This study explored students’ feelings during the Australian National Assessment Program – Literacy and Numeracy. It features student voice depicted as self-drawn images accompanied by words as they journeyed through four phases of the NAPLAN process: preparation, participation, completion and results. The 34 students in Years 3, 5 and 7 attended one of two Queensland primary schools with divergent approaches to National Assessment Program – Literacy and Numeracy. One-hundred and thirty-six images accompanied by 372 words were collected. School A allocated considerable time to test readiness and emphasised the importance of National Assessment Program – Literacy and Numeracy while School B engaged in minimal preparation and did not highlight National Assessment Program – Literacy and Numeracy as important. We explored similarities or differences in how students from each site reported their feelings. Our exploration reveals an overall trend of negative images and words during the preparation and participation phases followed by more positive depictions when the tests are complete and results are received. Furthermore, School A participants reported more negative feelings in the preparation and testing phases across all year levels.

中文翻译：

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学生的声音：学生在国家评估 (NAPLAN) 过程中的感受

本研究探讨了学生在澳大利亚国家评估计划 – 识字和算术期间的感受。它的特点是学生的声音被描绘成自画的图像，伴随着他们经历 NAPLAN 过程的四个阶段：准备、参与、完成和结果。3、5 和 7 年级的 34 名学生就读于昆士兰两所小学中的一所，他们采用不同的国家评估计划 - 识字和算术。共收集了 136 张图片和 372 个单词。学校 A 分配了大量时间来准备考试，并强调国家评估计划 - 识字和算术的重要性，而学校 B 进行了最少的准备，并没有强调国家评估计划 - 识字和算术的重要性。我们探讨了来自每个站点的学生如何报告他们的感受的异同。我们的探索揭示了在准备和参与阶段出现负面图像和文字的总体趋势，然后在测试完成并收到结果时进行更积极的描述。此外，A 学校的参与者在所有年级的准备和测试阶段都报告了更多的负面情绪。