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2014

Reporting Guide

2014 NATIONAL AssessmeNT PrOgrAm – LITerACY AND NUmerACY (NAPLAN)

rePOrTINg gUIDe

YeAr 3, YeAr 5, YeAr 7 AND YeAr 9

© 2014

NAPLAN 2014 Reporting Guide ii

Published by the Victorian Curriculum and Assessment Authority

Level 1, 2 Lonsdale Street, Melbourne, Victoria, Australia 3000

First published 2014

© Victorian Curriculum and Assessment Authority 2014

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 978-1-922082-58-9

iiiNAPLAN 2014 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 2015 TesTs

12 May Literacy (Language Conventions, Writing)

13 May Literacy (Reading)

14 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 2014 Reporting Guide iv

ContentsVCAA NAPLAN Helpdesk iiiDATES FOR NAPLAN 2015 TESTS iiiIntroduction 1

Privacy Policy 1

NAPLAN Data Service 2 Reporting arrangements in 2014 2Reports on a National Scale 2Important information regarding the reporting of the Writing domain 2Scaled Scores 3National Minimum Standards 3Trend Data and Growth 3NAPLAN 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 2014 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 51Year 5 Numeracy 53Year 7 Numeracy (Non-Calculator) 55Year 7 Numeracy (Calculator) 56Year 9 Numeracy (Non-Calculator) 58Year 9 Numeracy (Calculator) 60

Appendix 2: NAPLAN 2014 Data Service Report Summary 62Glossary 67Data presentation 67

1NAPLAN 2014 Reporting Guide

IntroductionThe National Assessment Program - Literacy and Numeracy (NAPLAN) conducted in May 2014, 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 2014 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 2014 can be accessed by schools on this website. Schools must use their unique login and security password to access their results.

reporting arrangements in 2014

ACARA’s decision to release some NAPLAN data to schools earlier in 2014 has made it possible for the VCAA to provide schools with early access to some reports in the NAPLAN Data Service:

• The first release in early Term 3 will include the Writing Criteria Report, the Student Response Report and the Item Analysis Report.

• The second release will be towards the end of Term 3 and will provide schools with access to all NAPLAN Data Service reports.

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 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 2014, 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, 2013 and 2014 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 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 2010 – 2014.

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 2012, and that for the same students in Year 5 (7 or 9) in 2014.

The Student-School Comparison Report shows the relative position of 2012 and 2014 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 2014 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 2014 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 2014.

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

For 2014, the ‘Reporting Years’ menu can offer NAPLAN results for 2008 to 2014. The ‘Report Name’ menu will contain reports relevant to the year level and reporting year for your school. Check the table ‘NAPLAN 2014 Data Service Report Summary’ on page 64 to see which reports relate to the NAPLAN 2014 tests.

Please note: To enhance data security, school passwords are changed annually. Passwords for 2014 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 2014 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 2014 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 9

School 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 2014

u Report is available for NAPLAN results from 2012

List of reports and functions

For 2014, 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 2010 to 2014 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 2014 with their results, if available, for the tests they undertook in Year 3 (5 or 7) in 2012. 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 2012 and Year 5 (7 or 9) results from 2014 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 2014, the stimulus was “Change a rule or law”.

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 – 6

Text 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 – 5

Persuasive 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 – 5

Cohesion 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 – 5

Spelling 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 2014 Writing Stimulus and the 2014 Marking Guide.

example of Writing Criteria report

Click on the links to view the 2014 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 2014 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 2012 and 2014 results for students who undertook the 2012 and 2014 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 2012 and the 2014 tests)

These data are longitudinal in nature and are useful for comparing the change in performance of the same groups of students between 2012 and 2014 (e.g. how the performance of Year 3 students in 2012 compares to their performance now they are in Year 5 in 2014). 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 2012 and 2014 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 2012

• The ‘Matched School’ group (green) is replaced by a ‘Matched Student’ group (orange). This is the group of students who sat the 2014 test at the school and who have a 2012 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 2014 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 2014 tests at the school, and who have a 2012 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 2012 and 2014, 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 2012 Year 5 ‘School’ distributions cannot be provided, and hence the (red) box-and-whiskers for 2012 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 2012 and 2014 (e.g. how the student’s Year 7 performance in 2012 compares to their performance in Year 9 in 2014). 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 2012 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 2012 Year 5 ‘School’ distribution is not provided for Year 7 students, unless there were Year 5 students enrolled at the school in 2012.

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 2012.


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 between 2008 and 2014 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 2010, 2011, 2012, 2013 and 2014.

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 2014 it is possible to compare current NAPLAN results with those from Year 3, Year 5 or Year 7 in 2012. 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 2012 to 2014 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 2014.

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


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 2014, 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 2014National 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

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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 2014 Reporting Guide

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10Th

e be

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terp

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n in

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11Th

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12Th

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13Th

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n in

form

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xt

14G

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TLI

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focu

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TLI

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pos

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nony

mou

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atch

16G

eron

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TLI

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form

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17G

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TLI

Loca

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pos

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18G

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TLI

Loca

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pos

ter

19G

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TLI

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tifies

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chni

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pos

ter


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23Tr

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nar

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24Tr

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terp

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info

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lam

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26C

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rpos

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info

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27C

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stat

ed d

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an

info

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28C

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29C

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info

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30C

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31C

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e in

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32C

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form

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xt

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surp

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TLI

Infe

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Dra

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TLI

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TLK

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head

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KE

Y

CU

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xt in

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cont

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TL

K =

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text

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Ye

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3O

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4O

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form

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5O

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6O

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Inte

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7G

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TLI

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12G

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tifies

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chni

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13Tr

umpe

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info

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use

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lam

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pose

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Inte

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TLK

Inte

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TLI

Sequ

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TLI

Inte

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25Fo

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CU

Inte

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form

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onlin

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26Fo

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CU

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27Fo

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TLI

Inte

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onlin

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28Fo

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TLK

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30Fo

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TLI

Inte

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31Fo

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CU

Inte

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n an

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32A

dven

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34A

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38A

dven

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nlig

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mos

pher

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eate

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arra

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Y

CU

= C

onte

xtua

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ltur

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urpo

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bac

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ay th

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nstr

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f the

text

con

trib

utes

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s m

eani

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nclu

din

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e ef

fect

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he g

ener

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truc

ture

, lay

out,

lang

uage

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mm

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isua

l ele

men

ts.


