One in three teachers do not use NAPLAN data to improve learning in their classroom

Almost a third of teachers do not use NAPLAN data to improve learning in the classroom, while some are unable to access the data at all, new findings reveal.

Almost a third of teachers do not use NAPLAN data to improve learning in their classroom, with many principals reluctant to pass the results on, new research shows.

Only nine per cent of teachers indicated they had direct access to whole school NAPLAN results, and nineteen per cent of teachers are unable, or have difficulties, accessing the data, according to a new Australian Catholic University analysis.

In total, thirty per cent of teachers don’t use NAPLAN at all, author Christine Jackson found.

Ms Jackson interviewed staff at nine schools from two states about the national standardised test as part of her Masters degree research. She found nearly 40 per cent of school leaders said they were the only ones in their school who used the data.

“This created frustration for some of these teachers who genuinely wished to engage with data for planning purposes,” Ms Jackson said.

Forty-eight per cent of school leaders said all school teaching staff could access NAPLAN data, but only nine per cent of teachers said they had direct access themselves.

Ms Jackson found some school leaders even questioned “whether teachers needed NAPLAN data or not”.

“The study found that access to data resided predominantly with school leaders, with most teachers not given direct access to NAPLAN data. If teachers were given access, then it was after it had been analysed and interpreted by the school leaders in the first instance,” Ms Jackson said.

The findings come as NAPLAN tests have been brought forward to enable the data to be used more by teachers to provide more practical and timely help.

The tests for students in years three, five, seven and nine will be conducted from May 10 to 20, but from 2023 the tests will move to March to enable schools to access and use the results earlier in the school year.

Victorian Principals’ Association president Andrew Dalgleish said the standardised test scores should be directly handed down to teachers so they could better understand their students’ needs and the impact of their teaching.

Fairholme College year 10 students were among the secondary students to record top performing NAPLAN results. Picture: Morgan Burley

“They can then use this information to better understand what the students have learned and where their learning needs to progress next,” he said.

A spokesman for the Department of Education, Skills and Employment said “all teachers and school leaders have access to NAPLAN results so that, together with parents, they can help to identify where a student may need more assistance to improve their literacy or numeracy skills.

Australian Curriculum, Assessment and Reporting Authority CEO David de Carvalho said NAPLAN was “a vital tool for teachers and parents to see if children are meeting essential literacy and numeracy standards”.

“All schools are provided with a student and school summary report which can be used to inform teaching and learning programs,” he said.

A spokesperson for the state Department of Education said the NAPLAN data “is provided to principals, who work with teachers to interpret and use the data to improve student outcomes”.

“As part of this process, we provide data coaches and professional development to help principals and teachers interpret and use the NAPLAN data to create change in schools,” he said.

The research involved schools in NSW and Queensland.