The effects of standardised assessment (NAPLAN) on teacher pedagogy at two Queensland schools
Ward, Donna Maree (2012) The effects of standardised assessment (NAPLAN) on teacher pedagogy at two Queensland schools. PhD thesis, Queensland University of Technology.
The purpose of this qualitative interpretative case study was to explore how the National Assessment Program – Literacy and Numeracy (NAPLAN) requirements may be affecting pedagogies of two Year 3, Year 5 and Year 7 teachers at two Queensland schools. The perceived problem was that standardised assessment NAPLAN practices and its growing status as a key measure of education quality throughout Australia has the potential to limit the everyday literacy and numeracy practices of teachers to instructional methods primarily focused on teaching to the test.
The findings demonstrate how increased explicit teaching of NAPLAN content and procedural knowledge prior to testing has the potential to negatively impact on the teaching of everyday literacy and numeracy skills and knowledge that extend beyond those concerned with NAPLAN. Such teaching limited opportunity for what teachers reported as valued collaborative learning contexts aiming for long-term literacy and numeracy results.
Impact and interest:
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|Item Type:||QUT Thesis (PhD)|
|Supervisor:||Healy, Annah & Klenowski, Valentina|
|Keywords:||Australian education assessment system, case study, educational change, education reform, high-stakes testing, assessment and pedagogy, standardised assessment effects, National Assessment Program – Literacy and Numeracy (NAPLAN)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
|Institution:||Queensland University of Technology|
|Deposited On:||23 Oct 2013 02:24|
|Last Modified:||09 Sep 2015 02:43|
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