Who pays for standardised testing? A cost-benefit study of mandated testing in three Queensland secondary schools

Carter, Merilyn Gladys; Klenowski, Valentina; Chalmers, Christina

doi:10.1080/02680939.2015.1070206

Cited by 7 publications

(6 citation statements)

References 20 publications

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“…Beyond distorted images in the new media coverage, teachers may get overloaded due to the standardised testing. The post-test activities like marking, collecting and distributing NAPLAN reports to parents will be added to additional workloads of teachers in secondary schools expect independent schools (Carter et al, 2016) [5]. Sometimes they even have to sacrifice their own leisure time to complete the additional work loads (Carter et al, 2016) [5].…”

Section: Negative Impacts On Teachers In Australian Secondary Schoolsmentioning

confidence: 99%

“…The post-test activities like marking, collecting and distributing NAPLAN reports to parents will be added to additional workloads of teachers in secondary schools expect independent schools (Carter et al, 2016) [5]. Sometimes they even have to sacrifice their own leisure time to complete the additional work loads (Carter et al, 2016) [5]. As a result, these excessive workloads tend to make teachers stressful.…”

Section: Negative Impacts On Teachers In Australian Secondary Schoolsmentioning

confidence: 99%

“…Also, teachers' pressure may come from threats on their reputation and future employment. Carter, Klenowski and Chalmers (2016) point out that when schools are evaluated through the outcome of the standardised test, much emphasis will be placed on the test results [5]. That is, once teachers fail to help students to get high scores in the test, their reputation and career prospects will be threatened because people emphasize the test results but not the non-academic area of students learning.…”

Section: Negative Impacts On Teachers In Australian Secondary Schoolsmentioning

confidence: 99%

“…Secondly, the pressure on the teachers caused by the standardised testing will contribute to unethical behavior like cheating in the test. Carter, Klenowski and Chalmers (2016) argue that because of the pressure on teachers, their behavior will be distorted and they will put the improvement of the scores of the test in the first place [5]. Also, Amreni-Beardsley, Berliner and Rideau (2010) claim that when the test scores become the only measurement of education or school quality and would lead to threats to teachers' reputation or an increase of salary, corruption would occur in the system [7].…”

Section: Negative Impacts On Teachers In Australian Secondary Schoolsmentioning

confidence: 99%

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The Impacts of Standardised Testing on Teachers in Australian Secondary Schools

2023

curtm

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In Australian schools, there are two main terms of assessments--assessment for educational accountability and assessment for learning. The assessment for accountability mainly refers to the standardised test which concerns students academic performance rather than students' learning. As a main term of assessment in Australia, standardised testing has some disadvantages which will be less beneficial for teachers' teaching and then lead to low academic achievement of students. Besides that, the teacher is a crucial part to enact the policy to improve students' learning. Also, the complex situation of Australian secondary schools will influence the policy enactment. Therefore, it is significant to have a better understanding of the limitations of the standardised testing on teachers to improve students' learning not only in academic area but in other important areas. The author will argue that the negative impacts of standardised assessments on teachers in Australian secondary schools outweigh the positive impacts. In order to support the argument, the author will take NAPLAN as an example to first analyse the negative effects of standardised assessments on teachers and then explore the negative impacts on teaching practice before making a conclusion and presenting some recommendations in the final part.

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Section: Negative Impacts On Teachers In Australian Secondary Schoolsmentioning

confidence: 99%

Section: Negative Impacts On Teachers In Australian Secondary Schoolsmentioning

confidence: 99%

Section: Negative Impacts On Teachers In Australian Secondary Schoolsmentioning

confidence: 99%

Section: Negative Impacts On Teachers In Australian Secondary Schoolsmentioning

confidence: 99%

See 2 more Smart Citations

The Impacts of Standardised Testing on Teachers in Australian Secondary Schools

2023

curtm

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“…Despite the monetary investment into and publicity of NAPLAN (Australian Senate Enquiry 2014; Carter et al 2016), there has not been a quantitative evaluation of whether student progress is affected by prior identification of meeting minimum standards. The available literature tends to focus on critiques of NAPLAN and challenges to using NAPLAN data in schools and not on the impact of NAPLAN on achievement (Harris et al 2013; Australian Senate Enquiry 2014).…”

Section: Introductionmentioning

confidence: 99%

Student achievement against national minimum standards for reading and numeracy in Years 3, 5, 7 and 9: A regression discontinuity analysis

Adams

Hancock

Taylor

2020

Aust J Social Issues

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Literacy and numeracy are essential for success in life. In Australia, students’ academic achievement is monitored using the National Assessment Program – Literacy and Numeracy (NAPLAN). One of the aims of NAPLAN is that results will drive student improvement by identifying which students are underperforming against national minimum standards and who require additional learning support. This study investigated the performance trajectories of students who were identified as “below the national minimum standards”, relative to students above the national minimum standards. This study used standardised reading and numeracy test scores for Australian students and regression discontinuity methods to investigate whether students who performed below the national minimum standards showed improved performance in subsequent years compared with similar students above the national minimum standards threshold. On average, achievement gaps between students below the standards and students at or above the standards persisted across year levels. Labelling students below the national minimum standards had no significant effects on later reading or numeracy achievement. The results suggest the NAPLAN national minimum standards labelling is not driving student improvement, highlighting the need for effective early identification and interventions for children who do not meet school year benchmarks for literacy and numeracy.

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Changing Landscapes

Anthony¹

2020

Research in Mathematics Education in Australasia 2016–2019

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Who pays for standardised testing? A cost-benefit study of mandated testing in three Queensland secondary schools

Cited by 7 publications

References 20 publications

The Impacts of Standardised Testing on Teachers in Australian Secondary Schools

The Impacts of Standardised Testing on Teachers in Australian Secondary Schools

Student achievement against national minimum standards for reading and numeracy in Years 3, 5, 7 and 9: A regression discontinuity analysis

Changing Landscapes

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