Parent and teacher perceptions of NAPLAN in a sample of Independent schools in Western Australia

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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.

Keywords

NAPLAN Standardised testing Parent perspectives Teacher perspectives Transparency Accountability Communication of results 
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Notes

Acknowledgements

This research was funded by The Association of Independent Schools of Western Australia (AISWA). The authors would like to acknowledge the participation of all the principals, teachers, parents, and students that made this research possible. We would also like to thank the feedback from three anonymous reviewers and the editor to help improve the article prior to publication.

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Copyright information

© The Australian Association for Research in Education, Inc. 2018

Authors and Affiliations

  1. 1.School of Arts and HumanitiesEdith Cowan UniversityJoondalupAustralia
  2. 2.School of EducationEdith Cowan UniversityJoondalupAustralia

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