test more complex skills to better predict competency, standards of literacy and teaching.
Principais colaboradores
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Associate professor (Curriculum Inquiry / Rural Education), University of Canberra
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Lecturer in Leadership Studies, Monash University
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Professor, Griffith Institute for Educational Research and School of Education and Professional Studies, Griffith University, Griffith University
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Deputy Dean, School of Education, Western Sydney University
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Professor, Southern Cross University
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Adjunct Senior Lecturer, Faculty of Education and Social Work, University of Sydney
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Adjunct Research Fellow, Curtin University
