This article examines the attempted reform of education within an emerging audit culture in Australia that has led to the implementation of a high-stakes testing regime known as NAPLAN. NAPLAN represents a machine of auditing, which creates and accounts for data that are used to measure, amongst other things, good teaching. In particular, we address the logics of a policy intervention that aims to improve the quality of education through returning "good teaching". Using Deleuze's concepts of series, events, copies and simulacra, we suggest that an attempt to return past commonsense logics of "good teaching" as a result of NAPLAN is not possible. In an audit culture as exemplified by NAPLAN, "good teaching" is being reconceptualized through those practices and becomes unrecognizable. Whilst policy claims to improved equity and quality are admirable, this article suggests that the simulacral change to logics of good teaching may actualize something very different. (Contains 7 notes.)