NAPLAN Discourses: A Systematic Review after the First Decade

Autor/inn/en	Rose, Judy; Low-Choy, Samantha; Singh, Parlo; Vasco, Daniela
Titel	NAPLAN Discourses: A Systematic Review after the First Decade
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 41 (2020) 6, S.871-886 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rose, Judy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2018.1557111
Schlagwörter	Foreign Countries; National Competency Tests; Literacy; Numeracy; Discourse Analysis; Standardized Tests; Data; Social Justice; Psychological Patterns; Accountability; Role of Education; Professionalism; Professional Identity; Parent Participation; Student Participation; Disadvantaged; Diversity; Equal Education; Student Attitudes; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Diskursanalyse; Standadised tests; Standardisierter Test; Daten; Soziale Gerechtigkeit; Verantwortung; Bildungsauftrag; Professionalität; Elternmitwirkung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Australien
Abstract	In 2018 NAPLAN (National Assessment Program -- Literacy and Numeracy) reached a 10-year milestone. Introduced in 2008 by the Australian Curriculum, Assessment and Reporting Authority (ACARA), NAPLAN assesses student literacy and numeracy in Years 3, 5, 7 and 9. As a key education reform in Australia, NAPLAN has provoked critical debate across public, political and academic fora. This study synthesises themes emerging from a quantitative systematic review of NAPLAN-related literature to identify the main discourses that have emerged in response to this large-scale standardised assessment programme. The dominant discourses coalesce around 'datafication', 'social justice', 'affect and emotion', and 'accountability and performativity'. The stakes are high in these discursive struggles around NAPLAN as large-scale standardised testing is reconstituting the purposes of education, the professionalism and professional identities of educators, and affecting parents and students' engagement in schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01