My name is Renai Comer and I am a mature age student at Curtin University (online), studying my Masters of Primary School Teaching. I am writing this email to express my concern regarding the Lantite Literacy and Numeracy exams. Before I begin, I want to make it clear that this is not an email claiming that the tests should be made exempt. Nor is it to say that the tests are not useful in many ways. It is, however, an email that aims to bring your attention to the many issues (emotional, psychological and financial) that surround these tests for many students (who I am speaking on behalf) like myself.

My main concern in the matter is the timing of the tests. I do not understand why students are not made to do these tests as a pre-requisite to entering the course. Having students sit these exams halfway through their courses places an incredible amount of stress and anxiety on many. Given the level of significance you place on these exams, I do not understand why you accept students into the course without doing them first. This to me seems like a financial ploy of the universities. It seems completely unfair for students to commit to the course and pay for it, only to be then told they cannot graduate at the end of it if they fail to pass the exams, regardless of their progress and achievements made on assignments and practical placementsthroughout their study period. I for one have a Master of TESOL and have been an ESL teacher at Monash University for the last 20 years. I have also taught overseas in foreign language schools. I have been a highly respected teacher and have gained very positive feedback and results from my students.

However, none of this was taken into consideration when applying and no credits were granted. I have also received a letter of commendation from the university regarding my results and have had very positive feedback from practical placements. How can you say that these things do not count, yet an entire course of studies revolves around one test? How is that reliable? My question is, how can you then say that I cannot be considered a ‘good teacher’ simply because I do not pass a 2-hour exam? How can you say that because I do not spell a word that I have never used before and may never see again that I cannot teach literacy to children? How can you tell me that because I do not answer every question that describes a graph correctly (again that I will probably never see again) that I am unable to teach math and cannot be considered a ‘good teacher’? Where are the tests that test one’s ability to communicate and connect with children first? You may get 80% plus on a math exam, but can you engage children and maintain their attention? Do you have the ability to be flexible and differentiate when necessary? Aren’t these the most vital skills needed by teachers in today’s modern world. If you can’t connect with children first, you’ll never have their attention anyway!

Another major concern I have with these exams is that students are not given a lot of guidance or support surrounding the exams. There are no subjects that teach the skills required to complete them and there are very little resources provided for students, unless you commit to paying more for them. For many, just paying for their uni fees can be a challenge, yet then on top of this, students have to pay $200 extra to sit the test (and you must pay this again and again if you fail) as well as for further tutoring and resources that are outside the university. I, myself have spent close to $1000 on extra tutoring and resources. However, there are so many out there that promise the best results that it is impossible to know who to trust. This also means there is a great lack of consistency among students. For those who cannot afford to pay extra, they are disadvantaged; those who do not choose the best resources compered to someone else are disadvantaged; and those who do not get a great tutor are disadvantaged. This information should be available to everyone and be provided by the university to provide equality.

The amount of time that it takes to get results as well seems completely unjustified. How can you justify making students wait 6-8 weeks to find out whether they have passed or failed? This amount of time restricts many students’ ability to register in the next window. It also makes it very difficult for them to move forward as they do not know whether they need to continue studying, but without knowing their weak areas, how do they know where to begin? During this time, students are required to forget about it and commit themselves to another two units (and pay for them) without even knowing if they can continue their dream of teaching anyway. Why waste people’s precious time and effort if they have not even passed? Why should they be made to continue their studies if none of it counts anyway?  

Only having 2 hours and being allowed only 2 pages for notes are further unjustifiable elements of the exams. As teachers, we tell students to brainstorm their ideas, take notes, map things out, take their time, reflect on their work and answers and gain feedback in order to move forward and develop their skills. These exams do nothing of the sort:

- 65 questions for each and 2 pieces of paper does not really allow for one to map out their ideas and workings out, especially in maths. Why should it matter how many pieces of paper you use to work your answers out? I get not being able to have scratch notes but I have never been told I have limited number of pages to solve the problems.
- 2 hours to read and absorb 65 questions is also unrealistic for many. Students should be given at least 3 hours for the test. 2 hours means that students are stressed, anxious about the time and are more likely to rush their answers which is not a reliable indication of what they are capable of.
Overall, if you refer to the standards of teaching, everything about these exams seems to contradict them. It seems that universities, along with educational departments have decided that this is the best way to make a lot of money from students. Get them enrolled first so you secure thousands of dollars, then tell them that regardless of the skills and knowledge they have demonstrated, they mean nothing unless they can pass one single test that not everyone gets the same of. The effect that this has on many people’s mental health and confidence has astounded me. I am not ashamed to say that I myself have had to seek medical support to deal with my anxiety because of this test. Despite having medical documentation from my GP (of 8 years), I was still made to fight for extra time and prove further how my health had been affected. In my view, universities and the makers of these tests are playing with people’s lives.  

Now as I stated in the beginning, this is not a letter requesting that the tests do not exist. I for one have improved in mathsparticularly so much since studying for these exams which I think is essential and so useful. However, the exams that I have sat did not provide enough scope to demonstrate just what I know and how well I know it. If you are going to have the exams, for sure make them count, but do not make them override absolutely everything else that students have achieved. Do not assume that by passing these tests, you are gaining the best teachers! In fact, it amazes me that someone has not spoken up and asked the question……How many great teachers have we lost instead?

Sincerely Disappointed (excuse the pun….)!