Questioning the validity of the multiple uses of NAPLAN data
Klenowski, Val (2016) Questioning the validity of the multiple uses of NAPLAN data. In Lingard, Bob, Thompson, Greg, & Sellar, Sam (Eds.) National Testing in Schools an Australian Assessment. Routledge, Abingdon, Oxon, pp. 44-56.
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Across Australia NAPLAN data is being used in a range of ways to serve multiple purposes. The validity of this practice is critically examined in this chapter by drawing on the largest collection and analysis of empirical data on multiple facets of Aboriginal and Torres Strait Islander education in state schools to date. Validity, in this context, is very much concerned with the accuracy with which NAPLAN tests assess the skills or attributes of literacy and numeracy and the decisions that are made based on those test scores. At a time of increasing student diversity and increasing accountability, it is important to explain how by holding teachers to account through the reuse of assessment data for ‘second-order purposes,’ unintended damaging consequences are occurring particularly in terms of equity. This argument will build on an analysis of the quality of pedagogical decisions taken in the schools of this study to illustrate how such decisions constitute a threat to validity.
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|Item Type:||Book Chapter|
|Keywords:||Validity, Standardised testing, Mandated testing, NAPLAN|
|Subjects:||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 > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2016 Routledge|
|Deposited On:||29 Aug 2016 00:01|
|Last Modified:||06 Sep 2016 16:26|
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