NAPLAN scores as predictors of access to higher education in Victoria

Abstract: This paper examines the extent to which year-9 performance on the National Assessment Program—Language Arts and Numeracy (NAPLAN) predicts access to higher education as determined by subsequent achievement on year-12 Victoria Certificate of Education (VCE) exams. VCE performance is measured via three binary indicators: achieving an Australian tertiary admission rank (ATAR) above 50 ("ATAR50"), above 70 ("ATAR70"), and above 90 ("ATAR90"); and two continuous indicators: ATAR and the Tertiary Entrance Aggregate (TEA). We find that a four-way classification of year-9 NAPLAN results explains 35% of the  variance in ATAR50, 37% in ATAR70 and 26% in ATAR90; and NAPLAN scores and basic demographic indicators explain 38% of the variance in ATAR and 42% of the variance in TEA values. Examining the joint effect of year-9 NAPLAN scores and socio-economic status in predicting VCE outcomes, we find that while both are significant, NAPLAN scores have a much stronger effect. At the school level, we find that predictions of success rates based on NAPLAN scores and basic demographic indicators

Are there any winners in high-stakes mathematics testing? A qualitative case study exploring student, parent and teacher attitudes towards NAPLAN numeracy tests in years 3 and 5

Through the annual implementaion of National Assessment Program - Literacy and Numeracy (NAPLAN), testing of mathematical standards across Australia invokes questions about the impact that high-stakes testing has for the teaching and learning of mathematics. According to recent studies on high-stakes testing, the role of the teacher is instrumental in children\u27s achievement results. The purpose of this case study is to explore perspectives about NAPLAN from key participants at one Western Australian Primary School, namely: students, teachers, and parents. The paper will report on the extent to which instructional pedagogy at one school has been affected by the implementation of NAPLAN testing and subsequent publication of results. Consistent with a phenomenological perspective, the qualitative data for this investigation were collected through semi-structured interviews and field notes. These data offered particular insights into how key participants viewed the impact of NAPLAN testing has had on the instructional pedagogy in Year 3 and Year 5 classrooms

The experience of education: the impacts of high stakes testing on school students and their families

This study lays bare Australian educator’s perspectives of NAPLAN testing and its unintended effects on schooling and student well-being. The report draws on the experience of over 8,300 teachers and principals across the country, surveyed at the time of the NAPLAN testing in mid-May, 2012. It probes the impact of NAPLAN on testing, pedagogy and curriculum practice as well as the more difficult (and largely ignored) question of the impact on students’ health and well-being. &nbsp

Where did I lose you? Accessing the literacy demands of assessment

In this study we sought to find out how teachers could make assessment fairer for Indigenous students in learning mathematics, given the context of the high stakes of the National Assessment Program Literacy and Numeracy (NAPLAN). Today, teachers are experiencing the full range of demands from their own students who require individual attention, through to system level expectations of improved performances for all students. Many staff experience reform fatigue with limited time for critical reflection and a reduction in support for the use and the analysis of the overwhelming amount of data that has become available in recent years. Over the past three years we worked with teachers in seven schools to gradually refine our research focus to centre on how we might best support teachers in this demanding context with the important outcome of improved teaching and learning of mathematics with particular consideration of how to respond to the cultural needs of Indigenous (Aboriginal and Torres Strait Islander) students

Spinning in the NAPLAN ether: 'Postscript on the control societies' and the seduction of education in Australia

This paper applies concepts Deleuze developed in his ‘Postscript on the Societies of Control’, especially those relating to modulatory power, dividuation and control, to aspects of Australian schooling to explore how this transition is manifesting itself. Two modulatory machines of assessment, NAPLAN and My Schools, are examined as a means to better understand how the disciplinary institution is changing as a result of modulation. This transition from discipline to modulation is visible in the declining importance of the disciplinary teacher/student relationship as a measure of the success of the educative process. The transition occurs through seduction because that which purports to measure classroom quality is in fact a serpent of modulation that produces simulacra of the disciplinary classroom. The effect is to sever what happens in the disciplinary space from its representations in a luminiferous ether that overlays the classroom

