Investigating the impact of NAPLAN on student, parent and teacher emotional distress in independent schools

摘要: Concerns have been raised about the impact Australia’s national standardised testing, National Assessment Program-Literacy and Numeracy (NAPLAN), has upon well-being of students, parents teachers. To date, research evidence is unclear as to level extent emotional distress experienced by stakeholders during testing. Despite an base, prevailing view that NAPLAN a general negative stakeholder well-being. In pilot study surveyed all groups across 11 independent schools in Western Australia, we found minimal from We also for small positive association between student parent moderate teacher testing their estimations regarding how impacts other people. Our results are not consistent with broad on well-being, highlights need further inform debates usefulness