Students’ Reading and Writing Skills Put to the Test as NAPLAN Begins

From today, nearly 1.3 million students across Australia will begin sitting their NAPLAN (National Assessment Program – Literacy and Numeracy) tests, a critical evaluation designed to assess whether they are meeting essential educational benchmarks.

This year marks the third consecutive year that the tests are being conducted in Term 1 instead of Term 2, aligning with more rigorous literacy and numeracy standards introduced in 2023.

Running from March 12 to March 24, the NAPLAN assessments evaluate students in Years 3, 5, 7, and 9 across key areas, including reading, writing, grammar and punctuation, spelling, and numeracy.

For students in Years 5, 7, and 9, this will be their second NAPLAN cycle under the new model, which aims to provide schools with preliminary results earlier in the year.

This shift allows educators more time to analyze data and implement targeted teaching strategies to enhance student learning outcomes within the same academic year.

NAPLAN 2025: Key Changes and Their Impact

The decision to move NAPLAN testing to Term 1 was implemented to ensure that schools receive preliminary results by early Term 2.

This change is intended to provide educators with actionable insights sooner, enabling them to address learning gaps and tailor their teaching methods effectively.

“The earlier testing window allows schools to use the data to make informed decisions about student learning during the same school year,” A spokesperson for the Australian Curriculum, Assessment, and Reporting Authority (ACARA) stated this.

“This is a significant improvement over the previous model, where results were often received too late to make meaningful adjustments.”

In addition to the timing change, the introduction of new proficiency levels in 2023 has further refined the assessment process.

These levels offer clearer insights into student performance, enabling educators to more accurately identify strengths and weaknesses.

Supporting Schools Affected by Natural Disasters

This year’s NAPLAN testing period coincides with the aftermath of ex-Tropical Cyclone Alfred, which has impacted schools in Queensland and northern New South Wales.

In response, ACARA, in collaboration with the Queensland Curriculum and Assessment Authority (QCAA) and the NSW Education Standards Authority (NESA), has implemented measures to support affected schools.

“We have tried and tested procedures in place to manage disruptions,” said David Gniel, ACARA’s CEO.

“Impacted schools in Queensland and northern NSW have the option to delay the start of testing to Monday, March 17, 2025, to ensure students and staff are adequately prepared.”

Gniel extended his gratitude to teachers, schools, parents, and carers for their efforts in preparing for NAPLAN, particularly in regions affected by the cyclone.

“A big thank you to our fantastic teachers and schools across all jurisdictions and sectors for their dedication, especially in areas impacted by ex-Tropical Cyclone Alfred,” he said.

The Debate Around NAPLAN: Focus on Long-Term Learning

While NAPLAN serves as a valuable tool for assessing student performance, some experts argue that the focus should extend beyond test scores to foster long-term, meaningful learning.

Associate Professor Steven Lewis of the Australian Catholic University’s Institute for Learning Sciences and Teacher Education emphasized the importance of evidence-based practices tailored to individual student needs.

“Teaching to any test is never going to work to create long-lasting, rich learning among students,” he said.

“Evidence-based practices addressing the needs of each student are always the way to go.”

Lewis also highlighted the need for systemic changes to address educational disparities.

“We need to focus on the endgame – how are school systems and policymakers using results not only to identify areas of need and disadvantage but also to act upon this with real measures to level the playing field for primary and secondary school students, regardless of their background?”

Supporting Students During NAPLAN

For many students, NAPLAN can be a source of anxiety.

Associate Professor Lewis urged educators and parents to adopt a supportive approach to help students feel comfortable and confident during the testing period.

“Educators know that the way to get the best out of any student is to have strong bonds and to focus on the whole child,” he said.

“Reassure students that this isn’t the be-all and end-all, encourage them to do their best, and congratulate their efforts.”

He also reminded stakeholders that every child is more than a number.

“Whether it’s NAPLAN, senior school exam results, or the Australian Tertiary Admissions Rank, every child has unique strengths and potential that go beyond test scores.”

Timeline for Results and Reporting

Preliminary results for most domains will be provided to schools by early Term 2, offering educators valuable insights into student performance.

However, writing assessments, which require more time to mark, will be included in the full results released in June 2025.

At the beginning of Term 3, parents and caregivers will receive their child’s Individual Student Report, which contains a comprehensive breakdown of their performance across all assessed areas.

ACARA is expected to publish the National Results in late July or early August 2025, offering a comprehensive overview of student achievement across the country.

The Role of NAPLAN in Shaping Education Policy

NAPLAN results play a crucial role in shaping education policy and practice at both the national and state levels.

By identifying trends and disparities in student performance, the data informs targeted interventions and resource allocation to support schools and students in need.

“NAPLAN provides a snapshot of student achievement that helps us understand where improvements are needed,” said an ACARA representative.

“It’s not just about ranking schools or students; it’s about using the data to drive positive change and ensure every child has the opportunity to succeed.”

Conclusion

As NAPLAN 2025 gets underway, nearly 1.3 million Australian students will have their reading, writing, and numeracy skills put to the test.

The assessment, now in its third year under the revised model, aims to provide timely and actionable data to support student learning and inform teaching strategies.

While the debate around standardized testing continues, the focus remains on using NAPLAN results to address educational disparities and foster long-term learning outcomes.

By supporting students, educators, and schools, and by leveraging data-driven insights, Australia is taking meaningful steps toward creating a more equitable and effective education system.

As the testing period continues, the combined efforts of teachers, parents, and policymakers will be essential in ensuring that every student has the chance to succeed, both during NAPLAN and in the future.