Through the annual implementaion of National Assessment Program - Literacy and Numeracy (NAPLAN), testing of mathematical standards across Australia invokes questions about the impact that high-stakes testing has for the teaching and learning of mathematics. According to recent studies on high-stakes testing, the role of the teacher is instrumental in children's achievement results. The purpose of this case study is to explore perspectives about NAPLAN from key participants at one Western Australian Primary School, namely: students, teachers, and parents. The paper will report on the extent to which instructional pedagogy at one school has been affected by the implementation of NAPLAN testing and subsequent publication of results. Consistent with a phenomenological perspective, the qualitative data for this investigation were collected through semi-structured interviews and field notes. These data offered particular insights into how key participants viewed the impact of NAPLAN testing has had on the instructional pedagogy in Year 3 and Year 5 classrooms.


mathematics, Australia, NAPLAN testing, primary education

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