NAPLANNational Assessment Program-Literacy and Numeracy (Australia)
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There are many methodological challenges in a project like this: for example, we cannot be sure that the students in any school who sat for the Year 5 NAPLAN tests are the same students who, two years earlier, sat for the Year 3 NAPLAN tests at the same school.
In Australian schools from January until May in 2011 everyone 'did' persuasive writing because it was to be tested by NAPLAN. Teachers were frantic, spending huge amounts of time having students write persuasive texts.
Unfortunately, this is what happens to the results of the NAPLAN testing, they are used on the My School website to compare schools.
Success in schools is measured, at least in the media, by NAPLAN and OP scores.
This paper extends earlier work to show the progressive decrease to the now extremely minimal attention to multimodality in the NAPLAN tests from 2008-2016, widening the gap between curriculum requirements and high-stakes national testing.
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A growing body of research decries NAPLAN testing, claiming that it stresses students and parents (Mayes & Howell, 2017; Rothwell, 2017), narrows curriculum (Caldwell & White, 2017; Exley & Singh, 2011), contributes to the deprofessionalisation of teachers (Cormack & Comber, 2013) and promotes teaching to the test (White & Anderson, 2012).
That was the percentage of students who wrote 1/16 = 0.25 in Q32 of the Year 7 Non-calculator NAPLAN assessment.