Book Chapter

NAPLAN and student wellbeing: Teacher perceptions of the impact of NAPLAN on students

S Rice, N Dulfer, J Polesel, C O'Hanlon

National Testing in Schools: An Australian Assessment | Routledge - Taylor & Francis | Published : 2016

Abstract

The impact of high-stakes testing on both curriculum and pedagogy is well documented. Au (2008) found that high-stakes testing regimes influence teaching practices in ways that limit students’ development of the range of skills and literacies needed in the modern world. Cunningham and Sanzo’s (2002) work found that high-stakes testing leads teachers to focus on cramming for tests rather than instruction. Reay and William (1999) argue that high-stakes testing regimes lead to a decreased use of supportive and collaborative learning approaches, which are replaced with more competitive, individualistic attitudes and ways of learning. Other research has found that such regimes encourage teachers ..

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