Enforcing compulsory schooling by linking welfare payments to school attendance: lessons from Australia’s Northern Territory

Efforts to enforce compulsory schooling by linking welfare assistance to school attendance are rarely successful in themselves, according to this report. Abstract Efforts to enforce compulsory schooling by linking welfare assistance to school attendance are rarely successful in themselves. One reason is a lack of credibility: targeted families may anticipate that welfare administrators will be reluctant to withdraw support when attendance does not improve. Australia\u27s School Enrolment and Attendance through Welfare Reform Measure (SEAM) demonstrates the impact of a credible threat. Targeting the Indigenous population of the Northern Territory, its credibility stemmed from the extreme circumstances created by the Northern Territory Emergency Response Act and from the troubled history of race relations in Australia. We show, using a difference-in-difference analysis of standardized test data (NAPLAN), that SEAM had a substantial, immediate impact: in its first year it triggered an increase in test participation rates of 16- 20 percentage points over pre-SEAM levels; and it significantly increased the share of tested cohorts achieving national minimum standards by 5-10 percentage points. However, welfare payments were rarely withheld from truant families and participation rates fell in subsequent years, though remaining significantly above pre-SEAM levels. This suggests that initiatives such as SEAM will not be fully effective in the longer term unless accompanied by measures that increase parents’ and children’s appreciation of the value of schooling

Growing up in Australia: the longitudinal study of Australian children (LSAC)

This report uses National Assessment Program—Literacy and Numeracy (NAPLAN) data in the Longitudinal Study of Australian Children (LSAC) to provide an in-depth understanding of children\u27s development in Australia\u27s current social, economic and cultural environment, thereby contributing to the evidence base for future policy and practice development. The study was conducted in partnership between the Australian Government Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA), the Australian Institute of Family Studies (AIFS) and the Australian Bureau of Statistics (ABS), with advice provided by a consortium of leading researchers from research institutions and universities throughout Australia. The study commenced in 2004 with the recruitment of two cohorts: one cohort of 5,107 children aged 0–1 year old (the birth or “B cohort”) and another of 4,983 children aged 4–5 years old (the kindergarten or “K cohort”) and their families across all states and territories of Australia. Interviews comprising different instruments are conducted with families every two years

Dodgy data, language invisibility and the implications for social inclusion: A critical analysis of indigenous student language data in Queensland Schools

As part of the ‘Bridging the Language Gap’ project undertaken with 86 State and Catholic schools across Queensland, the language competencies of Indigenous students have been found to be ‘invisible’ in several key and self-reinforcing ways in sch

Assessment for learning in the accountability era: Queensland, Australia

Developments in school education in Australia over the past decade have witnessed the rise of national efforts to reform curriculum, assessment and reporting. Constitutionally the power to decide on curriculum matters still resides with the States. Higher stakes in assessment, brought about by national testing and international comparative analyses of student achievement data, have challenged State efforts to maintain the emphasis on assessment to promote learning while fulfilling accountability demands. In this article lessons from the Queensland experience indicate that it is important to build teachers' assessment capacity and their assessment literacy for the promotion of student learning. It is argued that teacher assessment can be a source of dependable results through moderation practice. The Queensland Studies Authority has recognised and supported the development of teacher assessment and moderation practice in the context of standards-driven, national reform. Recent research findings explain how the focus on learning can be maintained by avoiding an over-interpretation of test results in terms of innate ability and limitations and by encouraging teachers to adopt more tailored diagnosis of assessment data to address equity through focus on achievement for all. Such efforts are challenged as political pressures related to the Australian government’s implementation of national testing and national partnership funding arrangements tied to the performance of students at or below minimum standards become increasingly apparent

Mathematics, computers in mathematics, and gender: public perceptions in context

In Australia, national tests of mathematics achievement continue showing small but consistent gender differences in favor of boys. Societal views and pressures are among the factors invoked to explain such subtle but persistent differences. In this paper we focus directly on the beliefs of the general public about students’ learning of mathematics and the role played by computers, and then we compare the findings with data previously gathered from students. Although many considered it inappropriate to differentiate between boys and girls, gender based stereotyping was still evident