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Just how 'high-stakes' is NAPLAN? Teacher perceptions of the effects of NAPLAN in WA and SA

Thompson, G. (2012) Just how 'high-stakes' is NAPLAN? Teacher perceptions of the effects of NAPLAN in WA and SA. In: 27th Annual Research Forum (Western Australian Institute for Educational Research Inc) Transforming practice: The value of educational research, 11 August 2012, University of Notre Dame, Fremantle, Western Australia


NAPLAN continues to be a divisive issue in Australian education. Since its inception in 2008, NAPLAN has been a central plank of the Australian Government's Education Revolution, a policy platform that aims to improve education equity and outcomes through improving accountability. Australian school NAPLAN results are published online on the My School website each year. This presentation will present research from phase 1 of an ARC funded project "The effects of NAPLAN on Australian school communities". Phase 1 consisted of a survey of in-service teachers conducted in 2012. Participants completed an online survey open to all teachers in WA and SA. The survey ran for three months from April to June 2012. After an initial demographic response schedule, participants were asked their perception of the impacts that NAPLAN has had on their achievement goal orientation, stress levels, self-efficacy and effects on curriculum and pedagogy. These themes were chosen because research literature from the US and UK suggest significant impacts of high-stakes testing in these areas. The survey results suggest that NAPLAN is having a significant impact on school communities.

Keywords: NAPLAN, high-stakes testing, effects

Item Type: Conference Paper
Murdoch Affiliation(s): School of Education
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