The use of NAPLAN data and support for it: Perceptions of practicing teachers
Australian Educational Leader
Australian Council for Educational Administration
School of Education
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.