NAPLAN implementation: Implications for classroom learning and teaching, with recommendations for improvement

This is an extract, slightly adapted, from Submission 82 (Angelo, 2013) which focused particularly on how the 'high stakes', competitive climate generated by NAPLAN affects the teaching and learning of Aboriginal and Torres Strait Islander (henceforth Indigenous) students who are learners of English as an additional language or dialect (EAL/D) or as a foreign language (EFL). The object of this submission was to inform decision makers of the ramifications of NAPLAN for the Indigenous EAL/D cohort 'at the coal-face', that is, in their classrooms and schools.