Teachers' perceptions of students' ICT skills for online assessments (NAPLAN): Influences and impact

Cindy Carboni
Freshwater Bay Primary School, Western Australia
Susan Main
Edith Cowan University, Australia

This convergent mixed-methods study investigated Australian teachers' perspectives on the computing competencies required for online National Assessment Program - Literacy and Numeracy (NAPLAN). A total of 107 teachers completed surveys examining how socio-educational backgrounds and classroom practices shape students' readiness for high-stakes online assessments. Quantitative analysis revealed significant associations between socio-educational advantage and students' proficiency in seven essential NAPLAN ICT online skills, including typing, navigation, and on-screen manipulation. Qualitative findings highlighted teachers' concerns about limited exposure to computing tools and insufficient practice time, which many believed hindered student performance in online assessments. Teachers also noted that inequities in skill development can cause test outcomes to reflect students' technological fluency rather than their underlying literacy and numeracy abilities. The study concludes that online assessments may exacerbate existing disparities without targeted interventions. These findings reinforce the need for nationally implemented measures to ensure all students have equitable opportunities to acquire vital ICT competencies before undertaking high-stakes tests.
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Authors: Cindy Carboni MEd is a Senior Teacher at Freshwater Bay Primary School and a Sessional Tutor at Edith Cowan University, Australia. An experienced classroom practitioner and instructional leader, her teaching and research interests include equity in online assessment and developing teachers to strengthen instructional practice and improve student outcomes. ORCID: https://orcid.org/0000-0001-9187-4085 Email: Cindy.Carboni@education.wa.edu.au Susan Main PhD is a Senior Lecturer in Education at Edith Cowan University in Western Australia. Her teaching and research interests include preparing pre-service and in-service teachers to teach children with diverse abilities, including evidence-based approaches to literacy instruction, managing challenging behaviour, and using technology to facilitate learning. ORCID: https://orcid.org/0000-0002-5955-4222 Email: s.main@ecu.edu.au Please cite as: Carboni, C. & Main, S. (2025). Teachers' perceptions of students' ICT skills for online assessments (NAPLAN): Influences and impact. Issues in Educational Research, 35(4), 1370-1395. http://www.iier.org.au/iier35/carboni.pdf