Evaluating NAPLAN as a Performance Measurement System Assignment

Evaluating NAPLAN as a Performance Measurement System - Assignment illustrationAccording to the ACARA website, the NAPLAN riseing widely reflects the persuasions related to numeracy and literacy, which atomic number 18 common to the curricula of completely the states and territories (My School Fact canvass). The test formats as well as questions are chosen in such manner that they hang on familiar to the bookmans and teachers all across Australia. It is designed in such manner that it can be interpreted on the same date in any particular year all across the agricultural (National Assessment Program Literacy and Numeracy 2010). Problems associated with design or use of NAPLAN Management accounting enhances the decision do by suggesting methods and methodologies. In this part of the project, the problems in the design and framework of NAPLAN would be reflected by taking into affection the management accounting theory. Three problems associated with NAPLAN are given below The content coverage of the NAPLAN test With 40 questions in every test, NAPLAN al musical modes assesses fragments of the student achievement. This is non enamour because testing a portion of the political program does not give indication about any students learning in all the curriculum areas. The result of the students in this test reflects the percentage of questions that could be answered by them out of all the questions make in the questionnaire. However, the test fails to reflect achievement of the entire numeracy and literacy domain. The bureaucrats have explained it as a test pee gap, where they stated that there is an achievement gap between the students and the schools. As the NAPLAN test only assesses limited aspect of the learning of Australian students, the result is not useful for inferring the overall achievement. Moreover, achievement related to any student must not be so narrowly confined to only the causal agency of literacy and numeracy. There should be assessm ent made on other grounds as well, such as critical thinking, creativity, aptitude of following any inquiry, motivation, compassion etc. But test on these grounds are not assessed by the NAPLAN. In contrast to this, the Australian teachers know about the ability of the students in much broader way apart from numeracy or literacy. Accuracy in the identification of overall take of the students in grounds of numeracy and literacy The test instrument comprising of a set of only 40 questions cannot judge and separate the students accurately on grounds of literacy and numeracy. The NAPLAN does not provide any additional information, which a teacher does not have with him/her. For identifying the student level much more accurately, there should be long tests conducted. Matching the assessment procedure with the curriculum In order to assess the achievement of the students on grounds of literacy and numeracy, it is very important that the assessment matches with the curriculum, which is b eing taught by the teachers. ACARA states that the test item is informed to the teachers by National Standards of learning for English. But the document ground on which the test would be taken remain unknown to the teachers in most of the schools. It is not an appropriate process of planning the NAPLAN test on the basis of new Australian Curriculum because there are still some states, which did not adopt the curriculum yet. Moreover, even after adopting the curriculum, it would require time for these schools to utilise them. As the learning of the