What are we testing?
Every graduated student in New South Wales has undertaken the annual national assessment- the Naplan –( The National Assessment Program- Literacy and Numeracy) that assessed our academic progress every 2 years, from year 3 to year 9. However what began as a simple test, has drastically transformed into a competitive and ‘prepared’ assessment that doesn’t truly examine the students in their natural state. The problem begins with the concept of “my school” and schools hoping to outdo one another in terms of school ranking and student performances. It seems that schools have lost its focus on the student’s individual growth but rather wanting to be recognised as a ‘r educational environment and a school that’s recognised for its academic success.
As a result, schools have started to take on a different approach to the NAPLAN. What was originally designed as a ‘diagnostic test’ where students are tested as they are, unfortunately has become a ‘high stakes test’. It is quite normal to see primary schools and high schools preparing the students in advance for the exam. They would focus on specific areas that are expected to be tested in order for students to achieve high outcomes. Educationalist, Ken Robinson states that standardised testing is “strangling… what really matters in education” [1](Graham and Reid et al., 2010) which indicates that the NAPLAN has become a ‘results’ driven assessment. That many schools have forgotten that the students are the main purpose and it’s ultimately about the development of the student.
Many people are brain-washed by society’s expectations and have the mind-set that ‘academic success’ is about high results and attending a state/ society recognised school. However, wouldn’t it be more meaningful as parents and teachers to see academically struggling students improve their results each year? Shouldn’t even the slightest increase of results compared to their previous year be considered great success? Lobashcer states that this form of ‘high stakes test’ “they carry serious consequences for students and educators…”. Why? We must understand that based on this ‘pre-rehearsed’ assessment and their results, it strictly distinguishes the ‘good’ school from the ‘bad’.
Furthermore for teachers it becomes an issue as they may only focus their teaching and classroom activities based on the NAPLAN, as they tend to ignore and forget other critical learning areas as it won’t be assessed or seem less important. This may include social interaction amongst students and just building on the foundations of basic educational knowledge.
We must understand that this situation of the NAPLAN most likely won’t improve as our society focuses more on accountability and the need to be recognised for outstanding results. In the end, it brings us to the conclusion that our education system is being driven by a higher force that undoubtedly treat education as a form of economic produce. That the NAPLAN is just another part of producing successful individuals that benefit our economy and the sad reality that this problem won’t or can’t be solved.
So we ask ourselves, what exactly are we testing?
Graham, J., Reid, A. and Wu, M. (2010).Professional Voice - The NAPLAN Debate. 8th ed. Australian Education Union Victorian Branch, (Accessed : 25/10/2013)
Lobascher, S. (2011). What are the potential impacts of high-stakes testing on literacy education in Australia?. [online] Retrieved from: http://www.freepatentsonline.com/article/Literacy-Learning-Middle-Years/259959922.html [Accessed: 14 Oct 2013].
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