A preliminary analysis of teacher perceptions of the effects of NAPLAN on pedagogy and curriculum

Thompson, Greg & Harbaugh, Allen G. (2013) A preliminary analysis of teacher perceptions of the effects of NAPLAN on pedagogy and curriculum. The Australian Educational Researcher, 40(3), pp. 299-314.

View at publisher


This paper reports preliminary survey findings of Western Australian and South Australian teacher perceptions of the impact of NAPLAN on curriculum and pedagogy in their classroom and school. The paper examines how teachers perceive the effects of NAPLAN on curriculum and pedagogy and whether these perceptions mediated by the teacher’s gender, the socioeconomics of the school, the State and the school system in which the teacher works. Teachers report that they are either choosing or being instructed to teach to the test, that this results in less time being spent on other curriculum areas and that these effects contribute in a negative way to the class environment and the engagement of students. This largely agrees with a body of international research that suggests that high-stakes literacy and numeracy tests often results in unintended consequences such as a narrow curriculum focus, a return to teacher-centred instruction and a decrease in motivation. Analysis suggests there is a relationship between participant responses to the effect of NAPLAN on curriculum based on the characteristics of which State the teacher taught in, the socioeconomic status of the school and the school system in which they were employed (State, Catholic, and Independent).

Impact and interest:

28 citations in Scopus
27 citations in Web of Science®
Search Google Scholar™

Citation counts are 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.

ID Code: 86159
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: NAPLAN, high-stakes testing, teacher perceptions, curriculum and pedagogy
DOI: 10.1007/s13384-013-0093-0
ISSN: 2210-5328
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
Copyright Owner: Copyright 2013 Springer Netherlands
Deposited On: 04 Aug 2015 01:49
Last Modified: 25 Jun 2017 08:01

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page