Local experiences, global similarities: Teacher perceptions of the impacts of national testing
Thompson, Greg (2016) Local experiences, global similarities: Teacher perceptions of the impacts of national testing. In Lingard, Robert, Thompson, Greg, & Sellar, Sam (Eds.) National Testing in Schools: An Australian Assessment. Routledge, pp. 57-71.
Since 2008, Australian schoolchildren in Years 3, 5, 7 and 9 have sat a series of tests each May designed to assess their attainment of basic skills in literacy and numeracy. These tests are known as the National Assessment Program – Literacy and Numeracy (NAPLAN). In 2010, individual school NAPLAN data were first published on the MySchool website which enables comparisons to be made between individual schools and statistically like schools across Australia. NAPLAN represents the increased centrality of the federal government in education, particularly in regards to education policy. One effect of this has been a recast emphasis of education as an economic, rather than democratic, good. As Reid (2009) suggests, this recasting of education within national productivity agendas mobilises commonsense discourses of accountability and transparency. These are common articles of faith for many involved in education administration and bureaucracy; more and better data, and holding people to account for that data, must improve education...
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|Item Type:||Book Chapter|
|Keywords:||Teacher perceptions, Assessment, Testing, National testing|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Deposited On:||03 Aug 2015 22:36|
|Last Modified:||31 Aug 2016 00:50|
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