Ye

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7 r

ea

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Qu

esti

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Te

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2Le

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3Le

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4Le

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intr

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xt

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7G

loba

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TLI

Loca

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xt

8G

loba

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Loca

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9G

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Inte

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info

rmat

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10G

loba

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Infe

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Loca

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rmat

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ahm

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Sum

mar

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pose

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Inte

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Inte

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TLI

Sequ

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moo

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ahm

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Kite

TLI

Inte

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18Fo

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CU

Inte

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onlin

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19Fo

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CU

Iden

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20Fo

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Inte

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21Fo

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TLK

Reco

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TLK

Iden

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23Fo

od m

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TLI

Inte

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wri

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com

men

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onlin

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24Fo

od m

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CU

Inte

rpre

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e m

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f a c

omm

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n an

onl

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disc

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on

25O

utsi

de th

e tr

iang

leTL

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fers

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reas

on fo

r a c

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's ac

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in a

nar

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e


26O

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de th

e tr

iang

leTL

IU

nder

stan

ds th

e re

ason

s fo

r a c

hara

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's fe

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27O

utsi

de th

e tr

iang

leTL

IRe

cogn

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reas

on fo

r a c

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's ac

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nar

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28O

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de th

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iang

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terp

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info

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in a

nar

rativ

e

29O

utsi

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r a c

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arra

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30O

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terp

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imag

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nar

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31O

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KId

entifi

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n a

narr

ativ

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32A

nim

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and

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TLI

Inte

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plic

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par

enth

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form

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xt

33A

nim

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and

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TLK

Link

s th

e re

fere

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of a

djec

tives

in a

per

suas

ive

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34A

nim

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and

eart

hqua

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TLI

Reco

gnis

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e ro

le o

f an

illus

trat

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exam

ple

in a

per

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35A

nim

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and

eart

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TLI

Gen

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tions

of p

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ehav

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36A

nim

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and

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TLI

Inte

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ts th

e re

ason

for a

reco

mm

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37A

nim

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and

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tifies

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sour

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rite

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bilit

y in

a p

ersu

asiv

e te

xt

38A

nim

als

and

eart

hqua

kes

CU

Com

pare

s to

ne a

cros

s pa

ragr

aphs

in a

per

suas

ive

text

39Er

ik, t

he b

oat r

ace,

and

the

inno

vativ

e pr

opel

ler

CU

Inte

rpre

ts a

cha

ract

er’s

mot

ivat

ion

in a

nar

rativ

e

40Er

ik, t

he b

oat r

ace,

and

the

inno

vativ

e pr

opel

ler

TLI

Infe

rs th

e pu

rpos

e of

a w

rite

r’s c

omm

ent i

n a

narr

ativ

e

41Er

ik, t

he b

oat r

ace,

and

the

inno

vativ

e pr

opel

ler

TLI

Infe

rs th

e m

eani

ng o

f a w

rite

r’s c

omm

ent i

n a

narr

ativ

e

42Er

ik, t

he b

oat r

ace,

and

the

inno

vativ

e pr

opel

ler

CU

Use

s in

form

atio

n in

a n

arra

tive

to m

ake

a ju

dgem

ent

43Er

ik, t

he b

oat r

ace,

and

the

inno

vativ

e pr

opel

ler

TLI

Inte

rpre

ts a

n ex

pres

sion

in a

nar

rativ

e

44Er

ik, t

he b

oat r

ace,

and

the

inno

vativ

e pr

opel

ler

TLK

Reco

gnis

es th

e us

e of

poi

nts

of e

llips

is fo

r sur

pris

e ef

fect

in a

nar

rativ

e

45Sq

uare

Kilo

met

re A

rray

TLI

Refe

renc

es b

ack

acro

ss a

par

agra

ph to

inte

rpre

t voc

abul

ary

in a

n in

form

atio

n te

xt

46Sq

uare

Kilo

met

re A

rray

TLK

Reco

gnis

es th

e ef

fect

of p

unct

uatio

n on

read

ers'

resp

onse

s to

an

info

rmat

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text

47Sq

uare

Kilo

met

re A

rray

TLI

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tifies

exp

licitl

y-st

ated

info

rmat

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in a

n in

form

atio

n te

xt

48Sq

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Kilo

met

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rray

TLI

Inte

rpre

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e m

eani

ng o

f a te

chni

cal t

erm

use

d in

an

info

rmat

ion

text

49Sq

uare

Kilo

met

re A

rray

TLI

Inte

rpre

ts e

mbe

dded

det

ails

in a

n in

form

atio

n te

xt

50Sq

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Kilo

met

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rray

CU

Iden

tifies

the

purp

ose

of a

n in

form

atio

n te

xt

KE

Y

CU

= C

onte

xtua

l und

erst

and

ing:

rel

ates

to th

e te

xt in

its

cont

ext,

incl

udin

g cu

ltur

al p

urpo

se, a

udie

nce

and

bac

kgro

und

s/in

tent

ions

/re

spon

ses

of w

rite

r/re

ader

s.

TL

I = T

ext l

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ion

and

inte

rpre

tati

on: r

elat

es to

the

mea

ning

of t

ext,

incl

udin

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nten

t, id

eas,

info

rmat

ion,

rel

atio

nshi

ps, d

evel

opm

ent o

f arg

umen

ts a

nd p

lots

.

TL

K =

Tex

t and

lang

uage

kno

wle

dge

: rel

ates

to th

e w

ay th

e co

nstr

ucti

on o

f the

text

con

trib

utes

to it

s m

eani

ng, i

nclu

din

g th

e ef

fect

of t

he g

ener

ic s

truc

ture

, lay

out,

lang

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, gra

mm

ar a

nd v

isua

l ele

men

ts.


