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Teachers ‘can’t really win’ with NAPLAN, says expert
As students Australia-wide get ready to sit the 2019 NAPLAN tests in May, yesterday, the National Report from last year was released. The suite of tests, which assess literacy and numeracy in years 3, 5, 7 and 9, continues to attract contention and debate, with some camps arguing they prioritise benchmarks over student wellbeing, inflexible teaching practices over holistic ones, and unfairly stigmatise underperforming schools.
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My last two weblog posts have been related to NAPLAN etc.
It’s a pity that researchers are the only people to reap the benefits of mandatory standardised testing.
What they do with data has no direct impact on daily classroom delivery and certainly does nothing to improve personal advancement for each child in educational institutes.
Where a child should be and where they are is greatly impacted by a thousand factors that are often beyond measuring tools.
My current post is also looking at NAPLAN and OLNA from the inside out.