National Assessment Program for Numeracy and Literacy (NAPLAN) is the national assessment programme for literacy and numeracy in Australia administered to children in Years 3, 5, 7 and 9 each year. The testing process was introduced in 2008 and is described by the developers as low stakes, however, research has highlighted that this is not the case. This paper examines the perceptions of teachers in the early years of school on the impact NAPLAN has on wellbeing of stakeholders, and the pedagogy and curriculum in early years teachers’ classrooms. Through focus group interviews, the early childhood teachers in 10 independent Western Australian school sites were asked about their experiences of NAPLAN in terms of their wellbeing and that of the children and families with whom they interact. Findings highlight that early years teachers describe that the impact of NAPLAN is felt in the lower years of school by all stakeholders-parents, children and teachers. This study highlights the need for additional research in this area, particularly in diverse settings, to gain evidence of impact that could inform the practice of the NAPLAN testing programme.

中文翻译：

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早期教师对NAPLAN对利益相关者福祉的影响以及对早期教学法和课程的影响的观点

全国识字和识字评估计划（NAPLAN）是每年在3、5、7和9年级对儿童进行的澳大利亚识字和算术国家评估计划。测试过程于2008年引入，被开发人员描述为低风险，但是研究表明事实并非如此。本文考察了学校早期教师对NAPLAN对利益相关者的福祉的影响以及早期教师课堂中的教学法和课程的看法。通过焦点小组访谈，询问了西澳大利亚州10个独立学校站点中的幼儿老师，他们在幸福感以及与之互动的孩子和家庭方面的经历。研究结果表明，早年教师描述了所有利益相关者-父母，孩子和老师，在低年级就感受到了NAPLAN的影响。这项研究强调了在这一领域，特别是在不同环境中，需要进行更多研究的必要性，以获得可以为NAPLAN测试计划的实践提供依据的影响证据。