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.
L’expertise universitaire, l’exigence journalistique
Articles sur NAPLAN future
Ensemble des articles
The current debate about comparability would be more concerning if 2018 results showed radically different trends compared to previous years, but they don’t.
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.
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.
While we may need to rethink how we use NAPLAN, it is an important and useful tool for researchers and policy makers.
Les contributeurs les plus fréquents
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Professor, Faculty of Education and Arts, Australian Catholic University
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Associate professor (Curriculum Inquiry / Rural Education), University of Canberra
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Associate Professor of Education Policy and the Future of Schooling, The University of Melbourne
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School Education Program Director, Grattan Institute
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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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Associate Professor, Australian Catholic University
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Professor, Southern Cross University
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Senior Research DECRA Fellow, Institute for Learning Sciences and Teacher Education, Australian Catholic 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
