A Critical Review About Naplan
A Critical Literature Review of Brady, L & Kennedy, K 2012, The national curriculum and NAPLAN: Chapter 8 in assessment and reporting, Celebrating Student Achievement, 4th Edition, Pearson, Australia, pp. 121-131.
There is so much discussion in Australia today about the National Curriculum especially in the field of the test called NAPLAN (The National Assessment Program – Literacy and Numeracy) since it was established in 2008. Brady and Kennedy have provided the general concept of national curriculum and NAPLAN as the assessment with implications and impacts not only to students but also teachers and parents. However, the authors present a mere list of events and information of them without any limitations on validity and value of the testing.
An essential part of the authors’ main idea is that there is a broad view of NAPLAN test which is crucial for the readers to understand about its process. It is then important to note that NAPLAN has formed Australian students are aware with basic skills instead of higher thinking skills of the literacy and numeracy of some selected subjects. Also there are some benefits which have been mentioned to schools, teachers, parents, and students. Nevertheless, from the study, there is still limited in the review whether NAPLAN test scores have negative aspects. As an example, the problem with students with different areas, different status of socio economy, different background that will make different grades on the test result. In personal opinion, this could be a big issue since NAPLAN test raises many critiques that the test has been unreliable and unsuitable for students because of its failure in raising standard of learning. Therefore, after reviewing the implementation of test, it is necessary in this article to draw the limitations on the validity and value of NAPLAN to shows that the test is real capable to assess students’ learning performance. With this in mind, the National Curriculum then could be
There is so much discussion in Australia today about the National Curriculum especially in the field of the test called NAPLAN (The National Assessment Program – Literacy and Numeracy) since it was established in 2008. Brady and Kennedy have provided the general concept of national curriculum and NAPLAN as the assessment with implications and impacts not only to students but also teachers and parents. However, the authors present a mere list of events and information of them without any limitations on validity and value of the testing.
An essential part of the authors’ main idea is that there is a broad view of NAPLAN test which is crucial for the readers to understand about its process. It is then important to note that NAPLAN has formed Australian students are aware with basic skills instead of higher thinking skills of the literacy and numeracy of some selected subjects. Also there are some benefits which have been mentioned to schools, teachers, parents, and students. Nevertheless, from the study, there is still limited in the review whether NAPLAN test scores have negative aspects. As an example, the problem with students with different areas, different status of socio economy, different background that will make different grades on the test result. In personal opinion, this could be a big issue since NAPLAN test raises many critiques that the test has been unreliable and unsuitable for students because of its failure in raising standard of learning. Therefore, after reviewing the implementation of test, it is necessary in this article to draw the limitations on the validity and value of NAPLAN to shows that the test is real capable to assess students’ learning performance. With this in mind, the National Curriculum then could be