How do secondary school English teachers score NAPLAN?: A snapshot of English teachers' views

Don Carter, Jacqueline Manuel, Janet Dutton

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The ubiquitous use of mass testing regimes in school-based education throughout the Western world continues to be controversial and contested (Biesta, 2017; Ozoliņš, 2017; Stolz & Webster, 2017). Currently, the Programme for International Student Assessment (PISA), Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMMS) constitute international testing schemes, while in Australia, the National Assessment Program – Literacy and Numeracy (NAPLAN) tests students in Years 3, 5, 7 and 9 across the nation. This paper reports on a study undertaken with secondary school English teachers in New South Wales (NSW) Australia in 2017. The study, utilising a questionnaire, sought teachers’ views on a range of issues including attitudes to the NAPLAN literacy tests and the introduction of a new standard of achievement for NSW Year 9 students. Given the paucity of teachers’ voices and perspectives in public discourses and debates about NAPLAN, one significant aim of this study has been the collation and direct representation of English teachers’ views. Far from endorsing NAPLAN as a beneficial source of data on students to support quality teaching and learning, teachers in this sample questioned the premise, validity and purpose of the tests and considered the new Year 9 requirement as both unnecessary and the cause of deepening stress and anxiety for students.
LanguageEnglish
Pages144-154
Number of pages10
JournalAustralian Journal of Language and Literacy
Volume41
Issue number3
Publication statusPublished - Oct 2018

Fingerprint

secondary school
literacy
teacher
student
mathematics studies
PISA study
science studies
Western world
Numeracy
English Teachers
Secondary School
Literacy
regime
anxiety
cause
questionnaire
discourse
trend
Teaching
school

Keywords

  • NAPLAN
  • High stakes testing
  • English teachers

Cite this

@article{1d134036e02343839c82ca79594804e9,
title = "How do secondary school English teachers score NAPLAN?: A snapshot of English teachers' views",
abstract = "The ubiquitous use of mass testing regimes in school-based education throughout the Western world continues to be controversial and contested (Biesta, 2017; Ozoliņš, 2017; Stolz & Webster, 2017). Currently, the Programme for International Student Assessment (PISA), Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMMS) constitute international testing schemes, while in Australia, the National Assessment Program – Literacy and Numeracy (NAPLAN) tests students in Years 3, 5, 7 and 9 across the nation. This paper reports on a study undertaken with secondary school English teachers in New South Wales (NSW) Australia in 2017. The study, utilising a questionnaire, sought teachers’ views on a range of issues including attitudes to the NAPLAN literacy tests and the introduction of a new standard of achievement for NSW Year 9 students. Given the paucity of teachers’ voices and perspectives in public discourses and debates about NAPLAN, one significant aim of this study has been the collation and direct representation of English teachers’ views. Far from endorsing NAPLAN as a beneficial source of data on students to support quality teaching and learning, teachers in this sample questioned the premise, validity and purpose of the tests and considered the new Year 9 requirement as both unnecessary and the cause of deepening stress and anxiety for students.",
keywords = "NAPLAN, High stakes testing, English teachers",
author = "Don Carter and Jacqueline Manuel and Janet Dutton",
year = "2018",
month = "10",
language = "English",
volume = "41",
pages = "144--154",
journal = "Australian Journal of Language and Literacy",
issn = "1038-1562",
publisher = "Australian Literacy Educators' Association",
number = "3",

}

How do secondary school English teachers score NAPLAN? A snapshot of English teachers' views. / Carter, Don; Manuel, Jacqueline; Dutton, Janet.

In: Australian Journal of Language and Literacy, Vol. 41, No. 3, 10.2018, p. 144-154.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - How do secondary school English teachers score NAPLAN?

T2 - Australian Journal of Language and Literacy

AU - Carter, Don

AU - Manuel, Jacqueline

AU - Dutton, Janet

PY - 2018/10

Y1 - 2018/10

N2 - The ubiquitous use of mass testing regimes in school-based education throughout the Western world continues to be controversial and contested (Biesta, 2017; Ozoliņš, 2017; Stolz & Webster, 2017). Currently, the Programme for International Student Assessment (PISA), Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMMS) constitute international testing schemes, while in Australia, the National Assessment Program – Literacy and Numeracy (NAPLAN) tests students in Years 3, 5, 7 and 9 across the nation. This paper reports on a study undertaken with secondary school English teachers in New South Wales (NSW) Australia in 2017. The study, utilising a questionnaire, sought teachers’ views on a range of issues including attitudes to the NAPLAN literacy tests and the introduction of a new standard of achievement for NSW Year 9 students. Given the paucity of teachers’ voices and perspectives in public discourses and debates about NAPLAN, one significant aim of this study has been the collation and direct representation of English teachers’ views. Far from endorsing NAPLAN as a beneficial source of data on students to support quality teaching and learning, teachers in this sample questioned the premise, validity and purpose of the tests and considered the new Year 9 requirement as both unnecessary and the cause of deepening stress and anxiety for students.

AB - The ubiquitous use of mass testing regimes in school-based education throughout the Western world continues to be controversial and contested (Biesta, 2017; Ozoliņš, 2017; Stolz & Webster, 2017). Currently, the Programme for International Student Assessment (PISA), Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMMS) constitute international testing schemes, while in Australia, the National Assessment Program – Literacy and Numeracy (NAPLAN) tests students in Years 3, 5, 7 and 9 across the nation. This paper reports on a study undertaken with secondary school English teachers in New South Wales (NSW) Australia in 2017. The study, utilising a questionnaire, sought teachers’ views on a range of issues including attitudes to the NAPLAN literacy tests and the introduction of a new standard of achievement for NSW Year 9 students. Given the paucity of teachers’ voices and perspectives in public discourses and debates about NAPLAN, one significant aim of this study has been the collation and direct representation of English teachers’ views. Far from endorsing NAPLAN as a beneficial source of data on students to support quality teaching and learning, teachers in this sample questioned the premise, validity and purpose of the tests and considered the new Year 9 requirement as both unnecessary and the cause of deepening stress and anxiety for students.

KW - NAPLAN

KW - High stakes testing

KW - English teachers

M3 - Article

VL - 41

SP - 144

EP - 154

JO - Australian Journal of Language and Literacy

JF - Australian Journal of Language and Literacy

SN - 1038-1562

IS - 3

ER -