Questioning the Validity of the Multiple Uses of NAPLAN Data

Klenowski, Val

doi:10.4324/9781315659312-4

Cited by 12 publications

(10 citation statements)

References 1 publication

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“…Commentators and politicians confuse correlation and causation when they claim direct causal connections between test scores and aspects of schooling. This misuse of evidence is also seen when measurements of attainment in numeracy or literacy are taken to provide evidence of the effectiveness of teachers, schools, states or even the country as a whole [43].…”

Section: International Data Gatheringmentioning

confidence: 99%

Where is the evidence?

Ferguson

Clow

2017

Proceedings of the Seventh International Learning Analytics &Amp; Knowledge Conference

105

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Where is the evidence for learning analytics? In particular, where is the evidence that it improves learning in practice? Can we rely on it? Currently, there are vigorous debates about the quality of research evidence in medicine and psychology, with particular issues around statistical good practice, the 'file drawer effect', and ways in which incentives for stakeholders in the research process reward the quantity of research produced rather than the quality. In this paper, we present the Learning Analytics Community Exchange (LACE) project's Evidence Hub, an effort to relate research evidence in learning analytics to four propositions about learning analytics: whether they support learning, support teaching, are deployed widely, and are used ethically. Surprisingly little evidence in this strong, specific sense was found, and very little was negative (7%, N=123), suggesting that learning analytics is not immune from the pressures in other areas. We explore the evidence in one particular area in detail (whether learning analytics improve teaching and learners support in the university sector), and set out some of the weaknesses of the evidence available. We conclude that there is considerable scope for improving the evidence base for learning analytics, and set out some suggestions of ways for various stakeholders to achieve this.

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Section: International Data Gatheringmentioning

confidence: 99%

Where is the evidence?

Ferguson

Clow

2017

Proceedings of the Seventh International Learning Analytics &Amp; Knowledge Conference

105

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“…This is despite a myriad of cultural and contextual differences that are overlooked and underserved. As such, school performance measured by the same assessments, present students in a deficit light (Klenowski, 2016). Marika (2000) states that the practice of National literacy benchmarks is 'doubly discriminatory.'…”

Section: Equitable Education Would Value Both Aboriginal and Non-abormentioning

confidence: 99%

Barriers to inclusion: Aboriginal pre-service teachers’ perspectives on inclusive education in their remote Northern Territory schools

Staley¹,

Freeman²,

Tipungwuti³

et al. 2019

lcj

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Inclusive practices can be interpreted broadly as the ways in which we ensure that all students have an equitable education to optimise student learning outcomes, achievement and attendance. In this paper, Aboriginal pre-service teachers, all currently working towards their teaching degrees and all working as Aboriginal teaching assistants in Northern Territory (NT) classrooms, share their perceptions regarding barriers to inclusion for students in their schools and communities. The reflections were drawn from their university assignments in a unit on inclusive education, which focused on teaching all students including those with additional needs. Pre-service teachers were asked to name barriers to learning for their school-aged students and make suggestions about changes that would help students in/from their communities engage more successfully with school. This paper is intended to privilege the voices of this cohort of pre-service teachers who have significant insight into their schools, given many of them are working in the schools that they themselves attended as students. Using their assignments in the inclusive education unit as a basis for understanding their experiences with exclusion, identified barriers are examined along with their proposed solutions. This work calls for greater cultural inclusion of local languages and traditions. Inclusive and equitable education requires partnership with families and community members so that the education delivered, truly caters for students' diverse learning needs.1Co-authors are listed in the order in which their words or ideas first appear in the text rather than by relative contribution Barriers to inclusion: Aboriginal pre-service teachers' perspectives on inclusive education in their remote Northern Territory schools

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“…Reflecting upon the OECD's (2013) emphasis upon the importance of a variety of formative and summative assessment tasks, and O'Neill's (2013) differentiation between primary and secondary uses of test data at school and systemic levels, Klenowski (2016) argues the dominance of secondary uses of data calls into question the validity of such approaches; she questions «whether the policy can deliver accountability without negatively impacting high quality and high-equity teaching and learning» (p. 44).…”

Section: «Data Use» and Teachers' Learningmentioning

confidence: 99%

“…Reflecting the power of NAPLAN in the Australian context, this data was accorded primacy; while the validity of the use of NAPLAN has been questioned more broadly in the Australian context (Klenowski, 2016), in these discussions, there was a sense in which NAPLAN data was ascribed an authority to which other forms of data could only aspire.…”

Section: «Felicity: But What's Written In Here Really Could Be Anythimentioning

confidence: 99%

Measuring, monitoring, and managing for productive learning? Australian insights into the enumeration of education

Hardy

2017

RASE

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This article reveals how ongoing teacher learning in schools is heavily influenced by the increased measurement of student learning outcomes. It draws upon a broad range of literature on the practice of education, measuring learning, and its effects on ongoing teachers' learning at the school site. The paper analyses the meeting transcripts of an ongoing, long-term teacher learning initiative in a school in northern Queensland, Australia, and indicates how processes of measurement influenced such learning. Teachers' learning is revealed as heavily influenced by processes of «measuring [student] learning», the subsequent «monitoring» of student learning through students' data profiles, and 'managing' the learning of lower performing students. The article cautions that while these resultant teacher learning practices may be beneficial for students' learning, this is a contested point, and requiring much more careful analysis of the effects of the measurement of education on such practices. KeywordsQuantification of learning; testing, standardized testing, standardized learning, teacher learning, teacher professional development. ResumenEste artículo muestra cómo la formación continua de los maestros en las escuelas está muy influida por el incremento de la medición de los resultados del aprendizaje de los estudiantes. Se basa en un amplio repertorio de literatura sobre la práctica educativa, la medición del aprendizaje y sus efectos sobre la formación continua de los docentes en la escuela. El texto analiza las transcripciones de una serie de reuniones en el marco de una iniciativa de formación continua a largo plazo de docentes en una escuela en el norte de Queensland, Australia, e indica cómo los procesos de medición influyeron en esa formación. Se constata que la formación de los maestros está muy influida por los procesos de «medición del aprendizaje de los estudiantes», el seguimiento posterior del aprendizaje estudiantil través de sus perfiles de datos y la «gestión» del aprendizaje de los estudiantes de bajo rendimiento. El artículo advierte que, aunque estas prácticas resultantes de la formación del profesorado pueden ser beneficiosas para el aprendizaje del estudiantado, esta es una cuestión a debate, y requiere un análisis mucho más cuidadoso de los efectos que la medición de la educación ejerce sobre tales prácticas. Palabras claveCuantificación del aprendizaje; pruebas; pruebas estandarizadas; aprendizaje estandarizado; formación del maestro; desarrollo profesional docente.

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Questioning the Validity of the Multiple Uses of NAPLAN Data

Cited by 12 publications

References 1 publication

Where is the evidence?

Where is the evidence?

Barriers to inclusion: Aboriginal pre-service teachers’ perspectives on inclusive education in their remote Northern Territory schools

Measuring, monitoring, and managing for productive learning? Australian insights into the enumeration of education

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