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The Impact of National Standardized Literacy and Numeracy Testing on Children and Teaching Staff in Remote Australian Indigenous Communities

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Title: The Impact of National Standardized Literacy and Numeracy Testing on Children and Teaching Staff in Remote Australian Indigenous Communities
Language: English
Authors: Macqueen, Susy (ORCID 0000-0001-5404-6475), Knoch, Ute (ORCID 0000-0002-3306-337X), Wigglesworth, Gillian, Nordlinger, Rachel, Singer, Ruth, McNamara, Tim, Brickle, Rhianna
Source: Language Testing. Apr 2019 36(2):265-287.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 23
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Numeracy, Standardized Tests, National Curriculum, Testing Programs, Indigenous Populations, Principals, Accountability, Foreign Countries, Rural Areas, Testing Problems, Educational Change, Multilingualism, Second Language Learning, Academic Achievement, Nonstandard Dialects, Culture Fair Tests, English (Second Language), Language Proficiency, Validity, Attendance, Psychological Patterns, Teacher Student Relationship
Geographic Terms: Australia
DOI: 10.1177/0265532218775758
ISSN: 0265-5322
Abstract: All educational testing is intended to have consequences, which are assumed to be beneficial, but tests may also have unintended, negative consequences (Messick, 1989). The issue is particularly important in the case of large-scale standardized tests, such as Australia's "National Assessment Program--Literacy and Numeracy" (NAPLAN), the intended benefits of which are increased accountability and improved educational outcomes. The NAPLAN purpose is comparable to that of other state and national 'core skills' testing programs, which evaluate cross-sections of populations in order to compare results between population sub-groupings. Such comparisons underpin 'accountability' in the era of population-level testing. This study investigates the impact of NAPLAN testing on one population grouping that is prominent in the NAPLAN results' comparisons and public reporting: children in remote Indigenous communities. A series of interviews with principals and teachers documents informants' first-hand experiences of the use and effects of NAPLAN in schools. In the views of most participants, the language and content of the test instruments, the nature of the test engagement, and the test washback have negative impacts on students and staff, with little benefit in terms of the usefulness of the test data. The primary issue is the fact that meaningful participation in the tests depends critically on proficiency in Standard Australian English (SAE) as a first language. This study contributes to the broader discussion of how reform-targeted standardized testing for national populations affects sub-groups who are not treated equitably by the test instrument or reporting for accountability purposes. It highlights a conflict between consequential validity and the notion of accountability that drives reform-targeted testing.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1210634
Database: ERIC
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  Data: The Impact of National Standardized Literacy and Numeracy Testing on Children and Teaching Staff in Remote Australian Indigenous Communities
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  Data: <searchLink fieldCode="AR" term="%22Macqueen%2C+Susy%22">Macqueen, Susy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5404-6475">0000-0001-5404-6475</externalLink>)<br /><searchLink fieldCode="AR" term="%22Knoch%2C+Ute%22">Knoch, Ute</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3306-337X">0000-0002-3306-337X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wigglesworth%2C+Gillian%22">Wigglesworth, Gillian</searchLink><br /><searchLink fieldCode="AR" term="%22Nordlinger%2C+Rachel%22">Nordlinger, Rachel</searchLink><br /><searchLink fieldCode="AR" term="%22Singer%2C+Ruth%22">Singer, Ruth</searchLink><br /><searchLink fieldCode="AR" term="%22McNamara%2C+Tim%22">McNamara, Tim</searchLink><br /><searchLink fieldCode="AR" term="%22Brickle%2C+Rhianna%22">Brickle, Rhianna</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Testing%22"><i>Language Testing</i></searchLink>. Apr 2019 36(2):265-287.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 23
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  Data: <searchLink fieldCode="DE" term="%22Numeracy%22">Numeracy</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22National+Curriculum%22">National Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Programs%22">Testing Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Problems%22">Testing Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Nonstandard+Dialects%22">Nonstandard Dialects</searchLink><br /><searchLink fieldCode="DE" term="%22Culture+Fair+Tests%22">Culture Fair Tests</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1177/0265532218775758
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  Data: 0265-5322
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  Data: All educational testing is intended to have consequences, which are assumed to be beneficial, but tests may also have unintended, negative consequences (Messick, 1989). The issue is particularly important in the case of large-scale standardized tests, such as Australia's "National Assessment Program--Literacy and Numeracy" (NAPLAN), the intended benefits of which are increased accountability and improved educational outcomes. The NAPLAN purpose is comparable to that of other state and national 'core skills' testing programs, which evaluate cross-sections of populations in order to compare results between population sub-groupings. Such comparisons underpin 'accountability' in the era of population-level testing. This study investigates the impact of NAPLAN testing on one population grouping that is prominent in the NAPLAN results' comparisons and public reporting: children in remote Indigenous communities. A series of interviews with principals and teachers documents informants' first-hand experiences of the use and effects of NAPLAN in schools. In the views of most participants, the language and content of the test instruments, the nature of the test engagement, and the test washback have negative impacts on students and staff, with little benefit in terms of the usefulness of the test data. The primary issue is the fact that meaningful participation in the tests depends critically on proficiency in Standard Australian English (SAE) as a first language. This study contributes to the broader discussion of how reform-targeted standardized testing for national populations affects sub-groups who are not treated equitably by the test instrument or reporting for accountability purposes. It highlights a conflict between consequential validity and the notion of accountability that drives reform-targeted testing.
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        Value: 10.1177/0265532218775758
    Languages:
      – Text: English
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      Pagination:
        PageCount: 23
        StartPage: 265
    Subjects:
      – SubjectFull: Numeracy
        Type: general
      – SubjectFull: Standardized Tests
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      – SubjectFull: National Curriculum
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      – SubjectFull: Indigenous Populations
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      – SubjectFull: Rural Areas
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      – SubjectFull: Testing Problems
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      – SubjectFull: Australia
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