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2013

Reporting Guide

2013 NATIONAL AssessmeNT PrOgrAm – LITerACY AND NUmerACY (NAPLAN)

rePOrTINg gUIDe

YeAr 3, YeAr 5, YeAr 7 AND YeAr 9

© 2013

NAPLAN 2013 Reporting Guide ii

Published by the Victorian Curriculum and Assessment Authority Level 1, 2 Lonsdale Street, Melbourne, Victoria, Australia 3000

First published 2013

© Victorian Curriculum and Assessment Authority 2013

All rights reserved. Except under the conditions described in the Copyright Act 1968 and subsequent amendments, no part of this publication may be reproduced by any process without permission in writing from the publishers.

Copying: Victorian schools may print or photocopy parts of this publication for use by teachers.

ISBN 978-1-922082-36-7

iiiNAPLAN 2013 Reporting Guide

CONTACT DeTAILs

Freecall 1800 648 637

Fax (03) 9225 2334

Email [email protected]

VCAA website www.vcaa.vic.edu.au

DATes FOr NAPLAN 2014 TesTs

13 May Literacy (Language Conventions, Writing)

14 May Literacy (Reading)

15 May Numeracy

VCAA NAPLAN Helpdesk

A Helpdesk service operates to assist principals and NAPLAN coordinators with queries about NAPLAN. For queries and/or assistance contact the Victorian Curriculum and Assessment Authority (VCAA) on:

NAPLAN 2013 Reporting Guide iv

ContentsVCAA NAPLAN Helpdesk iiiDATES FOR NAPLAN 2014 TESTS iiiIntroduction 1

Privacy Policy 1

NAPLAN Data Service 2 Changes in 2013 2Reports on a National Scale 2Important information regarding the reporting of the Writing domain 3Scaled Scores 3National Minimum Standards 3Trend Data and Growth 4NAPLAN Student Report Format 4Release of Data 4Reference Guides for analysing NAPLAN data 4

Section 1: NAPLAN Data Service Access 5Changing the password 6Accessing a report 7Selection criteria 8Assign Students to Classes function 8Previewing and printing reports 9Extract function 10

Section 2: NAPLAN Data Service Reports 11Summary of reports available 11List of Reports and Functions 11School Summary Report 13Group Summary Report 14Assessment Area Report 15Writing Criteria Report 16 Item Analysis Report 17Student Response Report 18Student Achievement Level Report 20Five Year Trend Report 22School Comparison Report – Matched School Group 23 Scaled Score summary table 25School-Student Comparison Report 25Relative Growth Report 27

Section 3: Interpretation of Results 29Making Comparisons 29School and Subgroup Comparisons 29Individual Comparisons and Improvement 30

Section 4: NAPLAN Student Reports 31Sample page 1 of the NAPLAN Student Report 32NAPLAN Data Service Reports 33Confidentiality of Results 33Distribution of NAPLAN Student Reports 33Replacement of NAPLAN Student Reports 33Queries about NAPLAN Student Reports 33

Appendix 1: NAPLAN 2013 Question Details 34Year 3 Reading 34Year 5 Reading 36Year 7 Reading 38Year 9 Reading 40Year 3 Language Conventions 42Year 5 Language Conventions 44Year 7 Language Conventions 46Year 9 Language Conventions 48Year 3 Numeracy 50Year 5 Numeracy 52Year 7 Numeracy (Non-Calculator) 54Year 7 Numeracy (Calculator) 55Year 9 Numeracy (Non-Calculator) 57Year 9 Numeracy (Calculator) 58

Appendix 2: NAPLAN 2013 Data Service Report Summary 60Glossary 65Data presentation 65

1NAPLAN 2013 Reporting Guide

IntroductionThe National Assessment Program - Literacy and Numeracy (NAPLAN) conducted in May 2013, assessed Years 3, 5, 7 and 9 students across the nation in literacy and numeracy.

All tests were constructed by the Australian Curriculum, Assessment and Reporting Authority (ACARA), in consultation with all states and territories. For the literacy assessment, Years 3, 5, 7 and 9 students completed three tests consisting of a Reading test, a Writing test and a Language Conventions test. For numeracy, Years 3 and 5 students completed one Numeracy test for which a calculator was not permitted. Years 7 and 9 students completed two Numeracy tests, the first of which permitted the use of a calculator.

The Victorian Curriculum Assessment Authority (VCAA) provides reports on individual student results and school data to all Victorian schools through the secure web-based NAPLAN Data Service.

Privacy Policy

The VCAA is committed to the protection of student information generated by the NAPLAN. All personal information collected during NAPLAN is used in accordance with the Information Privacy Act 2000.

In order to conduct the NAPLAN tests, the VCAA collects names and achievement data of all students who undertake the Year 3, Year 5, Year 7 and Year 9 tests. The VCAA also collects information on student gender, language background, Aboriginal and Torres Strait Islander (ATSI) status, Victorian Student Number (VSN) and date of birth.

The VCAA supports schools’ privacy compliance with NAPLAN testing requirements by encouraging principals to ensure that their parent communities are aware of the purposes for which NAPLAN data will be used.

The VCAA uses the student information provided by schools to pre-print individual student details on the front cover of the test books and to report to parents on their child’s performance. This data is also provided to the school to assist principals to analyse the effectiveness of their school programs and to identify individual student’s strengths and weaknesses.

Schools across Australia are required to collect background characteristic information for all students participating in NAPLAN. The VCAA, on behalf of all Victorian schools, is responsible for the management and supply of this information for national reporting purposes.

The information required for each student is as follows: • parental school education (mother and father as applicable) • parental non-school education (mother and father as applicable) • main language spoken at home (student) • main language spoken at home (mother and father as applicable) • parental occupation • country of birth.

No individual student will be identifiable in the information for release for national reporting purposes.

The principal will ensure that all student details and results are confidential.

NAPLAN 2013 Reporting Guide 2

NAPLAN Data serviceThe Years 3, 5, 7 and 9 NAPLAN data is available for Victorian schools to access online, via the secure NAPLAN Data Service. All student and school results from 2008 to 2013 can be accessed by schools on this website. Schools must use their unique login and security password to access their results.

Changes in 2013

In 2013, several changes have been made to NAPLAN Data Service. These include:

• The NAPLAN Data Service will no longer provide access to 2003 - 2007 Achievement Improvement Monitor (AIM) reports. AIM data will be removed in order to maintain speed and efficiency for schools using the Data Service. No NAPLAN data will be removed and schools can access all NAPLAN reports from 2008. • With the introduction of NAPLAN in 2008, the VCAA undertook an equating study which enabled the provision of Estimated VELS Equivalent scores for some reports in the NAPLAN Data Service. With the transition to AusVELS, these reports are no longer relevant, and will not be included in the NAPLAN 2013 reports and beyond. Questions for NAPLAN tests are developed with reference to the nationally agreed Statements of Learning which reflect the core elements of the curriculum documents used in all states and territories. NAPLAN results are best analysed and compared with reference to the specific scale against which they are assessed. As this scale is not explicitly linked to the Victorian standards, no reliable direct or linear map between the national scale and AusVELS continuum can be provided. Schools should be assured however, that all NAPLAN questions are consistent with AusVELS. • The introduction of the NAPLAN Tutorial Index. These online tutorials are designed to assist teachers and school leaders by providing suggestions on how to effectively use NAPLAN assessment data. The tutorials complement the face-to-face Professional Development sessions that are provided by the VCAA. The NAPLAN Tutorial Index can be found at: http://usingassessmentdata.vcaa.vic.edu.au/ naplan This link to the NAPLAN Tutorial Index can also be found in the footer of each report in the NAPLAN Data Service.

reports on a National scale

The National Assessment Program scale maps student outcomes onto a ten band continuum. Where appropriate, the NAPLAN Data Service displays results against these bands. National, state and school distributions are presented as box-and-whisker graphs plotted against the bands relevant for the year level as follows:

• Year 3 - results will be reported in Band 1 to Band 6• Year 5 - results will be reported in Band 3 to Band 8• Year 7 - results will be reported in Band 4 to Band 9• Year 9 - results will be reported in Band 5 to Band 10.


Important information regarding the reporting of the Writing domain

Prior to 2011, students were required to produce a narrative piece of writing for the NAPLAN Writing test, and outcomes for these tests in 2008, 2009 and 2010 are all reported on the same scale, and are directly comparable. When the genre was changed to persuasive writing in 2011, analysis by ACARA showed that students performed differently on tasks requiring these two different types of writing, and that it was not possible to report persuasive and narrative writing outcomes on the same scale.

For 2013, students were again asked to produce a persuasive piece of writing, and results for this test are reported on the persuasive scale established in 2011. Comparisons between 2011, 2012 and 2013 writing outcomes may therefore be meaningfully made, but schools are advised not to make such direct comparisons back to narrative results from 2008, 2009 or 2010.

scaled scores

Scaled scores provide an ability measure of student outcomes. These scores range from 0 to 1000, and form the numeric continuum from which the ten reporting bands are derived. The bands line up against the scaled scores as follows:

• Band 1 - scaled scores ≤ 270 • Band 6 - scaled scores > 478 and ≤ 530• Band 2 - scaled scores > 270 and ≤ 322 • Band 7 - scaled scores > 530 and ≤ 582• Band 3 - scaled scores > 322 and ≤ 374 • Band 8 - scaled scores > 582 and ≤ 634• Band 4 - scaled scores > 374 and ≤ 426 • Band 9 - scaled scores > 634 and ≤ 686• Band 5 - scaled scores > 426 and ≤ 478 • Band 10 - scaled scores > 686

National, state and school summary statistics are provided as scaled scores below the box-and-whisker graphs for the School Summary (National) Report. The tabular form of the Student Achievement Level (National) Report shows results for individual students as a scaled score for each assessment area.

Scaled scores can be directly compared across time within any given assessment area. However, comparison of scaled scores across different assessment areas is not meaningful and is not recommended.

National minimum standards With the introduction of NAPLAN in 2008, single point national benchmarks were replaced with a national minimum standard, defined by a particular band at each year level as follows:

• For Year 3, the national minimum standard is Band 2• For Year 5, the national minimum standard is Band 4• For Year 7, the national minimum standard is Band 5• For Year 9, the national minimum standard is Band 6.

Students with results in these bands have typically demonstrated the basic elements of literacy and numeracy for their year level. Students with results in the lowest band for their year level have not achieved the National Minimum Standard, and are likely to require focused intervention or specialised support to fully participate in schooling.

Details of the general skills associated with the National Minimum Standards are provided, for each domain, on the ACARA website at http://www.nap.edu.au/naplan/about-each-domain/about-each-domain.html.


Trend Data and growth

The Five Year Trend Report now displays a full five year data set, and provides schools with an opportunity to make comparisons between their NAPLAN results over the five years from 2009 – 2013.

Three further reports are available which help establish growth patterns.

The School Comparison Report shows the distribution of results for Year 3, (5 or 7) students in 2011, and that for the same students in Year 5 (7 or 9) in 2013.

The Student-School Comparison Report shows the relative position of 2011 and 2013 results for a selected student, with respect to national, state and, where applicable, school results.

The Relative Growth Report shows the level of growth for each student relative to students who had the same NAPLAN score two years ago.

More detailed information about these reports is provided in Section 2.

NAPLAN student report format

The format of the NAPLAN Student Reports is similar for all states and territories. A sample NAPLAN Student Report for 2013 is provided on page 32.

release of data

It is likely that some national data will not be available at the time of the Data Service release. In these cases, national results will be withheld and a note will appear indicating that additional data will be provided when available.

reference guides for analysing NAPLAN data The VCAA has developed a guide to assist school staff in analysing their student’s NAPLAN results. This guide includes information about the NAPLAN scale, and, for government schools, how to analyse the NAPLAN results included in the School Level Reports. The NAPLAN Reference Guide - Analysing NAPLAN Data is available on the VCAA website at: http://www.vcaa.vic.edu.au/Documents/naplan/analysingnaplandata.pdf

Some examples of the ways in which NAPLAN data can be used at the classroom level can be found in the Teacher’s Guide to using NAPLAN data diagnostically at: https://naplands.vcaa.vic.edu.au/Tutorial/WebHelp/Guides/teachersguide-usingnaplandata.pdf

Additionally, a reference guide outlining the structure and function of the new Relative Growth Report is available at: http://www.vcaa.vic.edu.au/Documents/naplan/GuidetoRelativeGrowthReport.pdf


section 1: NAPLAN Data service Access

The NAPLAN 2013 student results and school data are available on the secure NAPLAN Data Service website. Principals should ensure that all personnel who are given access to their school’s data treat that information in a confidential manner.

To access this website, go to: https://naplands.vcaa.vic.edu.au

This screen will appear:

Click on ‘NAPLAN Data Service System Login’.

You will see the login screen.

Enter the school identification login name (User ID) and password, then left click on the ‘Login’ button. Passwords are case sensitive.


This screen will appear:

Note: When a school logs on to the NAPLAN Data Service, the test frame on the ‘Reports Parameters‘ screen will be customised to the year level and type of tests completed by students at that school. The screen will vary depending on the tests attempted by students in that school in the period from 2008 to 2013.

The drop-down menu options will also match the testing history of the school.

For 2013, the ‘Reporting Years’ menu can offer NAPLAN results for 2008 to 2013. The ‘Report Name’ menu will contain reports relevant to the year level and reporting year for your school. Check the table ‘NAPLAN 2013 Data Service Report Summary’ on page 65 to see which reports relate to the NAPLAN 2013 tests.

Please note: To enhance data security, school passwords are changed annually. Passwords for 2013 are supplied in the letter to principals which accompanies the delivery of NAPLAN student reports. If a password is lost, the principal should send an email to: <[email protected]>. Please include ‘Password Request’ in the subject line.

Changing the password

The school identification login (User ID) is a permanent name which has been programmed for the school and cannot be changed. The password may be changed by accessing the ‘Change Password’ option at the top right of the initial ‘NAPLAN Reports Parameters’ screen.

Note: A password must consist of a minimum of six characters (no spaces), and must include at least one letter and one number. Passwords are case sensitive.


Accessing a report

Log into the NAPLAN Data Service and from the ‘Report Parameters’ screen:

1. Select the required year level in the ‘Test’ frame2. Select 2013 from the ‘Reporting Year’ drop-down menu3. Select the report required from the ‘Report Name’ drop-down menu.

When a report is selected, additional parameters will be displayed, as shown below for the Group Summary Report.


selection criteria

The selection criteria are the additional options that are available once the Report Name has been selected. The available options will vary for each specific report. Selection criteria may include:

• group selection

This allows reporting on students by gender, Language Background Other Than English (LBOTE) and Aboriginal and Torres Strait Islander (ATSI) status.

• Class selection

Reporting on a class can be generated by selecting a class from the ‘Class Code’ drop-down menu on the ‘Report Parameters’ screen. See below for details on how to assign students to classes.

• student selection

Some reports allow reporting on all students or, by selecting the required name from the ‘Student Name’ drop-down menu, one specific student.

Assign students to Classes function

For 2013 reports, this function can be accessed from all reports except the School Summary Report, the Five Year Trend Report, the School Comparison Report and the School-Student Comparison Report.

The ‘Assign Students to Classes’ function allows the creation of classes and the assigning of students to those classes.

Click on the ‘Assign Students to Classes’ button. This takes you to the ‘Assign Students to Classes’ screen.

A list of the names of the selected group of students will appear on the screen with a ‘Class’ drop-down menu available against each student name.


If schools provided class information to the VCAA during the enrolment phase, this information will be included in the NAPLAN Data Service next to student names.

Classes can be created using the ‘Create/Delete Classes’ button on the top right hand side of the ‘Assign Students to Classes’ screen. This will open the ‘Create/Delete Classes’ window.

A class can be deleted at any time by clicking the ‘Delete’ column next to the class name.

To create a new class, select the Reporting Test required and enter the new class code in the available field, then click on the Save button. Please note that class names can only consist of three alphanumeric characters, e.g. 9DK.

After the required class or classes are created, close this window by clicking on the ‘Close’ link at the top right of this window. You will be returned to the ‘Assign Students to Classes’ screen where the new class will appear in the ‘Class’ drop-down menu next to the student name.

Note: Students do not have to be assigned to a class unless a report is needed for that particular group of students.

Previewing and printing reports

When the required report has been chosen and the appropriate criteria selected for the report, click on the ‘Preview Report’ button located on the bottom left of the screen. This will display the report on the screen.

The following functions are available at the top right of the preview report screen:

Preview All Pages I Print I Export I Close

‘Preview All Pages’ enables you to view all the pages of a longer report on a single screen.

‘Print’ enables you to print out part or all of a report. Check your print page layout before printing the reports. The Student Achievement Level Report, the Group Summary Report and the Writing Summary Report are best printed in portrait layout while all the other reports should be printed in landscape.

‘PDF’ enables the report to be exported to PDF format to allow for storage or printing.

‘Export’ enables you to send the report to MS Word where you can store it or place it in another Microsoft Word or Microsoft Excel document. ‘Export to Microsoft Word’ will only work with versions of Microsoft Word 2002 or later.

‘Close’ closes the ‘Preview Reports’ screen.


extract function

The NAPLAN Data Service has an extract function that enables schools to extract report data in a tabular format. The selected data is extracted into a comma separated values (CSV) file format that can either be saved as an MS Excel document or imported into MS Access for further analysis and charting.

Schools are able to extract data at both the school level and student level, and can also extract national and state means and percentiles for outcome scores.

The extract function can be accessed through the ‘Extract’ link located at the top of the initial ‘Report Parameters’ screen.

The ‘Extract’ screen is shown below. Instructions on how to run the extract function can be found in the ‘Help’ link located at the top of the screen.


section 2: NAPLAN Data service reports The NAPLAN Data Service provides eleven reports covering current year results from NAPLAN testing against the national scale.

summary of reports available

The following table provides a summary of all NAPLAN Data Service reports, and indicates the year levels for which they are available.

Report Name Year 3 Year 5 Year 7 Year 9School Summary Report 4 4 4 4

Group Summary Report 4 4 4 4

Assessment Area Report 4 4 4 4

Writing Criteria Report 4 4 4 4

Item Analysis Report 4 4 4 4

Student Response Report 4 4 4 4

Student Achievement Level Report 4 4 4 4

Five Year Trend Report 4 4 4 4

School Comparison Report 4 u 4

School-Student Comparison Report 4 u 4

Relative Growth Report u u u

4 Report is available for NAPLAN results for 2008 to 2013 u Report is available for NAPLAN results from 2012

List of reports and functions

For 2013, the NAPLAN ‘Report Name’ menu has the following report options:

• School Summary Report – displays national, state and school distribution data for each test area (Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy). This report presents data displayed against the National Assessment Program Scale. It shows a graphic displaying data in box-and-whisker plots and a table of summary statistics (see page 13).

• Group Summary Report – compares all students and subgroups of students at the school with the same groups for the nation and state (see page 14).

• Assessment Area Report – summarises results for groups of students by test area or dimension and shows where school results vary significantly from the state (see page 15).

• Writing Criteria Report – summarises group performances on the Writing test for each of the ten criteria against which the national Writing test was assessed (see page 16).

• Item Analysis Report – provides distractor analysis, including percentages correct, for each Reading, Spelling, Grammar and Punctuation, and Numeracy item. It also displays data for the National, State and Group cohorts and includes a description of the skill assessed against each item. This report is available in both tabular and graphical format (see page 17).


• Student Response Report – provides detailed information on results for either one student or for a group of students (see page 18).

• Student Achievement Level Report – provides summary information on results for either one student or for a group of students. This report can be printed in graphic and tabular formats. This data is displayed against the National Assessment Program Scale (see page 20).

• Five Year Trend Report – presents national, state and school data from 2009 to 2013 as box-and-whisker plots on the national scale. These are provided separately for each test area (Reading, Writing, Spelling, Grammar and Punctuation and Numeracy). In addition, national, state and school scaled score means are plotted on a line graph over the five year period of comparison (see page 22).

• School Comparison Report – compares results of students at the school who undertook the Year 5 (7 or 9) tests in 2013 with their results, if available, for the tests they undertook in Year 3 (5 or 7) in 2011. National, state and (where applicable) school results are also shown for each of the two testing periods (see page 23).

• School–Student Comparison Report – shows, for an individual student, Year 3 (5 or 7) results from 2011 and Year 5 (7 or 9) results from 2013 with respect to the distribution of national, state and (where applicable) school outcomes (see page 25).

• Relative Growth Report – this report shows the level of growth for each student relative to similar ability students. Each student’s level of relative growth is determined by comparing their result to results of Victorian students who had the same NAPLAN score two years ago. The tabular version of the report shows the scaled score outcomes and relative growth category (‘high’, ‘medium’ or ‘low’) for each student at the school that participated in NAPLAN assessment. The graphical version of the report provides a summary of these relative growth levels, and also displays them with respect to achievement levels from two years prior (see page 27). Note: this report is available for Year 5, Year 7 and Year 9.


school summary report

This report provides data on groups of students who completed the Years 3, 5, 7 and 9 NAPLAN tests and reports on Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy. The School Summary Report displays the national, state and school distribution data for each test area on the National Assessment Program scale (National Band results).

The report can be viewed for all students or by subgroup (Girls, Boys, LBOTE and ATSI) and provides a graphic displaying data in box-and-whisker plots. A table showing summary statistics is included below the graphs. For the National Report, these statistics are given as scaled scores.

example of school summary report

Note: Where there are fewer than ten students in the selected group, the box-and-whisker presentation is replaced by a series of dots. Each dot represents a specific student, except when there are students who receive the same result.

These graphs show the distribution of national, state and school results on the (ten band) National scale.

