QUT ePrints

Will large-scale assessments raise literacy standards in Australian schools?

Mills, Kathy A. (2008) Will large-scale assessments raise literacy standards in Australian schools? Australian Journal of Language and Literacy, 31(3), pp. 211-255.

View at publisher (open access)

Abstract

In May, 2008, approximately one million students in years 3, 5, 7 and 9 across 9,000 Australian schools must participate in the new National Assessment Program - Literacy and Numeracy. The issue of standardised testing is central to discussions of education in politics and the media, and dramatically impacts the lives of educators, teachers, students and parents. This article examines some of the issues at the centre of the standards debate in Australia and globally. The effects of standardised testing are addressed in relation to literacy teaching, in particular, "teaching to the test", curriculum narrowing, curricular validity, and teachers' use of pedagogies. Additionally, its effects on literacy learning are examined, with particular attention to critical literacy, multiliteracies, and cultural diversity. Recommendations are provided for alternative forms of assessment that are based on current research, and which empower the professionalism and voice of teachers.

Impact and interest:

Citation countsare sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

912 since deposited on 26 Sep 2008
111 in the past twelve months

Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 14968
Item Type: Journal Article
Additional URLs:
Keywords: large, scale assessments, standards debate, Australian National testing, multimodal texts, curriculum narrowing, testing and diversity, curricular validity
ISSN: 1038-1562
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Primary Education (excl. Maori) (130105)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) (130204)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2008 Kathy A. Mills and Australian Literacy Educators' Association
Copyright Statement: Reproduced in accordance with the copyright policy of the publisher.
Deposited On: 26 Sep 2008
Last Modified: 13 Jan 2014 09:27

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page