Ye

ar

9 r

ea

din

g

Qu

esti

on

Te

xt

titl

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-str

and

Ski

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sess

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1A

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ou m

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r?TL

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s di

rect

ly-s

tate

d in

form

atio

n in

an

info

rmat

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text

2A

re y

ou m

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r?TL

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ause

and

eff

ect i

n an

info

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text

3A

re y

ou m

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r?TL

IId

entifi

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syno

nom

ous

phra

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r wor

ds fo

und

in a

n in

form

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n te

xt

4A

re y

ou m

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terp

rets

the

mea

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of a

phr

ase

in a

n in

form

atio

n te

xt

5A

re y

ou m

y m

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r?TL

ILi

nks

info

rmat

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acro

ss p

arag

raph

s to

iden

tify

a sc

ient

ific

met

hodo

logy

in a

n in

form

atio

n te

xt

6O

lym

pics

spor

ts -

then

and

now

TLI

Loca

tes

dire

ctly

-sta

ted

info

rmat

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in a

n in

form

atio

n te

xt

7O

lym

pics

spor

ts -

then

and

now

CU

Infe

rs th

e m

eani

ng o

f an

expr

essi

on in

an

info

rmat

ion

text

8O

lym

pics

spor

ts -

then

and

now

TLI

Inte

rpre

ts th

e m

eani

ng o

f an

expr

essi

on in

an

info

rmat

ion

text

9O

lym

pics

spor

ts -

then

and

now

TLI

Loca

tes

a fa

ct in

an

info

rmat

ion

text

10O

lym

pics

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then

and

now

TLK

Iden

tifies

the

purp

ose

of th

e in

trod

ucto

ry p

arag

raph

in a

n in

form

atio

n te

xt

11O

lym

pics

spor

ts -

then

and

now

CU

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tifies

the

wri

ter’s

pur

pose

in a

n in

form

atio

n te

xt

12C

han

and

the

wat

erfa

llTL

KId

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es th

e ri

sing

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in a

nar

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13C

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and

the

wat

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IIn

terp

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info

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in a

nar

rativ

e

14C

han

and

the

wat

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llTL

IIn

terp

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info

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to id

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y a

char

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elin

gs in

a n

arra

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15C

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and

the

wat

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llTL

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entifi

es th

e se

ttin

g of

the

open

ing

para

grap

h of

a n

arra

tive

16C

han

and

the

wat

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llTL

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fers

the

emot

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cha

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a n

arra

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17C

han

and

the

wat

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llTL

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nder

stan

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iftin

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ewpo

ints

in a

nar

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18Ic

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ruct

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com

pone

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in a

fact

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iptio

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19Ic

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gsC

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entifi

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e pu

rpos

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a fa

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l des

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20Ic

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e te

rm u

sed

for a

pro

cess

in a

fact

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21Ic

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gsTL

ILo

cate

s di

rect

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tate

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form

atio

n in

a fa

ctua

l des

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22Ic

eber

gsTL

ILo

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form

atio

n in

a fa

ctua

l des

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tion

23Ic

eber

gsTL

IIn

terp

rets

info

rmat

ion

abou

t phy

sica

l cha

ract

eris

tics

in a

fact

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n

24O

utsi

de th

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iang

leTL

IIn

fers

the

reas

on fo

r a c

hara

cter

's ac

tion

in a

nar

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e

25O

utsi

de th

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iang

leTL

IU

nder

stan

ds th

e re

ason

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r a c

hara

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elin

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a n

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26O

utsi

de th

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iang

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IRe

cogn

ises

the

reas

on fo

r a c

hara

cter

's ac

tion

in a

nar

rativ

e


27O

utsi

de th

e tr

iang

leTL

IIn

terp

rets

info

rmat

ion

in a

nar

rativ

e

28O

utsi

de th

e tr

iang

leTL

IIn

fers

the

reas

on fo

r a c

hara

cter

's re

spon

se in

a n

arra

tive

29O

utsi

de th

e tr

iang

leTL

IIn

terp

rets

imag

ery

in a

nar

rativ

e

30O

utsi

de th

e tr

iang

leTL

KId

entifi

es th

e tu

rnin

g po

int i

n a

narr

ativ

e

31A

nim

als

and

eart

hqua

kes

TLI

Inte

rpre

ts th

e im

plic

atio

n of

par

enth

etic

al in

form

atio

n in

a p

ersu

asiv

e te

xt

32A

nim

als

and

eart

hqua

kes

TLK

Link

s th

e re

fere

nts

of a

djec

tives

in a

per

suas

ive

text

33A

nim

als

and

eart

hqua

kes

TLI

Reco

gnis

es th

e ro

le o

f an

illus

trat

ive

exam

ple

in a

per

suas

ive

text

34A

nim

als

and

eart

hqua

kes

TLI

Gen

eral

ises

from

des

crip

tions

of p

eopl

e's b

ehav

iour

in a

per

suas

ive

text

35A

nim

als

and

eart

hqua

kes

TLI

Inte

rpre

ts th

e re

ason

for a

reco

mm

enda

tion

in a

per

suas

ive

text

36A

nim

als

and

eart

hqua

kes

CU

Iden

tifies

the

sour

ce o

f a w

rite

r's c

redi

bilit

y in

a p

ersu

asiv

e te

xt

37A

nim

als

and

eart

hqua

kes

CU

Com

pare

s to

ne a

cros

s pa

ragr

aphs

in a

per

suas

ive

text

38Be

yond

the

beac

hes

TLI

Iden

tifies

the

first

eve

nt in

a n

arra

tive

39Be

yond

the

beac

hes

CU

Iden

tifies

cha

nges

in a

cha

ract

er’s

moo

d ac

ross

a n

arra

tive

40Be

yond

the

beac

hes

TLI

Inte

rpre

ts a

n in

trod

ucto

ry d

escr

iptio

n of

the

sett

ing

in a

nar

rativ

e

41Be

yond

the

beac

hes

TLI

Inte

rpre

ts c

hara

cter

s' ac

tions

in a

nar

rativ

e

42Be

yond

the

beac

hes

TLI

Iden

tifies

the

mea

ning

of a

nou

n in

a n

arra

tive

43Be

yond

the

beac

hes

TLI

Inte

rpre

ts th

e re

ason

fact

ual i

nfor

mat

ion

appe

ars

in a

nar

rativ

e

44Be

yond

the

beac

hes

CU

Inte

rpre

ts a

them

atic

cod

a to

the

acco

unt o

f a m

eetin

g in

a n

arra

tive

45Th

eir r

ight

ful p

lace

CU

Infe

rs th

e pu

rpos

e of

a p

ersu

asiv

e te

xt

46Th

eir r

ight

ful p

lace

TLK

Iden

tifies

and

com

pare

s th

e st

ruct

ural

feat

ures

of a

n ar

gum

ent i

n a

pers

uasi

ve te

xt

47Th

eir r

ight

ful p

lace

TLK

Reco

gnis

es th

e fo

rmal

eff

ect o

f nom

inal

isat

ion

in a

per

suas

ive

text

48Th

eir r

ight

ful p

lace

CU

Infe

rs th

e pu

rpos

e of

a p

arag

raph

in a

per

suas

ive

text

49Th

eir r

ight

ful p

lace

CU

Eval

uate

s in

form

atio

n to

infe

r the

wri

ter’s

att

itude

in a

per

suas

ive

text

50Th

eir r

ight

ful p

lace

CU

Sum

mar

ises

and

inte

rpre

ts in

form

atio

n in

a p

ersu

asiv

e te

xt

KE

Y

CU

= C

onte

xtua

l und

erst

and

ing:

rel

ates

to th

e te

xt in

its

cont

ext,

incl

udin

g cu

ltur

al p

urpo

se, a

udie

nce

and

bac

kgro

und

s/in

tent

ions

/re

spon

ses

of w

rite

r/re

ader

s.

TL

I = T

ext l

ocat

ion

and

inte

rpre

tati

on: r

elat

es to

the

mea

ning

of t

ext,

incl

udin

g co

nten

t, id

eas,

info

rmat

ion,

rel

atio

nshi

ps, d

evel

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ent o

f arg

umen

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nd p

lots

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TL

K =

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t and

lang

uage

kno

wle

dge

: rel

ates

to th

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ay th

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nstr

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on o

f the

text

con

trib

utes

to it

s m

eani

ng, i

nclu

din

g th

e ef

fect

of t

he g

ener

ic s

truc

ture

, lay

out,

lang

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mm

ar a

nd v

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l ele

men

ts.


Ye

ar

3 L

ang

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e C

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nti

on

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Qu

esti

on

M

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wo

rdS

kill

asse

ssed

1hi

lId

entifi

es a

n er

ror i

n a

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sylla

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2te

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entifi

es a

n er

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n a

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dig

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3bl

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n er

ror i

n a

one-

sylla

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wor

d w

ith th

e te

rmin

al p

losi

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k.

4hu

jeC

orre

ctly

spel

ls a

one

-syl

labl

e w

ord

with

the

affr

icat

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patte

rn -g

e.

5ba

rth

Cor

rect

ly sp

ells

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ne-s

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wor

d w

ith th

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ng v

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6hu

ney

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

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t vow

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ound

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pres

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-o.

7th

erd

Cor

rect

ly sp

ells

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ne-s

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wor

d w

ith th

e -r

influ

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ng v

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8no

ckC

orre

ctly

spel

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one

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labl

e w

ord

with

the

initi

al si

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.

9ro

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ctly

spel

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with

the

diph

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grap

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w.

10si

gnel

Cor

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ly sp

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a tw

o-sy

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with

the

endi

ng -a

l.

11ri

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Cor

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ly sp

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e w

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with

the

endi

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12ha

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orre

ctly

spel

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one

-syl

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e w

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the

plur

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rm re

quir

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to th

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se w

ord

(f to

ve)

.

13sk

wir

tsC

orre

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spel

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one

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e w

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with

the

sem

i-vow

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14tis

hues

Cor

rect

ly sp

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a tw

o-sy

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e w

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with

the

fric

ativ

e pa

ttern

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15ra

nebo

wId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a tw

o-sy

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e co

mpo

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d w

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phth

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diag

raph

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16de

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d w

ith th

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ng v

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.

17br

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tifies

an

erro

r, th

en c

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ctly

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flect

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18pl

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n er

ror,

then

cor

rect

ly sp

ells

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o-sy

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e w

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with

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med

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19po

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then

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ly sp

ells

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ith th

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20lit

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ror,

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cor

rect

ly sp

ells

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d w

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21m

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tifies

an

erro

r, th

en c

orre

ctly

spel

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thre

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with

the

med

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asal

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22flo

ting

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tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

two-

sylla

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wor

d w

ith th

e di

phth

ong

digr

aph

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23sp

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tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

two-

sylla

ble

adje

ctiv

e w

ith th

e de

riva

tiona

l end

ing

-y re

quir

ing

a ch

ange

to th

e ba

se

wor

d (e

dro

p).

24sk

elet

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entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e en

ding

-on.

25si

ssor

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entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a tw

o-sy

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e w

ord

with

the

fric

ativ

e di

grap

h -s

c.


Qu

esti

on

Cu

rric

ulu

m A

rea

Ski

ll as

sess

ed

26G

ram

mar

Iden

tifies

the

corr

ect p

rono

un in

a c

ompl

ex s

ente

nce.

27Pu

nctu

atio

nId

entifi

es th

e co

rrec

t cau

sal c

onju

nctio

n in

a c

ompl

ex s

ente

nce.

28G

ram

mar

Iden

tifies

the

corr

ect c

onju

nctio

n in

a c

ompo

und

sent

ence

.

29G

ram

mar

Iden

tifies

a c

ompa

rativ

e ad

ject

ive

in a

com

poun

d se

nten

ce.

30G

ram

mar

Iden

tifies

the

corr

ect p

repo

sitio

n to

intr

oduc

e a

prep

ositi

onal

phr

ase

in a

sim

ple

sent

ence

.

31Pu

nctu

atio

nId

entifi

es a

sim

ple

sent

ence

with

cor

rect

bou

ndar

y pu

nctu

atio

n.

32G

ram

mar

Iden

tifies

the

corr

ect p

repo

sitio

n in

a c

ompl

ex s

ente

nce.

33G

ram

mar

Iden

tifies

the

sent

ence

con

tain

ing

a si

ngul

ar su

bjec

t to

agre

e w

ith th

e ve

rb w

as.

34G

ram

mar

Iden

tifies

the

corr

ect p

rono

un fo

r a c

ompo

und

obje

ct in

a si

mpl

e se

nten

ce.

35Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of c

apita

l let

ters

for p

rope

r nou

ns in

a si

mpl

e se

nten

ce.

36G

ram

mar

Iden

tifies

an

actio

n ve

rb in

a si

mpl

e se

nten

ce.

37G

ram

mar

Iden

tifies

the

corr

ect s

ubje

ct-v

erb

agre

emen

t in

a si

mpl

e se

nten

ce.

38Pu

nctu

atio

nId

entifi

es th

e co

rrec

t ter

min

atin

g pu

nctu

atio

n fo

r an

excl

amat

ion.

39G

ram

mar

Iden

tifies

the

corr

ect u

se o

f the

re in

a c

ompl

ex s

ente

nce.

40Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of c

apita

l let

ters

for p

rope

r nou

ns in

a si

mpl

e se

nten

ce.

41Pu

nctu

atio

nId

entifi

es th

e co

rrec

t sen

tenc

e bo

unda

ry p

unct

uatio

n be

twee

n tw

o si

mpl

e se

nten

ces.

42Pu

nctu

atio

nId

entifi

es th

e co

rrec

t pla

cem

ent o

f spe

ech

mar

ks fo

r spe

ech

with

an

attr

ibut

ion.

43G

ram

mar

Iden

tifies

an

adve

rb in

a si

mpl

e se

nten

ce.

44Pu

nctu

atio

nId

entifi

es th

e co

rrec

t lis

t pun

ctua

tion

in a

com

plex

sen

tenc

e.

45G

ram

mar

Iden

tifies

the

auxi

liary

ver

b in

dica

ting

futu

re te

nse

in a

sim

ple

sent

ence

.

46G

ram

mar

Iden

tifies

the

noun

in a

com

plex

sen

tenc

e.

47G

ram

mar

Iden

tifies

the

refe

renc

e fo

r a p

rono

un in

a c

ompl

ex s

ente

nce.

48Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of a

n ap

ostr

ophe

of c

ontr

actio

n in

a si

mpl

e se

nten

ce.

49G

ram

mar

Iden

tifies

the

corr

ect i

ndefi

nite

art

icle

for a

nou

n be

ginn

ing

with

a v

owel

.

50Pu

nctu

atio

nId

entifi

es th

e co

rrec

tly p

unct

uate

d co

ntra

ctio

n in

a si

mpl

e se

nten

ce.

51G

ram

mar

Iden

tifies

an

adve

rb o

f tim

e in

a c

ompo

und

sent

ence

.


Ye

ar

5 L

ang

uag

e C

onve

nti

on

s

Qu

esti

on

M

issp

elt

wo

rdS

kill

asse

ssed

1un

wel

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

term

inal

dou

ble

lette

rs -l

l.

2hu

ney

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

shor

t vow

el s

ound

u re

pres

ente

d by

-o.

3th

erd

Cor

rect

ly sp

ells

a o

ne-s

ylla

ble

wor

d w

ith th

e -r

influ

ence

d lo

ng v

owel

-i.

4th

owsa

ndC

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e di

phth

ong

digr

aph

-ou.

5tr

uble

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

shor

t vow

el d

igra

ph -o

u.

6di

rtye

rC

orre

ctly

spel

ls a

thre

e-sy

llabl

e co

mpa

rativ

e ad

ject

ive

requ

irin

g a

chan

ge to

the

base

wor

d (y

to i)

.

7si

gnel

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

endi

ng -a

l.

8ri

bben

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

endi

ng -o

n.

9um

brel

ler

Cor

rect

ly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e sh

ort v

owel

end

ing

-a.

10en

orm

usC

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

schw

a -o

u.

11sk

wir

tsC

orre

ctly

spel

ls a

one

-syl

labl

e w

ord

with

the

sem

i-vow

el -q

u.

12be

rry

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e ho

mop

hone

.

13dr

orC

orre

ctly

spel

ls a

one

-syl

labl

e w

ord

with

the

long

vow

el d

igra

ph -a

wer

.

14ke

eId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a o

ne-s

ylla

ble

wor

d w

ith th

e lo

ng v

owel

-ey.

15lit

ehou

seId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a tw

o-sy

llabl

e co

mpo

und

wor

d w

ith th

e pa

ttern

-igh

t.

16pa

wse

dId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a o

ne-s

ylla

ble

wor

d w

ith th

e lo

ng v

owel

dig

raph

-au.

17flo

ting

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e di

phth

ong

digr

aph

-oa.

18br

ige

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

one

-syl

labl

e w

ord

with

the

affr

icat

ive

-dge

.

19w

eelb

arro

wId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a th

ree-

sylla

ble

com

poun

d w

ord

with

the

cons

onan

t dig

raph

wh-

.

20sk

elet

enId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e en

ding

-on.

21so

ssag

eId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

shor

t vow

el d

igra

ph –

au a

nd th

e si

ngle

-s a

t the

sylla

ble

junc

ture

.

22di

spos

ible

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

four

-syl

labl

e w

ord

with

the

endi

ng -a

ble.

23sp

inic

hId

entifi

es a

n er

ror,

then

corr

ectly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e sh

ort v

owel

soun

d i r

epre

sent

ed b

y –a

.

24ag

gres

ive

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

doub

le le

tters

-ss

at th

e sy

llabl

e ju

nctio

n.

25ca

tapi

llar

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

four

-syl

labl

e w

ord

with

the

schw

a -e

r.


Qu

esti

on

Cu

rric

ulu

m A

rea

Ski

ll as

sess

ed

26G

ram

mar

Iden

tifies

a c

ompa

rativ

e ad

ject

ive

in a

com

poun

d se

nten

ce.

27G

ram

mar

Iden

tifies

the

corr

ect m

odal

adv

erb

in a

com

plex

sen

tenc

e.

28G

ram

mar

Iden

tifies

the

corr

ect p

repo

sitio

n in

a c

ompl

ex s

ente

nce.

29G

ram

mar

Iden

tifies

the

sent

ence

con

tain

ing

a si

ngul

ar su

bjec

t to

agre

e w

ith th

e ve

rb w

as.

30G

ram

mar

Iden

tifies

the

corr

ect s

ubje

ct-v

erb

agre

emen

t in

a si

mpl

e se

nten

ce.

31G

ram

mar

Iden

tifies

the

corr

ect a

uxili

ary

verb

for p

ast p

erfe

ct te

nse

in a

com

plex

sen

tenc

e.

32Pu

nctu

atio

nId

entifi

es th

e co

rrec

t ter

min

atin

g pu

nctu

atio

n fo

r an

excl

amat

ion.

33G

ram

mar

Iden

tifies

the

com

plex

sen

tenc

e co

ntai

ning

a th

inki

ng v

erb.

34Pu

nctu

atio

nId

entifi

es th

e co

rrec

t sen

tenc

e bo

unda

ry p

unct

uatio

n be

twee

n tw

o si

mpl

e se

nten

ces.

35Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of c

apita

l let

ters

for p

rope

r nou

ns in

a c

ompl

ex s

ente

nce.

36Pu

nctu

atio

nId

entifi

es th

e co

rrec

tly p

unct

uate

d co

ntra

ctio

n in

a c

ompl

ex s

ente

nce.

37G

ram

mar

Iden

tifies

the

corr

ect m

ain

clau

se in

a c

ompl

ex s

ente

nce.

38G

ram

mar

Iden

tifies

a c

ompl

ete

sim

ple

sent

ence

.

39G

ram

mar

Iden

tifies

sep

arat

e se

nten

ces

wri

tten

with

mis

sing

bou

ndar

y pu

nctu

atio

n.

40Pu

nctu

atio

nId

entifi

es th

e co

rrec

t lis

t pun

ctua

tion

in a

com

plex

sen

tenc

e.

41G

ram

mar

Iden

tifies

the

corr

ect p

air o

f con

nect

ives

in a

com

plex

sen

tenc

e.

42G

ram

mar

Iden

tifies

the

com

poun

d se

nten

ce c

onta

inin

g tw

o ac

tion

verb

s.

43G

ram

mar

Iden

tifies

the

com

plex

sen

tenc

e co

ntai

ning

an

adje

ctiv

e.

44Pu

nctu

atio

nId

entifi

es th

e w

ord

need

ing

an a

post

roph

e of

con

trac

tion

in a

com

plex

sen

tenc

e.

45G

ram

mar

Iden

tifies

the

com

plex

sen

tenc

e w

ith th

e co

rrec

t seq

uenc

ing

of te

nses

.

46Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of a

n ap

ostr

ophe

of c

ontr

actio

n in

a si

mpl

e se

nten

ce.

47G

ram

mar

Iden

tifies

the

com

plex

sen

tenc

e w

hich

cor

rect

ly c

ombi

nes

info

rmat

ion

from

thre

e sh

ort s

ente

nces

.

48G

ram

mar

Iden

tifies

the

last

eve

nt in

a s

erie

s in

a c

ompl

ex s

ente

nce.

49Pu

nctu

atio

nId

entifi

es th

e co

rrec

t bou

ndar

y pu

nctu

atio

n fo

r tw

o si

mpl

e se

nten

ces.

50G

ram

mar

Iden

tifies

a s

ente

nce

with

cor

rect

use

of a

n ob

ject

pro

noun

.

