天美视频

Computer adaptive testing recognises that learning occurs on a continuum and so provides a better basis for identifying starting points for personalised teaching and learning, 天美视频 Chief Executive Prof Geoff Masters AO explains in .

‘The decision to move NAPLAN online provides an opportunity to place less emphasis on comparing the performances of schools and more emphasis on supporting student learning,’ Prof Masters observes.

A logical next step would be to uncouple NAPLAN tests and NAPLAN reporting from year levels entirely, Prof Masters proposes. ‘In other words, there would be no such thing as a “Year 3”, “Year 5”, “Year 7” or “Year 9” test. Instead, a student’s performance on NAPLAN tasks would result in a NAPLAN score as at present, together with a conclusion about the absolute proficiency level that the student had reached, regardless of their age or year level, for example, “Achieved Reading Band 8 and working towards Band 9”.

‘By foregrounding the NAPLAN score scale and proficiency bands, NAPLAN would model and promote a growth mindset in assessment – an approach that follows naturally from recognition that learning occurs on a continuum and that a single year-level test is inappropriate for most students. It would then be unnecessary to restrict NAPLAN testing to particular years of school,’ he concludes.

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‘NAPLAN – some thoughts’ by Geoff Masters is published in Teacher.