NAPLAN literacy and numeracy test should be scrapped, review finds
The contentious annual literacy and numeracy exam should be replaced, an independent review has found.
Annual testing of Australian students would be expanded under a surprise proposal to scrap NAPLAN and replace it with a new assessment covering literacy, mathematics, science and technology as well as critical and creative thinking skills.
An independent review, commissioned by the three largest states, has proposed a rebranded testing regime to be named the Australian National Standardised Assessments to take the place of NAPLAN, which has faced persistent attacks in the wake of students’ declining academic results in recent years.
However, the final report has endorsed the critical role of standardised testing for tracking school-system performance and accountability, making several r ecommendations for improving the timing of tests and availability of data so it is more useful to schools.
Testing would be carried out in Years 3, 5, 7 and 10. The review panel chaired by emeritus professor Barry McGaw resisted calls for census approach — testing of all students at all schools — to be replaced by sample testing.
The report, which was presented at a snap meeting of COAG Education Council on Friday, drew a mixed response.
Although welcomed by NSW Education Minister Sarah Mitchell and Victorian counterpart James Merlino, federal Education Minister Dan Tehan said maintaining NAPLAN in its current form was essential for the critical task of assessing the impact of the coronavirus pandemic on students.
Teaching unions, which have railed against NAPLAN for years, arguing it narrows teaching focus, harms student wellbeing and that the data is misused, criticised the report.
Australian Education Union federal president Correna Haythorpe said it failed to address NAPLAN’s fundamental problems. “The recommendations tinker at the edges of the problem with a name change, and by slightly altering the schedule and year groups tested,” she said. “However, the review completely fails to address the structural problems with NAPLAN, problems that triggered the review in the first place.
Queensland Teachers Union president Kevin Bates said the recommendations were concerning. “This is taking NAPLAN and blowing it up bigger,” he said.
According to the report, the tests should move beyond literacy and numeracy to include a new assessment of critical and creative thinking in STEM. Currently science is tested every three years.
“Critical and creative thinking is widely regarded as a key skill for the contemporary workforce,” the report said. “Assessment of critical and creative thinking in this way would place Australia as a world leader.”
Victoria is the only state to have attempted to assess critical and creative-thinking skills.
The latest NAPLAN review coincides with mounting concern about Australian students’ academic achievement. Last year the nation had its worst showing in the Program for International Student Assessment test, which revealed reading, maths and science scores had slumped to record lows.
NAPLAN results have stagnated or fallen across several categories since the test was introduced in 2008.
Ms Mitchell said the review was an important step in building a modern and effective national standardised assessment.
“The review has provided clear guidance on how to improve and cement a world-class standardised test in Australia,” she said.
“What students and their teachers need is a diagnostic tool that captures the breadth of a student’s ability, measures student growth and provides systemic and individual results back quickly.”
Mr Tehan, who resisted the review, defended NAPLAN in its current form and said it was improving with the move to online testing.
“NAPLAN is the best tool we have to understand what impact COVID-19 has had on our children’s education and to inform what actions we need to take to fix it,” Mr Tehan said. “Getting all states and territories to transition to NAPLAN online remains our government’s priority. Changing the name is not.”
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