If we’re going to genuinely improve behaviour and disruptions at school, we need to move from “fixing the blame” towards “fixing the problem”.
Testing in March, with results released in July, leaves little time for teachers to analyse the data and make use of it, or for schools to make educational improvements in that year.
Missing in the discussion about low writing achievement among students is the impact of writing disabilities such as dysgraphia.
To slow the rising number of radicalised young Australians, we need to raise the political knowledge of all young people, and empower them to become effective change agents.
If we want to move to more productive and holistic post-COVID education in our country, we should rethink NAPLAN in its current form and focus on what matters.
NAPLAN scores are used to gauge the quality of schools. But the overemphasis on only literacy and numeracy scores stands in the way of providing a more holistic education.
With students set to return to school, we need to understand that social outcomes are equally as important as a focus on numeracy and literacy skills.
The COVID-19 disruption to our schooling system provides an opportunity to reform the flawed assessment program.
One-off system-level literacy and numeracy tests such as NAPLAN fail to take into account contexts and individual differences among students.
The qualities required to become a successful teacher run far deeper then students' academic rankings.
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