This table provides the scaled score summary statistics at national, state and school levels.


group summary report

This report graphically displays the national, state and school distribution data separately for each test area (Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy), broken down by subgroup (All Students, Boys, Girls, LBOTE and ATSI). In addition, a summary table for each test area shows the number of students from the school, by subgroup, who obtain results in each achievement level.

Reports on the National Assessment Program scale show the percentage of students who have results ABOVE, AT and BELOW the National Minimum Standard. These percentages do not include students who were absent from the test.

Note: Where there are fewer than ten students in the selected group, the box-and-whisker presentation is replaced by a series of dots. Each dot represents a specific student, except when there are students who receive the same result.

example of group summary report

These graphs show the distribution of national, state and school results for All Students, Boys, Girls, LBOTE and ATSI students respectively.

When a school group has fewer than ten students, the results are reported as a dot per student (may be superimposed for identical scores).


Assessment Area report

The Assessment Area Report groups data by assessment area or dimension, and displays the total percentage of correct responses to items within each assessment area.

Assessment areas reported in Literacy are Reading, Grammar and Punctuation, and Spelling.

Assessment areas reported in Numeracy are Number, Measurement, chance and data, Space and Structure. Structure is equivalent to the Algebra, function and pattern strand in the NAPLAN tests.

The data is displayed as a horizontal bar chart which shows the percentage correct for the school and the state. The report also highlights any area where there is a significant difference between the percentage correct for the school and that for the state. Care should be taken when analysing the results for small groups (see page 29 for further information about interpreting results).

example of Assessment Area report

This section lists those areas where the school varied significantly from the state (if applicable).

This figure shows the number of items assessed that contribute to this report.


Writing Criteria report

The Writing Criteria Report shows the frequency of scores for each of the ten criteria against which the Writing test was assessed. This report shows bar graphs for national, state and school data.

Students were asked to write a persuasive text based on a common stimulus and given time to plan, write and edit their work. The same stimulus was given to Years 3, 5, 7 and 9 students.

In 2013, the stimulus was “Hero awards”.

Student writing was assessed against the following ten criteria:

Criterion Description Score range

Audience The writer’s capacity to orient, engage and persuade the reader 0 – 6Text structure The organisation of the structural components of a persuasive text

(introduction, body and conclusion) into an appropriate and effective text structure

0 – 4

Ideas The selection, relevance and elaboration of ideas for a persuasive argument 0 – 5Persuasive devices

The use of a range of persuasive devices to enhance the writer’s position and persuade the reader

0 – 4

Vocabulary The range and precision of contextually appropriate language choices 0 – 5Cohesion The control of multiple threads and relationships across the text, achieved

through the use of referring words, ellipsis, text connections, substitutions and word associations

0 – 4

Paragraphing The segmenting of text into paragraphs that assists the reader to follow the line of argument

0 – 3

Sentence structure

The production of grammatically correct, structurally sound and meaningful sentences

0 – 6

Punctuation The use of correct and appropriate punctuation to aid the reading of the text 0 – 5Spelling The accuracy of spelling and the difficulty of the words used 0 – 6

Links are provided at the top of the report to both the 2013 Writing Stimulus and the 2013 Marking Guide.

example of Writing Criteria report

Click on the links to view the 2013 Writing Stimulus and Marking Guide.

The graphs show the percentage of results for each score.


Item Analysis report

The tabular version of the Item Analysis Report provides summary information about items in Reading, Spelling, Grammar and Punctuation, and Numeracy. All reports are available by item order or by difficulty order. In addition, Numeracy reports can be run by dimension order. For Years 7 and 9, the Numeracy reports are available either for the calculator and non-calculator tests separately, or as a combined report.

This report provides item distractor analysis information, including the percentage correct for each question for the national, state and school cohorts, and a description of the skill assessed for each item. For multiple choice questions, the percentage for each item response is also given.

A link is provided from each item number (in column 1) to the test item in the relevant NAPLAN 2013 test paper. A document providing summary information about the test can be accessed via a link above the table in the report.

example of Item Analysis report - tabular format

Each item number is a link to the test question.

This link displays a summary document for this test.


A graphical version of the Item Analysis Report is available to complement the tabular report. This report enables item level data for each test to be viewed as a column graph, displaying the percentage of students in the school or selected group who responded correctly to each question. It also provides a comparison to the corresponding state and national percentages.

example of Item Analysis report - graphical format

student response report

This report is a concise summary of each student’s performance. It shows the student’s total score and items answered correctly. The incorrect item responses are given where possible for Reading, Spelling, Grammar and Punctuation, and Numeracy. For Writing, the student’s score for each criterion and the total score is displayed.

The report can be printed for individuals or groups of students. An individual student’s report can also be provided to parents if they require further information about their child’s results.

All reports are available by item order or by difficulty order. In addition, Numeracy reports are available by dimension order. For Years 7 and 9, the non-calculator and calculator reports are provided separately. A combined report displays only the total correct for each of the two tests and a combined total score.

The column graph shows the percentage of students at the school who correctly responded to each test question.

The national and state percentage correct are indicated by the black and yellow lines.


example of student response report

Note: Letters denote an incorrect response. For example - A, B, C, D and E relate to the first, second, third, fourth or fifth multiple-choice options in a question.

A summary is provided at the end of each report that displays:

• the percentage of correct responses for each item for the Group and for the State, and • the Group and State median, mean and standard deviation.

Shows the total number of correct items for each student.


student Achievement Level report

The Student Achievement Level Report provides individual student results for each test outcome where a result is available.

The report shows the performance of individual students in the school in each area assessed. This report can be printed for all students in a group or for an individual student.

student Achievement Level report - graphical format

This report reflects the information contained in the NAPLAN Student Report. It displays the student’s Achievement Score for each assessment area in relation to the national mean and the middle 60% of national results. The dots indicate the student’s results for each assessment area.

example of student Achievement Level report

The shaded areas show the national range of achievement for the middle 60% of students for the year level.


student Achievement Level report - tabular format

The tabular form of this report gives the Scaled Score outcome for each student in the group, and for each test for which a result is available.

Reports student achievement in scaled scores.


Five Year Trend report

This report provides trend data on groups of students who have completed the NAPLAN tests.

The report shows summary results in the form of box-and-whisker graphs for students in Years 3, 5, 7 and 9 in the areas of Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy. Results are given for the national, state and school groups. The report can be run for the whole group (All), or by Gender, LBOTE or ATSI status.

In addition, a line graph is provided showing the national, state and school mean scaled scores plotted over time. These means are also displayed numerically in a table at the end of the report.

This graph plots the mean of the selected outcome for the national, state and school group for each year of NAPLAN.

This table displays the means as a scaled score and includes a count of students in the school group.

These graphs show the national, state and school distribution of results for the selected outcome for each year of NAPLAN.


school Comparison report – matched school group

This report provides data on groups of students who completed Year 5, Year 7 or Year 9 tests and reports on Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy.

This report shows the growth between 2011 and 2013 results for students who undertook the 2011 and 2013 tests at the same school. This version of the report is not available for Year 7 students at secondary schools (where there is no Year 5 cohort). The report shows data at the national and state levels, as well as that for

• the school group (all students in the school at the time of testing)

• the matched school group (only students who were present at the school for both the 2011 and the 2013 tests)

These data are longitudinal in nature and are useful for comparing the change in performance of the same groups of students between 2011 and 2013 (e.g. how the performance of Year 3 students in 2011 compares to their performance now they are in Year 5 in 2013). Alternatively, these data are useful for investigating the rate of progress of a group of students over time, relative to other students in the nation and state.

example of Year 5 school Comparison report – matched school group

For each set of results:

- The first (blue) box-and-whisker shows the distribution of results for all Australian students in the relevant year. (National)

- The second (yellow) box-and-whisker shows the distribution of results for all Victorian students in the relevant year. (State)

- The third (red) box-and-whisker shows the distribution of results for all students who completed the test at the school in the relevant year. (School)

- The fourth (green) box-and-whisker shows the distribution of results for those students who completed both the 2011 and 2013 tests at the school. (Matched School Group)


school Comparison report – matched school group The Matched Student Group version of the School Comparison Report is available for all schools with a Year 7 cohort. P-12 schools can also see this version of the report for Year 5 and Year 9 students. This report is similar to the Matched School Group version described above, but contains the following adjustments:

• There is no ‘School’ group (red) for 2011

• The ‘Matched School’ group (green) is replaced by a ‘Matched Student’ group (orange). This is the group of students who sat the 2013 test at the school and who have a 2011 result from this or another school.

example of Year 7 school Comparison report




- The third (red) box-and-whisker shows the distribution of results for all students who completed the 2013 test at the school. (School – current year only)

- The fourth (orange) box-and-whisker shows the distribution of results for those students who completed the 2013 tests at the school, and who have a 2011 result from this or another school. (Matched Student Group)


school-student Comparison report

This report provides data on individual students who completed Year 5, Year 7 or Year 9 tests and reports on Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy.

For Year 5 and Year 9, this report shows the achievement levels for an individual student in 2011 and 2013, with respect to the corresponding national, state and school data for those years. The school data provided represents the complete school group (all students at the school at the time of testing).

A School-Student Comparison Report is available for Year 5 to Year 7. For schools that have both Year 5 and Year 7 enrolments, it follows the same format as that described above for Year 5 and Year 9 students. For other secondary schools, the report is the same except that the 2011 Year 5 ‘School’ distributions cannot be provided, and hence the (red) box-and-whiskers for 2011 Year 5 are not shown on the graph for these schools.

These data are useful for determining the change in a student’s performance between 2011 and 2013 (e.g. how the student’s Year 7 performance in 2011 compares to their performance in Year 9 in 2013). These data are also useful for determining a student’s rate of progress over time relative to other students in the national, state or school groups.

scaled score summary table

The scaled score summary table (formerly found at the top of the Student Comparison Report) has been appended to the School Comparison Report, so that schools are still able to view the average scaled score differences between testing periods for national, state, school and (where applicable) matched school or matched student groups. example of scaled score summary table showing Year 3 to Year 5 comparisons

Note: In the Year 7 report for schools with no Year 5 cohort, no 2011 Year 5 ‘School Mean’ is given, and the statistics for the ‘Matched School’ group are replaced with those for the ‘Matched Student’ group.


example of Year 9 school–student Comparison report




- The third (red) box-and-whisker shows the distribution of results for all students who completed the test at the school in the relevant year. (School)

Note: The 2011 Year 5 ‘School’ distribution is not provided for Year 7 students, unless there were Year 5 students enrolled at the school in 2011.

These dots show the result for the nominated student for the tests in Year 7 and Year 9 respectively.


relative growth report

The Relative Growth Report shows the level of growth for each student relative to similar ability students and enables schools to make more informed judgements about a student’s progress between testing periods. Each student’s level of relative growth is determined by comparing their result to results of Victorian students that had the same NAPLAN score two years ago. If, compared to the current year scores for this group of ‘similar’ students, the student’s current year NAPLAN score is in the:

• highest 25%, their growth is categorised as ‘High’ (Green),

• middle 50%, their growth is categorised as ‘Medium’ (Yellow),

• lowest 25%, their growth is categorised as ‘Low’ (Red).The tabular version of the report shows the scaled score outcomes and relative growth category (high, medium or low) for each student at the school that participated in NAPLAN assessment. The report may be ordered by students’ prior or current scores, or by student name, and may be viewed at a class or school level. A link is provided at the top of the report to a document containing further details about this report and some examples of how it may be used and interpreted. example of Year 7 relative growth report - tabular format

Link to Reference document

For a given student, ‘similar students’ are those Victorian students that had the same NAPLAN score in 2011.


The graphical version of the report provides a summary of these relative growth levels, and also displays them with respect to achievement levels from two years prior.

example of Year 7 relative growth report - graphical format


section 3: Interpretation of resultsAll reports in the NAPLAN Data Service are provided using the National Assessment Program scale.

NAPLAN results for 2008, 2009, 2010, 2011, 2012 and 2013 are based on the scaled scores which form the numeric continuum from which the ten national reporting bands are derived. (See page 2 for further information on scaled scores and national reporting bands.) Reports showing national, state, school or subgroup distributions are generally presented as box-and-whisker graphs and referenced to the national reporting bands. The underlying summary statistics which generate these graphs are displayed, where appropriate, as scaled scores.

Scaled scores can be directly compared across time within any given assessment area. However, comparison of scaled scores across different assessment areas is not meaningful and is not recommended.

The national data used in the NAPLAN Data Service has been drawn from a large, scientifically constructed sample of results from across Australia. Graphs and tables for state data use results from the full Victorian testing cohorts of over 61,000 students at each of Years 3, 5, 7 and 9, spread across approximately 2,300 primary and secondary schools.

making comparisons

A number of factors should be taken into account when making comparisons using school, subgroup or individual student data. In particular, schools should consider:

• the size of the group• the size of the difference between groups.

school and subgroup comparisons

Group level achievement data is more stable and more reliable when it is based on large groups. In general, the larger the group, the more reliably representative the data will be. For example, the national and state data presented in the Data Service has been based on very large numbers of students and will accurately reflect general achievement across Australia and Victoria respectively. With the exception of very small schools, school level data is also generally reliable, and meaningful comparisons may be made between the school performances and those of the state or the nation.

For schools with very small student numbers, care must be taken when making such comparisons as the difference may simply reflect the normal variation that occurs whenever student performance is measured. Similarly, in drawing conclusions about subgroup or class differences, consideration must be given to the size of the group. Group level results for a group with fewer than ten students cannot be used to provide accurate or meaningful comparisons.

The data for a complete Five Year Trend Data Report has been supplied, allowing schools to compare results for 2009, 2010, 2011, 2012 and 2013.

As with school or subgroup comparisons made within a testing year, the validity of comparisons made over time will depend on both the size of the group and the size of the observed differences between groups.

If observed differences between groups are large, schools can be confident that they reflect a true disparity. Small differences may occur just by chance, especially when the groups are relatively small. Even for large groups, very small differences are unlikely to be of great practical significance, unless they form a consistent pattern over time.


Individual comparisons and improvement

NAPLAN consists of a number of single point-in-time tests designed to complement and confirm other classroom assessments, and should generally provide a very good indication of student ability at an individual level. However, occasional anomalies will occur, and if the test results for an individual student vary considerably from teacher expectations, teachers are encouraged to investigate the performance more closely. It is possible, for example, that the student was unwell on the day of the test and did not perform to the best of his or her ability.

For students in Year 5, Year 7 or Year 9 in 2013 it is possible to compare current NAPLAN results with those from Year 3, Year 5 or Year 7 in 2011. This can be done either by:

• looking at the results for a selected student in any test area (Reading, Writing, Spelling, Grammar and Punctuation or Numeracy) with respect to national, state and school outcomes, and noting any shift in relative performance. (School-Student Comparison Report)

• comparing the relative growth from 2011 to 2013 for a selected student in any test area and noting whether this is classified as ‘high’, ‘medium’ or ‘low’ with respect to gains made by similar students. (Relative Growth Report).

Both the relative position of a student’s outcome with respect to national, state or school results, and his or her relative growth categorisation, enable schools to make more informed judgements about the student’s progress than can be achieved by just looking at the scaled score differences between testing periods. This is because scaled score differences vary greatly depending on the student’s starting point from two years prior. It must still be remembered however, that individual results are subject to a greater degree of variation than those for larger groups of students, and that, as noted above, anomalies at the individual level will occasionally occur.


section 4: NAPLAN student reportsA NAPLAN Student Report is provided for the parents for each student who undertook the Years 3, 5, 7 or 9 tests.

The format of the NAPLAN Student Reports is the same for all states and territories and has been set nationally for reporting student achievement results to parents for NAPLAN in 2013.

Each NAPLAN Student Report will include:

• student and school details• information about the NAPLAN tests• a ‘How to read the student report’ section • a pictorial example • individual student’s achievement results for Reading, Writing, Language Conventions (Spelling,

Grammar and Punctuation) and Numeracy on the National Assessment Program scale• an indicator for each assessment area that shows the national average and the middle 60% of

national results• a written description for each assessment area identifying the types of skills assessed • a ‘Summary of Skills and Understandings Assessed’ table describing what students are likely to

demonstrate in each of the bands.


sample page 1 of the NAPLAN student report

BandReading Persuasive Writing Language Conventions Numeracy

Processes and interprets ideas that are implicit in a range of complex narrative and information texts. Analyses and evaluates evidence in persuasive texts and identifies language features to infer an author’s intended purpose and audience.

Incorporates elaborated ideas that reflect a worldwide view on the topic. Makes consistently precise word choices that engage and persuade the reader and enhance the writer’s point of view. Punctuates sentence beginnings and endings correctly and uses other complex punctuation correctly most of the time. Shows control and variety in paragraph construction to pace and direct the reader’s attention.

Identifies errors and correctly spells words with difficult spelling patterns (miniature, severely, technological).Demonstrates knowledge of grammar and punctuation conventions in more complex texts, such as the correct use of possessive pronouns (its).

Solves complex reasoning problems. Uses square roots and powers. Evaluates algebraic expressions and solves equations and inequalities using substitution. Interprets simple linear graphs. Interrogates data and finds measures of centre. Calculates elapsed time across time zones. Determines angle size, area and volume of polygons and diameter and circumference of circles. Recognises congruence and uses similarity in regular shapes.

Interprets ideas and processes information in a range of complex texts. Understands how character traits and behaviours are used to develop stereotypes. Analyses and interprets persuasive texts to infer a specific purpose and audience. Uses the context to interpret vocabulary specific to a text or topic.

Writes a cohesive text that begins to engage and persuade the reader. Makes deliberate and appropriate word choices to create a rational or emotional response. Attempts to reveal attitudes and values and to develop a relationship with the reader. Constructs most complex sentences correctly. Spells most words, including many difficult words, correctly.

Identifies errors and correctly spells most words with difficult spelling patterns (echoes, principle, angrily, encouraged).Demonstrates knowledge of grammar and punctuation conventions in more complex texts, such as appropriate sentence structure, the correct use of pronouns, pairs of conjunctions (neither, nor), forms of adverbs (more deeply), complex verb forms and quotation marks for effect.

Solves non-routine problems and compares common fractions, decimals and key percentages. Continues linear patterns and identifies non-linear rules. Solves perimeter and area problems. Determines probabilities of outcomes of experiments. Classifies triangles and uses their properties. Identifies transformations of shapes and visualises changes to 3-D objects. Determines direction using compass points and angles of turn.

Applies knowledge and understanding of different text types to process ideas, draw conclusions and infer themes and purpose. Identifies details that connect implied ideas across and within texts including character motivation in narrative texts, the writer’s values in persuasive texts and the main ideas in information texts.

Writes a persuasive text with a developed introduction, an elaborated body and a clear conclusion. Develops plausible arguments through use of logic, language choices and effective persuasive devices. Joins and orders ideas using connecting words and maintains clear meaning throughout the text. Correctly spells most common words and some difficult words, including words with less common spelling patterns and silent letters.

Identifies errors and correctly spells words with common spelling patterns and some words with difficult spelling patterns (temporary, ineffective, excellent, circulated). Demonstrates knowledge of grammar and punctuation conventions in more complex texts, such as the correct use of compound verbs (could have), apostrophes for possession (nobody’s) and quotation marks for speech.

Solves multistep problems involving relational reasoning. Calculates missing values in equations. Interprets rules and patterns and completes simple inequalities. Finds perimeters and areas of composite shapes. Calculates elapsed times across midday and midnight. Expresses probability as a fraction. Compares and classifies angles and solves problems involving nets. Uses scale to determine distance on maps.

Makes meaning from a range of text types of increasing difficulty and understands different text structures. Recognises the purpose of general text features such as titles and subheadings. Makes inferences by connecting ideas across different parts of texts. Interprets figurative language and identifies the main differences between characters in narrative texts.

Organises a persuasive text using focused paragraphs. Uses some effective persuasive devices and accurate words or groups of words when developing points of argument and ideas. Punctuates nearly all sentences correctly with capitals, full stops, exclamation marks and question marks. Correctly uses more complex punctuation markers some of the time.

Identifies errors and correctly spells most words with common spelling patterns (soldiers, address, meant, activity).Demonstrates knowledge of grammar and punctuation conventions in more complex texts, such as appropriate and clear sentence structure and the correct use of varied conjunctions (whether).

Solves multistep problems including those involving directed numbers, decimals, fractions and percentages. Continues patterns to higher terms. Finds unknowns in simple equations. Converts between familiar units of measure. Calculates durations of events. Interprets and uses data from a variety of displays. Recognises nets of familiar 3-D objects and symmetry in irregular shapes. Interprets maps using scales, legends and coordinate systems.

Uses clearly stated information in familiar text types to draw some conclusions and inferences. Draws conclusions about a character in narrative texts. Connects and sequences ideas in longer information texts and identifies opinions in persuasive texts.

Structures a persuasive text to include an introduction and a body containing some related points of argument. Includes enough supporting detail for the writer’s point of view to be easily understood by the reader, although the conclusion may be weak or simple. Correctly structures most simple and compound sentences and some complex sentences.

Identifies errors and correctly spells one- and two-syllable words with common spelling patterns (grown, drafting, message).Recognises grammar and punctuation conventions in standard sentences and speech, such as the correct use of verb forms, synonyms, connecting words (however), brackets and apostrophes for contractions (he’s).

Solves routine problems using a range of strategies. Demonstrates knowledge of fractions and decimals to hundredths. Continues number and spatial patterns. Uses familiar measures to estimate, calculate and compare area or volume. Reads graduated scales. Compares likelihood of outcomes in chance events. Recognises the effect of transformations on 2-D shapes. Uses compass points and angles of turn to interpret maps.

