Standardised tests are a powerful tool for building an evidence base of what works to guide education policy.
Articles on Standardised testing series
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Standardised tests restrict how well students with disability can do, which reinforces the idea that there are things they can’t do that children without disability can.
If we fail to recognise that standardised tests are metro-centric, we will continue to produce disadvantage for rural students.
Contrary to some reports, there is no new English language test for international students - the government is simply expanding standards already being met by most providers.
NAPLAN is good at measuring some aspects of education, including knowledge difference between demographics, but has not produced a positive effect on student learning outcomes.
NAPLAN is great at tracking changes over time and between demographics, but not so great at measuring what factors effect change, engagement or creativity.
The use of standardised testing is a divisive topic, and most of the disagreement comes down to beliefs about whether using it to control education is a good or bad thing.
Top contributors
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Adjunct Associate Professor of Education Policy, Victoria University
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Associate Professor of Education Policy, Australian Catholic University
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Associate professor, Flinders University
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Professor (Curriculum Inquiry / Rural Education), University of Canberra
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Research Director, Assessment, Evaluation and Student Learning Research, Learning Sciences Institute Australia, Australian Catholic University
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Lecturer in Arts Education, Western Sydney University
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Professor, Faculty of Education and Arts, Australian Catholic University
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Deputy Dean, School of Education, Western Sydney University
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Professor, Deakin University
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Principal Research Fellow, Australian Council for Educational Research
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Head Centre for Global Education Monitoring - ACER, Australian Council for Educational Research