Footnotes

CHAPTER 1 - Introduction and overview

[1]        Journals of the Senate, 2013, pp 3928–3929.

[2]        Journals of the Senate, 2013, pp 3928–3929.

[3]        Senate Education, Employment and Workplace Relations References Committee, Administration and Reporting of NAPLAN testing, November 2010.

[4]        Journals of the Senate, 13 May 2010, p. 3490.

[5]        Australian Government Response to the Senate Education, Employment and Workplace Relations References Committee Report on the Administration and Reporting of NAPLAN Testing, August 2011.

CHAPTER 2 - NAPLAN's Objectives

[1]        Department of Education, Employment and Workplace Relations, Submission 69, pp 7–8.

[2]        Interview with Professor Barry McGaw (30 May 2013) 702 ABC Sydney http://www.acara.edu.au/verve/_resources/Barry_McGaw_-_ABC_Interview_- _30May2013.pdf  (accessed 15 January 2014).

[3]        Ministerial Council for Education, Early Childhood Development and Youth Affairs, Melbourne Declaration on Educational Goals for Young Australians, December 2008. Available at: http://www.mceecdya.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf (accessed 20 January 2014).

[4]        Ministerial Council for Education, Early Childhood Development and Youth Affairs, MCEETYA Four Year Plan, March 2009. Available at: http://www.mceecdya.edu.au/mceecdya/action_plan,25966.html (accessed 20 January 2014).

[5]        Ministerial Council for Education, Early Childhood Development and Youth Affairs, MCEETYA Four Year Plan, March 2009, pp 14-15.  Available at: http://www.mceecdya.edu.au/verve/_resources/MCEETYA_Four_Year_Plan_(2009-2012).pdf

[6]        Professor Joy Cummings, Submission 24, p. 5.

[7]        Professor Joy Cummings, Submission 24, p. 5.

[8]        Professor Joy Cummings, Submission 24, p. 5.

[9]        Dr Kerry Hempenstall, School of Health Sciences, RMIT University, Submission 27, p. 9.

[10]      Dr Kerry Hempenstall, School of Health Sciences, RMIT University, Submission 27, p. 9.

[11]      Australian Curriculum, Assessment and Reporting Authority, Submission 58, pp 4-5.

[12]      Australian Curriculum, Assessment and Reporting Authority, Submission 58, p. 7.

[13]      Australian Association for the Teaching of English (AATE), Submission 40, p. 2.

[14]      Queensland Catholic Education Commission, Submission 42, p. 1.

[15]      School of Education, University of Queensland, Submission 51, p. 1.

[16]      School of Education, University of South Australia, Submission 52, p. 3.

[17]      School of Education, University of South Australia, Submission 52, p. 3.

[18]      ACARA, My School Fact Sheet, Jan 2010, available at: http://www.det.act.gov.au/__data/assets/pdf_file/0003/109749/My_School_FACT_SHEET_RELIABILITY_AND_VALIDITY_OF_NAPLAN.pdf (accessed 21 January 2014).

[19]      Fintona Girls' School, Submission 31, p. 2.

[20]      L. Wilson, Submission 11, Fiona Mueller (2012), Paper 14 – NAPLAN tests of language conventions are problematic, p. 2.

[21]      Australian Literacy Educators' Association, Submission 66, p. 7.

[22]      Australian Literacy Educators' Association, Submission 66, p. 7.

[23]      Australian Association of Mathematics Teachers, Submission 67, p. 1.

[24]      L. Wilson, Submission 11, Margaret Wu and David Hornsby (2012), Paper 1 – Inappropriate uses of NAPLAN results, p. 2.

[25]      The Whitlam Institute within the University of Western Sydney, Submission 26, N. Dulfer, Prof. John Polesel and Dr S. Rice, (2012), The Experience of Education: The impacts of high stakes testing on school students and their families – An Educator's Perspective, p. 8.

[26]      The Whitlam Institute within the University of Western Sydney, Submission 26, N. Dulfer, Prof. John Polesel and Dr S. Rice, (2012), The Experience of Education: The impacts of high stakes testing on school students and their families – An Educator's Perspective, p. 14.

[27]      Department of Education, Government of Tasmania, Submission 29, p. 3.

[28]      Christian Schools Australia Limited, Submission 37, p. 2.

[29]      ACARA, Submission 58, p. 15.

