Understanding NAPLAN | A Tool for Growth and Learning

Written by Michele Sauer, Deputy Head of College - Studies

This week, most students around the country from Years 3, 5, 7 and 9 will sit the National Assessment Program – Literacy and Numeracy (NAPLAN) testing. This is an annual nation wide measure through which parents/carers, teachers, schools, education authorities, governments and the broader community can determine whether or not young Australians are developing the literacy and numeracy skills that provide the critical foundation for other learning and for their productive and rewarding participation in the community. NAPLAN results allow parents/carers and educators to see how students are progressing in literacy and numeracy over time – individually, as part of their school community, and against national standards.

The four domains which NAPLAN assess and report against are:

Reading: The students’ ability to understand and interpret a range of texts, including fiction, nonfiction, and poetry.
Writing: The students’ ability to communicate effectively in writing, to organize their ideas, and to use language conventions correctly.
Conventions of language: The students’ knowledge of grammar, spelling, and punctuation.
Numeracy: The students’ ability to understand and apply mathematical concepts and skills.

Since 2023, NAPLAN results are now reported against four levels of achievement: “exceeding”, “strong”, “developing” and “needs additional support”. The introduction of the new proficiency standards gives a clearer picture of student achievement. Looking ahead to this year, 2025 will be the first time since ACARA introduced the new proficiency levels, that students in Years 5, 7 and 9 will complete a second NAPLAN cycle. This means ACARA will be able to report data allowing for comparison of these students’ results – the proficiency levels between 2023 and 2025 or Years 7 to 9 for example.

We cannot deny that debate continues in educational circles about the merits or otherwise of such large-scale assessment measures, like NAPLAN. Of course, we recognise that NAPLAN is a particular type of measure and it certainly should not be considered the definitive measure of a student’s worth or indeed their potential for academic success. What we do know however, is that these tests will provide useful insights into individual, cohort and school strengths, and indicate areas for development. At Somerset, NAPLAN data is triangulated with our own internal assessment data and with other National benchmarked testing that we have our students undertake every second year. Using multiple data sets and combining these with our knowledge of each student, helps us to build a profile of our young people, as a learner, which teachers then use to inform their planning and their work.

Given the way we use our NAPLAN data, I have always believed that despite its limitations and the fluctuating debate surrounding its value, it is an important tool for teachers and students. NAPLAN results help teachers understand how students are performing in comparison to national standards. It provides students with the opportunity to sit for standardised tests, to challenge themselves and to develop the skill of learning how to manage time and test conditions. It enables us, as a school, to tailor our teaching methods and provide targeted support and extension to help each child reach their full potential.

When discussing the forthcoming NAPLAN tests with your child we encourage you to focus on a few key areas. Emphasise that NAPLAN is just one measure of their academic abilities. Discuss how their effort and progress over time matter more than a single test score. Encourage them to try their best, especially on those ‘stretch questions’ so they feel a sense of accomplishment after each test session. Acknowledge any pre-test nerves, yet reassure them this is normal and something they will learn to control with experience and determination. Reinforce that NAPLAN is an opportunity for not only themselves, but also their teachers to identify areas where they can grow and celebrate their achievements, encouraging a growth mindset- that no matter their score, working together with their teachers, they can improve with perseverance.

By discussing NAPLAN positively and by focusing on the assessment as a tool to support growth as an individual, together we can help your child develop a resilient mindset and the determination to overcome challenges; both of which are fundamental in achieving our College vision of ‘Personal Success’ for all students.

Together, after a challenging 5 days with Cyclone Alfred, let us look forward to the coming days and, in the near future, a deep dive into the rich tapestry of student data that will follow.

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