Parents back tests as kids fret
More than half of parents favour national literacy and numeracy tests but almost 40 per cent say their child was stressed or anxious the last time they took part, a nationwide survey reveals.
A report into parents' attitudes and perceptions of National Assessment Program Literacy and Numeracy tests, to be released today, found 56 per cent of parents surveyed were in favour, 34 per cent were against the tests and 10 per cent were uncommitted.
The survey was done in May and June, a few weeks after about one million students in Years 3, 5, 7 and 9 sat three days of NAPLAN tests in reading, writing, spelling, grammar and maths.
Though parents generally had a more favourable attitude to the tests than teachers, researchers from the University of Western Sydney's Whitlam Institute said they were surprised that the proportion of parents who reported pre-test anxiety in their children was higher than expected.
About 20 per cent said their child had a fear of freezing during the test, 13 per cent reported their child experienced sleeplessness or feeling sick and 6 per cent said their child cried.
It compared with a survey of teachers the institute did last year that found about 90 per cent of teachers reported their students were stressed by the tests.
About seven out of 10 parents who took part in this year's survey believed information provided by their child's NAPLAN test results was useful.
Despite controversy around My School, which reports schools' NAPLAN results, only 17 per cent of parents said they had visited the website in the past year to compare the results of their child's school with others.
Whitlam Institute director Eric Sidoti said the findings put doubt on suggestions the testing regime should be expanded.
"The unintended consequences of NAPLAN on schools and students need to be addressed," he said. "And the jury remains out on whether it's worth it."
The Australian curriculum authority, which develops the tests, has said NAPLAN delivers high-quality information about student performance and progress in literacy and numeracy.
It was a snapshot of student achievement, not a high-stakes test that determined future progress.
