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

Thompson, Greg; Harbaugh, Allen G.

doi:10.1007/s13384-013-0093-0

Cited by 104 publications

(73 citation statements)

References 24 publications

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“…In addition, the use of standardized tests reduces teachers' job satisfaction and simplifies teaching and learning activities. Standard tests require the teaching of the test technique, teachers' rethinking important content, and cause some content to be preferred to others [41] inform that with the use of standardized tests teachers change their teaching style and are forced to focus on a more teacher-centered teaching. Besides student interest and motivation decreases and these tests create a less inclusive classroom environment for students coming from disadvantaged groups.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

Investigating Teacher Candidates' Beliefs about Standardized Testing

Kınay¹,

Ardiç²

2017

ujer

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The purpose of this study is to examine the beliefs of prospective teachers' about standardized testing in terms of some variables. This piece of research is in survey model. The study is carried out with 442 randomly selected prospective teachers registered in different departments at Dicle University in Turkey during the 2015-2016 academic year. Selected teacher candidates are grouped under 5 fields according to the branches they have registered (social sciences, language education, mathematics and sciences, fields requiring special ability, basic education). The Beliefs about Standardized Testing Scale (BAST) developed by Magee and Jones (2012) and adapted into Turkish language by İlhan, Çetin and Kinay (2015) is used as data collection tool. As a result of the study teacher candidates are found to have moderate beliefs for standardized tests. There is a significant difference between the candidate teachers' beliefs about standardized tests in terms of their gender and fields. Teacher candidates' beliefs about standardized tests do not differ significantly according to the grade variable.

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Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

Investigating Teacher Candidates' Beliefs about Standardized Testing

Kınay¹,

Ardiç²

2017

ujer

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“…Researchers have reported unintentional adverse effects of high stakes testing on individual student needs, including: the systematic dominance of high-stakes test data on which the My School website depends (Ewing, 2012); a lack of emphasis on individual students needs and a preference for uniformity ( Comber, 2012); high-stakes testing being viewed as the "de facto curriculum" (Hardy & Boyle, 2011, p. 220), which refers to the practice of having the subject content and learning style of NAPLAN determine the subject content and learning style of the class room; a narrowing of the curriculum, which reduces class room learning to practice for the test (Angelo, 2012;Caldwell, 2012;Ewing, 2012;Thompson & Harbaugh, 2013); the privileging of high-stakes-tested subjects (Barton, Baguley & MacDonald, 2013, Ewing et al, 2011, and a lack of contextualised learning (Ewing et al, 2011;Thompson & Harbaugh, 2013).…”

Section: Challenges For the Arts In Our Current Educational Climate Tmentioning

confidence: 99%

“…In critical literature, concerns have been expressed regarding perceived pressure on teachers to prioritise test practice by favouring lecture-based pedagogies, formulaic teaching styles, and narrowly conceived pedagogies (Ewing et al, 2011;Klenowski & Wyatt-Smith, 2012;Lobascher, 2011;Thompson & Harbaugh, 2013). For example, the recommended NAPLAN guidelines for writing a persuasive text suggest writing five paragraphs based on a prescribed framework as a response to a written prompt (National Assessment Program, 2013).…”

Section: Challenges For the Arts In Our Current Educational Climate Tmentioning

confidence: 99%

“…For example, the recommended NAPLAN guidelines for writing a persuasive text suggest writing five paragraphs based on a prescribed framework as a response to a written prompt (National Assessment Program, 2013). While this type of structure can assist students in providing rules to follow, several researchers contend that a limited range of pedagogic strategies (Ewing, 2012) can privilege certain students and override deep and authentic learning, creativity, enjoyment and higherorder thinking skills (Alexander, 2010;Lobascher, 2011;Thompson & Harbaugh, 2013). The reported disproportionate influence of these factors on disadvantaged students (Peters & Oliver, 2009) can widen the achievement gap between advantaged and disadvantaged students (Ewing, 2012).…”

Section: Challenges For the Arts In Our Current Educational Climate Tmentioning

confidence: 99%

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Arts Immersion: Using the arts as a language across the primary school curriculum

Chapman

2015

AJTE

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“…Consequently, there can be pressure on schools to prepare students for NAPLAN tests at the expense of developing the broader numeracy capabilities described previously (e.g., G. Thomson & Harbaugh, 2013), thereby influencing school organisation, curriculum, and pedagogy (Hardy, 2015).…”

Section: The Australian Contextmentioning

confidence: 99%

Teacher identity as an embedder-of-numeracy: identifying ways to support teachers to promote numeracy learning across the curriculum

Bennison¹

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Numeracy encompasses the capacity to cope with the mathematical demands of life. The context in which mathematics is used is an important dimension of numeracy; so one way that schools can provide opportunities for students to develop this capacity is to take advantage of numeracy learning opportunities across the curriculum. Teachers need to be able to identify these opportunities, and design and implement appropriate tasks in their classrooms for this approach to be successful.Research interest in numeracy is increasing internationally because of growing recognition of the impact of low levels of numeracy: on the economic and social well-being of individuals, and on the economies of countries. Researchers have investigated professional development interventions that support an across the curriculum approach to numeracy but this research does not appear to have examined factors that influence how teachers implement learning from such interventions. This study responds to the question of how teacher identity can be used as an analytic lens to identify factors that influence the ways in which teachers promote numeracy across the curriculum, in order to ascertain ways to assist them in this endeavour.A framework for teacher identity situated in the specific context of promoting numeracy learning across the curriculum was developed and evaluated in this study. Thus, the research was conducted in two phases: a theoretical phase and an empirical phase. A framework for identity as an embedder-of-numeracy along with an adaptation of Valsiner's zone theory was proposed as a way of capturing and understanding both the complexity and dynamic nature of a teacher's identity in this context. An extensive review of literature informed the theoretical phase of the research. Case studies of seven teachers were utilised to re-examine the proposed framework and the sociocultural approach employed. This empirical phase was conducted over a two-year period, with teachers recruited because their participation in a larger study indicated that changes in their identity in relation to promoting numeracy learning were likely over this period. Data sources drawn on to develop the case studies were semi-structured interviews and lesson observations conducted during visits to teachers' schools. The focus of each case study was on the teacher's identity as an embedder-of-numeracy when teaching science or history.The proposed framework for identity as an embedder-of-numeracy was organised by five Domains of Influence: Life History, Knowledge, Affective, Social, and Context. Characteristics that have previously been shown to influence a teacher's identity were included in the framework if it could be argued that they were likely to influence how teachers promote numeracy learning through the subjects they teach. This framework captures the complexity of identity as an embedder-ofnumeracy and could guide the design of empirical studies, but does not reveal how specific identities are formed and possible trajectories these identities mi...

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

Cited by 104 publications

References 24 publications

Investigating Teacher Candidates' Beliefs about Standardized Testing

Investigating Teacher Candidates' Beliefs about Standardized Testing

Arts Immersion: Using the arts as a language across the primary school curriculum

Teacher identity as an embedder-of-numeracy: identifying ways to support teachers to promote numeracy learning across the curriculum

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