Accessibility to NAPLAN assessments for students with disabilities: A 'fair go'

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Title Accessibility to NAPLAN assessments for students with disabilities: A 'fair go'
Author Davies, Michael Drummond
Journal Name Australasian Journal of Special Education
Year Published 2012
Place of publication United Kingdom
Publisher Cambridge University Press
Abstract A National Assessment Program for Literacy and Numeracy (NAPLAN) that requires assessment of all students in Years 3, 5, 7, and 9 is now firmly established on the Australian educational landscape. Australian legislation and policies promote inclusive assessments for all; however, in relation to NAPLAN, almost 5% of students, many of whom have disabilities, are either exempt or withdrawn. Those students with disabilities that are assessed are provided only basic testing accommodations under special considerations, and the achievement levels of these students are not accurately benchmarked. Lessons from experiences in the United States can assist in the development of a more effective and inclusive assessment regime. A range of strategies, including testing accommodations and modifications, needs to be applied to ensure access to NAPLAN assessment for all students.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1017/jse.2012.7
Copyright Statement Copyright 2012 Australian Association of Special Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Volume 36
Issue Number 1
Page from 62
Page to 78
ISSN 1030-0112
Date Accessioned 2012-10-10
Date Available 2013-08-29T22:34:14Z
Language en_US
Research Centre Griffith Institute for Educational Research
Faculty Arts, Education and Law
Subject Special Education and Disability
URI http://hdl.handle.net/10072/47982
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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