ABSTRACT
The Australian National Assessment Program Literacy and Numeracy (NAPLAN), introduced in 2008, involves annual census testing of students in Years 3, 5, 7 and 9 in nearly all Australian schools. While this collection deals with the specific case of Australian national testing, the issues raised here have broader salience in other schooling systems around the globe. This program is managed by the Australian Curriculum Assessment and Reporting Authority (ACARA), which was established to oversee national testing and the new Australian curriculum. NAPLAN is managed by ACARA, which was specifically established under national legislation to develop an Australian curriculum and the National Assessment Program. However, in this chapter the focus is on the perceived impacts of national testing on student wellbeing. Despite intentions for NAPLAN to help target educational interventions, Cumming, Wyatt-Smith and Colbert show that teachers in their study did not find that it aided timely identifications of, or interventions with, students at risk in literacy and numeracy.