Locates clearly stated information in factual and narrative texts to connect ideas and make inferences. Identifies the meaning of some unfamiliar words from their context and finds key information in longer texts including those with tables and diagrams.

Writes a persuasive text in which paragraphs are used to group like ideas and persuasive devices are used to attempt to convince a reader. Correctly punctuates some sentences with both capital letters and full stops. May demonstrate correct use of capitals for names and some other punctuation. Correctly spells most common words.

Identifies errors and correctly spells some one- and two-syllable words with common spelling patterns.Recognises grammar and punctuation conventions in standard sentences and speech, such as consistency within sentences, the correct use of verb forms and appropriate order of phrases.

Solves problems involving unit fractions, combinations of addition and subtraction of two-digit numbers and number facts to 10 x 10. Identifies division as the inverse of multiplication. Interprets timetables and calendars and reads time on clocks to the quarter hour. Locates information in tables and graphs. Recognises familiar 2-D shapes after a transformation and identifies a line of symmetry. Visualises 3-D objects from different viewpoints.

Summary of skills assessedThe skills described in the following table represent those typically assessed in NAPLAN tests for Year 7 students. These skills increase in difficulty from the lowest to the highest band. A student achieving a result in a particular band is likely to have correctly answered questions involving skills in that band and in each band below it.

Year

7

Year

7

The National Assessment Program — Literacy and NumeracyIn May 2013, national literacy and numeracy assessments were administered to students in Years 3, 5, 7 and 9 throughout Australia.

This report shows your child’s achievement in those assessments.

The information contained in this report should be considered together with school-based assessments and reports.

Literacy AssessmentThe literacy assessment tasks measured student achievement in reading, persuasive writing and language conventions.

ReadingStudents were required to read a range of texts similar to those used in Year 7 classrooms and answer questions of varying difficulty to show their understanding of the material.

Persuasive WritingStudents were directed to write in response to stimulus material. This writing task required students to generate and organise ideas and demonstrate their skills in vocabulary use, sentence structure, spelling and punctuation.

Language ConventionsStudents were required to identify and correct spelling errors and answer multiple-choice questions on aspects of grammar and punctuation.

Numeracy AssessmentThe two numeracy assessment tasks measured student achievement across number; algebra, function and pattern; measurement, chance and data; and space. Questions required students to apply mathematical knowledge, skills and understandings in a variety of contexts.

A student’s result is shown on an achievement scale for each assessment area.

Results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in the assessments.

Results for Year 7 are reported across the range of Band 4 to Band 9, with Band 5 representing the national minimum standard for this year level.

The national average and the range of achievement for Year 7 students are also shown on the scale.

Your child’s results are shown on the inside pages of this report.

How to read the student report

Band 9

Band 8

Band 7

Band 6

Band 5

Band 4

If a student’s result is here, it means the result is well above the expected level of achievement for Year 7 students.

Year 7 students with results in Band 4 are below the national minimum standard.

The lightly shaded area shows the range of achievement for the middle 60% of Year 7 students in Australia.

The triangle shows the national average for Year 7 students.

The dot shows an individual student’s result.

This report shows the results for

Student Report 2013National Assessment Program

— Literacy and Numeracy

Student Report 2013 Student Report 2012National Assessment Program

— Literacy and Numeracy

Band

6

5

4

3

2

1

Reading Persuasive Writing Language Conventions NumeracyMakes meaning from a range of text types and understands how they are structured. Recognises the purpose of general text features such as titles and headings. Makes inferences by connecting ideas across different parts of texts. Draws conclusions about the feelings and motivations of characters and sequences events and information.

Organises a persuasive text using focussed paragraphs. Uses some effective persuasive devices and accurate words or groups of words when developing points of argument and ideas. Punctuates nearly all sentences correctly with capitals, full stops, exclamation marks and question marks. Correctly uses more complex punctuation marks some of the time.

Identifieserrorsandcorrectlyspells most words with common spelling patterns (gloves, collect, hungry, comfortable).Demonstrates knowledge of grammar and punctuation conventions in longer sentences and speech, such as the correct use of commas to separate phrases and apostrophes for contractions (we’ll).

Applies suitable strategies to solve problems using skills including: doubling and halving, simple multiplication and division and reading a centimetre scale. Demonstrates spatial awareness using an irregular repeating pattern.

Applies some knowledge of texts, makes inferences and processes information to understand the main idea in texts. Draws conclusions about a character in narrative texts. Connects and sequences ideas in short information texts.

Structures a persuasive text to include an introduction and a body containing some related points of argument. Includes enough supporting detail for the writer’s point of view to be easily understood by the reader, although the conclusion may be weak or simple. Correctly structures most simple and compound sentences and some complex sentences.

Identifieserrorsandcorrectlyspells one- and two-syllable words with common spelling patterns (spill, locked, pleasing, benches).Recognises grammar and punctuation conventions in standard sentences and speech, such as the correct use of adjectives, compound verbs (could have), capital letters for compound proper nouns and commas in lists.

Applies a small range of strategies to solve simple problems including: adding money and calculating change, using information from a graph for simple calculations and calculating time using analogue anddigitalclocks.Identifiesa3-Dobject from the shape of its faces.

Connects events and interprets the behaviour of characters in stories.Identifiesthemeaningof some unfamiliar words from theircontextandfindsspecificinformation in short factual texts and diagrams.

Writes a persuasive text in which paragraphs are used to group like ideas and persuasive devices are used to attempt to convince a reader. Correctly punctuates some sentences with both capital letters and full stops. May demonstrate correct use of capitals for names and some other punctuation. Correctly spells most common words.

Identifieserrorsandcorrectlyspells most one- and two-syllable words with common spelling patterns (clear, mail, brick, won).Recognises grammar and punctuation conventions in short sentences and speech, such as the correct use of groups of adjectives, referring pronouns (those) and capital letters for simple proper nouns.

Uses addition and subtraction of 2-digit numbers and simple multiplication to solve problems. Continues number patterns. Visualises a 3-D model from a different perspective. Reads a centimetrescale.Identifiesalineof symmetry in a 2-D shape.

Makes meaning from simple texts with familiar content and themes. Makes some connections between ideas that are not clearly stated.Identifiessimplecauseand effect. Makes some simple inferences and conclusions, such as identifying the main idea of a text.

Attempts to write a persuasive text containing a few related ideas or points of argument, although these are usually not elaborated. Correctly orders the words in most simple sentences. May experiment with using compound and complex sentences but with limited success. Orders and joins ideas using a few connecting words but the links are not always clear or correct.

Identifieserrorsandcorrectlyspells one-syllable words with simple spelling patterns (out, feet, rain, hose, would). Recognises grammar and punctuation conventions in short sentences, such as the correct use of linking and coordinating words (that, but), modifying or describing words, capital letters to begin a sentence, full stops and question marks.

Selects the most likely outcome in a simple chance event. Adds and subtracts 2-digit numbers. Reads time to the half-hour on ananalogueclockandidentifiesweekly intervals on a calendar.

Makes some meaning from short texts, such as simple reports and stories, which have some visual support. Makes connections between pieces of clearly stated information.

Shows some audience awareness by the use of simple persuasive language; for example, I think ... because ... and by providing some information to support reader understanding. Uses some capital letters and full stops correctly. Correctly spells most simple words used in the writing. Some other one- and two-syllable words may also be correct.

Identifieserrorsandcorrectlyspells some words with simple spelling patterns. Recognises grammar and punctuation conventions in short sentences, such as the correct use of pronouns (herself).

Locates a position of an object on asimpleplan.Identifiesthevalueof a 3-digit number. Matches a 3-D object to a 2-D view. Uses simple language of chance and simple language of time in familiar contexts.

Makes some meaning from simple texts with familiar content. Texts have short sentences, common words and pictures to support the reader. Finds clearly stated information.

Writes a small amount of simple content that can be read. May express an opinion and/or a reason. May write the words for some simple sentences in the correct order, but full stops and capital letters are usually missing or incorrect. Correctly spells a few simple words.

Identifieserrorsandcorrectlyspells a few words with simple spelling patterns. Recognises a small range of grammar and punctuation conventions in short sentences, such as the correct use of simple conjunctions (because) and common verbs (will go).

Names common 3-D objects. Selects the next number in a simple number pattern. Finds information in a simple table or graph. Understands simple place value. Completes simple addition tasks. Shows some understanding of spatial position.

Summary of skills assessed

The skills described in the following table represent those typically assessed in NAPLAN tests for Year 3 students. These skills increase in difficulty from the lowest to the highest band. A student achieving a result in a particular band is likely to have correctly answered questions involving skills in that band and in each band below it.

1730

2Ye

ar 3

Year

3

The National Assessment Program — Literacy and Numeracy

In May 2012, national literacy and numeracy assessments were administered to students in Years 3, 5, 7 and 9 throughout Australia.

This report shows your child’s achievement in those assessments.

The information contained in this report should be considered together with school-based assessments and reports.

Literacy AssessmentThe literacy assessment tasks measured student achievement in reading, persuasive writing and language conventions.

ReadingStudents were required to read a range of texts similar to those used in Year 3 classrooms and answer questions of varying difficulty to show their understanding of the material.

Persuasive WritingStudents were directed to write in response to stimulus material. This writing task required students to generate and organise ideas and demonstrate their skills in vocabulary use, sentence structure, spelling and punctuation.

Language ConventionsStudents were required to identify and correct spelling errors and answer multiple-choice questions on aspects of grammar and punctuation.

Numeracy AssessmentThe numeracy assessment task measured student achievement across number; function and pattern; measurement, chance and data; and space. Questions required students to apply mathematical knowledge, skills and understandings in a variety of contexts.

A student’s result is shown on an achievement scale for each assessment area.

Results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in the assessments.

Results for Year 3 are reported across the range of Band 1 to Band 6, with Band 2 representing the national minimum standard for this year level.

The national average and the range of achievement for Year 3 students are also shown on the scale.

Your child’s results are shown on the inside pages of this report.

How to read the student report

Band 6

Band 5

Band 4

Band 3

Band 2

Band 1

If a student’s result is here, it means the result is well above the expected level of achievement for Year 3 students.

Year 3 students with results in Band 1 are below the national minimum standard.

The lightly shaded area shows the range of achievement for the middle 60% of Year 3 students in Australia.

The triangle shows the national average for Year 3 students.

The dot shows an individual student’s result.

Band 3

This report shows the results for

Student Report 2012

17

89

9

9

8

7

6

5

4


NAPLAN Data service reports

The NAPLAN Data Service Reports can be used to supplement information in the NAPLAN Student Reports. Teachers are advised to become familiar with the content of the reports so they can answer parents’ questions about particular aspects of their children’s results.

Confidentiality of results

When discussing NAPLAN Student Reports with parents, teachers should point out that the information about each child is confidential to the child’s parents, the teacher and the school.

Distribution of NAPLAN student reports

It is important that teachers be fully informed of the detailed results of each student and of the results for their class as a whole, and that parents have the opportunity to discuss the results with the school.

The results sent to the school provide detailed information about the achievement of each student.

This information can be used to place the NAPLAN Student Reports in a wider context that enables strategies and suggestions for learning improvement to be discussed with parents.

Parental interest in NAPLAN results is very high and it is essential that NAPLAN Student Reports are delivered as soon as possible after their arrival at the school. NAPLAN Student Reports are confidential documents that contain personal information about each student and, given the need for confidentiality, the VCAA asks all schools to consider a direct mail out to parents or to issue the reports directly, through, for example, an information night or by collection from the school by parents.

Schools should retain evidence of distribution of reports to parents at the school, for example, a letter addressed to parents or notification in the school newsletter, and schools are strongly advised to make a copy of each report and retain it at the school.

replacement of NAPLAN student reports

The VCAA provides only one set of Student Reports to the school for distribution. Schools may photocopy the printed report sent to the school or access a similar report through the NAPLAN Data Service (see the Student Achievement Level Report on page 20).

NAPLAN Student Reports which carry an incorrect name as a result of incorrect information provided by the school may be replaced on request.

Queries about NAPLAN student reports

Parents who contact the VCAA with queries about their child’s report will, in most circumstances, be referred to the school. If the school has queries about results for particular students, it should contact the NAPLAN Helpdesk on freecall 1800 648 637 or email: [email protected]

34 NAPLAN 2013 Reporting Guide

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ose o

f a si

mpl

e inf

orm

atio

n te

xt.

7Eg

gsTL

IIn

terp

rets

deta

ils in

an

info

rmat

ion

text

.

8Eg

gsCU

Loca

tes a

n ex

plici

tly st

ated

det

ail i

n an

info

rmat

ion

text

.

9Eg

gsTL

KLo

cate

s exp

licitl

y sta

ted

deta

ils in

an

info

rmat

ion

text

.10

Eggs

TLI

Inte

rpre

ts a p

oint

in a

n in

form

atio

n te

xt.

11Eg

gsTL

ISu

mm

arise

s inf

orm

atio

n in

a ta

ble i

n an

info

rmat

ion

text

.

12Eg

gsTL

KIn

terp

rets

an im

age u

sing

deta

ils fr

om a

n in

form

atio

n te

xt.

13Th

e sto

ry o

f Thu

nder

and

Lig

htni

ngTL

IId

entifi

es th

e cha

ract

ers'

actio

n in

a fo

lkta

le.

14Th

e sto

ry o

f Thu

nder

and

Lig

htni

ngTL

KId

entifi

es th

e use

of b

rack

ets t

o en

close

a de

scrip

tion

in a

folk

tale.

15Th

e sto

ry o

f Thu

nder

and

Lig

htni

ngCU

Infe

rs h

ow ch

arac

ters

are p

ortra

yed

in a

folk

tale.

16Th

e sto

ry o

f Thu

nder

and

Lig

htni

ngTL

IIn

terp

rets

the r

easo

n fo

r a ch

arac

ter's

actio

n in

a fo

lkta

le.17

The s

tory

of T

hund

er a

nd L

ight

ning

TLI

Loca

tes d

irect

ly st

ated

info

rmat

ion

in a

folk

tale.

18Th

e sto

ry o

f Thu

nder

and

Lig

htni

ngCU

Inte

rpre

ts fig

urat

ive l

angu

age i

n a f

olkt

ale.

19A

n in

terv

iew w

ith A

ndy

Griffi

ths

TLI

Loca

tes d

irect

ly st

ated

info

rmat

ion

in a

n an

swer

in a

n in

terv

iew.

20A

n in

terv

iew w

ith A

ndy

Griffi

ths

TLI

Infe

rs in

form

atio

n fro

m a

n an

swer

in a

n in

terv

iew.


21A

n in

terv

iew w

ith A

ndy

Griffi

ths

TLI

Infe

rs in

form

atio

n fro

m a

n an

swer

in a

n in

terv

iew.

22A

n in

terv

iew w

ith A

ndy

Griffi

ths

TLI

Inte

rpre

ts de

tail

in a

n an

swer

in a

n in

terv

iew.

23A

n in

terv

iew w

ith A

ndy

Griffi

ths

TLI

Infe

rs th

e int

ervi

ewee

's op

inio

n fro

m a

n an

swer

in a

n in

terv

iew.

24A

n in

terv

iew w

ith A

ndy

Griffi

ths

CUIn

fers

the r

easo

n an

inte

rview

ee in

trodu

ces a

quo

te in

an

answ

er in

an

inte

rview

.

25Ka

iya g

oes h

untin

gTL

IIn

terp

rets

the m

eani

ng o

f an

onom

atop

oeic

wor

d in

a na

rrat

ive t

ext.

26Ka

iya g

oes h

untin

gTL

IIn

terp

rets

the r

easo

n fo

r a ch

arac

ter's

reac

tion

in a

narr

ativ

e tex

t.

27Ka

iya g

oes h

untin

gTL

IId

entifi

es in

form

atio

n w

hich

is n

ot ex

plici

tly st

ated

in a

narr

ativ

e tex

t.

28Ka

iya g

oes h

untin

gTL

IId

entifi

es th

e rea

son

for a

char

acte

r's ac

tion

in a

narr

ativ

e tex

t.

29Ka

iya g

oes h

untin

gTL

IId

entifi

es ev

iden

ce o

f an

emot

iona

l sta

te in

a na

rrat

ive t

ext.

30Ka

iya g

oes h

untin

gTL

IId

entifi

es th

e und

erly

ing

them

e of a

nar

rativ

e tex

t.31

Adop

t-a-D

ogTL

KId

entifi

es la

yout

and

text

elem

ents

in a

n ad

verti

sem

ent.

32Ad

opt-a

-Dog

TLI

Inte

rpre

ts an

adve

rtise

men

t to

iden

tify

auth

orsh

ip.

33Ad

opt-a

-Dog

TLI

Loca

tes d

irect

ly st

ated

info

rmat

ion

in a

n ad

verti

sem

ent.

34Ad

opt-a

-Dog

TLI

Sequ

ence

s the

ord

er o

f eve

nts s

tate

d di

rect

ly a

nd in

dire

ctly

in a

n ad

verti

sem

ent.

35Ad

opt-a

-Dog

TLK

Iden

tifies

a rh

etor

ical d

evice

use

d in

an

adve

rtise

men

t

36Ad

opt-a

-Dog

TLI

Iden

tifies

the m

eani

ng o

f a q

uota

tion

cont

aini

ng a

n id

iom

in a

n ad

verti

sem

ent.

KEY

C

U =

Con

text

ual u

nder

stan

ding

: rel

ates

to th

e te

xt in

its c

onte

xt, i

nclu

ding

cul

tura

l pur

pose

, aud

ienc

e an

d ba

ckgr

ound

s/in

tent

ions

/res

pons

es o

f writ

er/r

eade

rs.

TLI =

Tex

t loc

atio

n an

d in

terp

reta

tion:

rela

tes t

o th

e m

eani

ng o

f tex

t, in

clud

ing

cont

ent,

idea

s, in

form

atio

n, re

latio

nshi

ps, d

evel

opm

ent o

f arg

umen

ts a

nd p

lots

.

TLK

= T

ext a

nd la

ngua

ge k

now

ledg

e: re

late

s to

the

way

the

cons

truc

tion

of th

e te

xt c

ontr

ibut

es to

its m

eani

ng, i

nclu

ding

the

effec

t of t

he g

ener

ic st

ruct

ure,

layo

ut, l

angu

age,

gra

mm

ar a

nd v

isua

l ele

men

ts.


Ye

ar

5 r

ea

din

g

Que

stio

n Te

xt ti

tleS

ub-

stra

ndS

kill

asse

ssed

1Th

e tre

e of l

ifeTL

ILo

cate

s dire

ctly

stat

ed in

form

atio

n in

the fi

rst p

arag

raph

of a

n in

form

atio

n te

xt.

2Th

e tre

e of l

ifeTL

ILo

cate

s dire

ctly

stat

ed in

form

atio

n in

the s

econ

d pa

ragr

aph

of a

n in

form

atio

n te

xt.

3Th

e tre

e of l

ifeTL

ILo

cate

s dire

ctly

stat

ed in

form

atio

n in

the s

econ

d pa

ragr

aph

of a

n in

form

atio

n te

xt.

4Th

e tre

e of l

ifeTL

IIn

terp

rets

info

rmat

ion

from

a la

bel o

f a p

hoto

grap

h in

an

info

rmat

ion

text

.

5Th

e tre

e of l

ifeTL

ILo

cate

s dire

ctly

stat

ed in

form

atio

n in

the s

econ

d pa

ragr

aph

of a

n in

form

atio

n te

xt.

6Th

e tre

e of l

ifeTL

KId

entifi

es th

e pur

pose

of a

pho

togr

aph

in a

n in

form

atio

n te

xt.

7A

n in

terv

iew w

ith

And

y Gr

iffith

sTL

ILo

cate

s dire

ctly

stat

ed in

form

atio

n in

an

answ

er in

an

inte

rview

.

8A

n in

terv

iew w

ith

And

y Gr

iffith

sTL

IIn

fers

info

rmat

ion

from

an

answ

er in

an

inte

rview

.

9A

n in

terv

iew w

ith

And

y Gr

iffith

sTL

IIn

fers

info

rmat

ion

from

an

answ

er in

an

inte

rview

.

10A

n in

terv

iew w

ith

And

y Gr

iffith

sTL

IIn

terp

rets

deta

il in

an

answ

er in

an

inte

rview

.

11A

n in

terv

iew w

ith

And

y Gr

iffith

sTL

IIn

fers

the i

nter

view

ee's

opin

ion

from

an

answ

er in

an

inte

rview

.

12A

n in

terv

iew w

ith

And

y Gr

iffith

sCU

Infe

rs th

e rea

son

an in

terv

iewee

intro

duce

s a q

uote

in a

n an

swer

in a

n in

terv

iew.

13Ka

iya g

oes h

untin

gTL

IIn

terp

rets

the m

eani

ng o

f an

onom

atop

oeic

wor

d in

a na

rrat

ive t

ext.

14Ka

iya g

oes h

untin

gTL

IIn

terp

rets

the r

easo

n fo

r a ch

arac

ter's

reac

tion

in a

narr

ativ

e tex

t.

15Ka

iya g

oes h

untin

gTL

IId

entifi

es in

form

atio

n w

hich

is n

ot ex

plici

tly st

ated

in a

narr

ativ

e tex

t.

16Ka

iya g

oes h

untin

gTL

IId

entifi

es th

e rea

son

for a

char

acte

r's ac

tion

in a

narr

ativ

e tex

t.17

Kaiy

a goe

s hun

ting

TLI

Iden

tifies

evid

ence

of a

n em

otio

nal s

tate

in a

narr

ativ

e tex

t.

18Ka

iya g

oes h

untin

gTL

IId

entifi

es th

e und

erly

ing

them

e of a

nar

rativ

e tex

t.

