NAPLAN: A Thin Veil of Fairness – Excerpt from Senate Submission into the effectiveness of NAPLAN

Freeman, Leonard

Abstract

Having worked in remote indigenous communities in the Northern Territory for the past 9 years, initially as a teacher, subsequently in leadership roles, I have seen first-hand the detrimental impact the focus on NAPLAN results has had on indigenous students. Students from remote communities who begin English when they start school have difficultly accessing the Year 3 and 5 NAPLAN tests due to having had insufficient time to master English and western cultural norms on which the tests rely. Despite varied levels of literacy and numeracy among a group of students, all are seen to have failed equally for not reaching the NAPLAN benchmarks, which are based on the achievement standards of native English speakers. Major policy decisions, including the choosing of teaching programs, are now being based on NAPLAN tests; tests which do not accurately gauge the literacy and numeracy levels of ESL students.

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TESOL in Context

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TESOL in Context

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1030-8385

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1 & 2

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Australian Council of TESOL Associations

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