Children from low-income groups were disproportionally disadvantaged by online testing, according to a new report from Griffith University which used data from the National Assessment Program – Literacy and Numeracy (NAPLAN).
Researchers found numeracy, spelling and reading subjects were most affected by the transition from paper testing to online testing.
Head of Department of Accounting, Finance and Economics Professor Alberto Posso said the shift to online testing may have worsened educational inequalities.
“Even modest score reductions can accumulate and compound disadvantage,” Professor Posso said.
“NAPLAN results can influence placement in selective programs or school applications.
“Lower test scores can put low-income students at risk of reduced opportunities and long-term inequalities.”
The study showed children in grade three and grade five had been disproportionately disadvantaged by the transition to online testing, and numeracy showed the largest decline.
Researchers analysed data from the Australian Curriculum, Assessment and Reporting Authority, covering 10,529 schools between 2008 and 2023.
Income records from the Australian Taxation Office were then correlated to examine the link between household income and school performance.
“Students in the lowest income group scored lower than their peers in the highest income group,” Professor Posso said.
“The results highlighted the need for targeted support for disadvantaged communities, such as equal access to digital resources and training for students, teachers, and parents.”
The paper ‘Online testing and educational inequality: Evidence from a national standardized test in Australia’ was published in the Journal of Economic Behavior & Organisation.
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Alberto Posso
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