19Fi

shin

g fro

m th

e ro

cks

TLI

Iden

tifies

the s

peak

er in

a po

em.

20Fi

shin

g fro

m th

e ro

cks

TLI

Inte

rpre

ts de

tail

in a

poem

.


21Fi

shin

g fro

m th

e ro

cks

TLI

Uses

evid

ence

to id

entif

y ch

arac

ter i

n a p

oem

.

22Fi

shin

g fro

m th

e ro

cks

TLI

Infe

rs re

ason

for a

n em

otio

nal r

espo

nse i

n a p

oem

.

23Fi

shin

g fro

m th

e ro

cks

CUId

entifi

es th

e int

ende

d pu

rpos

e and

audi

ence

of a

stat

emen

t in

a poe

m.

24Fi

shin

g fro

m th

e ro

cks

CURe

cogn

ises t

he co

mm

on m

otiv

atio

ns o

f cha

ract

ers i

n a p

oem

.

25D

uyfk

enTL

ILo

cate

s a st

ated

det

ail i

n an

info

rmat

ion

text

.

26D

uyfk

enTL

IIn

fers

the n

atur

e of a

n or

gani

satio

n fro

m d

etai

ls in

an

info

rmat

ion

text

.

27D

uyfk

enTL

ILo

cate

s a st

ated

det

ail i

n an

info

rmat

ion

text

.

28D

uyfk

enTL

ILo

cate

s a d

etai

l in

an in

form

atio

n te

xt.

29D

uyfk

enTL

IM

akes

conn

ectio

ns ac

ross

det

ails

in d

iffer

ent s

ectio

ns in

an

info

rmat

ion

text

.

30D

uyfk

enTL

IIn

terp

rets

a poi

nt in

an

info

rmat

ion

text

.

31D

uyfk

enCU

Infe

rs a

univ

ersa

l ben

efit f

rom

actio

ns d

escr

ibed

in a

n in

form

atio

n te

xt.

32Ci

ty o

f the

Anc

ients

CUId

entifi

es th

e gen

eric

mai

n pu

rpos

e of a

mov

ie re

view

.

33Ci

ty o

f the

Anc

ients

TLK

Iden

tifies

a pr

onou

n re

fere

nce i

n a m

ovie

revi

ew.

34Ci

ty o

f the

Anc

ients

CUIn

terp

rets

idio

mat

ic la

ngua

ge in

a m

ovie

revi

ew.

35Ci

ty o

f the

Anc

ients

TLK

Inte

rpre

ts th

e pur

pose

of a

n ex

clam

atio

n m

ark

in a

mov

ie re

view

.

36Ci

ty o

f the

Anc

ients

TLI

Exam

ines

mul

tiple

piec

es o

f inf

orm

atio

n to

infe

r an

opin

ion

in a

mov

ie re

view

.

37Ci

ty o

f the

Anc

ients

CUId

entifi

es a

n ap

prop

riate

med

ium

for a

mov

ie re

view

.

KEY

C

U =

Con

text

ual u

nder

stan

ding

: rel

ates

to th

e te

xt in

its c

onte

xt, i

nclu

ding

cul

tura

l pur

pose

, aud

ienc

e an

d ba

ckgr

ound

s/in

tent

ions

/res

pons

es o

f writ

er/r

eade

rs.

TLI =

Tex

t loc

atio

n an

d in

terp

reta

tion:

rela

tes t

o th

e m

eani

ng o

f tex

t, in

clud

ing

cont

ent,

idea

s, in

form

atio

n, re

latio

nshi

ps, d

evel

opm

ent o

f arg

umen

ts a

nd p

lots

.

TLK

= T

ext a

nd la

ngua

ge k

now

ledg

e: re

late

s to

the

way

the

cons

truc

tion

of th

e te

xt c

ontr

ibut

es to

its m

eani

ng, i

nclu

ding

the

effec

t of t

he g

ener

ic st

ruct

ure,

layo

ut, l

angu

age,

gra

mm

ar a

nd v

isua

l ele

men

ts.


Ye

ar

7 r

ea

din

g

Que

stio

n Te

xt ti

tleS

ub-s

tran

dS

kill

asse

ssed

1Sk

ippy

the B

ush

Kang

aroo

TLI

Loca

tes d

irect

ly st

ated

info

rmat

ion

in a

n in

form

atio

n te

xt.

2Sk

ippy

the B

ush

Kang

aroo

TLK

Iden

tifies

the s

pecifi

c pur

pose

of b

rack

ets i

n an

info

rmat

ion

text

.

3Sk

ippy

the B

ush

Kang

aroo

TLI

Conn

ects

info

rmat

ion

acro

ss se

nten

ces i

n an

info

rmat

ion

text

.

4Sk

ippy

the B

ush

Kang

aroo

TLI

Loca

tes d

irect

ly st

ated

info

rmat

ion

in a

n in

form

atio

n te

xt.

5Sk

ippy

the B

ush

Kang

aroo

TLI

Loca

tes d

irect

ly st

ated

info

rmat

ion

in a

n in

form

atio

n te

xt.

6Sk

ippy

the B

ush

Kang

aroo

TLK

Iden

tifies

the r

efer

ence

of a

rela

tive p

rono

un ac

ross

par

agra

phs i

n an

info

rmat

ion

text

.

7Fi

shin

g fro

m th

e roc

ksTL

IId

entifi

es th

e spe

aker

in a

poem

.

8Fi

shin

g fro

m th

e roc

ksTL

IIn

terp

rets

deta

il in

a po

em.

9Fi

shin

g fro

m th

e roc

ksTL

IUs

es ev

iden

ce to

iden

tify

char

acte

r in

a poe

m.

10Fi

shin

g fro

m th

e roc

ksTL

IIn

fers

reas

on fo

r an

emot

iona

l res

pons

e in

a poe

m.

11Fi

shin

g fro

m th

e roc

ksCU

Iden

tifies

the i

nten

ded

purp

ose a

nd au

dien

ce o

f a st

atem

ent i

n a p

oem

.

12Fi

shin

g fro

m th

e roc

ksCU

Reco

gnise

s the

com

mon

mot

ivat

ions

of c

hara

cter

s in

a poe

m.

13D

uyfk

enTL

ILo

cate

s a st

ated

det

ail i

n an

info

rmat

ion

text

.

14D

uyfk

enTL

IIn

fers

the n

atur

e of a

n or

gani

satio

n fro

m d

etai

ls in

an

info

rmat

ion

text

.

15D

uyfk

enTL

ILo

cate

s a st

ated

det

ail i

n an

info

rmat

ion

text

.

16D

uyfk

enTL

ILo

cate

s a d

etai

l in

an in

form

atio

n te

xt.

17D

uyfk

enTL

IM

akes

conn

ectio

ns ac

ross

det

ails

in d

iffer

ent s

ectio

ns in

an

info

rmat

ion

text

.

18D

uyfk

enTL

IIn

terp

rets

a poi

nt in

an

info

rmat

ion

text

.

19D

uyfk

enCU

Infe

rs a

univ

ersa

l ben

efit f

rom

actio

ns d

escr

ibed

in a

n in

form

atio

n te

xt.

20W

eeds

CUId

entifi

es th

e mai

n pu

rpos

e of a

per

suas

ive t

ext.

21W

eeds

TLK

Iden

tifies

the m

ain

tech

niqu

e use

d to

expr

ess a

n id

ea in

a pe

rsua

sive t

ext.

22W

eeds

TLK

Inte

rpre

ts a l

angu

age d

evice

in th

e mid

dle o

f a p

ersu

asiv

e tex

t.

23W

eeds

TLK

Iden

tifies

the p

urpo

se o

f a w

ord

in th

e mid

dle o

f a p

ersu

asiv

e tex

t.

24W

eeds

CUId

entifi

es th

e im

plied

char

acte

risat

ion

pres

ente

d at

the e

nd o

f a p

ersu

asiv

e tex

t.

25W

eeds

CUId

entifi

es th

e em

otio

n el

icite

d to

appe

al to

the r

eade

r at t

he en

d of

a pe

rsua

sive t

ext.

26O

ut at

Mid

nigh

tTL

IId

entifi

es a

char

acte

r's b

ehav

iour

in a

n im

agin

ativ

e tex

t.


27O

ut at

Mid

nigh

tTL

KIn

terp

rets

the m

eani

ng o

f a p

hras

e in

an im

agin

ativ

e tex

t.

28O

ut at

Mid

nigh

tTL

KIn

terp

rets

a cha

ract

er's

resp

onse

in a

n im

agin

ativ

e tex

t.

29O

ut at

Mid

nigh

tTL

IId

entifi

es a

char

acte

r's m

otiv

atio

n in

an

imag

inat

ive t

ext.

30O

ut at

Mid

nigh

tTL

IId

entifi

es w

hen

a cha

ract

er as

sum

es a

diffe

rent

per

spec

tive i

n an

imag

inat

ive t

ext.

31O

ut at

Mid

nigh

tTL

KId

entifi

es th

e cor

rect

figu

re o

f spe

ech

in a

n im

agin

ativ

e tex

t.

32RS

PCA

CUSu

mm

arise

s inf

orm

atio

n fro

m a

web

pag

e.

33RS

PCA

TLI

Inte

rpre

ts an

expr

essio

n fro

m co

ntex

t in

a web

pag

e.

34RS

PCA

TLI

Iden

tifies

appr

opria

te co

ntex

tual

info

rmat

ion

in a

web

pag

e.

35RS

PCA

TLI

Conn

ects

info

rmat

ion

acro

ss se

nten

ces i

n a w

eb p

age.

36RS

PCA

TLI

Iden

tifies

dire

ctly

stat

ed in

form

atio

n in

a w

eb p

age.

37RS

PCA

TLK

Iden

tifies

the r

elatio

nshi

p be

twee

n w

ritte

n an

d vi

sual

text

in a

web

pag

e.

38En

coun

ter i

n Ca

stle E

stond

rake

TLK

Iden

tifies

the p

urpo

se o

f the

intro

duct

ory

para

grap

hs in

a na

rrat

ive.

39En

coun

ter i

n Ca

stle E

stond

rake

TLI

Conn

ects

aspe

cts o

f a d

escr

iptio

n in

a na

rrat

ive t

o id

entif

y a g

ener

al st

atem

ent.

40En

coun

ter i

n Ca

stle E

stond

rake

TLI

Loca

tes d

irect

ly st

ated

info

rmat

ion

in a

narr

ativ

e.

41En

coun

ter i

n Ca

stle E

stond

rake

TLI

Infe

rs p

erso

nal q

ualit

ies in

a na

rrat

ive.

42En

coun

ter i

n Ca

stle E

stond

rake

TLI

Iden

tifies

a sy

nony

mou

s ter

m to

bui

ld co

here

nce i

n a n

arra

tive.

43En

coun

ter i

n Ca

stle E

stond

rake

TLI

Iden

tifies

the r

easo

n fo

r a ch

arac

ter's

beh

avio

ur in

a na

rrat

ive.

44En

coun

ter i

n Ca

stle E

stond

rake

TLI

Iden

tifies

a co

rrec

t sta

tem

ent a

bout

a ch

arac

ter.

45Th

e melt

ing

Third

Pol

eTL

IId

entifi

es a

shar

ed ch

arac

teris

tic in

a sc

ientifi

c des

crip

tion.

46Th

e melt

ing

Third

Pol

eTL

KIn

terp

rets

the u

se o

f sca

re q

uote

s in

a scie

ntifi

c des

crip

tion.

47Th

e melt

ing

Third

Pol

eTL

KIn

terp

rets

why

stat

istics

are u

sed

in a

scien

tific d

escr

iptio

n.

48Th

e melt

ing

Third

Pol

eTL

IIn

terp

rets

info

rmat

ion

in a

scien

tific d

escr

iptio

n.

49Th

e melt

ing

Third

Pol

eTL

ILo

cate

s inf

orm

atio

n in

a sc

ientifi

c des

crip

tion.

50Th

e melt

ing

Third

Pol

eTL

KId

entifi

es a

n ac

rony

m in

a sc

ientifi

c des

crip

tion.

KEY

C

U =

Con

text

ual u

nder

stan

ding

: rel

ates

to th

e te

xt in

its c

onte

xt, i

nclu

ding

cul

tura

l pur

pose

, aud

ienc

e an

d ba

ckgr

ound

s/in

tent

ions

/res

pons

es o

f writ

er/r

eade

rs.

TLI =

Tex

t loc

atio

n an

d in

terp

reta

tion:

rela

tes t

o th

e m

eani

ng o

f tex

t, in

clud

ing

cont

ent,

idea

s, in

form

atio

n, re

latio

nshi

ps, d

evel

opm

ent o

f arg

umen

ts a

nd p

lots

.

TLK

= T

ext a

nd la

ngua

ge k

now

ledg

e: re

late

s to

the

way

the

cons

truc

tion

of th

e te

xt c

ontr

ibut

es to

its m

eani

ng, i

nclu

ding

the

effec

t of t

he g

ener

ic st

ruct

ure,

layo

ut, l

angu

age,

gra

mm

ar a

nd v

isua

l ele

men

ts.


Ye

ar

9 r

ea

din

g

Que

stio

n Te

xt ti

tleS

ub-

stra

ndS

kill

asse

ssed

1M

ind

your

refle

ctio

nTL

ICo

nnec

ts in

form

atio

n ac

ross

sent

ence

s in

a mag

azin

e arti

cle.

2M

ind

your

refle

ctio

nCU

Eval

uate

s an

assu

mpt

ion

of a

n ex

perim

ent i

n a m

agaz

ine a

rticle

.

3M

ind

your

refle

ctio

nTL

ISe

quen

ces t

he st

eps o

f an

expe

rimen

t in

a mag

azin

e arti

cle.

4M

ind

your

refle

ctio

nTL

ILo

cate

s em

bedd

ed in

form

atio

n to

conn

ect i

deas

acro

ss th

e tex

t in

a mag

azin

e arti

cle.

5M

ind

your

refle

ctio

nTL

KEx

plai

ns u

se o

f a te

xt fe

atur

e in

a mag

azin

e arti

cle.

6M

ind

your

refle

ctio

nTL

ID

raw

s a si

mpl

e inf

eren

ce fr

om in

form

atio

n in

a m

agaz

ine a

rticle

.

7RS

PCA

CUSu

mm

arise

s inf

orm

atio

n fro

m a

web

pag

e.

8RS

PCA

TLI

Inte

rpre

ts an

expr

essio

n fro

m co

ntex

t in

a web

pag

e.

9RS

PCA

TLI

Iden

tifies

appr

opria

te co

ntex

tual

info

rmat

ion

in a

web

pag

e.

10RS

PCA

TLI

Conn

ects

info

rmat

ion

acro

ss se

nten

ces i

n a w

eb p

age.

11RS

PCA

TLI

Iden

tifies

dire

ctly

stat

ed in

form

atio

n in

a w

eb p

age.

12RS

PCA

TLK

Iden

tifies

the r

elatio

nshi

p be

twee

n w

ritte

n an

d vi

sual

text

in a

web

pag

e.

13M

alar

ia's a

ncien

t mas

kTL

ISy

nthe

sises

info

rmat

ion

to in

terp

ret t

he m

eani

ng o

f a ti

tle in

a m

agaz

ine a

rticle

.

14M

alar

ia's a

ncien

t mas

kTL

IM

akes

conn

ectio

ns b

etw

een

idea

s in

a mag

azin

e arti

cle.

15M

alar

ia's a

ncien

t mas

kTL

ICo

nnec

ts in

form

atio

n ac

ross

par

agra

phs i

n a m

agaz

ine a

rticle

.

16M

alar

ia's a

ncien

t mas

kTL

ICo

nnec

ts in

form

atio

n w

ithin

a se

nten

ce to

inte

rpre

t the

mea

ning

of a

phr

ase i

n a m

agaz

ine a

rticle

.17

Mal

aria'

s anc

ient m

ask

CURe

cogn

ises t

he au

thor

's in

tent

by

iden

tifyi

ng th

e mai

n pu

rpos

e of a

spec

ific p

art o

f the

text

in a

mag

azin

e arti

cle.

18M

alar

ia's a

ncien

t mas

kTL

KIn

terp

rets

the i

nfor

mat

ion

in a

foot

note

in a

mag

azin

e arti

cle.

19En

coun

ter i

n Ca

stle E

stond

rake

TLK

Iden

tifies

the p

urpo

se o

f the

intro

duct

ory

para

grap

hs in

a na

rrat

ive.

20En

coun

ter i

n Ca

stle E

stond

rake

TLI

Conn

ects

aspe

cts o

f a d

escr

iptio

n in

a na

rrat

ive t

o id

entif

y a g

ener

al st

atem

ent.

21En

coun

ter i

n Ca

stle E

stond

rake

TLI

Loca

tes d

irect

ly st

ated

info

rmat

ion

in a

narr

ativ

e.

22En

coun

ter i

n Ca

stle E

stond

rake

TLI

Infe

rs p

erso

nal q

ualit

ies in

a na

rrat

ive.

23En

coun

ter i

n Ca

stle E

stond

rake

TLI

Iden

tifies

a sy

nony

mou

s ter

m to

bui

ld co

here

nce i

n a n

arra

tive.

24En

coun

ter i

n Ca

stle E

stond

rake

TLI

Iden

tifies

the r

easo

n fo

r a ch

arac

ter's

beh

avio

ur in

a na

rrat

ive.

25En

coun

ter i

n Ca

stle E

stond

rake

TLI

Iden

tifies

a co

rrec

t sta

tem

ent a

bout

a ch

arac

ter.


26Be

ing

a veg

etar

ian

TLI

Inte

rpre

ts th

e writ

er's

reac

tion

to a

serie

s of q

uesti

ons i

n a b

log.

27Be

ing

a veg

etar

ian

CUId

entifi

es th

e per

suas

ive t

echn

ique

in a

para

grap

h of

a bl

og.

28Be

ing

a veg

etar

ian

TLK

Iden

tifies

the r

easo

n fo

r poi

nts o

f elli

psis

in a

sent

ence

in a

blog

.

29Be

ing

a veg

etar

ian

TLK

Iden

tifies

a pe

rsua

sive t

echn

ique

in a

para

grap

h of

a bl

og.

30Be

ing

a veg

etar

ian

TLK

Iden

tifies

an

exam

ple o

f col

loqu

ial l

angu

age i

n a b

log.

31Be

ing

a veg

etar

ian

CURe

cogn

ises t

he w

riter

's po

sitio

n in

a bl

og.

32In

the m

omen

tTL

IId

entifi

es ch

ange

s in

tone

in a

narr

ativ

e tex

t.

33In

the m

omen

tTL

IIn

fers

a ch

arac

ter's

attit

ude f

rom

det

ails

in a

narr

ativ

e tex

t.

34In

the m

omen

tTL

IM

akes

a co

nnec

tion

betw

een

deta

ils fo

und

in a

narr

ativ

e tex

t.

35In

the m

omen

tTL

IIn

fers

mea

ning

from

a sim

ile u

sed

in a

narr

ativ

e tex

t.

36In

the m

omen

tTL

IIn

fers

wor

d m

eani

ng in

a na

rrat

ive t

ext.

37In

the m

omen

tCU

Iden

tifies

type

of n

arra

tive t

ext.

38Th

e ulti

mat

e con

nect

ion

TLI

Inte

rpre

ts in

form

atio

n ac

ross

par

agra

phs i

n an

info

rmat

ive t

ext.

39Th

e ulti

mat

e con

nect

ion

TLI

Conn

ects

and

inte

rpre

ts in

form

atio

n ac

ross

a pa

ragr

aph

in a

n in

form

ativ

e tex

t.

40Th

e ulti

mat

e con

nect

ion

TLI

Iden

tifies

dire

ctly

stat

ed in

form

atio

n in

an

info

rmat

ive t

ext.

41Th

e ulti

mat

e con

nect

ion

TLI

Conn

ects

info

rmat

ion

acro

ss se

nten

ces i

n an

info

rmat

ive t

ext.

42Th

e ulti

mat

e con

nect

ion

TLK

Iden

tifies

use

of a

conj

unct

ion

to si

gnal

cont

rasti

ng v

iew in

an

info

rmat

ive t

ext.

43Th

e ulti

mat

e con

nect

ion

CUId

entifi

es th

e aut

hor's

inte

ntio

n in

an

info

rmat

ive t

ext.

44Go

ing

som

ewhe

reTL

IId

entifi

es th

e bas

is of

a re

latio

nshi

p be

twee

n ch

arac

ters

in a

n im

agin

ativ

e tex

t.

45Go

ing

som

ewhe

reTL

IId

entifi

es a

n un

derly

ing

way

of t

hink

ing

for a

char

acte

r in

an im

agin

ativ

e tex

t.

46Go

ing

som

ewhe

reTL

KId

entifi

es th

e sig

nific

ance

of d

escr

iptio

ns in

an

imag

inat

ive t

ext.

47Go

ing

som

ewhe

reTL

IId

entifi

es a

char

acte

r's p

erce

ptio

n in

an

imag

inat

ive t

ext.

48Go

ing

som

ewhe

reTL

KIn

terp

rets

a figu

re o

f spe

ech

in a

n im

agin

ativ

e tex

t.

49Go

ing

som

ewhe

reTL

IIn

fers

a ch

arac

ter's

mot

ivat

ion

in a

n im

agin

ativ

e tex

t.

KEY

C

U =

Con

text

ual u

nder

stan

ding

: rel

ates

to th

e te

xt in

its c

onte

xt, i

nclu

ding

cul

tura

l pur

pose

, aud

ienc

e an

d ba

ckgr

ound

s/in

tent

ions

/res

pons

es o

f writ

er/r

eade

rs.

