“Comment on Say No to Naplan” by Holly Baker sparks a polarized debate on the Australian National Assessment Program – Literacy and Numeracy (NAPLAN). Baker’s impassioned plea to discontinue NAPLAN highlights its limitations to accurately measure student achievement and its detrimental impact on teaching methods and student well-being. Opponents, however, argue that NAPLAN provides valuable data for schools and policymakers, enabling targeted interventions to improve educational outcomes.

The discussion delves into the complexities of educational assessment, with experts weighing the pros and cons of standardized testing. Baker’s article raises critical questions about the narrowing of the curriculum and the reduction of teaching to test preparation, while opponents emphasize the need for accountability and comparability across schools.