Accessibility to NAPLAN Assessments for Students With Disabilities: A ‘Fair Go’

Abstract

A National Assessment Program for Literacy and Numeracy (NAPLAN) that requires assessment of all students in Years 3, 5, 7, and 9 is now firmly established on the Australian educational landscape. Australian legislation and policies promote inclusive assessments for all; however, in relation to NAPLAN, almost 5% of students, many of whom have disabilities, are either exempt or withdrawn. Those students with disabilities that are assessed are provided only basic testing accommodations under special considerations, and the achievement levels of these students are not accurately benchmarked. Lessons from experiences in the United States can assist in the development of a more effective and inclusive assessment regime. A range of strategies, including testing accommodations and modifications, needs to be applied to ensure access to NAPLAN assessment for all students.

Juggling With Both Hands Tied Behind My Back: Teachers’ Views and Experiences of the Tensions Between Student Well-Being Concerns and Academic Performance Improvement Agendas

“…The publication of NAPLAN results annually in Australian media is typically negative in tone and supports assumptions about the nature of the data and their interpretations: “Results have largely flat-lined, and patterns of inequality continue” (Savage, 2017); “‘Wake-up call’: One in four boys falling short of NAPLAN minimum standard” (Singhal, 2107); “Naplan analysis reveals students with poorly educated parents up to four years behind” (McGowan, 2017). Most reporting is generalized, and there are limited data to suggest that students with learning difficulties or mental health challenges are provided with appropriate forms of test accommodation to ensure their effective participation and performance in such high-stakes testing regimes (Davies, 2012; Hyde, 2013). It is noted in these reports that students with disabilities and mental health problems may have lower rates of participation in NAPLAN testing.…”

Inclusive education in Australia: rhetoric, reality and the road ahead

“…Clearly, current testing practices ‘are not inclusive and potentially offend the requirement in the Disability Standards for reasonable adjustment’ (Cumming and Dickson, , p. 227). Students who have additional learning needs are not being given a ‘fair go’ (Davies, , p. 62). The resulting consequence is that their needs are not considered in the discussions and subsequent resourcing that is allocated to schools, based on testing outcomes (Davies and Elliott, ).…”

“…Since the Melbourne Declaration in 2008, the educational landscape in Australia has undergone rapid change (Davies, ). For the first time in its history, Australia has a national curriculum.…”

Leadership, Inclusion, and Quality Education for All

“…Catering for the diversity of all learners has become crucial in preparing students for participation in a global society (Owen & Davis, 2011). Schools and teacher education institutions struggle to know how to best cater for varied learner abilities and background experiences impacting learning, behavioural, linguistic, religious, and cultural needs within communities (Commonwealth of Australia, 2009; Davies, 2012; McLeskey, Rosenberg, & Westling, 2013).…”