 | The National Assessment Program for Literacy and Numeracy, more often referred to as NAPLAN, has been under increasing scrutiny since announcing the decision to move online. When compounded by differing opinions in the media, concerns from parents and criticism from wider educational communities, there was plenty of pressure to ensure things went as smoothly as possible this year. From the perspective of one of the first schools in Queensland to participate in NAPLAN testing online, it went really well. In this post, I asked staff and students to offer some reflections in relation to their experiences with the online test and make considerations for the future of digital testing. |
Why Test Online?
| Among the benefits of online NAPLAN tests, ACARA (Australia's Curriculum, Assessment and Reporting Authority), highlighted more precise results and a faster turn-around of information. The online platform also allows the introduction of reactive "tailored testing", which makes student questions easier or harder as they progress through the test. Teaching and Learning Coordinator, Kate Frewin, explains how this could be beneficial in saying: | |
The biggest advantage for us is the tailored testing which will show us what our students can do, not what they can’t. We look forward to analysing the improved data that NAPLAN Online will bring.
| The video above explains Tailored Testing in greater detail. | A common concern about online testing was that students would get a little trigger happy and just click through questions without really thinking about them. This would especially be the case if the questions became too difficult. ACARA argued that the ability to tailor test questions as the students progressed would result in greater and prolonged engagement. Year 5 teacher, Megan Ellis, stated that this was an initial concern for her but went on to say that it was something they explicitly discussed with the students before the test. In her feedback, Megan reported positively in relation to student engagement: |
The majority of the students actually said they enjoyed it. The tests were definitely more visually stimulating than previous years.
This was also mirrored in feedback from Year 7 teachers:
The students appeared to be on task and there was little required interaction with them once they got started.
Technical Readiness and Requirements
The success of conducting NAPLAN online greatly relies on having the technology and infrastructure to support it. This was something we worked very hard to have ready. The college invested in significant upgrades to WiFi capability across the campus to ensure a strong and stable connection for a large number of simultaneous users. Come test day, we encountered no connectivity issues whatsoever. The platform loaded quickly and was responsive between student and teacher devices.
From an ICT Manager’s perspective, and as it is with most things, adequate strategic planning, preparation and testing is required to ensure a smooth run. The main things to consider are internet connectivity (LAN or wireless), devices (BYOD vs school-owned), venue (shared hall or classrooms).
- Emmanuel Edem, IT Manager
Despite an existing BYOD program from Year 3 upwards, the college selected to administer the test from school-owned and managed devices. This was to ensure a consistent and quality experience for the students. College owned devices were Microsoft Surfaces, which are a 2 in 1 device, incorporating a touch screen, a well-sized detachable keyboard and active stylus. These features were considered important for our students to have access to for NAPLAN online. We allowed students to bring a USB mouse if they wished, but found that very few did as the students were already comfortable working on touch screen devices. ACARA recommends student familiarity with the device of administration for the test. Our current BYOD program requires students to have a touch screen Windows device. Part of the decision extend our 1:1 BYOD program down to Year 3 was to allow our students to become familiar and feel comfortable with the technology. During delivery of the test, I was very pleased to see the children interacting with the touch screen, pinching to zoom in as required and making use of built in tools. Exposure to other online platforms in the classroom appears to have equipped students with general transferrable understanding of common interface elements.
It was pretty easy to do the test (on the computer). I knew how to go forward and back. It wasn't hard to figure out how it worked.
- Year 5 Student
Staff and Student Readiness
 | There was a certain amount of stress among classroom teachers, who were conducting the test. From their computers, they would have to control, troubleshoot and monitor the test as it progressed. Students also needed to understand how they would be accessing the test, which involved inputting individual identification codes into the platform and conducting audio tests. Practice test windows were highly valuable in preparing staff and students. As NAPLAN coordinator on the Primary Campus, Kate Frewin was able to provide insight into the preparation of staff and students: |
There was a small amount of training involved. Coordinators were trained by ISQ and QCAA staff. We then trained the teachers administering the test at a school level. This was followed by a student preparation stage which was relatively simple and fast. This involved familiarising our students with the NAPLAN Portal. We were extremely impressed by how adaptive our students were.
Teacher Observations and Reflections
Testing online was conducted over two weeks. This was due to the number of school devices we had available to use at one time. Several teachers agreed that having the tests stretched out over a two-week period was quite disruptive and that they would rather have the testing completed quickly over the traditional three days. To do this in the future, we would have to make use of student owned devices, which would present more challenges in preparation and ensuring a consistent experience. Despite this feedback, general observations and reflections were positive.
I was unexpectedly happy with the whole process. I thought it was going to be far more painful than it was. When we had a technical problem it was easily solved and there were no major hiccups. I liked that it was paperless and that once the kids finished the tests, that was the end of it for the teachers.
- Samantha Hutton, Year 5 Teacher
I was impressed with the quality of work our students achieved during the delivery of the test online. Our dedicated teachers worked extremely hard at ensuring our students were familiar with the platform and that they understood their responsibility to pace themselves the same as they would during the paper version and not get ‘click-crazy’.
