NAPLAN leading to a ’teach to test’ culture: major study

Education :Catriona May: - (03) 8344 3357 / 0435 960 030 / UoM : Katherine Smith - (03) 8344 7263/ Whitlam Institute : Amy Sambrooke - (02) 9685 9072/ 0421 784 253 /      NAPLAN is having the unintended side-effect of narrowing teaching strategies and the curriculum, according to the first national study into its impact. Researchers from the University of Melbourne's Graduate School of Education surveyed over 8,300 teachers from every state and territory for a study commissioned by the Whitlam Institute within the University of Western Sydney. In the study - The impacts of high stakes testing on schools, students and their families: An Educator's Perspective - teachers reported unintended NAPLAN consequences that included: - o    narrowing of teaching strategies and of the curriculum - o    negative impacts on student health and wellbeing - o    negative impacts on staff morale, and - o    negative impacts on school reputation and capacity to attract and retain students and staff. Over half of teachers surveyed reported that NAPLAN impacts the style and content of their teaching, with just over two thirds reporting it has led to a timetable reduction for other subjects in their schools. Roughly two thirds also reported a reduction in 'face-to-face' teaching time. Lead researcher Nicky Dulfer said NAPLAN is limiting children's exposure to non-tested areas. "We are narrowing the curriculum in order to test children," she said.