[30]      Mr Angelo Gavrielatos, Australian Education Union, Committee Hansard, 21 June 2013, p. 1.

CHAPTER 3 - The Impacts of NAPLAN

[1]        Senate Education, Employment and Workplace Relations Committee, Effectiveness of the National Assessment Program – Literacy and Numeracy – Interim report, June 2013, p. 8.

[2]        Australian Curriculum, Assessment and Reporting Authority, Submission 58, p. 10.

[3]        Australian Primary Principals Association, Submission 19, p. 5.

[4]        Australian Curriculum, Assessment and Reporting Authority, Submission 58, p. 11.

[5]        Department of Education, Tasmania, Submission 29, p. 4.

[6]        Department for Education, Employment and Workplace Relations, Submission 69, p. 5.

[7]        Australian Primary Principals Association, Submission 19, p. 3.

[8]        Australian Primary Principals Association, Submission 19, Attachment 1, CANVASS Report, Primary Principals: Perspectives on NAPLAN Testing & Assessment, p. 6.

[9]        Australian Primary Principals Association, Submission 19, Attachment 1, CANVASS Report, Primary Principals: Perspectives on NAPLAN Testing & Assessment, p. 14.

[10]      The Whitlam Institute within the University of Western Sydney, Submission 26, N. Dulfer, Prof. John Polesel and Dr S. Rice, (2012), The Experience of Education: The impacts of high stakes testing on school students and their families – An Educator's Perspective, p. 17.

[11]      Epping Heights Public School, Submission 21, p. 3.

[12]      The Australian Council of State School Organisations, Submission 81, p. 3.

[13]      The Whitlam Institute within the University of Western Sydney, Submission 26, N. Dulfer, Prof. John Polesel and Dr S. Rice, (2012), The Experience of Education: The impacts of high stakes testing on school students and their families – An Educator's Perspective, p. 18.

[14]      For NAPLAN, disability is defined as per the Commonwealth Disability Discrimination Act 1992.

[15]      ACARA, Submission 58, p. 14.

[16]      Epping Heights Public School, Submission 21, p. 3.

[17]      Professor Joy Cummings, Submission 24, p. 13.

[18]      Professor Joy Cummings, Submission 24, pp 29-30.

[19]      ACARA, My School Fact Sheet, Feb 2011, p. 1, http://www.acara.edu.au/verve/_resources/About__NAPLAN.pdf (accessed 25 March 2014).

[20]      Department of Education, Nationally Consistent Collection of Data on School Students with Disability Fact Sheet, Feb 2014, p.1, http://docs.education.gov.au/system/files/doc/other/attachment_2_-_nationally_consistent_data_collection_-_schools_factsheet_0.pdf (accessed 25 March 2014).

[21]      ACARA, My School Fact Sheet, Feb 2011, p. 1, http://www.acara.edu.au/verve/_resources/About__NAPLAN.pdf (accessed 20 February 2014).

[22]      Multicultural Development Association and Townsville Multicultural Support Group, Submission 60, p. 2.

[23]      Victorian Association for the Teaching of English, Submission 74, p. 4.

[24]      The Australian Council of TESOL Associations, Submission 79, p. 9.

[25]      Leonard Freeman, Submission 71, p. 3.

[26]      ACARA, Submission 58, p. 14.

[27]      NSW Primary Principles Association, Submission 23, p. 3.

[28]      NSW Primary Principles Association, Submission 23, p. 3.

[29]      The Whitlam Institute within the University of Western Sydney, Submission 26, N. Dulfer, Prof. John Polesel and Dr S. Rice, (2012), The Experience of Education: The impacts of high stakes testing on school students and their families – An Educator's Perspective, p. 9.

[30]      The Whitlam Institute within the University of Western Sydney, Submission 26, N. Dulfer, Prof. John Polesel and Dr S. Rice, (2012), The Experience of Education: The impacts of high stakes testing on school students and their families – An Educator's Perspective, p. 10.

[31]      Australia College of Educators, Submission 30, pp 3-4.

[32]      Australian Association for the Teaching of English, Submission 40, p. 3.

[33]      Jenny Cullen, Submission 36, p. 1.

[34]      School of Education, Deakin University, Submission 45, pp. 4-5.

[35]      Australian Education Union, Submission 57, p. 13; p. 17.

[36]      Department of Education, Government of Tasmania, Submission 29, p. 5.

