Uniformly Testing Diversity? National testing examined

This paper examines the testing program of the National Literacy and Numeracy Plan as a one-size-fits-all approach to assessing numeracy and literacy in Australian primary schools. An initiative of the federal government, the capacity of this testing program to test the diversity of school populations in Years 5 and 7 (with sampling in Year 3) is arguable. Three different theoretical frameworks - namely, critical theory, governmentality and performativity (epistemically in tension) - are used to 'read' these tests and their effects in order to distil an understanding of their rationale and effects. As a point of focus, an example from the most disadvantaged sector of society is used to illustrate concerns about the efficacy of these tests as a fair and just practice for a diverse Australia.