Parent and Teacher Perceptions of NAPLAN in a Sample of Independent Schools in Western Australia

Autor/inn/en	Rogers, S. L.; Barblett, L.; Robinson, K.
Titel	Parent and Teacher Perceptions of NAPLAN in a Sample of Independent Schools in Western Australia
Quelle	In: Australian Educational Researcher, 45 (2018) 4, S.493-513 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-018-0270-2
Schlagwörter	Parent Attitudes; Teacher Attitudes; National Curriculum; Foreign Countries; Numeracy; Literacy Education; Elementary School Students; Accountability; Private Schools; Comparative Analysis; National Competency Tests; Australia + Suchen Sie Ihr Suchwort? Elternverhalten; Lehrerverhalten; Ausland; Rechenkompetenz; Verantwortung; Private school; Privatschule; Australien
Abstract	Stories appear frequently in the Australian media regarding parent and teacher perceptions and attitudes towards the National Assessment Program--Literacy and Numeracy. However, thorough empirical investigations of parent perceptions are sparse. This study presents a survey of 345 parents across Years 3 and 5 from a sample of Independent schools in Western Australia. A representative sample of teachers from these schools were also surveyed in order to compare and contrast parent and teacher perspectives about the transparency and accountability associated with testing, the usefulness of results for helping individual students, and the perceived clarity of communication of results. Findings reveal mixed positive and negative views that reside within an overall prevailing low opinion of the testing. Some ways for improving the perception of the testing with the general public are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01