Who pays for standardised testing? A cost-benefit study of mandated testing in three Queensland secondary schools
Carter, Merilyn Gladys, Klenowski, Valentina, & Chalmers, Christina (2016) Who pays for standardised testing? A cost-benefit study of mandated testing in three Queensland secondary schools. Journal of Education Policy, 31(3), pp. 330-342.
This paper reports on an Australian study that explored the costs and benefits of the National Assessment Programme, Literacy and Numeracy (NAPLAN) testing, both tangible and intangible, of Year 9 students in three Queensland schools. The study commenced with a review of pertinent studies and other related material about standardised testing in Australia, the USA and UK. Information about NAPLAN testing and reporting, and the pedagogical impacts of standardised testing were identified, however little about administrative costs to schools was found. A social constructivist perspective and a multiple case study approach were used to explore the actions of school managers and teachers in three Brisbane secondary schools. The study found that the costs of NAPLAN testing to schools fell into two categories: preparation of students for the testing; and administration of the tests. Whilst many of the costs could not be quantified, they were substantial and varied according to the education sector in which the school operated. The benefits to schools of NAPLAN testing were found to be limited. The findings have implications for governments, curriculum authorities and schools, leading to the conclusion that, from a school perspective, the benefits of NAPLAN testing do not justify the costs.
Impact and interest:
Citation counts are sourced monthly from and 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 theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays 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.
|Item Type:||Journal Article|
|Keywords:||standardised testing, mandated testing, schools, cost-benefits, Naplan, secondary schooling|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)
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) > Mathematics and Numeracy Curriculum and Pedagogy (130208)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2015 Taylor & Francis|
|Copyright Statement:||This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education Policy on 2015, available online: http://www.tandfonline.com/doi/full/10.1080/02680939.2015.1070206|
|Deposited On:||18 Aug 2015 00:21|
|Last Modified:||05 Feb 2017 04:12|
Repository Staff Only: item control page