National protocols
All states and territories administer the tests in accordance with nationally agreed protocols. The National Protocols for Test Administration document provides detailed information on all aspects of the administration of the tests. It specifies security requirements and uniform processes and procedures to ensure students complete the tests under similar conditions. In cases where individual students with disability require adjustments to access the tests, these are provided at the school in consultation with the relevant Test Administration Authority.
In order to maintain the integrity of the tests and the testing process these protocols must be followed carefully. Breaches of the National Protocols for Test Administration and allegations of cheating or improper behaviour are taken seriously, and substantiated cases of improper behaviour may be reported publicly. To assist Test Administration Authorities and schools to understand what are appropriate/inappropriate behaviours, a code of conduct is included in the National Protocols for Test Administration, along with information on how breaches are dealt with. ACARA, in cooperation with states and territories, will continue to review the National Protocols for Test Administration to ensure that tests are delivered in an appropriate and consistent manner across all states and territories.
The NAPLAN code of conduct is designed to uphold the integrity of the tests by outlining the fundamental principles upon which the tests are based. Undermining test integrity by breaching these principles or the National Protocols for Test Administration will lead to an investigation and, if allegations are substantiated, to potentially serious consequences. The code provides a summary of acceptable and unacceptable behaviours. At all times educators must ensure that tests are administered in a way that is fair and equitable for all students, in order to provide an accurate assessment of students’ capabilities at the time of testing.
ACARA has full confidence in the ability of schools to administer the tests professionally.
Work is currently underway to develop nationally consistent guidelines to support the investigation of test incidents. More information will be available soon.
National Protocols for Test Administration (NPTA) FAQs
What does it mean to mark a student 'absent' for the purpose of the tests?
Section 5.3 of the National Protocols outlines the process for dealing with students who are at school, but who are not able to participate in the tests (eg due to accident or mishap). It designates these students 'absent'. This terminology is relevant only to the process of administering NAPLAN tests, and has no bearing on the school's official attendance roll.
Are students with learning difficulties eligible to receive adjustments for the tests?
Students with a learning difficulty which falls under the definition of 'disability' provided by the Disability Discrimination Act 1992 are eligible for adjustments (in line with the National Protocols for Test Administration), as determined appropriate by the school. Adjustments must address the needs of these students, and must be appropriate for an assessment setting. Adjustments are not available for students who do not have a disability (as defined under the Act).
Can students with a language background other than English participate in the tests?
Students with a language background other than English (LBOTE), who arrived from overseas and have been attending school in Australia for less than a year before the test, should be given the opportunity to participate in testing, but may be exempted.
Can students with a language background other than English receive adjustments to assist them in the tests?
LBOTE students who are not exempted participate in the tests on the same basis as other students, and are currently only eligible for adjustments if they have a disability (as defined by the Disability Discrimination Act 1992).