51G

ram

mar

Iden

tifies

the

adve

rb o

f tim

e in

a si

mpl

e se

nten

ce.


Ye

ar

7 L

ang

uag

e C

onve

nti

on

s

Qu

esti

on

M

issp

elt

wo

rdS

kill

asse

ssed

1au

tam

atic

Cor

rect

ly sp

ells

a fo

ur-s

ylla

ble

wor

d w

ith th

e et

ymol

ogic

al e

lem

ent a

uto-

.

2ta

ddpo

les

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

sing

le –

d at

the

sylla

ble

junc

ture

3w

arm

ist

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

infle

ctio

nal e

ndin

g -e

st.

4tr

uble

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

shor

t vow

el d

igra

ph -o

u.

5di

rtye

rC

orre

ctly

spel

ls a

thre

e-sy

llabl

e co

mpa

rativ

e ad

ject

ive

requ

irin

g a

chan

ge to

the

base

wor

d (y

to i)

.

6lir

ics

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

shor

t vow

el -y

.

7ur

nC

orre

ctly

spel

ls a

one

-syl

labl

e ho

mop

hone

with

the

long

vow

el p

atte

rn e

ar-.

8im

pres

ion

Cor

rect

ly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e do

uble

lette

rs-s

s at

the

sylla

ble

junc

ture

9fa

wlty

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

shor

t vow

el d

igra

ph -a

u.

10al

ligat

ers

Cor

rect

ly sp

ells

a fo

ur-s

ylla

ble

wor

d w

ith th

e en

ding

–or

s

11yo

rnin

gC

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e lo

ng v

owel

dig

raph

-aw

.

12an

kor

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

plos

ive

digr

aph

-ch.

13ge

niou

sC

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

schw

a -u

.

14ne

umon

iaC

orre

ctly

spel

ls a

four

-syl

labl

e w

ord

with

the

sile

nt in

itial

lette

r -p.

15de

ppo

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

sing

le –

p at

the

sylla

ble

junc

ture

and

the

sile

nt te

rmin

al le

tter –

t.

16fo

rmat

tId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

endi

ng w

ith th

e pl

osiv

e -t.

17br

ige

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

one

-syl

labl

e w

ord

with

the

affr

icat

ive

-dge

.

18w

eelb

arro

wId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a th

ree-

sylla

ble

com

poun

d w

ord

with

the

cons

onan

t dig

raph

wh-

.

19ju

rnal

sId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

-r in

fluen

ced

long

vow

el d

igra

ph -o

u.

20so

ssag

eId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

shor

t vow

el d

igra

ph –

au a

nd th

e si

ngle

-s a

t the

sylla

ble

junc

ture

.

21co

nsum

tion

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

a m

uted

–p

befo

re th

e -ti

on e

ndin

g.

22di

spos

ible

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

four

-syl

labl

e w

ord

with

the

endi

ng -a

ble.

23an

tese

ptic

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

prefi

x an

ti-.

24sp

inic

hId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

shor

t vow

el s

ound

i re

pres

ente

d by

–a.

25ag

gres

ive

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

doub

le le

tters

-ss

at th

e sy

llabl

e ju

nctio

n.

26am

phib

eous

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

endi

ng -i

ous.


27ex

cerc

ises

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

four

-syl

labl

e w

ord

with

x re

pres

entin

g tw

o so

und

valu

es.

28em

bara

ssed

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

doub

le le

tters

-rr a

t a sy

llabl

e ju

nctu

re.

29bu

sslin

gId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

sile

nt m

edia

l let

ter -

t.

30no

isel

yId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e su

ffix

-ly re

quir

ing

a ch

ange

to th

e ba

se w

ord

(y to

i).

Qu

esti

on

Cu

rric

ulu

m A

rea

Ski

ll as

sess

ed

31G

ram

mar

Iden

tifies

the

corr

ect m

odal

adv

erb

in a

com

plex

sen

tenc

e.

32G

ram

mar

Iden

tifies

the

corr

ect c

onju

nctio

n in

a c

ompl

ex s

ente

nce.

33G

ram

mar

Iden

tifies

the

corr

ect a

uxili

ary

verb

for p

ast p

erfe

ct te

nse

in a

com

plex

sen

tenc

e.

34G

ram

mar

Iden

tifies

the

corr

ect a

uxili

ary

verb

for a

com

poun

d su

bjec

t in

a si

mpl

e se

nten

ce.

35G

ram

mar

Iden

tifies

the

role

of a

n ad

verb

ial p

hras

e in

a si

mpl

e se

nten

ce.

36G

ram

mar

Iden

tifies

the

corr

ect r

elat

ive

pron

oun

in a

com

plex

sen

tenc

e.

37G

ram

mar

Iden

tifies

the

corr

ect g

ram

mat

ical

con

stru

ctio

ns to

com

plet

e a

com

plex

sen

tenc

e.

38G

ram

mar

Iden

tifies

the

corr

ect m

ain

clau

se in

a c

ompl

ex s

ente

nce.

39G

ram

mar

Iden

tifies

the

corr

ect g

ram

mat

ical

con

text

for t

he a

dver

b w

ell i

n a

com

poun

d se

nten

ce.

40G

ram

mar

Iden

tifies

the

corr

ect p

rono

un re

fere

nce

in a

shor

t tex

t.

41G

ram

mar

Iden

tifies

the

corr

ect c

onst

ruct

ion

of a

con

trac

ted

rela

tive

pron

oun

and

verb

.

42G

ram

mar

Iden

tifies

the

corr

ect p

air o

f con

nect

ives

in a

com

plex

sen

tenc

e.

43G

ram

mar

Iden

tifies

the

com

poun

d se

nten

ce c

onta

inin

g tw

o ac

tion

verb

s.

44G

ram

mar

Iden

tifies

the

corr

ect p

rono

uns

in a

com

plex

sen

tenc

e.

45Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of c

laus

e an

d lis

t com

mas

in a

com

plex

sen

tenc

e.

46G

ram

mar

Iden

tifies

a c

ompo

und

sent

ence

.

47Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of a

com

ma

befo

re a

poe

m ti

tle in

a si

mpl

e se

nten

ce.

48G

ram

mar

Iden

tifies

the

pres

ent p

artic

iple

bei

ng u

sed

as a

n ad

ject

ive

in a

com

plex

sen

tenc

e.

49Pu

nctu

atio

nId

entifi

es th

e ap

ostr

ophe

of p

osse

ssio

n in

a si

mpl

e se

nten

ce.

50G

ram

mar

Iden

tifies

the

com

plex

sen

tenc

e w

hich

cor

rect

ly c

ombi

nes

info

rmat

ion

from

thre

e sh

ort s

ente

nces

.

51G

ram

mar

Iden

tifies

the

last

eve

nt in

a s

erie

s in

a c

ompl

ex s

ente

nce.

52Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of a

col

on in

a si

mpl

e se

nten

ce.


53Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of c

apita

l let

ters

for p

rope

r nou

ns in

a si

mpl

e se

nten

ce.

54G

ram

mar

Iden

tifies

the

inco

rrec

tly p

unct

uate

d te

xt re

quir

ing

a fu

ll st

op o

r sem

icol

on.

55Pu

nctu

atio

nId

entifi

es th

e co

rrec

t dep

ende

nt c

laus

e in

firs

t pos

ition

in a

com

plex

sen

tenc

e.

56Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of a

hyp

hen

to c

reat

e an

adj

ectiv

e in

a si

mpl

e se

nten

ce.

57G

ram

mar

Iden

tifies

the

corr

ect p

unct

uatio

n of

a sh

ort t

ext c

onta

inin

g di

rect

and

indi

rect

spee

ch.

58G

ram

mar

Iden

tifies

the

corr

ect p

rono

un in

a c

ompo

und

obje

ct in

a c

ompl

ex s

ente

nce.

Ye

ar

9 L

ang

uag

e C

onve

nti

on

s

Qu

esti

on

M

issp

elt

wo

rdS

kill

asse

ssed

1fr

ozer

nC

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e en

ding

-en.

2fa

reC

orre

ctly

spel

ls a

one

-syl

labl

e ho

mop

hone

with

the

long

vow

el p

atte

rn -a

ir.

3lir

ics

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

shor

t vow

el -y

.

4la

rfte

rC

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e lo

ng v

owel

pat

tern

-aug

h.

5fa

wlty

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

shor

t vow

el d

igra

ph -a

u.

6di

dgits

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

affr

icat

ive

-g.

