"Because Then You Could Never Ever Get a Job!": Children's Constructions of NAPLAN as High-Stakes

Autor/in	Howell, Angelique
Titel	"Because Then You Could Never Ever Get a Job!": Children's Constructions of NAPLAN as High-Stakes
Quelle	In: Journal of Education Policy, 32 (2017) 5, S.564-587 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Howell, Angelique)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2017.1305451
Schlagwörter	Foreign Countries; Literacy; Numeracy; High Stakes Tests; Case Studies; Elementary School Students; Grade Repetition; Social Isolation; Catholic Schools; Socioeconomic Status; Student Attitudes; National Competency Tests; Semi Structured Interviews; Catholic Educators; Teacher Attitudes; Emotional Response; Test Anxiety; Freehand Drawing; Classification; Australia + Suchen Sie Ihr Suchwort? Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Case study; Fallstudie; Case Study; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Soziale Isolation; Katholische Schule; Socio-economic status; Sozioökonomischer Status; Schülerverhalten; Katholische Erziehergemeinschaft; Lehrerverhalten; Emotionales Verhalten; Examination phobia; Testangst; Prüfungsangst; Drawing; Zeichnen; Classification system; Klassifikation; Klassifikationssystem; Australien
Abstract	In the midst of the debate surrounding the question of whether Australia's National Assessment Program: Literacy and Numeracy (NAPLAN) test is high-stakes, it is evident that children's own accounts of their experiences remain sparse. This paper describes the findings of a case study which documented the experiences of 105 children across two Catholic primary schools in Queensland serving different socio-economic status (SES) communities. Analysis of the data revealed that these teachers and principals did not experience NAPLAN as high-stakes. However, the data suggested that the children experienced the tests within a confusing context of contradictions and dissonances emanating from multiple sources; receiving little, if any, clear and consistent information regarding the purpose and significance of NAPLAN. While the children's responses were varied, many reported NAPLAN as a negative experience, with some constructing the test as high-stakes. These constructions ranged from personal judgement or sense of letting their families down, to failure, and less commonly, grade retention and school exclusion. Some Year 3 children had also constructed good results as vital to future prosperity. These constructions bring into question the assumption that because NAPLAN is designed to be a low-stakes test, that children will necessarily experience it in this way. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01