Parental perceptions of NAPLAN results: Who is telling the truth
Cranley, L., Hine, G., & Robinson, C. (2019). Parental perceptions of NAPLAN results: Who is telling the truth. Mathematical Association of Victoria Annual Conference, 2019.
Each year across Australia, students in Years 3, 5, 7, and 9 participate in the National Assessment Program – Literacy and Numeracy (NAPLAN). The NAPLAN results are reported nationally through summary and national reports, and an individual report is provided to parents and caregivers for each student. One dimension of the case study presented in this paper explored parents’ perceptions of NAPLAN in mathematics, finding that there was confusion and concern over the discrepancy in the results between NAPLAN and school reports. This paper presents findings from a larger case study that explored teachers’, parents’, and students’ concerns regarding NAPLAN. This paper presents those findings pertaining to parental perspectives of the discrepancies between school reports and NAPLAN results in mathematics and the effect these discrepancies have on the parent-school relationship.
education, Australia, National Assessment Program – Literacy and Numeracy, NAPLAN, parental perspectives, discrepancies between school reports and NAPLAN results, mathematics