7al

ligat

ers

Cor

rect

ly sp

ells

a fo

ur-s

ylla

ble

wor

d w

ith th

e en

ding

–or

s

8yo

rnin

gC

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e lo

ng v

owel

dig

raph

-aw

.

9m

olac

ule

Cor

rect

ly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e m

edia

l sch

wa

-e.

10ge

niou

sC

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

schw

a -u

.

11ci

nam

onC

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

doub

le le

tters

-nn

at th

e sy

llabl

e ju

nctu

re.

12va

igC

orre

ctly

spel

ls a

one

-syl

labl

e w

ord

with

the

patte

rn -a

gue

13de

ppo

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

sing

le –

p at

the

sylla

ble

junc

ture

and

the

sile

nt te

rmin

al le

tter –

t.

14co

unte

rfit

Cor

rect

ly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e lo

ng v

owel

-ei

.

15hy

erar

chy

Cor

rect

ly sp

ells

a fo

ur-s

ylla

ble

wor

d w

ith th

e lo

ng v

owel

–i.

16ba

zaar

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e ho

mop

hone

with

the

shor

t vow

el –

i and

the

endi

ng –

arre

.

17fo

rmat

tId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

endi

ng w

ith th

e pl

osiv

e -t.


18di

vide

ing

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

endi

ng –

ing,

req

uiri

ng a

cha

nge

to th

e ba

se w

ord

(dro

p e)

.

19ju

rnal

sId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

-r in

fluen

ced

long

vow

el d

igra

ph -o

u.

20ba

rria

rId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e en

ding

–ie

r.

21ec

onum

yId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a fo

ur-s

ylla

ble

wor

d w

ith th

e sc

hwa

-o.

22co

nfru

nted

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e sh

ort v

owel

sou

nd u

repr

esen

ted

by –

o.

23an

tese

ptic

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

prefi

x an

ti-.

24si

gnifi

gant

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

four

-syl

labl

e w

ord

with

the

med

ial p

losi

ve -c

.

25ev

entu

llyId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a fi

ve-s

ylla

ble

wor

d w

ith th

e co

mpo

und

suffi

x –u

ally

.

26si

mm

etry

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

shor

t vow

el -y

.

27co

rrid

oor

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

endi

ng -o

r.

28em

bara

ssed

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

doub

le le

tters

-rr a

t a sy

llabl

e ju

nctu

re.

29he

mes

pher

esId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e pr

efix

hem

i-.

30aq

uain

tanc

esId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a fo

ur-s

ylla

ble

wor

d w

ith th

e pl

osiv

e pa

ttern

-cqu

.

Qu

esti

on

C

urr

icu

lum

Are

aS

kill

asse

ssed

31G

ram

mar

Iden

tifies

the

corr

ect s

eque

ntia

l adv

erbs

in a

com

poun

d se

nten

ce.

32G

ram

mar

Iden

tifies

the

corr

ect f

orm

of a

com

poun

d ve

rb.

33G

ram

mar

Iden

tifies

the

corr

ect m

odal

adj

ectiv

e in

a c

ompl

ex s

ente

nce.

34G

ram

mar

Iden

tifies

the

corr

ect g

ram

mat

ical

con

stru

ctio

ns to

com

plet

e a

com

plex

sen

tenc

e.

35G

ram

mar

Iden

tifies

the

corr

ect fi

rst p

ositi

on a

dver

bial

cla

use

to m

atch

a m

ain

clau

se.

36G

ram

mar

Iden

tifies

the

corr

ect g

ram

mat

ical

con

text

for t

he a

dver

b w

ell i

n a

com

poun

d se

nten

ce.

37G

ram

mar

Iden

tifies

the

corr

ect p

rono

un re

fere

nce

in a

shor

t tex

t.

38G

ram

mar

Iden

tifies

the

corr

ect p

rono

uns

in a

com

plex

sen

tenc

e.

39G

ram

mar

Iden

tifies

the

mod

al a

djec

tive

in a

com

poun

d se

nten

ce.

40Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of c

laus

e an

d lis

t com

mas

in a

com

plex

sen

tenc

e.

41G

ram

mar

Iden

tifies

the

corr

ect s

ubor

dina

ting

conj

unct

ion

in a

com

plex

sen

tenc

e.

42G

ram

mar

Iden

tifies

the

adje

ctiv

es in

a sh

ort t

ext.


43G

ram

mar

Iden

tifies

the

com

plex

sen

tenc

e w

ritte

n in

the

past

tens

e.

44G

ram

mar

Iden

tifies

the

pres

ent p

artic

iple

bei

ng u

sed

as a

n ad

ject

ive

in a

com

plex

sen

tenc

e.

45G

ram

mar

Iden

tifies

the

corr

ect s

ubje

ct-v

erb

agre

emen

t in

a co

mpl

ex s

ente

nce.

46Pu

nctu

atio

nId

entifi

es th

e co

rrec

t pun

ctua

tion

of d

irec

t spe

ech

with

inte

rnal

att

ribu

tion.

47G

ram

mar

Iden

tifies

the

corr

ect s

ubje

ct-v

erb

agre

emen

t in

a co

mpl

ex s

ente

nce

whi

ch b

egin

s w

ith a

dum

my

subj

ect.

48G

ram

mar

Iden

tifies

the

corr

ect p

rono

uns

for c

ohes

ion

in a

com

plex

sen

tenc

e.

49Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of a

col

on in

a si

mpl

e se

nten

ce.

50Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of c

apita

l let

ters

for p

rope

r nou

ns in

a si

mpl

e se

nten

ce.

51G

ram

mar

Iden

tifies

the

corr

ect p

refix

to fo

rm a

n an

tony

m in

a s

ente

nce.

52G

ram

mar

Iden

tifies

the

mai

n cl

ause

of a

com

plex

sen

tenc

e.

53Pu

nctu

atio

nId

entifi

es th

e er

ror i

n th

e us

e of

cap

ital l

ette

rs fo

r a c

omm

on n

oun

in a

com

plex

sen

tenc

e.

54G

ram

mar

Iden

tifies

the

corr

ect u

se o

f pas

t as

a pr

epos

ition

in a

com

poun

d se

nten

ce.

55Pu

nctu

atio

nId

entifi

es th

e co

rrec

t pun

ctua

tion

of a

shor

t tex

t con

tain

ing

dire

ct a

nd in

dire

ct sp

eech

.

56Pu

nctu

atio

nId

entifi

es th

e co

rrec

t bou

ndar

y pu

nctu

atio

n fo

r tw

o si

mpl

e se

nten

ces.

57Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of a

n ap

ostr

ophe

of p

osse

ssio

n in

a si

mpl

e se

nten

ce.

58G

ram

mar

Iden

tifies

the

num

ber o

f cla

uses

cor

rect

ly in

a c

ompl

ex s

ente

nce.


Ye

ar

3 N

um

era

cy

Qu

esti

on

S

ho

rt D

escr

ipti

on

Cu

rric

ulu

m A

rea

Ski

ll as

sess

ed

1W

hich

robo

t is

the

talle

st?

MC

DC

ompa

res

heig

hts

to d

eter

min

e w

hich

robo

t is

the

talle

st

2Fo

ur c

hild

ren

are

wal

king

SId

entifi

es p

erso

n in

sec

ond

posi

tion

from

the

top

3Th

is is

a m

ap o

f par

tS

Iden

tifies

shor

test

rout

e on

sim

ple

map

4To

m is

cou

ntin

g do

wn

AFP

Iden

tifies

nex

t num

ber i

n de

scen

ding

cou

ntin

g pa

ttern

5M

ary

has

som

e pa

cket

sN

Com

bine

s te

ns a

nd o

nes

to fo

rm a

2-d

igit

num

ber

6M

itch

toss

ed a

coi

nM

CD

Iden

tifies

tally

mar

ks th

at m

odel

giv

en si

tuat

ion

7Le

ah tr

avel

led

14 k

ilom

etre

sN

Solv

es a

wor

d pr

oble

m in

volv

ing

addi

tion

of 2

-dig

it nu

mbe

rs w

ith c

arry

ing

8W

hich

of t

hese

bik

esN

Iden

tifies

leas

t 3- d

igit

num

ber (

with

sam

e di

gits

) in

set o

f fou

r

9W

hich

clo

ck sh

ows

half

MC

DId

entifi

es o

’cloc

k tim

e to

nea

rest

hal

f hou

r on

digi

tal c

lock

10W

hich

of t

hese

will

look

SV

isua

lises

con

stru

ctio

n of

fam

iliar

3D

obj

ect

11Be

n ha

s st

arte

d to

mak

eS

Vis

ualis

es th

e nu

mbe

r of m

issi

ng e

dges

in a

cub

e

1211

+?=3

4A

FPId

entifi

es s

olut

ion

to n

umbe

r sen

tenc

e in

the

form

of a

+ ?