[37]      Australian Curriculum, Assessment and Reporting Authority, Submission 58, pp 16-17.

[38]      Department of Education, Employment and Workplace Relations, Submission 29, p. 6.

CHAPTER 4 - Potential Improvements to NAPLAN

[1]        Peta Gresham, Faculty of Education and Social Work, University of Sydney, Submission 64, p. 15.

[2]        Leonard Freeman, Principal, Yirrakala School, Submission 71, p. 6.

[3]        Australian Curriculum, Assessment and Reporting Authority, Submission 58, p. 18.

[4]        NSW Parents' Council, Submission 78, p. 7.

[5]        ACT Council of Parents and Citizens Associations, Submission 70, p. 3.

[6]        Multicultural Development Association and Townsville Multicultural Support Group, Submission 60, p. 2.

[7]        Multilit, Submission 63, pp 2-3.  

[8]        Australian Association for the Teaching of English, Submission 40, p. 8.

[9]        Australian Association of Mathematics Teachers Inc., Submission 67, p. 2.

[10]      The Victorian Association for the Teaching of English, Submission 74, p. 15.

[11]      Department of Education, Employment and Workplace Relations, Submission 69, p. 27.

[12]      Department of Education, Employment and Workplace Relations, Submission 69, p. 28.

[13]      ACT Government, Submission 77, p. 6.

[14]      Australian Council of State School Organisations Inc., Submission 81, p. 1.

CHAPTER 5 - International best practice for standardised testing

[1]        Organisation for Economic Co-Operation and Development, Synergies for Better Learning: An International Perspective on Evaluation and Assessment in Education, April 2013, p. 47, http://www.keepeek.com/Digital-Asset-Management/oecd/education/synergies-for-better-learning-an-international-perspective-on-evaluation-and-assessment_9789264190658-en#page1, (accessed 4 March 2014).

[2]        Organisation for Economic Co-Operation and Development, Synergies for Better Learning: An International Perspective on Evaluation and Assessment in Education, April 2013, p. 50, http://www.keepeek.com/Digital-Asset-Management/oecd/education/synergies-for-better-learning-an-international-perspective-on-evaluation-and-assessment_9789264190658-en#page1, (accessed 4 March 2014).

[3]        Organisation for Economic Co-Operation and Development, Synergies for Better Learning: An International Perspective on Evaluation and Assessment in Education, April 2013, p. 633, http://www.keepeek.com/Digital-Asset-Management/oecd/education/synergies-for-better-learning-an-international-perspective-on-evaluation-and-assessment_9789264190658-en#page1, (accessed 4 March 2014).

[4]        Organisation for Economic Co-Operation and Development, Synergies for Better Learning: An International Perspective on Evaluation and Assessment in Education, April 2013, p. 66, http://www.keepeek.com/Digital-Asset-Management/oecd/education/synergies-for-better-learning-an-international-perspective-on-evaluation-and-assessment_9789264190658-en#page1, (accessed 4 March 2014).

[5]        Australian Curriculum, Assessment and Reporting Authority, Submission 58, p. 20.

[6]        Department of Education, Employment and Workplace Relations, Submission 69, p. 30.

[7]        Department of Education, Employment and Workplace Relations, Submission 69, p. 30.

[8]        Department of Education, Employment and Workplace Relations, Submission 69, p. 30.

[9]        Australian Literacy Educators' Association, Submission 66, p. 13.

[10]      The bill specifically prohibits any "national testing" or "federally controlled curriculum".

[11]      No Child Left Behind, An overview of the testing and accountability provisions of the No Child Left Behind Act, 2002, http://www.pbs.org/wgbh/pages/frontline/shows/schools/nochild/nclb.html. (accessed 5 March 2014).

[12]      For example, Australian Primary Principles Association, Submission 19; Noel Bourke, Submission 34; Australian Association for the Teaching of English, Submission 40.

[13]      Australian Primary Principles Association, Submission 19, p. 10.

[14]      PISA is the triennial international survey conducted by the OECD which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. It is not linked to a particular school curriculum and is designed to assess to what extent students at the end of compulsory education, can apply their knowledge to real-life situations and be equipped for full participation in society. The test lasts two hours and contains questions on reading, science and mathematics. Schools are selected randomly to participate. To date, students representing more than 70 economies have participated in the assessment. (http://www.oecd.org/pisa/aboutpisa/)

[15]      OECD, PISA 2012 Results, http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm. (accessed 5 March 2014).

