The (hidden) injuries of NAPLAN: two standardised test events and the making of ‘at risk’ student subjects

Mayes, Eve; Howell, Angelique

doi:10.1080/13603116.2017.1415383

Cited by 29 publications

(11 citation statements)

References 16 publications

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“…However, they do not present the support students receive, based on identified needs. This is consistent with previous research indicating that externally initiated assessments mainly lead to identifying students with SEN but without relating the support to teaching and learning (Allan and Artiles, 2017;Hamre et al, 2018;Mayes and Howell, 2018). The change in the assessment assignment, toward conducting analysis based on the assessment results and using this analysis as a ground for planning and improving teaching, could be seen as an attempt from the municipal school administration to better link the assessment with teaching and students' learning at group level.…”

Section: Discussionsupporting

confidence: 88%

“…As consistent with previous research, the results show that the externally initiated assessment assignment mainly lead to identifying students with SEN but without relating the support to teaching and learning (Allan and Artiles, 2017;Hamre et al, 2018;Mayes and Howell, 2018). The measures are primarily directed at the individual student in form of special education, performed by SEN-teacher.…”

Section: Discussionsupporting

confidence: 88%

“…Depending on the intentions of identifying students with SEN, the consequences for the students may vary. Discussions are conducted regarding inclusion, exclusion, and categorization rather than relating external assessments to teaching and learning and identifying the need for early support (Allan and Artiles, 2017;Hamre et al, 2018;Mayes and Howell, 2018). To match students' individual needs in education, The Swedish Schools Inspectorate (2016) emphasizes the importance of identifying students with SEN and identifying the needs of the individual students.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ alignment between a local initiated external assessment: The diagnostic literacy test—And teaching regarding special educational needs students’ needs

Sjunnesson

2022

Front. Educ.

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The present study aims to study how external assessments are used by teachers, transforming summative test results into a formative approach for teaching, with a special focus on students with SEN. The data material consists of documents and interviews with teachers. The documents were the schools’ compilations of assessment results, including proposals for measures and action programs for individual students. The students’ action programs constitute data material for analysis of their needs regarding the outcomes of the DLS tests. Eight ordinary and six SEN teachers participated in follow-up interviews to express their understanding of the test results and their decisions regarding what adaptations and support the students needed. The results show the teachers’ expressions and understanding of aligning the results to better support the identified SEN students in education. The emerging results indicate that the primary purpose of the assessment was to identify students with SEN and to plan teaching for these students. SEN was identified by test results on or below stanine 3. The planned support was mainly directed toward special education conducted by SEN teachers. Within the same community, different interpretations of the assignment are possible. This may affect how the results are analyzed and implemented into teaching.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

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Teachers’ alignment between a local initiated external assessment: The diagnostic literacy test—And teaching regarding special educational needs students’ needs

Sjunnesson

2022

Front. Educ.

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“…Since then, students in Australia in Years 3, 5, 7 and 9 have sat the Reading, Writing, Language Conventions (spelling, grammar and punctuation) and Numeracy tests annually, and this continues. While purported to be a low stakes method of data collection, Mayes and Howell (2018) contest that the way in which the NAPLAN data has been used (performance comparisons, policy direction, league tables published in the media) is consistent with high-stakes testing. Criticism about NAPLAN has been consistent since its inception, and while exploring all of the issues is beyond the scope of this paper, one issue does need to be unpacked in a discussion about IE -access to and participation in the tests.…”

Section: Naplan: Measurementmentioning

confidence: 99%

Looking in the mirror: reflecting on 25 years of inclusive education in Australia

Anderson

Boyle

2019

International Journal of Inclusive Education

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Australia was an early signatory to the Salamanca Statement, and it espouses inclusive education (IE) as the overarching philosophy of education for all. A 2015 critique of IE in Australia (Anderson and Boyle 2015) found that while some gains had been made, particularly in the recognition of the needs of some of the nation's minority groups, the lack of a nationally accepted understanding of IE meant that it was transpiring in fundamentally distinctive ways across the eight education jurisdictions, with different outcomes for different groups of students. This paper reflects upon why Australia has struggled to enact the recommendations outlined in the Salamanca Statement a quarter of a century ago. The impacts of current education reforms, including the current model of educational provision, the understanding of disability and educational need, and the neo-liberal concepts of standardisation, measurement, and choice are explored. It challenges the idea that IE is the work of schools, and instead argues the need for a national approach to IE. Governments must acknowledge the barriers that their current policies and structures erect and shift towards a more inclusive model of educational delivery -for the benefit of all children and young people in Australia.

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“…There is a risk that students "begin to see themselves in terms of evaluative hierarchies" (Gergen & Dixon-Román, 2014, p. 13), identifying with labels such as superiors, average, and undesirable. The relationship between an increased number of assessments and low-achieving students has been discussed in terms of inclusion, exclusion, and categorization Mayes & Howell, 2017). Systematic assessments have enabled the identification of students with special needs, sometimes with the intention of categorizing .…”

Section: Assessments In Educational Settingsmentioning

confidence: 99%

Från mäta till möta : elevers och lärares uppfattningar och erfarenheter av klassrumsbedömning

Sjunnesson¹

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Purpose: This dissertation aims to study how different artefacts used to assess students’ knowledge are perceived by students and teachers. A particular focus is directed towards assessment from a special educational perspective. Two research questions were posed: 1. What are students’ perceptions and experiences of different assessment practices in the classroom? 2. What are teachers' perceptions and experiences of different assessment practices in the classroom? Sub-studies: The dissertation provides a qualitative synthesis of 5 studies. Study I is a systematic research review with the aim to enhance knowledge regarding low-achieving students’ assessment experiences. Study II, directed at classroom assessment to provide information on how primary school students in Grades 2 and 5 experience classroom assessment in Swedish. Study III A aimed to contribute knowledge about teachers' perceptions of an external assessment assignment. This was, without deepening the alignment between assessment results and teaching, which Study III B aimed to focus on. Study III B is a reanalysis of part of Study III A. In Study IV, the content’s context was communication in mathematics teaching. The results revealed teachers'assessment expressions. Theory: The theoretical starting point is sociocultural theory. The choice is based on Gipps who highlights the relationship between teaching, learning and assessment, where assessment is perceived to take place in a social context. To understand the different assessment practices that emerge in the thesis, three categories of assessment: inherent, discursive, and documentary, are used. Mediation is used as an analytical tool. Method: The methodological approach is an interpretive perspective. All five sub-studies are qualitative. The dissertation provides a qualitative synthesis. Results: The results reveal a difference in the perceptions and experiences about documented assessment attributed to whether, and what consequences a low score may mean for students and teachers. Discursive assessment emerges as part of teaching. Inherent assessment does not really appear in any of the substudies. Conclusion: It is not the design of the assessment that matters for students'experience, but its contextualisation, how the meaning is mediated by the teachers rather than the assessment design. Students with special educational needs are more concerned about assessment. Limitation: This thesis can only describe the talk of assessment but does not study the assessment itself.

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The (hidden) injuries of NAPLAN: two standardised test events and the making of ‘at risk’ student subjects

Cited by 29 publications

References 16 publications

Teachers’ alignment between a local initiated external assessment: The diagnostic literacy test—And teaching regarding special educational needs students’ needs

Teachers’ alignment between a local initiated external assessment: The diagnostic literacy test—And teaching regarding special educational needs students’ needs

Looking in the mirror: reflecting on 25 years of inclusive education in Australia

Från mäta till möta : elevers och lärares uppfattningar och erfarenheter av klassrumsbedömning

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