= b

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ar g

raph

to fi

nd th

e co

nsta

nt in

the

rule

for t

he g

raph

of t

he fo

rm y

= x

^2/k

, w

ith a

cces

s to

a c

alcu

lato

r

26D

an w

orke

d fo

r 7 h

ours

ND

eter

min

es n

orm

al ra

te o

f pay

giv

en th

e to

tal p

ay in

clud

ing

time-

and-

a-ha

lf

27A

lex

has

a re

ctan

gula

r roo

m,

MC

DC

alcu

late

s the

num

ber o

f pac

ks o

f tile

s nee

ded

to co

ver a

rect

angu

lar a

rea

give

n di

men

sion

s of t

iles

and

area

, with

acc

ess t

o a

calc

ulat

or

28A

BDE

is a

squ

are.

SU

ses

geom

etri

c pr

oper

ties

of tw

o co

mm

on sh

apes

to id

entif

y an

gle

in a

com

poun

d sh

ape,

with

ac

cess

to a

cal

cula

tor

292/

35 =

1/30

+ 1/

AFP

Solv

es e

quat

ion

invo

lvin

g un

it fr

actio

ns, w

ith a

cces

s to

a c

alcu

lato

r

30D

avid

cou

nted

the

bird

sN

Solv

es a

pro

blem

invo

lvin

g th

e di

ffer

ence

of f

ract

ions

31Th

is is

a d

raw

ing

ofM

CD

Cal

cula

tes

capa

city

of a

pri

sm in

litr

es, g

iven

are

a of

cro

ss-s

ectio

n, w

ith a

cces

s to

a c

alcu

lato

r

32A

cub

e is

cut

SC

ompa

res

the

surf

ace

area

s of

a c

ube

and

half

a cu

be

KE

Y

AFP

= A

lgeb

ra, f

unct

ion

and

pat

tern

(Str

uctu

re)

N =

Num

ber

MC

D =

Mea

sure

men

t, ch

ance

and

dat

aS

= S

pace


Ap

pe

nd

ix 2

: N

AP

LA

N 2

014

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

Dis

play

s na

tiona

l, st

ate

and

scho

ol

resu

lts fr

om N

APL

AN

test

ing

in 2

014.

Repo

rts

for:

• a

year

leve

l•

grou

ps o

f stu

dent

s su

ch a

s gi

rls,

boys

, LB

OTE

or A

TSI s

tude

nts.

Repo

rts

on:

• Re

adin

g, W

ritin

g, S

pelli

ng, G

ram

mar

an

d Pu

nctu

atio

n, a

nd N

umer

acy.

• C

ompa

re th

e pe

rfor

man

ce o

f Yea

rs 3

, 5, 7

an

d 9

stud

ents

in th

e sc

hool

with

that

of

stud

ents

acr

oss

the

natio

n an

d th

e st

ate.

•

Com

pare

the

perf

orm

ance

of s

tude

nt

achi

evem

ent i

n on

e as

sess

men

t are

a w

ith

perf

orm

ance

in o

ther

are

as.

Gro

up

Su

mm

ary

Re

po

rtSu

mm

aris

es re

sults

for g

roup

s of

st

uden

ts in

Rea

ding

, Wri

ting,

Spe

lling

, G

ram

mar

and

Pun

ctua

tion,

and

N

umer

acy.

Repo

rts

for:

• a

year

leve

l•

indi

vidu

al c

lass

.

Repo

rts

on:

• Re

adin

g, W

ritin

g, S

pelli

ng, G

ram

mar

an

d Pu

nctu

atio

n, a

nd N

umer

acy.

• C

ompa

re th

e re

sults

of s

tude

nts

in th

e sc

hool

, cla

ss o

r gro

up w

ith n

atio

nal a

nd

stat

e re

sults

for e

ach

asse

ssm

ent a

rea.

• A

naly

se th

e re

sults

of t

he s

choo

l, cl

ass

or

grou

p w

ith re

spec

t to

gend

er, L

BOTE

and

A

TSI s

tatu

s in

eac

h as

sess

men

t are

a.

As

se

ss

me

nt

Are

a R

ep

ort

Sum

mar

ises

resu

lts b

y as

sess

men

t are

a or

dim

ensi

on fo

r gro

ups

of st

uden

ts

usin

g pe

rcen

tage

cor

rect

com

pari

sons

.

Repo

rts

for:

• a

year

leve

l•

indi

vidu

al c

lass

• ot

her g

roup

s of

stud

ents

such

as

girl

s, bo

ys, L

BOTE

or A

TSI s

tude

nts.

Repo

rts

on:

• Re

adin

g, S

pelli

ng, G

ram

mar

and

Pu

nctu

atio

n, N

umbe

r, M

easu

rem

ent,

chan

ce a

nd d

ata,

Spa

ce a

nd S

truc

ture

(A

lgeb

ra, f

unct

ion

and

patte

rn).

• C

ompa

re th

e pe

rcen

tage

of q

uest

ions

an

swer

ed c

orre

ctly

by

the

scho

ol o

r se

lect

ed g

roup

in sp

ecifi

c as

sess

men

t ar

eas

and

dim

ensi

ons

with

cor

resp

ondi

ng

perc

enta

ges

for t

he st

ate.

• Id

entif

y ar

eas

whe

re th

ere

is a

sign

ifica

nt

diff

eren

ce b

etw

een

the

perc

enta

ge c

orre

ct

for t

he s

choo

l or s

elec

ted

grou

p an

d th

at

for t

he st

ate.


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

aris

es g

roup

per

form

ance

s on

the

Wri

ting

test

. Bar

gra

phs

show

th

e W

ritin

g sc

ore

dist

ribu

tion

for t

he

grou

p fo

r eac

h of

then

ten

crite

ria

agai

nst w

hich

the

Wri

ting

test

was

as

sess

ed.

Repo

rts

for:

• a

year

leve

l

• in

divi

dual

cla

ss

• ot

her g

roup

s of

stud

ents

such

as

girl

s,

bo

ys, L

BOTE

or A

TSI s

tude

nts.

Repo

rts

on:

• A

udie

nce,

Tex

t Str

uctu

re, I

deas

,

Pers

uasi

ve D

evic

es, V

ocab

ular

y,

C

ohes

ion,

Par

agra

phin

g, S

ente

nce

Stru

ctur

e, P

unct

uatio

n an

d Sp

ellin

g.

• C

ompa

re th

e di

stri

butio

n of

sch

ool s

core

s

w

ith th

e di

stri

butio

n of

nat

iona

l and

stat

e-

w

ide

scor

es fo

r eac

h of

the

ten

asse

ssed

wri

ting

crite

ria.

• Pr

ovid

e da

ta fo

r ana

lysi

ng st

uden

t wri

ting

by c

rite

rion

, and

iden

tify

area

s of

rela

tive

stre

ngth

or w

eakn

ess.

Ite

m A

na

lys

is R

ep

ort

Prov

ides

dis

trac

tor a

naly

sis,

incl

udin

g pe

rcen

tage

cor

rect

and

des

crip

tions

of

skill

ass

esse

d fo

r eac

h ite

m.

The

repo

rt c

an n

ow b

e ac

cess

ed b

oth

in ta

bula

r and

gra

phic

al fo

rmat

s.

Repo

rts

for:

• a

year

leve

l

• in

divi

dual

cla

ss

• ot

her g

roup

s of

stud

ents

such

as

girl

s,

bo

ys, L

BOTE

or A

TSI s

tude

nts.

Repo

rts

on:

• Re

adin

g, S

pelli

ng, G

ram

mar

and

Punc

tuat

ion,

and

Num

erac

y.

Can

be

orde

red

by:

• Ite

m n

umbe

r

• %

cor

rect

Nat

iona

l

• %

cor

rect

Sta

te

• %

cor

rect

Gro

up

• Sk

ill.

• Fo

r eac

h te

st it

em, c

ompa

re th

e pe

rcen

tage

of st

uden

ts in

the

sele

cted

sch

ool

gr

oup

who

ans

wer

ed c

orre

ctly

with

the

corr

espo

ndin

g na

tiona

l and

stat

e

pe

rcen

tage

s.

