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dc.contributor.authorRose, J
dc.contributor.authorLow-Choy, S
dc.contributor.authorSingh, P
dc.contributor.authorVasco, D
dc.date.accessioned2019-06-19T13:05:13Z
dc.date.available2019-06-19T13:05:13Z
dc.date.issued2018
dc.identifier.issn0159-6306
dc.identifier.doi10.1080/01596306.2018.1557111
dc.identifier.urihttp://hdl.handle.net/10072/383316
dc.description.abstractIn 2018 NAPLAN (National Assessment Program–Literacy and Numeracy) reached a 10-year milestone. Introduced in 2008 by the Australian Curriculum, Assessment and Reporting Authority (ACARA), NAPLAN assesses student literacy and numeracy in Years 3, 5, 7 and 9. As a key education reform in Australia, NAPLAN has provoked critical debate across public, political and academic fora. This study synthesises themes emerging from a quantitative systematic review of NAPLAN-related literature to identify the main discourses that have emerged in response to this large-scale standardised assessment programme. The dominant discourses coalesce around ‘datafication’, ‘social justice’, ‘affect and emotion’, and ‘accountability and performativity’. The stakes are high in these discursive struggles around NAPLAN as large-scale standardised testing is reconstituting the purposes of education, the professionalism and professional identities of educators, and affecting parents and students’ engagement in schooling.
dc.description.peerreviewedYes
dc.publisherTaylor & Francis Online
dc.relation.ispartofjournalDiscourse
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchStudies in Human Society
dc.subject.fieldofresearchcode13
dc.subject.fieldofresearchcode16
dc.titleNAPLAN discourses: a systematic review after the first decade
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2018 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Discourse on 07 Dec 2018, available online: https://doi.org/10.1080/01596306.2018.1557111
gro.hasfulltextFull Text
gro.griffith.authorRose, Judy P.
gro.griffith.authorSingh, Parlo
gro.griffith.authorLow-Choy, Sama J.
gro.griffith.authorVasco, Daniela


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