NAPLAN tests undermine the quality of students' education and are not in their best interests, a study has found.
The study, commissioned by the Whitlam Institute at the University of Western Sydney, also found that parents are confused about the purpose of the tests and students have generally lost interest in them by year 9.
The National Assessment Program – Literacy and Numeracy is held each year for students in years 3, 5, 7 and 9.
The study interviewed 70 students, 29 teachers, 26 parents and 16 school leaders from various school communities in Victoria and NSW last year.
Most parents reported having reservations or feeling sceptical about NAPLAN, though saw some value in the "external assessment". A quarter regarded the test results as important.
The majority of students said they felt stress in relation to the tests.
Students struggling in maths or literacy were generally anxious about the tests and were concerned they might fail.
"Our findings place doubt on the extent to which NAPLAN is being conducted in the best interests of Australian children and young people, and suggest that it is undermining the quality of education received by young Australians," the researchers said.
But the Australian Curriculum, Assessment and Reporting Authority cast doubt on the study's methodology and disagreed with its conclusions.
"The conclusions do not reflect the discussion in the report and appear to be based on poorly constructed questions and unclear interview protocols," it said.
But Whitlam Institute director Eric Sidoti said it was time to discuss alternatives to NAPLAN tests.
“There is no escaping the seriousness of the report's conclusion," Mr Sidoti said. "Any educational reform, regardless of good faith or noble intent, that is not in the best interests of the students is a failed reform.”
The report describes NAPLAN as a "high stakes testing regime" despite efforts by the assessment authority to allay anxieties.
The Whitlam Institute has produced reports on the impact of NAPLAN since 2012.