• C

ompa

re th

e di

stri

butio

n of

resp

onse

s

fr

om st

uden

ts in

the

sele

cted

sch

ool

gr

oup

to e

ach

item

acr

oss

all a

ltern

ativ

es in

mul

tiple

cho

ice

item

s to

the

corr

espo

ndin

g

di

stri

butio

ns fo

r the

nat

ion

and

the

stat

e.

• Pr

ovid

e da

ta fo

r ana

lysi

ng p

artic

ular

area

s of

rela

tive

stre

ngth

or w

eakn

ess

for

in

divi

dual

stud

ents

or g

roup

s of

stud

ents

by d

imen

sion

or b

y sk

ill a

sses

sed.


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 c

orre

ct a

nd in

corr

ect

resp

onse

s to

indi

vidu

al it

ems

for e

ach

stud

ent i

n a

grou

p by

dim

ensi

on.

Sum

mar

ises

gro

up p

erfo

rman

ces

on

indi

vidu

al it

ems.

Repo

rts

for:

• an

indi

vidu

al st

uden

t•

a ye

ar le

vel

• in

divi

dual

cla

sses

• ot

her g

roup

s of

stud

ents

such

as

girl

s, bo

ys, L

BOTE

or A

TSI s

tude

nts.

Repo

rts

on:

• Re

adin

g, S

pelli

ng, G

ram

mar

and

Pu

nctu

atio

n, a

nd N

umer

acy.

• Id

entif

y ite

ms

answ

ered

cor

rect

ly a

nd

inco

rrec

tly b

y in

divi

dual

stud

ents

.•

Iden

tify

patte

rns

of in

corr

ect r

espo

nses

for

indi

vidu

al st

uden

ts o

r gro

ups

of st

uden

ts

to h

ighl

ight

cur

ricu

lum

are

as w

hich

may

ne

ed a

ttent

ion.

• A

naly

se st

uden

t res

pons

es to

hel

p di

agno

se u

nder

stan

ding

of p

artic

ular

co

ncep

ts.

• P

rovi

de e

vide

nce

base

d in

form

atio

n to

he

lp te

ache

rs in

form

par

ents

abo

ut th

eir

child

’s gr

asp

of p

artic

ular

con

cept

s or

cu

rric

ulum

are

as.

Stu

de

nt

Ac

hie

ve

me

nt

Le

ve

l R

ep

ort

Sum

mar

ises

ach

ieve

men

t lev

els

for

indi

vidu

al st

uden

ts b

y ou

tcom

es a

nd

refle

cts

info

rmat

ion

on th

e pa

rent

re

port

s.

This

can

be

in:

• gr

aphi

cal f

orm

at (b

ox p

lots

)

• ta

bula

r for

mat

(lis

ts n

umer

ic v

alue

s).

Repo

rts

for:

• an

indi

vidu

al st

uden

t•

a ye

ar le

vel

• in

divi

dual

cla

sses

• ot

her g

roup

s of

stud

ents

such

as

girl

s, bo

ys, L

BOTE

or A

TSI s

tude

nts.

Repo

rts

on:

• Re

adin

g, W

ritin

g, S

pelli

ng, G

ram

mar

an

d Pu

nctu

atio

n, a

nd N

umer

acy.

• C

ompa

re th

e ac

hiev

emen

t of i

ndiv

idua

l st

uden

ts a

cros

s al

l ass

essm

ent a

reas

.•

Iden

tify

whe

re in

divi

dual

stud

ents

’ res

ults

fit

with

resp

ect t

o th

e di

stri

butio

n of

re

sults

acr

oss

the

natio

n.•

Pro

vide

a su

bstit

ute

Stud

ent R

epor

t for

pa

rent

s if

requ

ired

. The

repo

rt m

ust b

e ru

n on

the

natio

nal s

cale

for “

All”

stud

ents

fo

r thi

s to

refle

ct th

e ac

tual

Stu

dent

Re

port

.

Fiv

e Y

ea

r Tre

nd

Re

po

rtD

ispl

ays

natio

nal,

stat

e an

d sc

hool

re

sults

for N

APL

AN

test

s ov

er ti

me

(201

0 - 2

014)

.

Repo

rts

for:

• a

year

leve

l•

grou

ps o

f stu

dent

s su

ch a

s gi

rls,

boys

, LB

OTE

or A

TSI s

tude

nts.

Repo

rts

on:

• Re

adin

g, W

ritin

g, S

pelli

ng, G

ram

mar

an

d Pu

nctu

atio

n, a

nd N

umer

acy.

• C

ompa

re th

e di

stri

butio

n of

nat

iona

l, st

ate

and

scho

ol N

APL

AN

resu

lts o

ver t

ime

• C

ompa

re n

atio

nal,

stat

e an

d sc

hool

sca

led

scor

e m

eans

ove

r tim

e.

• Id

entif

y tr

ends

in n

atio

nal,

stat

e an

d sc

hool

NA

PLA

N re

sults

ove

r tim

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

Sc

ho

ol

Co

mp

ari

so

n

Re

po

rtD

ispl

ays

2012

to 2

014

grow

th d

ata

at

natio

nal,

stat

e an

d sc

hool

leve

ls.

Incl

udes

a su

mm

ary

tabl

e sh

owin

g av

erag

e 20

12 -

2014

sca

led

scor

e di

ffer

ence

s at n

atio

nal,

stat

e an

d sc

hool

le

vels

.

Repo

rts

for:

• a

year

leve

l

• gr

oups

of s

tude

nts

such

as

girl

s, bo

ys,

LBO

TE o

r ATS

I stu

dent

s.

Repo

rts

on:

• Re

adin

g, W

ritin

g, S

pelli

ng, G

ram

mar

and

Punc

tuat

ion,

and

Num

erac

y.

• C

ompa

re th

e ch

ange

in p

erfo

rman

ce o

f the

sam

e co

hort

s of

stud

ents

bet

wee

n 20

12 a

nd

20

14 (i

.e. h

ow th

e pe

rfor

man

ce o

f Yea

r

3,

Yea

r 5 o

r Yea

r 7 st

uden

ts in

201

2

co

mpa

red

to th

eir c

urre

nt p

erfo

rman

ce in

Year

5, Y

ear 7

or Y

ear 9

in 2

014)

.

• In

vest

igat

e th

e ra

te o

f pro

gres

s of

a c

ohor

t

of st

uden

ts o

ver t

ime

rela

tive

to o

ther

stud

ents

in th

e st

ate

and

natio

nally

.

Sc

ho

ol–

Stu

de

nt

Co

mp

ari

so

n R

ep

ort

Dis

play

s 20

12 a

nd 2

014

resu

lts fo

r an

indi

vidu

al st

uden

t, w

ith re

spec

t to

corr

espo

ndin

g re

sults

at n

atio

nal,

stat

e an

d sc

hool

leve

ls.

Repo

rts

for i

ndiv

idua

l stu

dent

s co

mpa

red

to:

• al

l stu

dent

s or

• gr

oups

of s

tude

nts

such

as

girl

s, bo

ys,

LBO

TE o

r ATS

I stu

dent

s.

Repo

rts

on:

• Re

adin

g, W

ritin

g, S

pelli

ng, G

ram

mar

and

Punc

tuat

ion,

and

Num

erac

y.

• D

eter

min

e th

e ch

ange

in in

divi

dual

stud

ents

’ per

form

ance

bet

wee

n 20

12 a

nd

20

14 (i

.e. h

ow th

e st

uden

ts’ Y

ear 7

201

2

re

sults

com

pare

to th

eir p

erfo

rman

ce in

Year

9 in

201

4).

• D

eter

min

e a

stud

ent’s

rate

of p

rogr

ess

over

time

rela

tive

to o

ther

stud

ents

in th

e st

ate

and

natio

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

Dis

play

s 20

12 to

201

4 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’ (

thos

e w

ith th

e sa

me

2012

sc

ore)

.

The

repo

rt is

ava

ilabl

e in

:

• ta

bula

r for

mat

(lis

ts in

divi

dual

stud

ents

)

• gr

aphi

cal f

orm

at (p

rovi

des

sum

mar

y

info

rmat

ion

abou

t the

per

cent

age

of

st

uden

ts in

eac

h gr

owth

cat

egor

y).

Repo

rts

for:

• al

l stu

dent

s

• in

divi

dual

cla

sses

• st

uden

ts fr

om a

sel

ecte

d gr

owth

cate

gory

.

Repo

rts

on:

• Re

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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 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).