TLI =

Tex

t loc

atio

n an

d in

terp

reta

tion:

rela

tes t

o th

e m

eani

ng o

f tex

t, in

clud

ing

cont

ent,

idea

s, in

form

atio

n, re

latio

nshi

ps, d

evel

opm

ent o

f arg

umen

ts a

nd p

lots

.

TLK

= T

ext a

nd la

ngua

ge k

now

ledg

e: re

late

s to

the

way

the

cons

truc

tion

of th

e te

xt c

ontr

ibut

es to

its m

eani

ng, i

nclu

ding

the

effec

t of t

he g

ener

ic st

ruct

ure,

layo

ut, l

angu

age,

gra

mm

ar a

nd v

isua

l ele

men

ts.


Ye

ar

3 L

ang

uag

e C

onve

nti

on

s

Que

stio

n M

issp

elt w

ord

Ski

ll as

sess

ed

1St

arz

Iden

tifies

an

erro

r in

a one

-sylla

ble w

ord

with

the e

ndin

g -s.

2Pr

itty

Iden

tifies

an

erro

r in

a tw

o-sy

llabl

e wor

d w

ith th

e sho

rt vo

wel

-e.

3pi

kId

entifi

es a

n er

ror i

n a o

ne-sy

llabl

e wor

d w

ith th

e end

ing

-ck.

4ye

lloCo

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith th

e end

ing

-ow.

5sh

opin

gCo

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith a

doub

le let

ter -

pp.

6le

efCo

rrec

tly sp

ells

a one

-sylla

ble w

ord

with

the l

ette

r pat

tern

-ea.

7ba

reCo

rrec

tly sp

ells

a one

-sylla

ble h

omop

hone

with

the l

ette

r pat

tern

-ea.

8w

inno

rCo

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith th

e suffi

x -er

.

9flo

urCo

rrec

tly sp

ells

a tw

o-sy

llabl

e hom

opho

ne w

ith th

e end

ing

-ow

er.

10ne

atley

Corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the e

ndin

g -ly

.11

bole

Corr

ectly

spel

ls a o

ne-sy

llabl

e wor

d w

ith th

e let

ter p

atte

rn -o

w.

12pa

rret

Corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the e

ndin

g -o

t.

13po

puler

Corr

ectly

spel

ls a t

hree

-sylla

ble w

ord

with

the e

ndin

g -a

r.

14lu

seCo

rrec

tly sp

ells

a one

-sylla

ble w

ord

with

the l

ong

vow

el -o

o.

15w

iteId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a o

ne-sy

llabl

e wor

d sta

rting

with

wh-

.

16w

yse

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a one

-sylla

ble w

ord

with

the d

ipht

hong

-i.

17m

ovm

ent

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d en

ding

-men

t, re

quiri

ng a

chan

ge to

the b

ase w

ord

(dro

p e).

18w

ayte

dId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the d

ipht

hong

-ai.

19gl

iter

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith th

e dou

ble l

ette

rs -t

t.

20ki

ndne

sId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the s

uffix -

ness

.

21he

lthy

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith th

e sho

rt vo

wel

-ea.

22ba

ttary

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a thr

ee-sy

llabl

e wor

d w

ith th

e end

ing

-ery

.

23da

yly

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d en

ding

-ly,

requ

iring

a ch

ange

to th

e bas

e wor

d (y

to i)

.

24sn

eese

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a one

-sylla

ble w

ord

with

the e

ndin

g -z

e.

25te

ckno

lgy

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a fou

r-syl

labl

e wor

d sta

rting

with

tech

-.


Que

stio

n C

urri

culu

m A

rea

Ski

ll as

sess

ed

26Gr

amm

arId

entifi

es th

e cor

rect

pre

posit

ion

to in

trodu

ce a

prep

ositi

onal

phr

ase i

n a s

impl

e sen

tenc

e.

27Gr

amm

arId

entifi

es th

e cor

rect

conj

unct

ion

in a

com

poun

d se

nten

ce.

28Gr

amm

arId

entifi

es th

e cor

rect

inde

finite

artic

le in

a sim

ple s

ente

nce.

29Gr

amm

arId

entifi

es th

e cor

rect

pre

sent

par

ticip

le of

an

irreg

ular

ver

b in

a sim

ple s

ente

nce.

30Gr

amm

arId

entifi

es th

e cor

rect

rela

tive p

rono

un to

intro

duce

an

adjec

tival

clau

se in

a co

mpl

ex se

nten

ce.

31Gr

amm

arId

entifi

es a

n ad

verb

in a

com

plex

sent

ence

.

32Gr

amm

arId

entifi

es th

e cor

rect

dum

my

subj

ect f

or a

noun

clau

se in

a co

mpl

ex se

nten

ce.

33Gr

amm

arId

entifi

es th

e cor

rect

mod

al au

xilia

ry in

a co

mpl

ex se

nten

ce.

34Pu

nctu

atio

nId

entifi

es th

e cor

rect

pos

ition

for a

n ap

ostro

phe o

f con

tract

ion

in a

simpl

e sen

tenc

e.35

Punc

tuat

ion

Iden

tifies

the c

orre

ctly

pun

ctua

ted

cont

ract

ion

in a

simpl

e sen

tenc

e.36

Gram

mar

Iden

tifies

the c

orre

ct ad

verb

to co

mpl

ete a

phr

asal

ver

b in

a sim

ple s

ente

nce.

37Gr

amm

arId

entifi

es th

e nou

n in

a sim

ple s

ente

nce.

38Pu

nctu

atio

nId

entifi

es th

e cor

rect

pla

cem

ent o

f spe

ech

mar

ks fo

r spe

ech

with

an

attri

butio

n.

39Pu

nctu

atio

nId

entifi

es th

e cor

rect

sent

ence

bou

ndar

y pu

nctu

atio

n be

twee

n tw

o sim

ple s

ente

nces

.

40Gr

amm

arId

entifi

es th

e cor

rect

auxi

liary

ver

b in

a sim

ple s

ente

nce.

41Gr

amm

arId

entifi

es th

e cor

rect

pro

noun

and

wor

d or

der f

or a

com

poun

d su

bjec

t in

a sim

ple s

ente

nce.

42Pu

nctu

atio

nId

entifi

es a

sent

ence

with

corr

ect b

ound

ary

punc

tuat

ion.

43Gr

amm

arId

entifi

es a

com

plet

e sim

ple s

ente

nce.

44Pu

nctu

atio

nId

entifi

es w

hen

a list

in a

simpl

e sen

tenc

e doe

s not

requ

ire a

com

ma.

45Gr

amm

arId

entifi

es th

e cor

rect

tens

e for

a ve

rb in

a sim

ple s

ente

nce w

ith a

time i

ndica

tor.

46Gr

amm

arId

entifi

es a

sent

ence

whi

ch co

rrec

tly co

mbi

nes i

nfor

mat

ion

from

two

sent

ence

s.

47Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of c

apita

l and

low

er ca

se le

tters

for p

rope

r and

com

mon

nou

ns.

48Gr

amm

arId

entifi

es a

n ad

verb

of t

ime i

n a c

ompl

ex se

nten

ce.

49Pu

nctu

atio

nId

entifi

es th

e cor

rect

pun

ctua

tion

of a

simpl

e sen

tenc

e con

tain

ing

indi

rect

spee

ch.

50Gr

amm

arId

entifi

es th

e cor

rect

use

of a

supe

rlativ

e adj

ectiv

e in

a sim

ple s

ente

nce.

51Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of a

n ap

ostro

phe o

f con

tract

ion

in a

simpl

e sen

tenc

e.


Ye

ar

5 L

ang

uag

e C

onve

nti

on

s

Que

stio

n M

issp

elt w

ord

Ski

ll as

sess

ed

1ha

nbal

lCo

rrec

tly sp

ells

a tw

o-sy

llabl

e com

poun

d w

ord

with

a m

edia

l let

ter -

d .

2bl

udCo

rrec

tly sp

ells

a one

-sylla

ble w

ord

with

the s

hort

vow

el -o

o.

3ne

atley

Corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the e

ndin

g -ly

.

4po

ckit

Corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the e

ndin

g -e

t.

5ch

ocla

teCo

rrec

tly sp

ells

a thr

ee-sy

llabl

e wor

d w

ith th

e syl

labl

e -o.

6th

erst

yCo

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith th

e let

ter p

atte

rn -i

r.

7sa

mpe

lCo

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith th

e end

ing

-le.

8lu

seCo

rrec

tly sp

ells

a one

-sylla

ble w

ord

with

the l

ong

vow

el -o

o.

9re

lyab

leCo

rrec

tly sp

ells

a fou

r-syl

labl

e wor

d en

ding

-abl

e, re

quiri

ng a

chan

ge to

the b

ase w

ord

(y to

i).

10str

ech

Corr

ectly

spel

ls a o

ne-sy

llabl

e wor

d w

ith th

e let

ter p

atte

rn -t

ch.

11gr

owce

ries

Corr

ectly

spel

ls a t

hree

-sylla

ble w

ord

with

the d

ipht

hong

-o.

12an

tisip

ate

Corr

ectly

spel

ls a f

our-s

ylla

ble w

ord

with

the s

oft c

onso

nant

-c.

13w

yse

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a one

-sylla

ble w

ord

with

the d

ipht

hong

-i.

14w

ayte

dId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the d

ipht

hong

-ai.

15w

onde

rfull

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a thr

ee-sy

llabl

e wor

d w

ith th

e suffi

x -fu

l.

16gl

iter

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith th

e dou

ble l

ette

rs -t

t.17

boxe

sId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the e

ndin

g -e

s.

18da

yly

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d en

ding

-ly,

requ

iring

a ch

ange

to th

e bas

e wor

d (y

to i)

.

19av

rage

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith th

e syl

labl

e -er

.

20br

eif

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a one

-sylla

ble w

ord

with

the l

ong

vow

el -ie

.

21au

dien

ceId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a t

hree

-sylla

ble w

ord

with

the e

ndin

g -e

nce.

22di

mon

dId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the d

ipht

hong

-ia.

23de

spar

ate

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a thr

ee-sy

llabl

e wor

d w

ith th

e let

ter p

atte

rn -e

r.

24cit

isens

hip

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a fou

r-syl

labl

e wor

d w

ith th

e con

sona

nt -z

.

25do

cum

entry

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a fou

r-syl

labl

e wor

d w

ith th

e end

ing

-ary

.


Que

stio

n C

urri

culu

m A

rea

Ski

ll as

sess

ed

26Gr

amm

arId

entifi

es th

e cor

rect

form

of t

he ad

jectiv

e in

a com

plex

sent

ence

.

27Gr

amm

arId

entifi

es th

e cor

rect

pre

posit

ion

to in

trodu

ce a

com

para

tive p

hras

e in

a com

plex

sent

ence

.

28Gr

amm

arId

entifi

es a

n ad

verb

in a

com

plex

sent

ence

.

29Gr

amm

arId

entifi

es th

e cor

rect

inde

finite

artic

le in

a sim

ple s

ente

nce.

30Gr

amm

arId

entifi

es th

e cor

rect

mod

al au

xilia

ry in

a co

mpl

ex se

nten

ce.

31Pu

nctu

atio

nId

entifi

es th

e cor

rect

pun

ctua

tion

to en

d a s

tate

men

t.

32Gr

amm

arId

entifi

es th

e cor

rect

dum

my

subj

ect f

or a

noun

clau

se in

a co

mpl

ex se

nten

ce.

33Gr

amm

arId

entifi

es th

e cor

rect

sim

ple p

ast t

ense

for a

n irr

egul

ar v

erb

in a

simpl

e sen

tenc

e.

34Gr

amm

arId

entifi

es th

e cor

rect

non

-fini

te v

erb

form

in a

com

plex

sent

ence

.35

Punc

tuat

ion

Iden

tifies

the c

orre

ct se

nten

ce b

ound

ary

punc

tuat

ion

betw

een

two

simpl

e sen

tenc

es.

36Gr

amm

arId

entifi

es th

e cor

rect

sim

ple p

ast t

ense

form

s of t

wo

irreg

ular

ver

bs in

a sh

ort t

ext.

37Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of a

list

com

ma i

n a s

impl

e sen

tenc

e.

38Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of b

rack

ets t

o en

close

the e

xpla

natio

n of

initi

als i

n a s

impl

e sen

tenc

e

39Gr

amm

arId

entifi

es th

e cor

rect

conn

ectiv

e to

intro

duce

a de

pend

ent c

laus

e of c

ondi

tion

in fi

rst p

ositi

on.

40Gr

amm

arId

entifi

es th

e cor

rect

tens

e for

a ve

rb in

a sim

ple s

ente

nce w

ith a

time i

ndica

tor.

41Gr

amm

arId

entifi

es th

e sen

tenc

e whi

ch co

rrec

tly co

mbi

nes i

nfor

mat

ion

pres

ente

d in

a ta

ble.

42Gr

amm

arId

entifi

es a

n ad

jectiv

e in

a com

plex

sent

ence

.

43Gr

amm

arId

entifi

es th

e inc

orre

ct u

se o

f rea

l as a

n ad

verb

in a

simpl

e sen

tenc

e.44

Punc

tuat

ion

Iden

tifies

the c

orre

ct co

ntra

ctio

n an

d pr

onou

n in

a co

mpl

ex se

nten

ce.

45Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of c

apita

l and

low

er ca

se le

tters

for p

rope

r and

com

mon

nou

ns.

46Pu

nctu

atio

nId

entifi

es th

e inc

orre

ct u

se o

f an

apos

troph

e in

a plu

ral w

ord

in a

com

plex

sent

ence

.

47Pu

nctu

atio

nId

entifi

es a

cont

ract

ion

in a

com

plex

sent

ence

.

48Gr

amm

arId

entifi

es th

e cor

rect

rela

tive p

rono

un to

intro

duce

an

adjec

tival

clau

se in

a co

mpl

ex se

nten

ce.

49Gr

amm

arId

entifi

es th

e cor

rect

pos

sess

ive p

rono

un in

a sim

ple s

ente

nce.

50Gr

amm

arId

entifi

es in

corr

ect s

ubjec

t-ver

b ag

reem

ent i

n a c

ompo

und

sent

ence

.

51Gr

amm

arId

entifi

es th

e firs

t eve

nt in

a se

ries i

n a c

ompl

ex se

nten

ce.


Ye

ar

7 L

ang

uag

e C

onve

nti

on

s

Que

stio

n M

issp

elt w

ord

Ski

ll as

sess

ed

1sa

mpe

lCo

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith th

e end

ing

-le.

2ek

stra

Corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the l

ette

r -x r

epre

sent

ing

two

soun

ds.

3an

oyed

Corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the d

oubl

e let

ters

-nn

4th

umna

ilCo

rrec

tly sp

ells

a tw

o-sy

llabl

e com

poun

d w

ord

with

the s

ilent

lette

r -b.

5w

erst

Corr

ectly

spel

ls a o

ne-sy

llabl

e wor

d w

ith th

e let

ter p

atte

rn -o

r.

6re

lyab

leCo

rrec

tly sp

ells

a fou

r-syl

labl

e wor

d en

ding

-abl

e, re

quiri

ng a

chan

ge to

the b

ase w

ord

(y to

i).

7ca

chm

ent

Corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the l

ette

r pat

tern

-tch

.

8sim

iler

Corr

ectly

spel

ls a t

hree

-sylla

ble w

ord

with

the e

ndin

g -a

r.

9pe

rimet

reCo

rrec

tly sp

ells

a fou

r-syl

labl

e wor

d w

ith th

e end

ing

-met

er.

10gr

owce

ries

Corr

ectly

spel

ls a t

hree

-sylla

ble w

ord

with

the d

ipht

hong

-o.

11re

spon

sabi

lities

Corr

ectly

spel

ls a s

ix-sy

llabl

e wor

d w

ith th

e sho

rt vo

wel

-i.

12ca

nion

Corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the s

emi-v

owel

-y.

13de

feni

ngCo

rrec

tly sp

ells

a thr

ee-sy

llabl

e wor

d w

ith th

e sho

rt vo

wel

-ea.

14nu

rchu

reCo

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith th

e end

ing

-ture

.

15ab

revi

atio

nCo

rrec

tly sp

ells

a five

-sylla

ble w

ord

with

the d

oubl

e let

ters

-bb.

16fo

rfet

Corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the l

ette

r pat

tern

-ei.

17ga

rbeg

eId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the e

ndin

g -a

ge.

18ac

ompa

nyId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a f

our-s

ylla

ble w

ord

with

the d

oubl

e let

ters

-cc.

19av

rage

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith th

e syl

labl

e -er

.

20ak

sept

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith -c

c rep

rese

ntin

g tw

o so

unds

21so

uthe

nId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the e

ndin

g -e

rn.

22sy

mfo

nyId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a t

hree

-sylla

ble w

ord

with

the l

ette

r pat

tern

-ph.

23di

mon

dId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the d

ipht

hong

-ia.

24w

irlpo

olId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

starti

ng w

ith w

h-.

25fri

ghtn

edId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a t

wo-

sylla

ble p

ast p

artic

iple.

26in

depe

nden

tId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a f

our-s

ylla

ble w

ord

with

the e

ndin

g -e

nt.

27ar

gum

ents

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a thr

ee-sy

llabl

e wor

d en

ding

-men

ts, re

quiri

ng a

chan

ge to

the b

ase w

ord

(dro

p e).


28gu

age

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a one

-sylla

ble w

ord

with

the d

ipht

hong

-au

.

29pe

rmen

ently

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a fou

r-syl

labl

e wor

d w

ith th

e let

ter p

atte

rn -a

n.

30tre

cher

ous

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a thr

ee-sy

llabl

e wor

d w

ith th

e sho

rt vo

wel

-ea.

Que

stio

n C

urri

culu

m A

rea

Ski

ll as

sess

ed

31Gr

amm

arId

entifi

es th

e cor

rect

pre

posit

ion

to in

trodu

ce a

prep

ositi

onal

phr

ase i

n a c

ompl

ex se

nten

ce.

32Gr

amm

arId

entifi

es th

e cor

rect

pre

posit

ion

to in

trodu

ce a

prep

ositi

onal

phr

ase i

n a c

ompl

ex se

nten

ce.

33Gr

amm

arId

entifi

es th

e cor

rect

com

para

tive f

orm

of a

n ad

jectiv

e in

a com

plex

sent

ence

.

34Gr

amm

arId

entifi

es th

e cor

rect

det

erm

iner

for a

coun

tabl

e nou

n in

a co

mpl

ex se

nten

ce.

35Gr

amm

arId

entifi

es th

e cor

rect

que

stion

tag

for a

sim

ple q

uesti

on.

36Gr

amm

arId

entifi

es th

e tw

o ve

rbs o

f mat

chin

g te

nse i

n a c

ompl

ex se

nten

ce.

37Gr

amm

arId

entifi

es th

e cor

rect

inde

finite

pro

noun

for a

subj

ect i

n a s

impl

e sen

tenc

e.

38Gr

amm

arId

entifi

es th

e cor

rect

conn

ectiv

e to

intro

duce

a de

pend

ent c

laus

e of c

ondi

tion.

39Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of c

apita

l let

ters

for p

rope

r nou

ns in

a sim

ple s

ente

nce.

40Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of l

ist p

unct

uatio

n in

a sim

ple s

ente

nce.

41Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of b

rack

ets t

o en

close

dat

es in

a sim

ple s

ente

nce.

42Gr

amm

arId

entifi

es th

e sen

tenc

e whi

ch co

rrec

tly co

mbi

nes i

nfor

mat

ion

pres

ente

d in

a ta

ble.

43Gr

amm

arId

entifi

es a

n ad

jectiv

e in

a com

plex

sent

ence

.44

Punc

tuat

ion

Iden

tifies

the c

orre

ct co

ntra

ctio

n an

d pr

onou

n in

a co

mpl

ex se

nten

ce.

45Pu

nctu

atio

nId

entifi

es th

e inc

orre

ct u

se o

f an

apos

troph

e in

a plu

ral w

ord

in a

com

plex

sent

ence

.

46Gr

amm

arId

entifi

es th

e con

nect

ive w

hich

doe

s not

expr

ess t

ime i

n a c

ompl

ex se

nten

ce.

47Pu

nctu

atio

nId

entifi

es a

n ap

ostro

phe o

f pos

sess

ion

in a

simpl

e sen

tenc

e.

48Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of l

ist p

unct

uatio

n in

a sim

ple s

ente

nce.

49Pu

nctu

atio

nId

entifi

es a

cont

ract

ion

in a

com

plex

sent

ence

.

50Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of a

n ap

ostro

phe o

f pos

sess

ion.

51Gr

amm

arId

entifi

es th

e cor

rect

conn

ectiv

e int

rodu

cing

a de

pend

ent c

laus

e in

a com

plex

sent

ence

.

52Gr

amm

arId

entifi

es co

rrec

tly th

e pro

noun

in a

com

plex

sent

ence

.

53Gr

amm

arId

entifi

es th

e use

of a

pre

sent

par

ticip

le as

an

adjec

tive i

n a c

ompl

ex se

nten

ce.

54Gr

amm

arId

entifi

es in

corr

ect s

ubjec

t-ver

b ag

reem

ent i

n a c

ompo

und

sent

ence

.


Que

stio

n C

urri

culu

m A

rea

Ski

ll as

sess

ed

55Gr

amm

arId

entifi

es th

e cor

rect

use

of a

n ad

verb

in a

simpl

e sen

tenc

e.

56Gr

amm

arId

entifi

es th

e sen

tenc

e whi

ch co

rrec

tly co

mbi

nes i

nfor

mat

ion

from

two

sent

ence

s.

