Student Voice: Student Feelings as They Journey through National Assessment (NAPLAN)

Autor/inn/en	Swain, Katharine; Pendergast, Donna
Titel	Student Voice: Student Feelings as They Journey through National Assessment (NAPLAN)
Quelle	In: Australian Journal of Education, 62 (2018) 2, S.108-134 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944118779602
Schlagwörter	Literacy; National Competency Tests; Numeracy; Foreign Countries; Student Attitudes; Elementary School Students; Grade 3; Grade 5; Grade 7; High Stakes Tests; Test Preparation; Testing; Psychological Patterns; Emotional Response; Test Anxiety; Negative Attitudes; Freehand Drawing; Children; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Ausland; Schülerverhalten; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; Testdurchführung; Testen; Emotionales Verhalten; Examination phobia; Testangst; Prüfungsangst; Negative Fixierung; Drawing; Zeichnen; Child; Kind; Kinder; Australien
Abstract	This study explored students' feelings during the Australian National Assessment Program -- Literacy and Numeracy. It features student voice depicted as self-drawn images accompanied by words as they journeyed through four phases of the NAPLAN process: preparation, participation, completion and results. The 34 students in Years 3, 5 and 7 attended one of two Queensland primary schools with divergent approaches to National Assessment Program -- Literacy and Numeracy. One-hundred and thirty-six images accompanied by 372 words were collected. School A allocated considerable time to test readiness and emphasised the importance of National Assessment Program -- Literacy and Numeracy while School B engaged in minimal preparation and did not highlight National Assessment Program -- Literacy and Numeracy as important. We explored similarities or differences in how students from each site reported their feelings. Our exploration reveals an overall trend of negative images and words during the preparation and participation phases followed by more positive depictions when the tests are complete and results are received. Furthermore, School A participants reported more negative feelings in the preparation and testing phases across all year levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01