The Impact of High-Stakes Testing on Curriculum and Pedagogy: A Teacher Perspective from Australia

Autor/inn/en	Polesel, John; Rice, Suzanne; Dulfer, Nicole
Titel	The Impact of High-Stakes Testing on Curriculum and Pedagogy: A Teacher Perspective from Australia
Quelle	In: Journal of Education Policy, 29 (2014) 5, S.640-657 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2013.865082
Schlagwörter	Foreign Countries; High Stakes Tests; Educational Practices; Curriculum Design; Correlation; Resource Allocation; Academic Achievement; Educational Assessment; Teacher Surveys; Australia + Suchen Sie Ihr Suchwort? Ausland; Bildungspraxis; Lehrplangestaltung; Korrelation; Ressourcenallokation; Schulleistung; Education; assessment; Bewertungssystem; Australien
Abstract	Debates continue about how high-stakes testing regimes influence schools at all levels: their impact on teaching practices, distribution of resources and curriculum provision, and whether they achieve the intended increases in student achievement in targeted areas. In 2008, the Australian government Introduced a national testing scheme, the" National Assessment Program-Literacy and Numeracy" (NAPLAN), in which all Australian students in Years 3, 5, 7 and 9 are required to participate, and a national website, "MySchool," was established in 2010 to publish the results of all schools. This paper reports on the first national study of educators' views on the impact of NAPLAN on Australian schools and students. Over 8000 educators from all states and territories participated in the study, and the findings indicate that the testing regime is leading to a reduction in time spent on other curriculum areas and adjustment of pedagogical practice and curriculum content to mirror the tests. The findings suggest that the modification of teaching and curricular practices is in response to concerns regarding the use and reporting of NAPLAN data and the potential impact on schools. This confirms findings of researchers in other countries on the capacity of high-stakes regimes to distort teaching practices, constrain the curriculum and narrow students' educational experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10