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22-03-2013 17:03 #61
22-03-2013 17:09 #62Senior Member
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- Aug 2009
A child that has to double and triple check answers is experiencing anxiety...they are clearly concerned about the outcome and being "perfect"...they need some guidance on how to do tests. Not for the sake of Naplan but for their own future. Knowing to work through the test and only go back and redo once you have finished is an important lesson...and again i think this is better learnt earlier rather than later.
There is a big delay between naplan sitting and results...but hopefully, it can still be used...for example if a child did poorly on one area, the teacher could show the parent where they are now and they can see progrss or lack of and go from there.
22-03-2013 17:20 #63
22-03-2013 19:12 #64
The fact is naplan is a diagnostic tool. It is not and will not ever be part of the curriculum. It's a snapshot. I believe integrating it into the curriculum is teaching to the test which is absurd considering its is only done twice in the whole of primary school.
I can't remember the last time I did a test, so to argue that this is a valid reason to do it is a bit futile.
22-03-2013 19:59 #65
I did have a child that experienced anxiety- they unfortunately couldn't write a single word in year 3 (was still working on his initial sounds) and struggled during the writing assessment. He ended up crying. He saw all the other students in the class writing and wasn't allowed to ask for any help. I could and did show his parents where he was academically using real assessments i had done with him. NAPLAN for him was a real struggle and i felt for him. I had also worked on other examples with him before where he could draw a picture and write underneath. These were the examples I used with his parents as they were done in an environment where he felt safe to have a go.
You can show progress or lack of in better ways with your own teaching and assessment, rather than using NAPLAN. It is much more meaningful, authentic and comprehensive than a snapshot of one day made up of mostly multiple choice questions.
22-03-2013 20:20 #66Senior Member
- Join Date
- Aug 2009
ok, i give up... we will have to agree to disagree.
When I try and look for compromise I get told I am patronising...when i state my view you simply try and prove me wrong. You are not interested in discussion or considering points of view, you are interested in being right.
Naplan is part of our system, like it or don't like it...not my freaking problem. BUT, i stand by my view that sending kids into a test with not the slightest bit of prep is not in anyone's best interest apart from the schools looking to exaggerate the statistical growth shown from year 3 to Year 5.
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22-03-2013 20:31 #67
I'm really interested to know from anyone who can explain how statistical growth from grade 3-5 is preferable? I mean as opposed to good results all round? It really informs very little (I won't go into this) other than to rate schools on this particular tests performance. To people looking at schools schools and comparing them then, wouldn't all round good scores look much better than growth? I mean, statistically literacy success at very least has huge, undeniable links to success in the early years. So wouldn't people who care about NAPLAN results care if it seemed as though as school underperformed in the early years???
22-03-2013 20:48 #68
Our school might be seen to be "under performing" according to myschool, but naplan doesn't take into consideration the backgrounds of students. Our students are way behind the 8 ball before even starting school. Many parents did not complete high school, very low income, huge proportion of single parent families, high indigenous population. Most of our children come to school not knowing how to recognise or write their name, not being read to (many children don't even have reading books at home). no basic number recognition or even counting. So we have a lot to catch up, and we do it pretty well, but to those looking at the myschool website would label us as an under performing school, but I think it's quite the opposite
Last edited by BigRedV; 22-03-2013 at 20:51.
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22-03-2013 21:48 #69
Ah! Thanks bRv. Can I guess from that then that the 'like' schools are not as well grouped and then compared (and data reported) as we are led to believe? Our school does ok, no red but we couldn't care less. Our principal would be questioning it if we jumped to really high as for a no worksheet, developmental learning school, if our kids were better equipped to deal with unrealistic paper questions that involve very little real life problem solving and unrealistic situations he'd want to know how our days are spent in the classroom
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22-03-2013 22:34 #70
I do prep the kids to an extent. My replies were to explain that I don't agree with the way NAPLAN is conducted, the test scores don't always prove where the students are at, and there are much better ways to assess how a student is going. NAPLAN is one of the last things I look at when I am assessing/reporting. Sorry if it came across any different.
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