Abstract

This convergent mixed-methods study investigated Australian teachers’ perspectives on the computing competencies required for online National Assessment Program – Literacy and Numeracy (NAPLAN). A total of 107 teachers completed surveys examining how socio-educational backgrounds and classroom practices shape students’ readiness for high-stakes online assessments. Quantitative analysis revealed significant associations between socio-educational advantage and students’ proficiency in seven essential NAPLAN ICT online skills, including typing, navigation, and on-screen manipulation. Qualitative findings highlighted teachers’ concerns about limited exposure to computing tools and insufficient practice time, which many believed hindered student performance in online assessments. Teachers also noted that inequities in skill development can cause test outcomes to reflect students’ technological fluency rather than their underlying literacy and numeracy abilities. The study concludes that online assessments may exacerbate existing disparities without targeted interventions. These findings reinforce the need for nationally implemented measures to ensure all students have equitable opportunities to acquire vital ICT competencies before undertaking high-stakes tests.

Document Type

Journal Article

Date of Publication

1-1-2025

Volume

35

Issue

4

Publication Title

Issues in Educational Research

Publisher

Western Australian Institute for Educational Research

School

School of Education

Creative Commons License

Creative Commons Attribution-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.

Comments

Carboni, C. & Main, S. (2025). Teachers' perceptions of students' ICT skills for online assessments (NAPLAN): Influences and impact. Issues in Educational Research, 35(4), 1370-1395. https://www.iier.org.au/iier35/carboni-abs.html

First Page

1370

Last Page

1395

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