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.
Articles on NAPLAN future
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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.
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Associate Professor of Education Policy, Australian Catholic 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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School Education Program Director, Grattan Institute
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Senior Research DECRA Fellow, Institute for Learning Sciences and Teacher Education, Australian Catholic University
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Professor, Southern Cross University
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Professor of Education Futures, The University of Melbourne
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Professor (Curriculum Inquiry / Rural Education), University of Canberra
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Professor, Faculty of Education and Arts, Australian Catholic University
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Principal Researcher, Curtin University
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Adjunct Senior Lecturer, Faculty of Education and Social Work, University of Sydney