Who pays for standardised testing? A cost-benefit study of mandated testing in three Queensland secondary schools

Abstract

This paper reports on an Australian study that explored the costs and benefits of the National Assessment Programme, Literacy and Numeracy (NAPLAN) testing, both tangible and intangible, of Year 9 students in three Queensland schools. The study commenced with a review of pertinent studies and other related material about standardised testing in Australia, the USA and UK. Information about NAPLAN testing and reporting, and the pedagogical impacts of standardised testing were identified, however little about administrative costs to schools was found. A social constructivist perspective and a multiple case study approach were used to explore the actions of school managers and teachers in three Brisbane secondary schools. The study found that the costs of NAPLAN testing to schools fell into two categories: preparation of students for the testing; and administration of the tests. Whilst many of the costs could not be quantified, they were substantial and varied according to the education sector in which the school operated. The benefits to schools of NAPLAN testing were found to be limited. The findings have implications for governments, curriculum authorities and schools, leading to the conclusion that, from a school perspective, the benefits of NAPLAN testing do not justify the costs.

Keywords:

• standardised testing
• mandated testing
• schools
• cost-benefits
• NAPLAN
• secondary schooling

Disclosure statement

The authors are not aware of any conflicts of interest, actual or potential, either personally or institutionally, that may exert an influence on the study upon which this article is based.

Notes

1. The Queensland Government changed following elections in January 2015. It is too soon to identify if that change of government has resulted in a significant change in the policies affecting government schools.

2. The curriculum authority in Queensland is the Queensland Curriculum and Assessment Authority (QCAA), known before 1 July 2014 as the Queensland Studies Authority (QSA).

3. At the time of the study, secondary education in Queensland was considered to be Years 8 (aged 12 or 13) to 12 (aged 17–18).

4. In Queensland in 2014 that delay was reduced to three months.

5. Options for online NAPLAN testing as a way of reducing the delay in returning test results to schools are currently being investigated by ACARA.

6. For example, the Australian Government pays itself taxes arising from its own business activities.