NAPLAN discourses: a systematic review after the first decade. Issue 6 (1st November 2020)

• Record Type: Journal Article
• Authors: Rose, Judy; Low-Choy, Samantha; Singh, Parlo; Vasco, Daniela
• Is Part Of: Discourse. Volume 41:Issue 6(2020)
• Page Start: 871
• Page End: 886
• Publication Date: 2020-11-01
• Subjects: Large-scale standardised testing -- NAPLAN -- systematic quantitative review -- data discourses -- datafication of education -- big data; Education -- Periodicals; Education -- Australia -- Periodicals; 370.5
• DOI: 10.1080/01596306.2018.1557111
• Languages: English
• ISSNs: 0159-6306

Abstract

ABSTRACT: In 2018 NAPLAN (National Assessment Program – Literacy and Numeracy) reached a 10-year milestone. Introduced in 2008 by the Australian Curriculum, Assessment and Reporting Authority (ACARA), NAPLAN assesses student literacy and numeracy in Years 3, 5, 7 and 9. As a key education reform in Australia, NAPLAN has provoked critical debate across public, political and academic fora. This study synthesises themes emerging from a quantitative systematic review of NAPLAN-related literature to identify the main discourses that have emerged in response to this large-scale standardised assessment programme. The dominant discourses coalesce around 'datafication', 'social justice', 'affect and emotion', and 'accountability and performativity'. The stakes are high in these discursive struggles around NAPLAN as large-scale standardised testing is reconstituting the purposes of education, the professionalism and professional identities of educators, and affecting parents and students' engagement in schooling.