57Gr

amm

arId

entifi

es th

e wor

d th

at is

not

an

adve

rb in

a co

mpl

ex se

nten

ce.

58Gr

amm

arId

entifi

es th

e wor

d us

ed as

a pr

epos

ition

in a

simpl

e sen

tenc

e.

Ye

ar

9 L

ang

uag

e C

onve

nti

on

s

Que

stio

n M

issp

elt w

ord

Ski

ll as

sess

ed

1str

ait

Corr

ectly

spel

ls a o

ne-sy

llabl

e wor

d w

ith th

e con

sona

nt p

atte

rn -g

ht.

2or

dinr

yCo

rrec

tly sp

ells

a thr

ee-sy

llabl

e wor

d w

ith th

e uns

tress

ed sy

llabl

e -ar

.

3ur

ben

Corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the e

ndin

g -a

n.

4ca

chm

ent

Corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the l

ette

r pat

tern

-tch

.

5ac

ompl

ishm

ent

Corr

ectly

spel

ls a f

our-s

ylla

ble w

ord

with

the d

oubl

e let

ters

-cc.

6cir

cuit

Corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the s

hort

vow

el -u

i.

7m

onite

rCo

rrec

tly sp

ells

a thr

ee-sy

llabl

e wor

d w

ith th

e end

ing

-or.

8str

uctu

rell

Corr

ectly

spel

ls a t

hree

-sylla

ble w

ord

endi

ng -a

l, re

quiri

ng a

chan

ge to

the b

ase w

ord

(dro

p e).

9ca

nion

Corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the s

emi-v

owel

-y.10

defe

ning

Corr

ectly

spel

ls a t

hree

-sylla

ble w

ord

with

the s

hort

vow

el -e

a.11

prac

ticly

Corr

ectly

spel

ls a f

our-s

ylla

ble w

ord

with

the s

ylla

ble -

al.

12ca

mpa

neCo

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith th

e let

ter p

atte

rn -a

ign.

13nu

rchu

reCo

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith th

e end

ing

-ture

.

14jep

ardy

Corr

ectly

spel

ls a t

hree

-sylla

ble w

ord

with

the s

hort

vow

el -e

o.

15in

corp

erat

edCo

rrec

tly sp

ells

a five

-sylla

ble w

ord

with

the l

ette

r pat

tern

-or.

16aq

uire

dCo

rrec

tly sp

ells

a thr

ee-sy

llabl

e wor

d sta

rting

with

acqu

-. 17

garb

ege

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith th

e end

ing

-age

.

18cla

ssaf

yId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a t

hree

-sylla

ble w

ord

with

the e

ndin

g -if

y.

19w

ierdd

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a one

-sylla

ble w

ord

with

the l

ette

r pat

tern

-ei.

20so

uthe

nId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the e

ndin

g -e

rn.


21de

ffore

statio

nId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a fi

ve-sy

llabl

e wor

d w

ith th

e pre

fix d

e-.

22co

nsid

arab

leId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a f

our-s

ylla

ble w

ord

with

the l

ette

r pat

tern

-er.

23fu

lfilin

gId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a t

hree

-sylla

ble p

rese

nt p

artic

iple.

24sh

edul

eId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

starti

ng w

ith sc

h-.

25go

rmet

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith th

e let

ter p

atte

rn -o

u.

26en

zim

esId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a t

wo-

sylla

ble w

ord

with

the d

ipht

hong

-y.

27pe

rmen

ently

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a fou

r-syl

labl

e wor

d w

ith th

e let

ter p

atte

rn -a

n.

28ex

ilara

tion

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a five

-sylla

ble w

ord

with

the s

ilent

lette

r -h.

29va

ccum

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a tw

o-sy

llabl

e wor

d w

ith th

e lon

g vo

wel

-uu.

30di

lema

Iden

tifies

an

erro

r, th

en co

rrec

tly sp

ells

a thr

ee-sy

llabl

e wor

d w

ith th

e end

ing

-mm

a.

Que

stio

n C

urri

culu

m A

rea

Ski

ll as

sess

ed

31Gr

amm

arId

entifi

es th

e cor

rect

pre

posit

ions

to in

trodu

ce p

repo

sitio

nal p

hras

es in

a co

mpl

ex se

nten

ce.

32Gr

amm

arId

entifi

es th

e cor

rect

pro

noun

in a

com

plex

sent

ence

.

33Gr

amm

arId

entifi

es th

e cor

rect

inde

finite

pro

noun

for a

subj

ect i

n a s

impl

e sen

tenc

e.

34Gr

amm

arId

entifi

es th

e cor

rect

mod

al ad

verb

in a

simpl

e sen

tenc

e.35

Gram

mar

Iden

tifies

the c

orre

ct m

odal

auxi

liary

indi

catin

g pa

st te

nse i

n a c

ompl

ex se

nten

ce.

36Gr

amm

arId

entifi

es th

e cor

rect

pre

fix to

crea

te a

n an

tony

m.

37Gr

amm

arId

entifi

es th

e mea

ning

of t

he n

eithe

r/no

r con

struc

tion

in a

com

plex

sent

ence

.

38Gr

amm

arId

entifi

es th

e sen

tenc

e whi

ch co

rrec

tly co

mbi

nes i

nfor

mat

ion

from

thre

e sen

tenc

es.

39Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of l

ist p

unct

uatio

n in

a sim

ple s

ente

nce.

40Gr

amm

arId

entifi

es th

e cor

rect

pai

r of v

erbs

to m

aint

ain

tens

e in

a com

plex

sent

ence

.

41Pu

nctu

atio

nId

entifi

es th

e inc

orre

ct co

ntra

ctio

n in

a co

mpl

ex se

nten

ce.

42Gr

amm

arId

entifi

es th

e cor

rect

form

of a

n irr

egul

ar v

erb

indi

catin

g pr

esen

t ten

se in

a sim

ple s

ente

nce.

43Gr

amm

arId

entifi

es th

e con

nect

ive w

hich

doe

s not

expr

ess t

ime i

n a c

ompl

ex se

nten

ce.

44Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of a

n ap

ostro

phe o

f pos

sess

ion.

45Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of p

aire

d cla

use c

omm

as in

a co

mpl

ex se

nten

ce.

46Gr

amm

arId

entifi

es th

e firs

t eve

nt in

a se

ries i

n a c

ompl

ex se

nten

ce.

47Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of c

apita

l let

ters

for t

he n

ame o

f an

orga

nisa

tion

in a

simpl

e sen

tenc

e.


Que

stio

n C

urri

culu

m A

rea

Ski

ll as

sess

ed

48Gr

amm

arId

entifi

es th

e cla

use w

hich

is a

com

plet

e sen

tenc

e.

49Gr

amm

arId

entifi

es th

e cor

rect

refe

renc

e for

a pr

onou

n in

a sh

ort t

ext.

50Gr

amm

arId

entifi

es th

e cor

rect

ly re

fere

nced

par

ticip

le ph

rase

in a

simpl

e sen

tenc

e.

51Gr

amm

arId

entifi

es th

e use

of a

pre

sent

par

ticip

le as

an

adjec

tive i

n a s

impl

e sen

tenc

e.

52Gr

amm

arId

entifi

es th

e cor

rect

conn

ectiv

e int

rodu

cing

a de

pend

ent c

laus

e in

a com

plex

sent

ence

.

53Gr

amm

arId

entifi

es th

e nou

n in

a lis

t of r

elate

d w

ords

.

54Gr

amm

arId

entifi

es th

e cor

rect

use

of a

n ad

verb

in a

simpl

e sen

tenc

e.

55Pu

nctu

atio

nId

entifi

es th

e inc

orre

ct li

st pu

nctu

atio

n in

a sim

ple s

ente

nce.

56Pu

nctu

atio

nId

entifi

es th

e cor

rect

pun

ctua

tion

of a

n ad

dres

s in

a com

plex

sent

ence

.

57Pu

nctu

atio

nId

entifi

es th

e cor

rect

pun

ctua

tion

of a

ques

tion

in d

irect

spee

ch w

ith a

n in

tern

al at

tribu

tion.

58Gr

amm

arId

entifi

es th

e cor

rect

pai

r of v

erbs

indi

catin

g pa

st te

nse s

tagi

ng in

a co

mpl

ex se

nten

ce.

Ye

ar

3 N

um

era

cy

Que

stio

n S

hort

Des

crip

tion

Cur

ricu

lum

A

rea

Ski

ll as

sess

ed

1Be

n us

ed th

ese b

eads

NRe

cogn

ises a

3-d

igit

num

ber d

isplay

ed o

n an

abac

us.

2O

n th

is gr

id X

SLo

cate

s a p

ositi

on o

n an

alph

anum

eric

grid

.

3Th

is ca

ndle

is sh

aped

SId

entifi

es co

mm

on o

bjec

t as b

eing

mos

t lik

e a cy

linde

r.

4So

me o

f the

num

bers

on

this

AFP

Iden

tifies

a m

issin

g nu

mbe

r on

a par

tially

com

plet

ed n

umbe

r cha

rt.

5W

hich

one

of t

he g

rey

shap

esM

CDId

entifi

es th

e sha

pe w

ith th

e lar

gest

area

from

a se

t of s

hape

s on

a tria

ngul

ar g

rid.

6Fo

ur ch

ildre

n w

ere p

layin

g a g

ame

MCD

Inte

rpre

ts ta

lly m

arks

.

7Th

ese s

tude

nts n

eed

to li

ne u

pM

CDVi

sual

ly co

mpa

res a

nd o

rder

s heig

hts.

8Da

n dr

ew a

shap

e with

onl

y 3

SRe

cogn

ises a

geo

met

ric p

rope

rty o

f tria

ngles

.

9N

ick b

uys o

ne ap

ple a

nd o

ne b

anan

aN

Calcu

late

s the

tota

l of t

wo

amou

nts o

f mon

ey.

10Th

is re

peat

ing

patte

rn is

mad

e by

SId

entifi

es th

e nex

t ter

m in

a re

peat

ing

shap

e pat

tern

.

11W

hat t

ime d

oes t

he n

ext b

oat l

eave

?M

CDRe

ads a

n an

alog

ue cl

ock

to th

e hal

f hou

r.

12W

hich

squa

re h

as o

ne-q

uarte

rN

Iden

tifies

a sh

ape t

hat i

s one

-qua

rter s

hade

d.


13O

n w

hich

of t

hese

spin

ners

is th

eM

CDSe

lects

the s

pinn

er m

ost l

ikely

to g

ive a

spec

ified

out

com

e.

14Si

x chi

ldre

n sh

ared

50 ch

ocol

ates

NSo

lves

a m

ulti-

step

divi

sion

prob

lem.

15M

el m

ade t

his m

odel

by jo

inin

g 6

SId

entifi

es sp

ecifi

c fac

es af

ter v

isual

ly ro

tatin

g a 3

D m

odel.

16_

- 15 =

20A

FPCa

lcula

tes t

he m

issin

g va

lue i

n a s

ubtra

ctio

n nu

mbe

r sen

tenc

e.17

Ava m

ade t

hese

cake

sN

Coun

ts a c

ollec

tion

and

iden

tifies

hal

f.

18Th

ere a

re 50

pre

sent

s in

a bas

ket

MCD

Des

crib

es th

e lik

elih

ood

of a

simpl

e cha

nce e

vent

.

19Ev

an h

as 17

pen

s. Ja

mies

has

24 p

ens

NSo

lves

a w

ord

prob

lem b

y id

entifi

ng a

num

ber w

hich

falls

with

in a

give

n ra

nge.

20W

hich

of t

hese

adds

up

to m

ore t

han

NCa

lcula

tes a

nd co

mpa

res t

he to

tals

of sm

all a

mou

nts o

f mon

ey.

21W

hich

face

is n

ot sy

mm

etric

alS

Iden

tifies

a sh

ape t

hat i

s not

sym

met

rical

.

22A

nna a

sks p

eopl

e in

her s

choo

lM

CDFi

nds t

he d

iffer

ence

bet

wee

n tw

o va

lues

show

n on

a pi

ctog

raph

.

23H

ow m

any

edge

s doe

s thi

s obj

ect

SId

entifi

es th

e num

ber o

f edg

es o

n a h

exag

onal

pris

m.

24 43

- 29

= ?

NSo

lves

a su

btra

ctio

n pr

oblem

invo

lvin

g 2-

digi

t num

bers

and

regr

oupi

ng.

25Us

ing

this

ruler

, the

leng

thM

CDId

entifi

es th

e app

roxi

mat

e len

gth

of o

bjec

t giv

en a

ruler

as re

fere

nce.

26O

n w

hat d

ate d

oes J

ill sa

y th

is?M

CDUs

es a

calen

dar t

o de

term

ine t

he d

ate o

f an

even

t.

27Th

ere w

ere s

ome s

traw

berr

ies o

n a

AFP

Solv

es a

wor

d pr

oblem

invo

lvin

g in

vers

e rela

tions

hips

.

28St

ella

ran

4 tim

es ar

ound

a tra

ck.

NSo

lves

a w

ord

prob

lem in

volv

ing

mul

tiplic

ativ

e thi

nkin

g.

29Th

is sh

oe p

rint w

as fo

und

in th

e san

dS

Iden

tifies

the r

eflec

ted

imag

e of a

com

plex

des

ign.

30Ch

ris cu

t thi

s sha

pe in

to re

ctan

gles

SCa

lcula

tets

the n

umbe

r of r

ecta

ngles

that

can

be cu

t fro

m a

n irr

egul

ar sh

ape.

31M

eg fo

lded

this

piec

e of p

aper

alon

gS

Iden

tifies

the e

ffect

of f

oldi

ng a

rect

angl

e alo

ng it

s dia

gona

l.

32Jo

hn a

nd B

ella

get

poc

ket m

oney

NSo

lves

wor

d pr

oblem

invo

lvin

g th

e diff

eren

ce b

etw

een

two

pay

rate

s.

33Le

e pai

d fo

r som

e lem

ons w

ith a

$10

NSo

lves

a m

oney

pro

blem

invo

lvin

g su

btra

ctio

n an

d di

visio

n.

34To

m h

ad so

me s

ticks

like

this

one

SFi

nds t

he to

tal l

engt

h of

the e

dges

of a

n ob

ject.

35H

arry

coun

ted

all h

is co

ins a

nd d

rew

MCD

Inte

rpre

ts a c

olum

n gr

aph

to ca

lcula

te th

e tot

al v

alue

of a

num

ber o

f diff

eren

t coi

ns.

KEY

A

FP =

Alg

ebra

, fun

ctio

n an

d pa

ttern

(Str

uctu

re)

N =

Num

ber

MC

D =

Mea

sure

men

t, ch

ance

and

dat

aS

= Sp

ace


Ye

ar

5 N

um

era

cy

Que

stio

n S

hort

Des

crip

tion

Cur

ricu

lum

A

rea

Ski

ll as

sess

ed

1W

hich

of t

hese

net

s will

fold

SId

entifi

es th

e net

of a

pyr

amid

.

2W

hich

stud

ent's

nam

e is i

n ce

llS

Uses

an

alph

a-nu

mer

ic co

ordi

nate

to lo

cate

a ce

ll in

a sp

read

shee

t.

3O

n w

hich

of t

hese

spin

ners

is th

e arr

owM

CDSe

lects

the s

pinn

er m

ost l

ikely

to g

ive a

spec

ified

out

com

e.

4H

ow m

any

choc

olat

es d

id L

ilyN

Solv

es a

mul

ti-ste

p di

visio

n pr

oblem

.

5W

hich

two

lette

rs sh

ow th

e pos

ition

sS

Iden

tifies

spec

ific f

aces

afte

r visu

ally

rota

ting

a 3D

mod

el.

6_ -

15 =

20A

FPCa

lcula

tes t

he m

issin

g va

lue i

n a s

ubtra

ctio

n nu

mbe

r sen

tenc

e.

7W

hich

of t

hese

des

crib

es th

e cha

nce

MCD

Des

crib

es th

e lik

elih

ood

of a

simpl

e cha

nce e

vent

.

8H

ow m

any

mor

e peo

ple l

ike c

ats t

han

MCD

Find

s the

diff

eren

ce b

etw

een

two

valu

es sh

own

on a

pict

ogra

ph.

9W

hat i

s the

oth

er p

oint

?S

Loca

tes a

pos

ition

on

an al

pha-

num

eric

grid

.

10W

hat n

umbe

r is t

he ar

row

poi

ntin

gN

Inte

rpre

ts a n

umbe

r lin

e to

loca

te th

e pos

ition

of a

giv

en n

umbe

r.

11W

hich

of t

hese

squa

res h

as th

e lar

gest

NCo

mpa

res a

nd o

rder

s com

mon

frac

tions

repr

esen

ted

as ar

ea m

odel

s.

12W

hat i

s the

tota

l val

ue o

f Nee

la's

MCD

Inte

rpre

ts ta

lly m

arks

repr

esen

ting

mon

ey to

calcu

late

a to

tal.

13W

hat w

as o

n th

e squ

are?

SVi

sual

ises t

he re

sult

of a

n ob

lique

fold

.

14W

hich

of t

hese

, whe

n re

peat

ed, w

illA

FPId

entifi

es th

e rep

eatin

g pa

rt of

a sp

acia

l pat

tern

.

15W

hat r

epre

sent

s one

who

le?N

Inte

rpre

ts a r

epre

sent

atio

n of

2/3 t

o id

entif

y th

e rep

rese

ntat

ion

of a

who

le.

16W

hich

of t

hese

show

s the

new

pos

ition

SId

entifi

es a

n im

age a

fter i

t is r

otat

ed a

quar

ter t

urn

clock

wise

.17

How

long

has

Jay

been

at th

e lib

rary

?M

CDCa

lcula

tes a

n ela

psed

tim

e in

hour

s and

min

utes

.

18O

n w

hat d

ate d

oes J

illM

CDUs

es a

calen

dar t

o de

term

ine t

he d

ate o

f an

even

t.

19H

ow m

any

straw

berr

ies w

ere

AFP

Solv

es a

wor

d pr

oblem

invo

lvin

g in

vers

e rela

tions

hips

.

20H

ow m

any

ticke

ts ar

e lef

t?N

Solv

es a

wor

d pr

oblem

invo

lvin

g th

e diff

eren

ce b

etw

een

two

4-di

git n

umbe

rs.

21W

hich

shoe

mad

e the

prin

t?S

Iden

tifies

the r

eflec

ted

imag

e of a

com

plex

des

ign.

22W

hen

did

mos

t peo

ple u

se th

e par

k?M

CDIn

terp

rets

and

uses

a do

uble

colu

mn

grap

h to

com

pare

tota

ls.

23W

hich

is A

lice's

view

SRe

cogn

ises a

diff

eren

t view

of a

stac

k of

obj

ects.

24W

hich

ang

le is

close

stM

CDId

entifi

es a

n an

gle c

lose

st in

size

to 45

deg

rees

.

25W

hat i

s the

dist

ance

from

Dix

onM

CDin

terp

rets

a tw

o-w

ay t

able

invo

lvin

g di

stanc

es.

26H

ow m

uch

mor

e?N

Solv

es w

ord

prob

lem in

volv

ing

the d

iffer

ence

bet

wee

n tw

o pa

y ra

tes.


27W

hich

of t

hese

expr

essio

ns h

as a

valu

eN

Calcu

lates

with

com

mon

frac

tions

.

28W

hich

of t

hese

is Z

ac's

new

SId

entifi

es a

non-

sym

met

rical

shap

e.

29W

hich

of t

hese

is cl

oses

t to

the d

istan

ceS

Estim

ates

a cu

rved

dist

ance

on

a grid

map

.

30H

ow m

uch

mon

ey in

tota

l do

they

giv

eN

Solv

es a

divi

sion

prob

lem in

volv

ing

mon

ey.

31W

hich

type

of n

ote

NId

entifi

es th

e val

ue o

f fou

r not

es n

eede

d to

mak

e a g

iven

tota

l.

32W

hat i

s the

larg

est n

umbe

r of c

ars

NFi

nds t

he la

rges

t num

ber o

f pac

kette

d ite

ms t

hat c

an b

e bou

ght f

or a

give

n am

ount

of m

oney

.

33W

hich

of t

hese

is cl

oses

t to

the n

umbe

r of

peop

leN

Estim

ates

the v

alue

of a

frac

tion

of a

larg

e num

ber.

3437

.5 /

_ =

AFP

Com

plet

es a

num

ber s

ente

nce i

nvol

ving

dec

imal

num

bers

and

div

ision

by

ten.

35W

hat i

s the

per

imet

er o

f Luk

e'sM

CDSo

lves

a pe

rimet

er p

robl

em in

volv

ing

calcu

latin

g a m

issin

g len

gth.

36H

ow m

any

lemon

s did

Lee

NSo

lves

a m

oney

pro

blem

invo

lvin

g su

btra

ctio

n an

d di

visio

n.

37H

ow m

any

edge

s doe

s thi

s pris

mS

Calcu

late

s the

num

ber o

f edg

es o

f a p

rism

giv

en a

pict

ure o

f the

bas

e.

38H

ow m

any

bloc

ks d

id sh

e use

?S

Find

s the

num

ber o

f ide

ntica

l blo

cks u

sed

to m

ake a

giv

en p

rism

.

39H

ow m

any

mor

e gra

ms o

f flou

rM

CDIn

terp

rets

a gra

duat

ed sc

ale t

o ca

lcula

te a

diffe

renc

e.

40H

ow m

any

prog

ram

s did

she w

atch

MCD

Calcu

late

s the

tota

l siz

e of a

dat

a set

giv

en a

simpl

e pie

-gra

ph a

nd in

form

atio

n ab

out t

wo

cate

gorie

s.

