NAPLaN test data, ESL Bandscales and the validity of EAL/D teacher judgement of student performance

Creagh, Sue (2014) NAPLaN test data, ESL Bandscales and the validity of EAL/D teacher judgement of student performance. TESOL in Context, 24 2: 30-50.

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
Author Creagh, Sue
Title NAPLaN test data, ESL Bandscales and the validity of EAL/D teacher judgement of student performance
Journal name TESOL in Context
ISSN 1030-8385
Publication date 2014-12
Year available 2014
Sub-type Article (original research)
Open Access Status
Volume 24
Issue 2
Start page 30
End page 50
Total pages 21
Place of publication Hindmarsh, SA Australia
Publisher Australian Council of T E S O L Associations (A C T A)
Collection year 2015
Language eng
Formatted abstract
Teachers are now experiencing the age of quantitative test-driven assessment, in which there is little weight accorded to teacher-based judgement about student progress. In the Australian context, the NAPLaN test has become a driving force in school and teacher accountability. The language of NAPLaN is one of bands and numerical scores and comparative performance, measuring schools against other 'similar' schools and against a national average. The consequences of this are troubling for all teachers. For EAL/D teachers whose specialised professional knowledge relates to building the academic English language of EAL/D learners, NAPLaN is highly problematic because it takes no account of second language factors which might impact on test performance. Yet, NAPLaN data do offer rich yet largely unexploited opportunity to highlight the validity of teacher judgement in the classroom. This paper will use ESL Bandscale data in an analysis of the NAPLaN performance of EAL/D students to show how teacher judgement (captured by the ESL Bandscales) is valid and aligned with NAPLaN performance. I will demystify the power and the fallibility of large-scale assessment like NAPLaN: to identify in which contexts large-scale data analysis is useful, and its limitations in micro-settings which include the classroom. The second goal of this paper is to stress the utility of teacher data, measured quantitatively, but based on qualitative observation, when it is grounded in teacher professional knowledge. Ultimately, such arguments serve to highlight the importance of remaining grounded in strong TESOL pedagogy, despite the intense pressure to follow mainstream English (as first language) literacy responses to NAPLaN testing.
Keyword NAPLAN
Language background other than English
English as a Second Language
ESL Bandscales
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Institute for Social Science Research - Publications
Official 2015 Collection
School of Education Publications
Version Filter Type
Citation counts: Google Scholar Search Google Scholar
Created: Sun, 15 Mar 2015, 12:49:21 EST by Susan Creagh on behalf of School of Education