in the classroom
NSW Minister for Education and Early Learning Sarah Mitchell . Photo : David Swift
‘ Fundamental flaws ’
Federation says NAPLAN changes don ’ t address real problems .
By Emilie Lauer
The recently announced change to the timing of the National Assessment Program Literacy and Numeracy ( NAPLAN ) test , to be held in term 1 rather than term 2 as of next year , has been met with criticism from the NSW Teachers Federation .
According to ACARA , the change has been made to provide the results of the test to education authorities earlier in the year , giving schools and teachers the chance to better assess students and support them throughout the year .
NSW Minister for Education and Early Learning Sarah Mitchell said she believed the current timing of the NAPLAN test does not maximise its potential for the classroom .
“ These are necessary changes I have been pushing for over the past two years , particularly following the success of the NSW Check-In Assessments , which give teachers results within 48 hours ,” Mitchell said .
“ This is a win for teachers , students and their families . It ensures the assessment can be used more effectively and provides greater opportunity to improve learning outcomes ,” she added .
However , according to senior vice president of the New South Wales Teachers Federation Amber Flohm , “ the changes
announced do nothing to advance the fundamental flaws of the current NAPLAN , it is but tinkering at the edges ”.
“ They do not reflect the findings of the NAPLAN Review which clearly revealed overwhelming teacher and community opposition to the existing test .”
Flohm noted that moving the test date will only add pressure to the already frantic start of the school year , pushing students to cram the NAPLAN test .
“ This is the very antithesis of what the Review was attempting to address : to shift from teaching to the test , to testing to the teach .”
Flohm said she recognises the need for an authentic assessment of students and reporting to parents / carers , but believes this is only achievable when curriculum , pedagogy and the professional judgement of teachers are at the centre of such processes .
“ These are not served by the current NAPLAN program ,” she said .
She recommends following a model similar to high performing nations such as Singapore and Finland which use sample assessments to monitor student progress .
“ These countries have wound back such testing culture due to their damaging effects on students , teachers and systems ,” Flohm said .
In addition to moving the NAPLAN test from term 2 to term 1 , the NAP sample assessment test has also been moved forward from October to term 2 .
It is but tinkering at the edges .
The NAP test will continue to be only available to a select group of schools .
However , a new annual assessment similar to the NAP test will be available to any school wishing to undertake tests in science literacy , civics and citizenship as well as digital literacy .
These opt-in tests will roll out over three years , starting with science in 2024 . From 2026 , all three subject opt-in assessments will be available each year .
“ Schools can choose any or all of the opt-in assessments once they are all available . For example , a school may opt in to undertake only the digital literacy tests in Year 6 every 2 years for a 6-year period , while another school may just do the science test in Year 10 for 5 years in a row ,” said ACARA CEO David de Carvalho .
ACARA will be working with Education Services Australia and education systems to develop and implement these tests .
Results tests will be made available to schools but will not be reported publicly by ACARA .
Flohm said the NSWTF “ opposes the extension of the national testing program to the already exceedingly burdensome and educationally intrusive national assessment program ”. ■
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