KEY

A

FP =

Alg

ebra

, fun

ctio

n an

d pa

ttern

(Str

uctu

re)

N =

Num

ber

MC

D =

Mea

sure

men

t, ch

ance

and

dat

aS

= Sp

ace


Ye

ar

7 N

um

era

cy (

No

n-C

alc

ula

tor)

Que

stio

n S

hort

Des

crip

tion

Cur

ricu

lum

A

rea

Ski

ll as

sess

ed

1W

hich

of t

hese

net

s will

fold

SId

entifi

es th

e net

of a

pyr

amid

.

2W

hich

stud

ent's

nam

e is i

n ce

llS

Uses

an

alph

a-nu

mer

ic co

ordi

nate

to lo

cate

a ce

ll in

a sp

read

shee

t.

3At

whi

ch o

f the

se ti

mes

wer

eA

FPId

entifi

es th

e max

imum

poi

nt o

n a f

requ

ency

/tim

e gra

ph.

4H

ow m

uch

mon

ey d

oes h

e hav

e lef

t?N

Solv

es a

mon

ey p

robl

em in

volv

ing

deci

mal

subt

ract

ion.

5W

hat p

erce

ntag

e of t

he w

hole

fenc

eN

Mat

ches

a pe

rcen

tage

to a

visu

al re

pres

enta

tion

of a

com

mon

frac

tion.

6W

hat w

as o

n th

e squ

are?

SVi

sual

ises t

he re

sult

of a

n ob

lique

fold

.

7W

hich

of t

hese

bun

ches

giv

e Zac

MCD

Iden

tifies

the s

et o

f obj

ects

with

gre

ates

t pro

babi

lity

of a

give

n ra

ndom

out

com

e.

8W

hat w

as th

e cha

nge i

n te

mpe

ratu

re

NCa

lcula

tes t

he d

iffer

ence

bet

wee

n a p

ositi

ve a

nd a

nega

tive t

empe

ratu

re.

9W

hich

of t

hese

has

the s

ame v

alue

AFP

Mat

ches

equi

valen

t num

erica

l exp

ress

ions

.

10W

hich

is A

lice's

view

SRe

cogn

ises a

diff

eren

t view

of a

stac

k of

obj

ects.

11W

hich

ang

le is

close

st in

size

MCD

Iden

tifies

an

angl

e clo

sest

in si

ze to

45 d

egre

es.

12W

hich

of t

hese

coul

d be

the s

hape

SId

entifi

es a

shap

e tha

t will

tess

ella

te in

an

irreg

ular

hex

agon

.

13H

ow lo

ng d

id A

bby

sleep

?M

CDCa

lcula

tes a

n ela

psed

tim

e fro

m p

m to

am in

hou

rs a

nd m

inut

es.

14H

ow m

uch

mon

ey in

tota

l do

they

giv

eN

Solv

es a

divi

sion

prob

lem in

volv

ing

mon

ey.

15W

hich

type

of n

ote i

s not

NId

entifi

es th

e val

ue o

f fou

r not

es n

eede

d to

mak

e a g

iven

tota

l.

16W

hich

of t

hese

is th

e hea

vies

t lea

fN

Solv

es a

prob

lem in

volv

ing

the c

ompa

rison

of d

ecim

al fr

actio

ns.

17W

hich

of t

hese

is cl

oses

t to

the n

umbe

rN

Estim

ates

the v

alue

of a

frac

tion

of a

larg

e num

ber.

1837

.5/ _

=A

FPCo

mpl

etes

a nu

mbe

r sen

tenc

e inv

olvi

ng d

ecim

al n

umbe

rs a

nd d

ivisi

on b

y te

n.

19H

ow m

any

gram

s of fl

our

MCD

Inte

rpol

ates

a gr

adua

ted

scal

e to

iden

tify

a rea

ding

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20Th

e ave

rage

amou

nt o

f woo

l pro

duce

dN

Solv

es a

divi

sion

prob

lem in

volv

ing

num

bers

giv

en in

mill

ions

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21H

ow m

any

bottl

es d

oes M

axA

FPSo

lves

a re

ason

ing

prob

lem in

volv

ing

parti

tioni

ng a

quan

tity.

22W

hat i

s the

leng

th o

f the

mod

el?S

Uses

scal

e to

calcu

late

a len

gth.

23W

hat i

s the

per

imet

er o

f Luk

e'sM

CDSo

lves

a pe

rimet

er p

robl

em in

volv

ing

calcu

latin

g a m

issin

g len

gth.

24H

ow m

any

edge

s doe

s thi

s pris

mS

Calcu

late

s the

num

ber o

f edg

es o

f a p

rism

giv

en a

pict

ure o

f the

bas

e.

257/

8 +5/

6 =N

Solv

es a

n eq

uatio

n in

volv

ing

the a

dditi

on o

f fra

ctio

ns.

26H

ow m

uch

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ara h

ave

MCD

Solv

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n es

timat

ion

prob

lem in

volv

ing

volu

me,

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ric co

nver

sion

and

fract

ions

.


27W

hat i

s the

area

of t

he g

rey

part

MCD

Calcu

lates

the a

rea o

f a co

mpo

site s

hape

bas

ed o

n tw

o iso

scele

s rig

ht-a

ngled

tria

ngles

.

28H

ow m

any

prog

ram

s did

she w

atch

MCD

Calcu

late

s the

tota

l siz

e of a

dat

a set

giv

en a

simpl

e pie

-gra

ph a

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form

atio

n ab

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wo

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29Us

ing

the g

raph

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ear g

raph

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prox

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e an

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valu

e.

30W

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r doe

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pres

ent?

AFP

Solv

es a

n eq

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n w

ith a

n un

know

n va

lue o

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31H

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any

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te ti

les d

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he u

se?

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ivid

es a

quan

tity

acco

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g to

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ratio

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32H

ow m

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kilo

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d?M

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lves

mul

ti-ste

p pr

oblem

invo

lvin

g pe

rimet

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nd m

etric

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ersio

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Ye

ar

7 N

um

era

cy (

Ca

lcu

lato

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Que

stio

n S

hort

Des

crip

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Cur

ricu

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A

rea

Ski

ll as

sess

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1H

ow m

any

mor

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ple l

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ew S

outh

Wal

esN

Calcu

late

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diff

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etw

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7-di

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2W

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SId

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3W

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the c

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r wha

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8W

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ntag

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NM

atch

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val

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lcula

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2-di

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r.

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e num

ber 0

.15 is

NCo

mpa

res a

nd o

rder

s dec

imal

num

bers

to h

undr

edth

s.

11Th

e sire

n so

unde

d to

end

MCD

Calcu

late

s tim

e fro

m a

give

n sp

eed

and

a dist

ance

.

12W

hat i

s the

miss

ing

lengt

h?M

CDIn

terp

rets

a dia

gram

to d

eter

min

e a m

issin

g len

gth.

13W

hich

spin

ner d

oes n

ot sh

ow a

50-5

0M

CDId

entifi

es sp

inne

rs w

ith a

n eq

ual c

hanc

e of a

giv

en o

utco

me.

KEY

A

FP =

Alg

ebra

, fun

ctio

n an

d pa

ttern

(Str

uctu

re)

N =

Num

ber

MC

D =

Mea

sure

men

t, ch

ance

and

dat

aS

= Sp

ace


Que

stio

n S

hort

Des

crip

tion

Cur

ricu

lum

A

rea

Ski

ll as

sess

ed

14W

hat n

umbe

r is a

dded

toN

Calcu

late

s the

frac

tion

bein

g ad

ded

to a

num

ber t

o m

ake a

tota

l sho

wn

on a

num

ber l

ine.

15W

hat i

s the

size

of t

he m

issin

gS

Iden

tifies

unk

now

n an

gle o

f qua

drila

tera

l giv

en th

e thr

ee o

ther

ang

les.

16H

ow m

uch

mon

ey d

id h

e spe

ndM

CDIn

terp

rets

a pie

char

t to

solv

e a m

oney

pro

blem

invo

lvin

g pe

rcen

tage

.17

How

man

y w

omen

are a

t the

par

ty?

AFP

Solv

es a

wor

d pr

oblem

invo

lvin

g a m

issin

g ad

dend

.

18W

hat w

as th

e six

th n

umbe

rA

FPCa

lcula

tes a

hig

her t

erm

in a

num

ber p

atte

rn u

sing

a giv

en ru

le.

19W

hich

of t

hese

poi

nts w

ill b

e par

t of M

ia's

SId

entifi

es th

e coo

rdin

ates

of a

futu

re p

oint

in a

repe

atin

g pa

ttern

on

a grid

.

20H

ow m

uch

did

Tim

earn

on

the fi

rst d

ay?

AFP

Calcu

late

s the

firs

t ter

m in

a pa

ttern

of d

aily

earn

ings

giv

en th

e rul

e and

a to

tal.

21W

hich

poi

nt o

n th

e map

show

s whe

reS

Follo

ws d

irect

ions

and

inte

rpre

ts sc

ale t

o id

entif

y a l

ocat

ion

on a

map

.

22W

hich

num

ber w

ill co

mpl

ete t

his n

umbe

rA

FPCa

lcula

tes t

he fr

actio

n th

at co

mpl

etes

a de

cim

al eq

uatio

n.

23H

ow m

any

tonn

es o

f bar

leyA

FPIn

terp

rets

a tab

le of

val

ues t

o id

entif

y an

d ap

ply

a lin

ear r

ule.

24H

ow m

any

boxe

s are

in th

e tal

lest s

tack

?A

FPSo

lves

a m

ulti-

step

prob

lem in

volv

ing

addi

tion,

subt

ract

ion

and

divi

sion.

25H

ow m

uch

mor

e are

Har

ry's

coin

s wor

thM

CDCa

lcula

tes t

he d

iffer

ence

in v

alue

bet

wee

n tw

o di

ffere

nt m

asse

s of c

oins

.

26H

ow m

any

min

utes

will

it ta

ke fo

r the

disk

NCa

lcula

tes a

qua

ntity

from

a ra

te.

27W

hat w

as th

e mea

n am

ount

of m

oney

MCD

Solv

es a

mul

ti-ste

p pr

oblem

invo

lvin

g th

e cal

culat

ion

of a

mea

n.

28H

ow m

uch

mon

ey d

id A

lex h

ave l

eft a

fter

NSo

lves

a w

ord

prob

lem in

volv

ing

mon

ey a

nd p

erce

ntag

es.

29W

hat i

s the

wid

th o

f the

foot

brid

ge?

SSo

lves

a pr

oblem

invo

lvin

g sc

ale a

nd p

ropo

rtion

al re

ason

ing.

30W

hat i

s the

low

est p

rice L

iz ca

n pa

yN

Calcu

late

s and

com

pare

s uni

t pric

es.

31H

ow m

any

litre

s of p

aint

wou

ld sh

e nee

dM

CDSo

lves

a m

easu

rem

ent p

robl

em in

volv

ing

ratio

and

area

.

32W

hat i

s its

perim

eter

?M

CDCa

lcula

tes t

he p

erim

eter

of a

squa

re, g

iven

the a

rea.

KEY

A

FP =

Alg

ebra

, fun

ctio

n an

d pa

ttern

(Str

uctu

re)

N =

Num

ber

MC

D =

Mea

sure

men

t, ch

ance

and

dat

aS

= Sp

ace


Ye

ar

9 N

um

era

cy (

No

n-C

alc

ula

tor)

Que

stio

n S

hort

Des

crip

tion

Cur

ricu

lum

A

rea

Ski

ll as

sess

ed

1H

ow m

uch

is th

ree-

quar

ters

NCa

lcula

tes a

frac

tion

of a

3-di

git n

umbe

r.

2At

whi

ch o

f the

se ti

mes

wer

e the

gre

ates

tA

FPId

entifi

es th

e max

imum

poi

nt o

n a f

requ

ency

/tim

e gra

ph.

3W

hat p

erce

ntag

e of t

he w

hole

fenc

eN

Mat

ches

a pe

rcen

tage

to a

visu

al re

pres

enta

tion

of a

com

mon

frac

tion.

4W

hat w

as th

e cha

nge i

n te

mpe

ratu

reN

Calcu

late

s the

diff

eren

ce b

etw

een

a pos

itive

and

a ne

gativ

e tem

pera

ture

.

5W

hich

sym

bol (

<,=,

>) sh

ould

repl

ace

AFP

Chos

es th

e sym

bol

'>', '

<' o

r '='

to

corr

ectly

com

plet

e a n

umbe

r sen

tenc

e.

6W

hich

are t

he li

nes o

f sym

met

ryS

Iden

tifies

the t

wo

lines

of s

ymm

etry

of a

giv

en sh

ape.

7W

hat i

s the

pro

babl

ility

of a

n ev

ent

MCD

Reco

gnise

s tha

t the

pro

babi

lity

of a

certa

in ev

ent i

s 1.0.

8Th

e nex

t tri-

squa

re y

ear

NSo

lves

a pr

oblem

invo

lvin

g sq

uarin

g an

d ad

ding

num

bers

.

9W

hich

of t

hese

coul

d be

the s

hape

of t

he p

ieces

?S

Iden

tifies

a sh

ape t

hat w

ill te

ssel

late

in a

n irr

egul

ar h

exag

on.

10H

ow m

any

gram

s of fl

our d

id F

inn

put o

n th

e sc

ales

?M

CDIn

terp

olat

es a

grad

uate

d sc

ale t

o id

entif

y a r

eadi

ng.

113'-

3' =

NSo

lves

a su

btra

ctio

n pr

oblem

invo

lvin

g sim

ple p

ower

s of a

smal

l, po

sitiv

e who

le nu

mbe

r.

12W

hich

of t

hese

expr

essio

ns co

uld

not b

e use

dA

FPD

istin

guish

es b

etw

een

corr

ect a

nd in

corr

ect e

xpre

ssio

ns fo

r the

per

imet

er o

f a sq

uare

.

13W

hich

of t

he fo

llow

ing

trian

gle t

ypes

SId

entifi

es a

n im

poss

ible

com

bina

tion

of ty

pes o

f tria

ngles

.

14W

hat i

s the

diff

eren

ce in

runn

ing

time

MCD

Calcu

late

s a ti

me d

iffer

ence

in m

inut

es a

nd se

cond

s.

15H

ow m

any

bottl

es d

oes M

axA

FPSo

lves

a re

ason

ing

prob

lem in

volv

ing

parti

tioni

ng a

quan

tity.

16W

hich

of t

hese

poi

nts i

s the

four

thS

Iden

tifies

the c

oord

inat

es o

f a p

oint

that

com

plet

es a

para

llelo

gram

.17

Wha

t was

the m

edia

n se

lling

pric

eM

CDId

entifi

es th

e med

ian

of a

n un

orde

red

data

set.

18W

hich

of t

hese

is eq

uiva

lent t

oA

FPAp

plies

the d

istrib

utiv

e law

to fi

nd a

n eq

uiva

lent a

lgeb

raic

expr

essio

n.

19W

hat i

s the

larg

est w

hole

num

ber

AFP

Solv

es a

n al

gebr

aic i

nequ

ality

subj

ect t

o a g

iven

crite

rion.

20H

ow m

any

min

utes

will

it ta

ke to

com

plet

e the

di

splay

MCD

Calcu

late

s an

elaps

ed ti

me u

sing

a sim

ple r

ate.

21Th

e equ

atio

n w

hich

is u

sed

to sh

ow th

e rela

tions

hip

AFP

Iden

tifies

an

equa

tion

for t

he re

latio

nshi

p be

twee

n va

riabl

es in

a sp

acia

l pat

tern

.

22H

ow m

any

edge

s doe

s the

obj

ect

SCa

lcula

tes t

he n

umbe

r of e

dges

on

an ir

regu

lar 3

D o

bjec

t.

23W

hat i

s Mat

t's sh

are

NIn

terp

rets

tabu

late

d da

ta to

calcu

late

a fra

ctio

n of

an

amou

nt o

f mon

ey.


Que

stio

n S

hort

Des

crip

tion

Cur

ricu

lum

A

rea

Ski

ll as

sess

ed

24W

hat i

s the

area

of t

he g

rey

part

MCD

Calcu

late

s the

area

of a

com

posit

e sha

pe b

ased

on

two

isosc

eles r

ight

-ang

led tr

iang

les.

25H

ow m

any

tiles

are i

n th

is lin

e?A

FPCa

lcula

tes a

hig

her t

erm

in a

n al

tern

atin

g pa

ttern

.

26W

hich

of t

hese

is a

view

of t

he b

uild

ing

SId

entifi

es a

view

of a

bui

ldin

g fro

m a

give

n di

rect

ion.

27Us

ing

the g

raph

, a d

istan

ce o

fA

FPIn

terp

rets

a lin

ear g

raph

to ap

prox

imat

e an

unkn

own

valu

e.

28W

hat i

s the

dist

ance

from

A to

D?

NSo

lves

a di

stanc

e pro

blem

usin

g gi

ven

ratio

s.

29W

hat i

s the

vol

ume o

f the

sand

?M

CDCa

lcula

tes t

he v

olum

e of a

tria

ngul

ar p

rism

in co

ntex

t.

30W

hat i

s the

val

ue o

f x?

AFP

Calcu

late

s a p

opul

atio

n gr

owth

rate

by

com

bini

ng g

iven

rate

s.

31H

ow m

any

kilo

met

res o

f wire

MCD

Solv

es m

ulti-

step

prob

lem in

volv

ing

perim

eter

and

met

ric co

nver

sion.

32W

hat i

s the

dist

ance

from

F to

B?

SCa

lcula

tes a

dia

gona

l len

gth

usin

g kn

owled

ge o

f sim

ilar r

ecta

ngles

.

Ye

ar

9 N

um

era

cy (

Ca

lcu

lato

r)

Que

stio

n S

hort

Des

crip

tion

Cur

ricu

lum

A

rea

Ski

ll as

sess

ed

1H

ow m

any

kilo

met

res i

sN

Solv

es a

prob

lem in

volv

ing

mul

tiplic

atio

n of

a de

cim

al n

umbe

r.

2W

hat i

s the

appr

oxim

ate d

irect

dist

ance

SCa

lcula

tes a

dist

ance

usin

g a g

iven

map

, rul

er a

nd sc

ale.

3W

hat v

alue

of _

mak

es th

is nu

mbe

rA

FPCa

lcula

tes t

he m

issin

g va

lue i

n a d

ecim

al m

ultip

licat

ion

equa

tion.

4To

the n

eare

st th

ousa

nd, w

hat w

as th

eN

Iden

tifies

the t

otal

, to

the n

eare

st th

ousa

nd, o

f thr

ee 5

-dig

it nu

mbe

rs.

5W

hen

the c

ubes

are s

epar

ated

, how

man

yS

Visu

alise

s a 3

D sh

ape f

rom

an

isom

etric

dra

win

g.

6H

ow ta

ll is

Jay

now

?N

Calcu

late

s a g

iven

per

cent

age i

ncre

ase i

n he

ight

.

7In

tota

l, ho

w m

uch

does

Jade

pay

for

NIn

terp

rets

tabu

late

d co

st da

ta to

calcu

late

a fin

al p

rice.

8W

hat i

s the

area

of t

he h

exag

on?

MCD

Calcu

late

s the

area

of a

hex

agon

dra

wn

on a

rect

angu

lar g

rid.

9W

hich

arro

ws s

how

the a

ppro

xim

ate l

ocat

ions

NLo

cate

s dec

imal

appr

oxim

atio

ns fo

r irr

atio

nal n

umbe

rs o

n a n

umbe

r lin

e.

10W

hat w

as th

e tot

al am

ount

giv

en to

char

ities

MCD

Uses

stat

istica

l inf

orm

atio

n ab

out m

ean

and

popu

latio

n to

calcu

late

a to

tal.

KEY

A

FP =

Alg

ebra

, fun

ctio

n an

d pa

ttern

(Str

uctu

re)

N =

Num

ber

MC

D =

Mea

sure

men

t, ch

ance

and

dat

aS

= Sp

ace


11W

hat i

s the

sum

of t

he si

x mar

ked

SUs

es th

e kno

wled

ge o

f the

sum

of t

he in

terio

r ang

les in

a co

mpo

site s

hape

to ca

lcula

te a

n an

gle s

ize.

12H

ow m

any

wom

en ar

e at t

he p

arty

?A

FPSo

lves

a w

ord

prob

lem in

volv

ing

a miss

ing

adde

nd.

13H

ow m

uch

did

Tim

earn

on

the fi

rst d

ay?

AFP

Calcu

late

s the

firs

t ter

m in

a pa

ttern

of d

aily

earn

ings

giv

en th

e rul

e and

a to

tal.

14H

ow lo

ng d

oes t

he d

rive t

ake?

NSo

lves

a ra

te p

robl

em in

volv

ing

spee

d.

15W

hich

poi

nt o

n th

e map

show

sS

Follo

ws d

irect

ions

and

inte

rpre

ts sc

ale t

o id

entif

y a l

ocat

ion

on a

map

.

16W

hich

of t

hese

is cl

oses

t to

the r

adiu

s of t

he ci

rcle?

MCD

Calcu

late

s the

radi

us o

f a ci

rcle

give

n th

e circ

umfe

renc

e.17

How

man

y to

nnes

of b

arley

are i

n th

e silo

?A

FPIn

terp

rets

a tab

le of

val

ues t

o id

entif

y an

d ap

ply

a lin

ear r

ule.

18W

hich

of t

hese

is cl

oses

t to

the l

engt

h of

Stag

e 1N

Repr

esen

ts on

e len

gth

as a

n ap

prox

imat

e per

cent

age o

f ano

ther

.