[16]      Prof Kaye Stacey, Submission 6, p. 1.

[17]      Prof Kaye Stacey, Submission 6, p. 3.

[18]      OECD, PISA 2012 Results in Focus, 2013, p. 13, http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf, (accessed 5 March 2014).

[19]      OECD, PISA 2012 Results in Focus, 2013, p. 4, http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf, (accessed 5 March 2014).

[20]      OECD, PISA 2012 Results in Focus, 2013, p. 14, http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf, (accessed 5 March 2014).

AUSTRALIAN GREENS ADDITIONAL COMMENTS - Introduction

[1]        For example, see ACT Council of Parents and Citizens Associations, Submission 70, p 3; The Victorian Association for the Teaching of English, Submission 74, p 16; NSW Parents' Council Inc, Submission 78, p 3.

[2]        Alexandra Smith & Amy McNeilage, ‘Schools site receives a mixed report card’, Sydney Morning Herald, 8 March 2014, p 35.

[3]        See Australian Education Union, Submission 57, pp 7-8 for a more detailed summary

[4]        ACARA, Submission 58, p. 8.

[5]        ACARA media release quoted in Australian Education Union, Submission 57, p 8.

[6]        Department of Education, Employment and Workplace Relations, Submission 69, p. 9.

[7]        Fintona Girls School, Submission 31, p 2.

[8]        See Epping Heights Public School, Submission 21, p. 2; Queensland Association of State School Principals Inc, Submission 22, p 3.

[9]        See, for example, ACT Council of Parents and Citizens Associations, Submission 70, p. 1.

[10]      NSW Primary Principals' Association, Submission 23, p 4.

[11]      Australian College of Educators, Submission 30, p 4.

[12]      Mr Norm Hart, President, Australian Primary Principals Association, Proof Committee Hansard, 21 June 2013, p. 19.

[13]      Independent Education Union of Australia, Submission 41, p. 9.

[14]      Mr Angelo Gavrielatos, Australian Education Union, Proof Committee Hansard, 21 June 2013, p. 14.

[15]      See Australian Education Union, Submission 57, pp 9–10; Independent Schools Queensland, Submission 73, pp 3–4.

[16]      Epping Heights Public School, Submission 21, p. 2

[17]      See Australian Education Union, Submission 57, p 10.

[18]      Mr Phillip Heath, Director and Incoming Chair, Association of Heads of Independent Schools of Australia Ltd, Proof Committee Hansard, 21 June 2013, p. 2.

[19]      Queensland Association of State School Principals Inc, Submission 22, p 4.

[20]      Spensley Street Primary School, Submission76, p 2; Mr Chris Watt, Federal Secretary, Independent Education Union of Australia, Proof Committee Hansard, 21 June 2013, p 26.

[21]      See also for example: Ms Jane Hunter, Submission 7, p 2. See also, Association of Heads of Independent Schools Australia, Submission 56, p 2; The Whitlam Institute, Submission 26, p 6; Dr Alyson Simpson, Submission 64.

[22]      Dr Alyson Simpson, Submission 64, Attachment 2, p 1.

[23]      NSW Primary Principals' Association, Submission 23, p 6.

[24]      The Victorian Association for the Teaching of English, Submission 74, p 16.

[25]      Independent Education Union of Australia, Submission 41, pp 12-13.

[26]      Ms Lorraine Wilson, submission 11, p 2.

[27]      Queensland Association of State School Principals Inc, Submission 22, p 7.

[28]      Steiner Education Australia, Submission 43, p 15; see also Australian Primary Principals Association, Submission 19, p 6. 

[29]      Ms Lorraine Wilson, Submission 11, pp 7-8.

[30]      For examples see Ms Jane Hunter, Submission 7, p 4; Dr Kerry Hempenstall, Submission27, p 7; School of Education, Deakin University, Submission 45, p 5; Association of Heads of Independent Schools of Australia, Submission 56, p 2.

[31]      Australian Literacy Educators' Association, Submission 66, p 2.

[32]      Ms Jane Wenlock, Submission 13, p 1.

[33]      Mr Leonard Freeman, Submission 71, p 2.

[34]      Australian Council of TESOL Associations, Submission 79, p 3.