Document Type

Journal Article

Publisher

Springer

Place of Publication

Netherlands

School

School of Arts & Humanities

Comments

OriginOriginally published as: Rogers, S. L., Barblett, L., & Robinson, K. (2018). Parent and teacher perceptions of NAPLAN in a sample of Independent schools in Western Australia. The Australian Educational Researcher, 45(4), 493-513. Original article available here. ally published as: Original article available here.

Abstract

Stories appear frequently in the Australian media regarding parent and teacher perceptions and attitudes towards the National Assessment Program—Literacy and Numeracy. However, thorough empirical investigations of parent perceptions are sparse. This study presents a survey of 345 parents across Years 3 and 5 from a sample of Independent schools in Western Australia. A representative sample of teachers from these schools were also surveyed in order to compare and contrast parent and teacher perspectives about the transparency and accountability associated with testing, the usefulness of results for helping individual students, and the perceived clarity of communication of results. Findings reveal mixed positive and negative views that reside within an overall prevailing low opinion of the testing. Some ways for improving the perception of the testing with the general public are discussed

DOI

10.1007/s13384-018-0270-2

Access Rights

free_to_read

Available for download on Wednesday, September 18, 2019

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