This study of trainee experiences of NAPLAN draws attention to the need to take trainee wellbeing into account in instructional efforts. While Australian instructional policies do not clearly state all measures must remain in the best interests of the kids, they must comply with the ethical practice of "doing no harm".
The many unintended consequences of NAPLAN come from the failure to take the interests of all students seriously. The formal and inflexible design of NAPLAN is not favorable to finding out and teaching approaches that stress deep learning.
NAPLAN, which uses language and a design of testing that is frequently foreign to trainees, strays from the systems built in class that promote knowing.