Glenn C. Savage writes in The Conversation (13.12.17) about the release of NAPLAN testing eresults, indicating that student achievement in numeracy and literacy has plateaued, though with some areas of improvement.
‘Today’s release of the 2017 NAPLAN National Report confirms preliminary findings released in August and offers deeper insights into achievement trends since the assessment program began a decade ago.
‘The results paint an overall portrait of plateauing student achievement in literacy and numeracy, mixed with pockets of improvement and persistent inequalities between young people from different backgrounds.
‘… NAPLAN is one useful measure of student achievement in Australian schooling.
‘When interpreted carefully, it can help policy makers, researchers, school leaders, teachers, students and parents better understand and debate literacy and numeracy achievements. It also serves to highlight pockets of underachievement and disadvantage, and can play an important role informing policy interventions and investments.
‘But NAPLAN is not an oracle and can only tell us so much. So we should treat these results carefully.’
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