‘NAPLAN generation’ could provide more work for editors
The Conversation has published two articles focusing on the education shortfalls that stem from the high-pressure National Assessment Program — Literacy And Numeracy (NAPLAN) test.
The articles argue that as students who have spent the majority of their education preparing and studying for NAPLAN are entering the workforce, the issues of the test are becoming clear, especially in the literacy component.
Lucinda McKnight, from Deakin University, says students have learned to tailor their writing to a structured checklist format, stifling their creativity and originality; apparently NAPLAN rewards high grades only to those who follow its formula and narrow structure.
The takeaway from these opinion articles could suggest that the value editors provide to the literacy sector will soon become a necessity as these students graduate and enter the workforce.
The Conversation’s two articles are Too many adjectives, not enough ideas: how NAPLAN forces us to teach bad writing, by Lucinda McKnight, and The NAPLAN is trying to do too much. It needs urgent reform to be a ‘diagnostic’ test only, by Venesser Fernandes, from Monash University.
These articles have been shared in accordance with The Conversation’s republishing guidelines.