National Testing in Schools: An Australian assessment

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Bob Lingard, Greg Thompson, Sam Sellar
Routledge, Nov 6, 2015 - Education - 238 pages
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Over the last two decades, large-scale national, or provincial, standardised testing has become prominent in the schools of many countries around the globe. National Testing in Schools: An Australian Assessment draws on research to consider the nature of national testing and its multiple effects, including:

  • media responses and constructions such as league tables of performance
  • pressures within school systems and on schools
  • effects on the work and identities of principals and teachers
  • and impacts on the experience of schooling for many young people, including those least advantaged.

Using Australia as the case site for global concerns regarding national testing, this book will be an invaluable companion for education researchers, teacher educators, teacher education students and teachers globally.

 

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Contents

1 National testing from an Australian perspective
1
2 What national testing data can tell us
18
3 The performative politics of NAPLAN and MySchool
30
4 Questioning the validity of the multiple uses of NAPLAN data
44
teacher perceptions of the impacts of national testing
57
teacher perceptions of the impact of NAPLAN on students
72
holding onto ethics in ways that count
86
8 Contesting and capitalising on NAPLAN
98
the collateral damage
126
disrupting the decolonial option
139
the submersion of NAPLANs formative potential
152
13 Exploring childrens lived experiences of NAPLAN
164
exploring representations of NAPLAN in the print media 2010 and 2013
181
balancing different accountabilities across a cluster of regional schools
199
evolving national testing
212
Index
231

9 Understanding the politics of categories in reporting national test results
110

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About the author (2015)

Bob Lingard is a Professorial Research Fellow in the School of Education at The University of Queensland, Australia.

Greg Thompson is a Senior Lecturer in the School of Education at Murdoch University, Australia.

Sam Sellar is a Postdoctoral Research Fellow in the School of Education at The University of Queensland, Australia.

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