Annotated Bibliography: Student Motivation For NAPLAN

ANNOTATED BIBLIOGRAPHY
Belcastro, L., & Boon, H. (2012). Student motivation for NAPLAN tests. Australian and International Journal of Rural Education, 22(2), 1-19
This article describes a study of 2000 students in North Queensland, which uses Social Theory and Goal Theory to investigate how motivational and social goals, influence the student participation and perceptions of NAPLAN testing. Through pre and post NAPLAN testing surveys the results show that students with a high motivation to do well performed admirably whereas students with a low self-efficacy were more likely to become disengaged with NAPLAN’s required skills and had low performance achievements. This article was published in a peer review journal by Helen Boone who has multiple publications on Australian regional education topics and is senior lecturer at James Cook University (QLD). This article links to my other sources by highlighting the negative effects of NAPLAN on the lower spectrum of students, the very demographic the
This is highlighted by the teachers spending less time on students who are underachieving due to NAPLAN focus in lessons. A large percentage of teachers surveyed suggested that literacy and numeracy were not improving, and that they were changing the way they taught towards a more teacher focused lesson, which in turn lowered student enthusiasm to learn in class. This article was published in ‘The Australian Educational Researcher’ journal by Greg Thompson who the senior lecturer at Murdoch University, and Allen G. Harbaugh who is also a lecturer at Murdoch University. This contributes to my other articles by taking a different perspective (the teachers) on NAPLAN