19W

hat i

s the

pro

babi

lity

that

the s

tude

nt sp

ends

MCD

Uses

tabu

late

d da

ta to

iden

tify

the p

roba

bilit

y of

a ra

ndom

even

t.

20Fo

r how

long

is th

e arr

ow at

a he

ight

AFP

Uses

the g

raph

of a

non

-line

ar fu

nctio

n to

solv

e a ti

me/

heig

ht p

robl

em.

21W

hat i

s the

surfa

ce ar

eaM

CDCa

lcula

tes t

he su

rface

area

of a

com

posit

e sha

pe.

22W

hat w

as th

e mea

n am

ount

of m

oney

MCD

Solv

es a

mul

ti-ste

p pr

oblem

invo

lvin

g th

e cal

cula

tion

of a

mea

n.

23W

hat i

s the

rang

e of t

he h

eight

s?M

CDId

entifi

es th

e ran

ge o

f a sm

all d

ata s

et.

24H

ow m

uch

mon

ey d

id A

lex h

ave l

eft

NSo

lves

a w

ord

prob

lem in

volv

ing

mon

ey a

nd p

erce

ntag

es.

25W

hat i

s the

wid

th o

f the

foot

brid

ge?

SSo

lves

a pr

oblem

invo

lvin

g sc

ale a

nd p

ropo

rtion

al re

ason

ing.

26W

hat i

s the

mas

s of t

he o

ther

?N

Solv

es a

subt

ract

ion

prob

lem in

volv

ing

scien

tific n

otat

ion

and

nega

tive i

ndice

s.

27W

hat i

s the

size

of t

he a

ngle

mar

ked

a?S

Calcu

lates

the s

ize o

f an

angl

e usin

g pr

oper

ties o

f a se

ries o

f sim

ilar t

riang

les.

28W

hat i

s the

leng

th o

f a si

mila

r sta

ckA

FPSo

lves

a pr

oblem

invo

lvin

g pr

opor

tiona

l rea

soni

ng.

29W

hat i

s the

diff

eren

ce in

cent

imet

res b

etw

een

the

eagl

e'sA

FPSo

lves

a pr

oblem

invo

lvin

g th

e use

of a

non

-line

ar ru

le an

d m

etric

conv

ersio

n.

30W

hat i

s the

shor

test

poss

ible

trave

lS

Inte

rpre

ts ne

twor

k di

agra

m to

calcu

late

shor

test

path

bet

wee

n tw

o lo

catio

ns.

31W

hat i

s the

heig

ht o

f the

pris

m?

MCD

Calcu

late

s the

heig

ht o

f a cu

be g

iven

the v

olum

e of a

pris

m m

ade o

f tw

o cu

bes.

32W

hat i

s the

area

of t

he g

rey

part

SCa

lcula

tes t

he ar

ea o

f par

t of a

pat

tern

of s

quar

es o

f dec

reas

ing

size.

KEY

A

FP =

Alg

ebra

, fun

ctio

n an

d pa

ttern

(Str

uctu

re)

N =

Num

ber

MC

D =

Mea

sure

men

t, ch

ance

and

dat

aS

= Sp

ace


Ap

pe

nd

ix 2

: N

AP

LA

N 2

013

Da

ta s

erv

ice

re

po

rt s

um

ma

ry

Rep

ort

nam

e

Rep

ort

fu

ncti

on

Rep

ort

cri

teri

aP

os

sib

le u

se

s f

or

rep

ort

Sc

ho

ol

Su

mm

ary

Re

po

rt

Disp

lays n

atio

nal,

state

and

scho

ol

resu

lts fr

om N

APL

AN

testi

ng in

2013

.Re

ports

for:

• a y

ear l

evel

• gr

oups

of s

tude

nts s

uch

as g

irls,

boys

, LB

OTE

or A

TSI s

tude

nts.

Repo

rts o

n:•

Read

ing,

Writ

ing,

Spel

ling,

Gra

mm

ar

and

Punc

tuat

ion,

and

Num

erac

y.

• C

ompa

re th

e per

form

ance

of Y

ears

3, 5,

7 an

d 9 s

tude

nts i

n th

e sch

ool w

ith th

at o

f st

uden

ts ac

ross

the n

atio

n an

d th

e sta

te.

• C

ompa

re th

e per

form

ance

of s

tude

nt

achi

evem

ent i

n on

e ass

essm

ent a

rea w

ith

perfo

rman

ce in

oth

er ar

eas.

Gro

up

Su

mm

ary

Re

po

rtSu

mm

arise

s res

ults

for g

roup

s of

stud

ents

in R

eadi

ng, W

ritin

g, Sp

ellin

g,

Gram

mar

and

Pun

ctua

tion,

and

N

umer

acy.

Repo

rts fo

r:•

a yea

r lev

el•

indi

vidu

al cl

ass.

Repo

rts o

n:•

Read

ing,

Writ

ing,

Spel

ling,

Gra

mm

ar

and

Punc

tuat

ion,

and

Num

erac

y.

• C

ompa

re th

e res

ults

of st

uden

ts in

the

scho

ol, c

lass

or g

roup

with

nat

iona

l and

sta

te re

sults

for e

ach

asse

ssm

ent a

rea.

• A

naly

se th

e res

ults

of th

e sch

ool,

class

or

grou

p w

ith re

spec

t to

gend

er, L

BOTE

and

AT

SI st

atus

in ea

ch as

sess

men

t are

a.

As

se

ss

me

nt

Are

a R

ep

ort

Sum

mar

ises r

esul

ts by

asse

ssm

ent

area

or d

imen

sion

for g

roup

s of

stud

ents

usin

g pe

rcen

tage

corr

ect

com

paris

ons.

Repo

rts fo

r:•

a yea

r lev

el•

indi

vidu

al cl

ass

• ot

her g

roup

s of s

tude

nts s

uch

as g

irls,

boys

, LBO

TE o

r ATS

I stu

dent

s.Re

ports

on:

• Re

adin

g, Sp

ellin

g, G

ram

mar

and

Pu

nctu

atio

n, N

umbe

r, M

easu

rem

ent,

chan

ce a

nd d

ata,

Spac

e and

Stru

ctur

e (A

lgeb

ra, f

unct

ion

and

patte

rn).

• C

ompa

re th

e per

cent

age o

f que

stion

s an

swer

ed co

rrec

tly b

y th

e sch

ool o

r se

lecte

d gr

oup

in sp

ecifi

c ass

essm

ent

area

s and

dim

ensio

ns w

ith co

rres

pond

ing

perc

enta

ges f

or th

e sta

te.

• Id

entif

y ar

eas w

here

ther

e is a

sign

ifica

nt

diffe

renc

e bet

wee

n th

e per

cent

age c

orre

ct

for t

he sc

hool

or s

elect

ed g

roup

and

that

fo

r the

stat

e.


Rep

ort

nam

e

Rep

ort

fu

ncti

on

Rep

ort

cri

teri

aP

os

sib

le u

se

s f

or

rep

ort

Wri

tin

g C

rite

ria

Re

po

rtSu

mm

arise

s gro

up p

erfo

rman

ces o

n th

e Writ

ing

test.

Bar

gra

phs s

how

th

e Writ

ing

scor

e dist

ribut

ion

for t

he

grou

p fo

r eac

h of

then

ten

crite

ria

agai

nst w

hich

the W

ritin

g te

st w

as

asse

ssed

.

Repo

rts fo

r:•

a yea

r lev

el•

indi

vidu

al cl

ass

• ot

her g

roup

s of s

tude

nts s

uch

as g

irls,

b

oys,

LBO

TE o

r ATS

I stu

dent

s.

Repo

rts o

n:•

Audi

ence

, Tex

t Stru

ctur

e, Id

eas,

P

ersu

asiv

e Dev

ices,

Voca

bula

ry,

Coh

esio

n, P

arag

raph

ing,

Sen

tenc

e S

truct

ure,

Punc

tuat

ion

and

Spel

ling.

• Co

mpa

re th

e dist

ribut

ion

of sc

hool

scor

es

with

the d

istrib

utio

n of

nat

iona

l and

stat

e-

wid

e sco

res f

or ea

ch o

f the

ten

asse

ssed

w

ritin

g cr

iteria

. •

Prov

ide d

ata f

or a

naly

sing

stud

ent w

ritin

g

by

crite

rion,

and

iden

tify

area

s of r

elativ

e s

treng

th o

r wea

knes

s.

Ite

m A

na

lys

is R

ep

ort

Prov

ides

dist

ract

or a

naly

sis, i

nclu

ding

pe

rcen

tage

corr

ect a

nd d

escr

iptio

ns o

f sk

ill as

sess

ed fo

r eac

h ite

m.

The r

epor

t can

now

be a

cces

sed

both

in

tabu

lar a

nd g

raph

ical f

orm

ats.

Repo

rts fo

r:•

a yea

r lev

el•

indi

vidu

al cl

ass

• ot

her g

roup

s of s

tude

nts s

uch

as g

irls,

b

oys,

LBO

TE o

r ATS

I stu

dent

s.

Repo

rts o

n:•

Read

ing,

Spel

ling,

Gra

mm

ar a

nd

Pun

ctua

tion,

and

Num

erac

y. Ca

n be

ord

ered

by:

• Ite

m n

umbe

r•

% co

rrec

t Nat

iona

l•

% co

rrec

t Sta

te•

% co

rrec

t Gro

up•

Skill

.

• Fo

r eac

h te

st ite

m, c

ompa

re th

e per

cent

age

of s

tude

nts i

n th

e sele

cted

scho

ol

gro

up w

ho a

nsw

ered

corr

ectly

with

t

he co

rres

pond

ing

natio

nal a

nd st

ate

per

cent

ages

.•

Com

pare

the d

istrib

utio

n of

resp

onse

s f

rom

stud

ents

in th

e sele

cted

scho

ol

gro

up to

each

item

acro

ss al

l alte

rnat

ives

in

mul

tiple

choi

ce it

ems t

o th

e cor

resp

ondi

ng

dist

ribut

ions

for t

he n

atio

n an

d th

e sta

te.

• Pr

ovid

e dat

a for

ana

lysin

g pa

rticu

lar

are

as o

f rela

tive s

treng

th o

r wea

knes

s for

i

ndiv

idua

l stu

dent

s or g

roup

s of s

tude

nts

by

dim

ensio

n or

by

skill

asse

ssed

.


Rep

ort

nam

e

Rep

ort

fu

ncti

on

Rep

ort

cri

teri

aP

os

sib

le u

se

s f

or

rep

ort

Stu

de

nt

Re

sp

on

se

Re

po

rtId

entifi

es co

rrec

t and

inco

rrec

t re

spon

ses t

o in

divi

dual

item

s for

each

st

uden

t in

a gro

up b

y di

men

sion.

Su

mm

arise

s gro

up p

erfo

rman

ces o

n in

divi

dual

item

s.

Repo

rts fo

r:•

an in

divi

dual

stud

ent

• a y

ear l

evel

• in

divi

dual

clas

ses

• ot

her g

roup

s of s

tude

nts s

uch

as g

irls,

boys

, LBO

TE o

r ATS

I stu

dent

s.

Repo

rts o

n:•

Read

ing,

Spel

ling,

Gra

mm

ar a

nd

Punc

tuat

ion,

and

Num

erac

y.

• Id

entif

y ite

ms a

nsw

ered

corr

ectly

and

in

corr

ectly

by

indi

vidu

al st

uden

ts.•

Iden

tify

patte

rns o

f inc

orre

ct re

spon

ses f

or

indi

vidu

al st

uden

ts or

gro

ups o

f stu

dent

s to

hig

hlig

ht cu

rricu

lum

area

s whi

ch m

ay

need

atte

ntio

n.•

Ana

lyse

stud

ent r

espo

nses

to h

elp

diag

nose

und

ersta

ndin

g of

par

ticul

ar

conc

epts.

• P

rovi

de ev

iden

ce b

ased

info

rmat

ion

to

help

teac

hers

info

rm p

aren

ts ab

out t

heir

child

’s gr

asp

of p

artic

ular

conc

epts

or

curr

iculu

m ar

eas.

Stu

de

nt

Ac

hie

ve

me

nt

Le

ve

l R

ep

ort

Sum

mar

ises a

chiev

emen

t lev

els f

or

indi

vidu

al st

uden

ts by

out

com

es a

nd

refle

cts i

nfor

mat

ion

on th

e par

ent

repo

rts.

This

can

be in

:•

grap

hica

l for

mat

(box

plo

ts)•

tabu

lar f

orm

at (l

ists n

umer

ic va

lues

).

Repo

rts fo

r:•

an in

divi

dual

stud

ent

• a y

ear l

evel

• in

divi

dual

clas

ses

• ot

her g

roup

s of s

tude

nts s

uch

as g

irls,

boys

, LBO

TE o

r ATS

I stu

dent

s.

Repo

rts o

n:•

Read

ing,

Writ

ing,

Spel

ling,

Gra

mm

ar

and

Punc

tuat

ion,

and

Num

erac

y.

• C

ompa

re th

e ach

ievem

ent o

f ind

ivid

ual

stud

ents

acro

ss al

l ass

essm

ent a

reas

.•

Iden

tify

whe

re in

divi

dual

stud

ents’

resu

lts

fit w

ith re

spec

t to

the d

istrib

utio

n of

re

sults

acro

ss th

e nat

ion.

• P

rovi

de a

subs

titut

e Stu

dent

Rep

ort f

or

pare

nts i

f req

uire

d. T

he re

port

mus

t be

run

on th

e nat

iona

l sca

le fo

r “A

ll” st

uden

ts fo

r thi

s to

refle

ct th

e act

ual S

tude

nt

Repo

rt.

Fiv

e Y

ea

r Tre

nd

Re

po

rtD

isplay

s nat

iona

l, sta

te a

nd sc

hool

re

sults

for N

APL

AN

tests

ove

r tim

e (2

009 -

2013

).

Repo

rts fo

r:•

a yea

r lev

el•

grou

ps o

f stu

dent

s suc

h as

girl

s, bo

ys,

LBO

TE o

r ATS

I stu

dent

s.

Repo

rts o

n:

• Re

adin

g, W

ritin

g, Sp

ellin

g, G

ram

mar

an

d Pu

nctu

atio

n, a

nd N

umer

acy.

• C

ompa

re th

e dist

ribut

ion

of n

atio

nal,

state

an

d sc

hool

NA

PLA

N re

sults

ove

r tim

e•

Com

pare

nat

iona

l, sta

te a

nd sc

hool

scal

ed

scor

e mea

ns o

ver t

ime.

• Id

entif

y tre

nds i

n na

tiona

l, sta

te a

nd

scho

ol N

APL

AN

resu

lts o

ver t

ime.


Rep

ort

nam

e

Rep

ort

fu

ncti

on

Rep

ort

cri

teri

aP

os

sib

le u

se

s f

or

rep

ort

Sc

ho

ol

Co

mp

ari

so

n

Re

po

rtD

isplay

s 201

1 to

2013

gro

wth

dat

a at

natio

nal,

state

and

scho

ol le

vels.

Inclu

des a

sum

mar

y ta

ble s

how

ing

aver

age 2

011 -

2013

scal

ed sc

ore

diffe

renc

es at

nat

iona

l, sta

te a

nd

scho

ol le

vels.

Repo

rts fo

r:•

a yea

r lev

el•

grou

ps o

f stu

dent

s suc

h as

girl

s, bo

ys,

L

BOTE

or A

TSI s

tude

nts.

Repo

rts o

n:•

Read

ing,

Writ

ing,

Spel

ling,

Gra

mm

ar

and

Pun

ctua

tion,

and

Num

erac

y.

• Co

mpa

re th

e cha

nge i

n pe

rform

ance

of t

he

sam

e coh

orts

of st

uden

ts be

twee

n 20

11 a

nd

201

3 (i.e

. how

the p

erfo

rman

ce o

f Yea

r

3, Y

ear 5

or Y

ear 7

stud

ents

in 20

11

com

pare

d to

thei

r cur

rent

per

form

ance

in

Yea

r 5, Y

ear 7

or Y

ear 9

in 20

13).

• In

vesti

gate

the r

ate o

f pro

gres

s of a

coho

rt

of s

tude

nts o

ver t

ime r

elativ

e to

othe

r s

tude

nts i

n th

e sta

te a

nd n

atio

nally

.

Sc

ho

ol–

Stu

de

nt

Co

mp

ari

so

n R

ep

ort

Disp

lays 2

011 a

nd 20

13 re

sults

for a

n in

divi

dual

stud

ent,

with

resp

ect t

o co

rres

pond

ing

resu

lts at

nat

iona

l, sta

te

and

scho

ol le

vels.

Repo

rts fo

r ind

ivid

ual s

tude

nts c

ompa

red

to:

• al

l stu

dent

s or

• gr

oups

of s

tude

nts s

uch

as g

irls,

boys

,

LBO

TE o

r ATS

I stu

dent

s.

Repo

rts o

n:•

Read

ing,

Writ

ing,

Spel

ling,

Gra

mm

ar

and

Pun

ctua

tion,

and

Num

erac

y.

• D

eter

min

e the

chan

ge in

indi

vidu

al

stu

dent

s’ pe

rform

ance

bet

wee

n 20

11 a

nd

201

3 (i.e

. how

the s

tude

nts’

Year

7 20

11

res

ults

com

pare

to th

eir p

erfo

rman

ce in

Y

ear 9

in 20

13).

• D

eter

min

e a st

uden

t’s ra

te o

f pro

gres

s ove

r t

ime r

elativ

e to

othe

r stu

dent

s in

the s

tate

a

nd n

atio

nally

.


Rep

ort

nam

e

Rep

ort

fu

ncti

on

Rep

ort

cri

teri

aP

os

sib

le u

se

s f

or

rep

ort

Re

lati

ve

G

row

th R

ep

ort

Disp

lays 2

011 t

o 20

13 co

mpa

rativ

e gr

owth

(Hig

h, M

ediu

m o

r Low

) for

ea

ch st

uden

t with

resp

ect t

o ‘si

mila

r st

uden

ts’ (t

hose

with

the s

ame 2

011

scor

e).

The r

epor

t is a

vaila

ble i

n:•

tabu

lar f

orm

at (l

ists i

ndiv

idua

l s

tude

nts)

• gr

aphi

cal f

orm

at (p

rovi

des s

umm

ary

inf

orm

atio

n ab

out t

he p

erce

ntag

e of

stu

dent

s in

each

gro

wth

cate

gory

).

Repo

rts fo

r:•

all s

tude

nts

• in

divi

dual

clas

ses

• st

uden

ts fro

m a

selec

ted

grow

th

cat

egor

y.

Repo

rts o

n:•

Read

ing,

Spel

ling,

Gra

mm

ar a

nd

Pun

ctua

tion,

and

Num

erac

y.

Can

be o

rder

ed b

y:•

2011

stud

ent s

core

• 20

13 st

uden

t sco

re

• st

uden

t nam

e.

• C

ompa

re st

uden

t gro

wth

bet

wee

n N

APL

AN

testi

ng p

erio

ds w

ith th

at o

f sim

ilar s

tude

nts.

• Id

entif

y if

ther

e are

par

ticul

ar st

uden

t ab

ility

gro

ups w

here

hig

h re

lativ

e gro

wth

ha

s bee

n ac

hiev

ed co

mpa

red

to si

mila

r st

uden

ts.•

Iden

tify

if th

ere a

re p

artic

ular

stud

ents

or st

uden

t abi

lity

grou

ps w

here

onl

y lo

w re

lativ

e gro

wth

has

bee

n ac

hiev

ed

com

pare

d to

sim

ilar s

tude

nts.


glossary

Data presentation

scaled scores and the National Assessment Program scale

Nationally, student outcomes are provided as a scaled score. These scores range from 0 to 1000, and form the numeric continuum from which the ten national reporting bands are derived (see page 2).

Where appropriate, the NAPLAN Data Service displays summary statistics and individual student outcomes as scaled scores, and the distribution of results as box-and-whisker graphs plotted against the reporting bands.

• Year 3 - results will be reported in Band 1 to Band 6• Year 5 - results will be reported in Band 3 to Band 8• Year 7 - results will be reported in Band 4 to Band 9• Year 9 - results will be reported in Band 5 to Band 10.

Box-and-whisker (box plot) format

Some NAPLAN reports use a box-and-whisker format to represent the range of student achievement in the specified criterion.

The shaded box represents the middle 50 per cent of the student scores for the particular group. The middle score (median) for the group is shown by the black bar.

The box plus line segments (whiskers) show the range of scores achieved by the middle 80 per cent of the group.

‘Percentile’ refers to ranking a group on a 0 to 100 (percentage) scale. Students in the 90th percentile will have a performance which is equal to or better than 90 per cent of the particular group to which the data refers.

median

The median or mid-score (50th percentile) is the value where half the scores are above it and half below it (e.g. the median of 8, 9, 11, 14, 15, 16, 18 is 14).

mean

The mean (or average) is the total of scores for all members of the group divided by the number of members in that group (e.g. the mean of 8, 9, 11, 14, 15, 16, 18 is 13).

standard deviation

Standard deviation (SD) is a measure of the spread of scores around the mean. A larger SD indicates a wider spread of scores. The range of + or – one SD either side of the mean contains about 68 per cent of scores, and + or – two SDs either side of the mean contains about 95 per cent of scores.


standard error (se) of the mean

Assessment results data is always subject to a degree of uncertainty, due to the fact that, for a variety of reasons, some students will do a little better or a little worse than they perhaps could have or should have on a single assessment. In very large groups, these fluctuations tend to average out, but in smaller groups they can be significant. The standard error (se) of the mean provides a measure of this uncertainty, and can be used to generate a confidence interval for the mean. A 95% confidence interval for the school mean is given by mean ± 2 x se(mean).