This document summarizes a panel discussion webinar about whether standardised tests are worth the trouble. It introduces the panelists which include educators and a student. It then lists common questions about standardised tests, such as whether they encourage teaching to the test or marginalize alternative visions of education. Both benefits and disadvantages of standardised testing are outlined. Types of standardised tests are defined, including NAPLAN, ICAS, and state-specific exams. The purpose of standardised testing is also discussed around predicting performance, evaluating schools, and ranking students. Opinions from teachers on the focus and amount of testing in schools are also presented.
2. About ASG
The Australian Scholarships Group (ASG) is a member owned organisation,
helping to create educational opportunities for children.
For more information visit: www.asg.com.au
3. Panellists
Dr Julie Rimes
Adjunct Associate
Professor,
Faculty of Education,
University of
Tasmania
Sophie Fenton
Founding Educator
and Principal of
Sandridge School,
VIC
Carolyn Elliott
Award-winning
principal of Doncaster
Gardens Primary
School, VIC
Meth
Prathapasinghe
Year 11 student of
Melbourne High
School
Allen Blewitt
Deputy Chairman of
ASG and moderator of
the panel discussion
4. Does testing encourage
focus on certain subjects
at the expense of others?
Why talk about standardised testing?
So we can get answers to these questions:
Does testing marginalise
alternative visions
of education?
Does standardised testing
encourage ‘teaching to
the test’?
Does academic
achievement in
standardised tests help
students in higher classes?
10. Types of standardised tests
• NAPLAN
• ICAS (University of New
South Wales) – Range of
Literacy, Numeracy,
Science and ICT
• Probe
• Cars and Stars (reading)
• Torch Reading
• On Demand
• PAT Maths and English
11. Disadvantages of testing
• Can be seen as the only measure of success
• Cohorts of children can be disadvantaged i.e. Non English speaking,
the medium used
• Pressure can be placed on children
• Snapshot in time
• Only covers a small amount of content
– can be quite narrow
• Adaptive vs. non-adaptive
• Tests knowledge rather than skills
• When done repeatedly can lose
motivation
• Types of responses can impact result
• Time limited can be a factor in result
• Pressure and resulting issues can be
intense
13. Do we test the way it was done
or the result we achieved?
• If we lose
sense of what
it is to be a
learner, we
can lose sense
of what it is
to be a
teacher
15. Benefits of standardised testing
• Benchmark of standards
• Measure for schools of areas being covered well / not as well
• Target areas for improvement
• Measurement of growth over time
• Provides diagnostic information
• Can be combined with other forms of assessment to create an
overall picture
• Measures against a standard i.e. State mean
• Can be done quickly
• Can identify gaps
• Pre testing identifies what is already known and therefore
enables teaching to the point of need
• Exposure to pressure
16. Examples of standardised tests
• NAPLAN (country standardised)
• SATs (US standardised)
• In-school exams (school standardised)
• Class tests (class standardised)
• VCE / HSC / WACE etc. final exams (state standardised)
17. Purpose of standardised testing
• Predict student performance
– Selective school shortlisting
• Evaluate school/teaching effectiveness
• Determine strengths and weaknesses
• Rank students based on ability
20. Teachers who feel that the amount of
testing in Australian schools is just right
• 61% of teachers
in faith based
schools
• 45% of private
school teachers
• 42% of
government
school teachers
Source: ASG-ACE
Teachers Report Card
2017
21. What else do teachers feel about
standardised tests?
• 48% believe the
focus at their
school is more on
standardised tests
• 66% of teachers in
leadership positions
think that the focus
is more on
supporting
development than
standardised
testing
Source: ASG-ACE Teachers
Report Card 2017