Cumming, J., Jackson, C., Day, C., Maxwell, G., Adie, L., Lingard, B., Haynes, M. & Heck, E. (2018). 2018 Queensland NAPLAN review: School and system perceptions report and literature review. 1-152. Australia: Institute for Learning Sciences and Teacher Education, Australian Catholic University.
This Executive Summary presents main findings from the 2018 Queensland NAPLAN Review Phase 2: School and System Perceptions—Report and Literature Review conducted from August 2018 to October 2018. Drawing on views provided by Queensland participants from Government, Catholic and Independent school sectors, this report provides evidence regarding the “optimal positioning of NAPLAN in the future of education in Queensland” and presents findings related to “any changes needed to address issues raised and improve Queensland’s education system outcomes” (Department of Education Queensland Government [DoE], 2018). This report also looks at the contribution NAPLAN has made in “enabling Queensland students to reach their full potential and the role NAPLAN plays in school and system improvement” (DoE, 2018). The report builds on Phase 1 of the 2018 Queensland NAPLAN Review, conducted separately to gain parent perspectives with respect to NAPLAN through focus groups in three regions and a state-wide online survey (Matters, 2018). The authenticity of this report is grounded in the views of the profession and those who work closely in varying capacities as part of the education system. Researchers at the Institute for Learning Sciences and Teacher Education (ILSTE), Australian Catholic University, were engaged to undertake a Literature Review, and to report the professional views of all participants, through online surveys of Queensland teachers, principals, and school students from Years 3 to 10 on the role of NAPLAN, their NAPLAN experiences, and system improvement. In addition, identified key education stakeholders participated in the Review through the platforms of focus groups, interviews and an organisation survey.
Institute for Learning Sciences and Teacher Education
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