This report presents findings from research investigating the writing pedagogies, beliefs and practices of English teachers in the context of a decade of Australia's NAPLAN testing, where writing has been consistently identified as problematic in secondary schools.
This independent review of NAPLAN, commissioned by New South Wales, Victoria, Queensland and the ACT, recommends an overhaul of the national standardised assessment to ensure that it meets the needs of schools, parents and students now and into the future.
This national report provides further information than contained in the August 2019 summary release, including comparisons of performance by: gender, Indigenous status, language background other than English, parental occupation, parental education and school location.
Under no circumstances do NAPLAN scores alone indicate a student's full potential, so linking them to any future job application is a dangerous idea.
Academic results can differ significantly between schools, despite them having similar levels of funding and disadvantage. This indicates that improving outcomes for disadvantaged students is not just a question of how much money is spent but also how it is spent.
This paper defines and measures output in Queensland’s school education sector. It explores approaches to capturing changes in the quality of education using data on senior secondary certifications and NAPLAN achievement.
NAPLAN is a national asset. With 12 years of data, gathered four times during the course of every student’s schooling, it provides vital insight into how schools and students are performing. In this submission to the 2019 NAPLAN Reporting Review, Peter Goss and Julie Sonnemann...
This Learning Curve describes effective practices common to NSW government schools that achieved high growth in NAPLAN between 2010 and 2014.