Title

The use of NAPLAN data and support for it: Perceptions of practicing teachers

Document Type

Journal Article

Publication Title

Australian Educational Leader

Publisher

Australian Council for Educational Administration

School

School of Education

RAS ID

43763

Comments

Evans, D., Hatisaru, V., Williamson, J. (2021). The use of NAPLAN data and support for it: Perceptions of practicing teachers. Australian Educational Leader, 43(3), 69-74. https://www.acel.org.au/ACELWEB/Publications/AEL/2021/3/View.aspx

Abstract

This article explores the use of data, and school leadership support for it, identified in the findings of a Masters Research project, which investigated teacher attitudes and perceived competence in using data to inform classroom practices. The case study research was conducted in an Independent Catholic Girls' College in Queensland. Teachers identified that external assessment data, in particular the National Assessment Program - Literacy and Numeracy (NAPLAN) measure were of low usefulness in informing their classroom practice. Additionally, there was a significant number of teachers who believed they were not confident or competent in using these data effectively. A key finding of the study was that leadership within the College needs to provide greater opportunities and support for teachers to help them improve their data literacy skills.

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