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Australian Journal of Teacher Education

Australian Journal of Teacher Education

DOI

10.14221/ajte.202v45n12.4

Abstract

This article investigates pre-service teachers’ experiences of undertaking LANTITE, a high-stakes literacy and numeracy test for initial teacher education students. In this mixed methods study, 189 initial teacher education students from 28 Australian universities participated in an online questionnaire, with 27 students going on to take part in semi-structured telephone interviews. Indicative findings give voice to those most impacted by the implementation of LANTITE in 2017, revealing student concerns about the processing and return of results, and test anxiety. This study provides a unique insight into the experiences of completing this high-stakes test.

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Submission Location

 
COinS
 

Link to publisher version (DOI)

10.14221/ajte.202v45n12.4