A Logic of Appropriation: Enacting National Testing (NAPLAN) in Australia

Autor/in	Hardy, Ian
Titel	A Logic of Appropriation: Enacting National Testing (NAPLAN) in Australia
Quelle	In: Journal of Education Policy, 29 (2014) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2013.782425
Schlagwörter	Literacy; Numeracy; Foreign Countries; Standardized Tests; Educational Policy; Comparative Analysis; Educational Practices; Testing Programs; Political Influences; Educational Improvement; Faculty Development; Interviews; Teacher Attitudes; Student Attitudes; Administrator Attitudes; Principals; Scores; Australia + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Ausland; Standadised tests; Standardisierter Test; Politics of education; Bildungspolitik; Bildungspraxis; Political influence; Politischer Einfluss; Teaching improvement; Unterrichtsentwicklung; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Principal; Schulleiter; Australien
Abstract	This paper explores how the strong policy push to improve students' results on national literacy and numeracy tests -- the National Assessment Program, Literacy and Numeracy (NAPLAN) -- in the Australian state of Queensland influenced schooling practices, including teachers' learning. The paper argues the focus upon improved test scores on NAPLAN within schools was the result of sustained policy pressure for increased attention to such foci at national and state levels, and a broader political context in which rapid improvement in test results was considered imperative. However, implementation, (or what this paper describes more accurately as "enactment") of the policy also revealed NAPLAN as providing evidence of students' learning, as useful for grouping students to help improve their literacy and numeracy capabilities, and as a stimulus for teacher professional development. Drawing upon the sociology of Pierre Bourdieu, the paper argues that even as more political concerns about comparing NAPLAN results with other states were recognised by educators, the field of schooling practices was characterised by a logic of active appropriation of political concerns about improved test scores by teachers, for more educative purposes. In this way, policy enactment in schools is characterised by competing interests, and involving not just interpretation, translation and critique but active appropriation of political concerns by teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10