A critical analysis of problems with the LBOTE category on the NAPLaN test

Creagh, Sue (2013) A critical analysis of problems with the LBOTE category on the NAPLaN test. Australian Educational Researcher, 41 1: 1-23. doi:10.1007/s13384-013-0095-y

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Author Creagh, Sue
Title A critical analysis of problems with the LBOTE category on the NAPLaN test
Journal name Australian Educational Researcher   Check publisher's open access policy
ISSN 0311-6999
Publication date 2013-04-27
Sub-type Article (original research)
DOI 10.1007/s13384-013-0095-y
Volume 41
Issue 1
Start page 1
End page 23
Total pages 23
Place of publication Dordrecht, The Netherlands
Publisher Springer Netherlands
Language eng
Formatted abstract
The National Assessment Program: Literacy and Numeracy (NAPLaN) is an annual literacy and numeracy test for all Australian students, and results from the test are disaggregated into a number of categories including language background other than English (LBOTE). For this and other categories, results on each section of the test are aggregated into state, territory and national means and standard deviations enabling comparison of performance. The NAPLaN data indicate that since the test began, in 2008, at a national level there is little difference between the results of LBOTE and non-LBOTE students on all domains of the test. This is a national result, and there is greater variation at state and territory level. However, these results defy a logic which might suggest that the LBOTE category will reflect the influence of English as a second language on test performance, rather suggesting that a second language background is not associated with test performance. In this paper, I will interrogate the variation in the LBOTE category, using data provided by the Queensland state education department, focusing on year 9 students who participated in the 2010 test. Using multiple regression and focusing on variables which are specifically related to language background, I will show that within the LBOTE category there is a wide variation of performance, and the LBOTE data are in fact hiding some of our most disadvantaged students. I will suggest alternative ways in which language learners could be identified to better empower policy and pedagogical responses to student needs.
Keyword Language background other than English
English as a second language/dialect
Data categories
Multiple regression
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Social Science Publications
School of Education Publications
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Citation counts: TR Web of Science Citation Count  Cited 10 times in Thomson Reuters Web of Science Article | Citations
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Created: Thu, 23 Jan 2014, 21:07:53 EST by Susan Creagh on behalf of School of Social Science