With the NSW government calling for a review of the role that ATAR plays in shaping our education systems, what is highlighted is that this emphasis might not be the best preparation for students in a rapidly changing and uncertain world.
The NSW submission to the Gonski review, aimed at improving the ‘ailing results’ of Australian schools highlights that the increasing pressure for accountability in high stakes standardised tests is not resulting in improved Literacy and Numeracy standards.
The question for systems, schools and educators is, how can skills such as resilience, positivity, critical and creative thinking be emphasised in a system that does not reward them? Further, when we know the imperative to develop these capabilities, how can we ‘fit them in’ to an overcrowded Australian Curriculum?
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