- Kate Frewin, Teaching and Learning Coordinator
It ran very smoothly. Preparation is definitely the key. I think that using College devices meant that we had much fewer connectivity issues but it did mean that we had sessions running for the whole 9 days as we couldn’t run many concurrent sessions.
- Wendy Jurss, Director of Teaching and Learning
Thoughts on Typing Vs Hand-written
There continues to be much debate around students completing the writing task online. Perceptions in year 7 and 9 are more positive than in earlier years of schooling. Wendy Jurss, Director of Teaching and Learning, commented that student output appeared greater on the writing test than it had in previous years. With students in the high school now having taken part in a 1:1 BYOD program for the last 3 years, it could be suggested that a developing competency with technology contributed to this.
Year 3 teacher Robyn Behr is of the opinion that the writing test should remain hand-written in year 3:
Year 3 teacher Robyn Behr is of the opinion that the writing test should remain hand-written in year 3:
- I think by year three, their writing is a skill that has moved into ‘auto pilot’ mode. This means that the only thing they need to be concentrating on is developing their ideas and remembering how to format their work. If they were to type their ideas I don’t think their true potential would be seen as their main focus would be on their typing skills and not on their content.
Typing does present an added cognitive load to the process. The move toward online writing assessment appears to be allowing the results of prioritised literacy skills to somewhat rely on underprioritised technology competency. Despite there being General Capabilities relating to ICT skill and Australian Curriculum subjects focused on computer science, technology is still regarding as an "extra" in classrooms. Many schools engage with little more than a superficial implementation of technology in the early years of schooling.
If this is to be the future of NAPLAN and other external assessments, schools are going to have to very seriously consider their technology integration in the primary years, which is severely lacking in many right now. Insufficient exposure to technology tools could potentially hamper student ability to perform to their full potential in online testing. This is not a case against teaching handwriting or a call to replace books and pencils in schools with devices. Fundamentals are important and always will be. Similarly, this is also not the only reason for improved technology integration in schools and is in fact a very small part of the argument*. Nevertheless it remains a consideration that I encourage schools to consider as we move towards the full implementation of NAPLAN online.
*Further discussion on the typing vs hand-written debate can be found in a previous blog post here.
If this is to be the future of NAPLAN and other external assessments, schools are going to have to very seriously consider their technology integration in the primary years, which is severely lacking in many right now. Insufficient exposure to technology tools could potentially hamper student ability to perform to their full potential in online testing. This is not a case against teaching handwriting or a call to replace books and pencils in schools with devices. Fundamentals are important and always will be. Similarly, this is also not the only reason for improved technology integration in schools and is in fact a very small part of the argument*. Nevertheless it remains a consideration that I encourage schools to consider as we move towards the full implementation of NAPLAN online.
*Further discussion on the typing vs hand-written debate can be found in a previous blog post here.
The Age of Digital Texts
A similar argument could be made in relation to the reading tests. Previous experience interacting with digital texts could be beneficial to students completing the reading test online. Year 3 teacher Robyn Behr highlighted a potential issue relating to the random assignment of reading material during the test:
There were six pieces of reading (each one at a different level) and students received them in random order. Some got the hardest piece first. For those confident readers the order was not an issue but for those students whose reading is average or below average it would have been very off-putting and potentially detrimental to their results.
Observations during the reading test did reveal some limitations of the interface. The texts were long and quite small on screen. Many digital reading platforms allow students to flick through texts as you might do in a physical book. A lot of students are accustomed to this. Students were zooming in on texts which raises questions as to how well they are actually reading the text or if they are even reading the entire text. There were several instances where students had zoomed in to texts and then lost the frame with the questions. Improvements to the size and presentation of digital texts on the platform would improve user experience.
Conclusions and Recommendations
Our experience with NAPLAN Online was a positive one. I believe this is greatly due to the hard work of our staff in preparation for the test and ensuring that the technology could support the event from an IT perspective. Student exposure to technology through our BYOD program appears to greatly reduce technology related anxiety and complications. There remains the question of exploring the use of student-owned devices in order to complete tests in a shorter time-frame. A more targeted and mindful approach to developing typing may enable students even more. Further development into the interface will help ensure students have the opportunity to achieve their best. Despite our feelings and experiences conducting the test itself, the outcomes are what we will be paying the most attention to. It will be very interesting to compare student data once it is released.
Contributors
Special thanks and credit to the staff of The Springfield Anglican College who contributed their feedback to help inform this article:
 | Kate Frewin Teaching and Learning Coordinator P- 6 |  | Megan Ellis Year 5 Teacher |  | Samantha Hutton Year 5 Teacher |
 | Robyn Behr Year 3 Teacher |  | Lisa Christofis Year 3 Teacher |  | Emmanuel Edem IT Manager |
 | Wendy Jurss Director of Teaching and Learning | Year 7 Teachers: Shandelle Crosby Jonathan Cox Ann Haines-Shipman |
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