A Controversial Issue For Australian Education

After the No-Child-Left-Behind (NCLB) bill was introduced by the Bush administration in 2001, the use of standardized tests skyrocketed because all schools in the country were required to assess students using these tests to evaluate the student, teacher and school’s performance. A standardized test is any examination that is administered and scored in a predetermined, standard manner (Popham 8). The use of these tests have not improved education in the United States because teachers teach to the test, which means that they only focus on what is going to be on the exam and do not spend time on other material; tests like the SAT which evaluate the student solely on the outcome of the test and upon the score the student is placed where “appropriate”; and that one assessment is not enough to evaluate students, teachers, principals

When addressing the reliability of the NAPLAN it is important to consider the restricted number of test items included, and how this minimises the test scope and impacts on very high and very low achievers (Howes, 2013). While the move to an online format will help address some of these, there remains a belief that the test goes against what is recognised as effective assessment practise due to an inconsistency with what is being measured and what is being taught within school curriculum (Facchinetti, 2013). It is contended that NAPLAN items are more strongly based on commonsense or traditional views which can shape the results rather than providing an accurate insight into the learning of individuals or the

Curriculum is designed to develop successful learners. Confident and creative individuals and active and informed citizens (MCEECDYA, 2008, p.13). In 2008, the Australian Government promised to deliver a fair and equitable curriculum for the national’s educational system, taking the task away from the State and Local Governments. The purpose of this was to create an even level of education throughout the country whether in Hobart of Cape York, and to ensure our nations position into the 21st century. This essay will demonstrate the Nation’s curriculum, its structure and development ready for its initial implementation in 2011.

In this essay we will try to provide a brief overview of educational issues of Aboriginal communities in Australia and Victoria and the elements that influence the educational outcomes of young Aboriginal people, such as culture and contemporary challenges. In addition to this, the inclusion of Aboriginal content in the Victorian curriculum and classroom practices will be explored as well as contemporary government policies.

NAPLAN, the assessment program launched almost 9 years ago and already a subject of criticism and controversy, is becoming increasing intertwined with education in NSW. The NSW Education Standards Authority has attempted to address what they call “falling standards” in the NSW education system, implementing harsher standards that mean preventing students failing to receive a Band 8 from receiving a HSC. These “minimum standards”, backed by former minister for education Adrian Piccoli, have already garnered considerable attention and criticism. Already many parents believe that their children will no longer be able to obtain a HSC, and they will do anything to try and “push up” their child’s result- adding to the environment of already competitive pressure which we see in schools throughout NSW, and further fuelled by so-called “NAPLAN practice books” and aggressive private tutoring.

In exploring the Australian Curriculum, it becomes apparent that this curriculum was developed to encompass a wide range of skills and abilities that will be needed to enable young Australians to become productive and successful members of society of the future. The influence of a range of different curriculum models and education theories has bought together a comprehensive overview of what the Australian education system will deliver and how this can be accomplished.

She claims that the problems that occurred with No Child Left Behind were not due to the tests themselves, but were due to “the misuse of testing for high stakes purposes, the belief that tests could identify with certainty which students should be held back, which teachers and principals should be fired or rewarded, and which schools should be closed.” (p.150). Ravitch also ventures to explain that the information acquired from national testing can be extremely valuable, but only if the tests themselves are valid and reliable. For instance, they can show students what they’ve learned, what they haven’t learned, and where they need improvement. A popular alternative to standardized testing is performance-based assessment.

“From the surface one may look upon Australia as being the ‘lucky county’ however when explored deeper Kayleigh Richmond came to the conclusion that this so called ‘lucky country’ isn’t all that ‘lucky’ for marginalized groups in Australia, the literature of these marginalized groups in Australia certainly substantiates this point”.

The question of whether the “No Child Left Behind is a Flawed policy”, is an emotive topic that merits debate for Citizens within the American Society. As such, NCLB strategy should be reauthorized, it is projected that much more improvements in Math and English will be seen among students in Public Schools. The NCLB policy has also paid special consideration to individuals with disabilities, by maintaining that they be included in a general education school environment. The main intention of NCLB is to provide students with an Individualized Education Plan the same grading scheme as other children. The NCLB supporters may also claim that they are making great accomplishments in high needs schools across the country.

The NCLB Act has obligated the government to find a way to keep track of progress, which, in their minds, is administering high-stakes tests. High-stakes testing is scrutinized all the time, since some believe it is the only indicator of tracking students and teachers. They seemed to have been ridiculed by many and favored by few; nonetheless there are significant disparities in the public’s and government’s opinion. According to Dunne (2000), “Tests aren't just tests anymore -- at least not high-stakes tests, which are being used in some states to determine which students stay back a grade, which high school seniors receive diplomas, which teachers get bonuses, and more.”

Governments always have the demand from the electorate for information which to foundation decisions and schools are no different. They have taken the tests a step further - using the results to publish a website ranking schools against those of a similar nature. There is the talk of expanding the service to hospitals and child care centers. The issue is whether the indicators tested in NAPLAN are the right ones on which to base judgment?

This article speaks quite critically of the NAPLAN, and seeks to make the point that this method of testing fails as a teaching strategy. It points out that NAPLAN is damaging to students, as well as teachers, by saying that the test creates a high level of stress for both groups. Also, the fact that the results are not released until 5 months after the test means that the results cannot

Australia is very a multicultural and diverse country. Consequently schools are faced with many diverse students of different abilities and backgrounds. To ensure equity and fairness among students, policies and legislations have been put into place to ensure diversity is being catered for and that no student is being excluded from the education system. Some of these policies and legislation include: The Disability Discrimination Act 1992, The Salamanca Statement, Disability Standards 2005, Inclusive Education Statement, Disabilities Services Act QLD 2006 and the Melbourne Declaration.

In what follows I first provide a history and explanation of the NCLB act. As well as the thinking behind this piece of legislation. Then, I show how the NCLB’s rules and standardized testing are destructive to teaching. Finally, I argue how the act is leading to the overall downfall of our educational system.

The National Achievement Test (NAT) is an examination given annually to assess the competency of both public and private school students. The students’ knowledge and skills are tested in the subjects of Mathematics, English, Science, Filipino, and HEKASI for grade school and Mathematics, English, Science, Filipino, and Araling Panlipunan for high school. The test is administered by the Department of Education's National Education Testing and Research Center (NETRC). The results are intended to guide the Department of Education in its efforts towards the improvement of the quality of education in public schools and to provide appropriate intervention for the students. A score of 75% and