2015 National Assessment Program Literacy and Numeracy National Assessment Program Literacy and Numeracy ... 2015 Results Year 5 ... The National Assessment Program—Literacy and Numeracy

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  • 2015 National Assessment ProgramLiteracy and Numeracy

    Achievement in Reading, Persuasive Writing, Language Conventions and Numeracy

    National Report for 2015

  • 2015National Assessment ProgramLiteracy and NumeracyAchievement in Reading, Persuasive Writing,Language Conventions and Numeracy:National Report for 2015

    Copyright Australian Curriculum, Assessment and Reporting Authority (ACARA) 2015, unless otherwise indicated.

    Subject to the exceptions listed below, copyright in this document is licensed under a Creative Commons Attribution 4.0 International (CC BY) licence (https://creativecommons.org/licenses/by/4.0/). This means that you can use these materials for any purpose, including commercial use, provided that you attribute ACARA as the source of the copyright material.

    Exceptions:The Creative Commons licence does not apply to:

    1. logos, including (without limitation) the ACARA logo, the NAP logo, the Australian Curriculum logo, the My School logo, the Australian Government logo and the Education Services Australia Limited logo;

    2. other trade mark protected material;3. photographs; and4. material owned by third parties that has been reproduced

    with their permission. Permission will need to be obtained from third parties to re-use their material.

    AttributionACARA requests attribution as: Australian Curriculum, Assessment and Reporting Authority (ACARA) 2015, unless otherwise indicated. This material was downloaded from [insert website address] (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARAs material or make any representations as to the quality of such products. Any product that uses ACARAs material should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product.

    Contact detailsAustralian Curriculum, Assessment and Reporting AuthorityLevel 10, 255 Pitt StreetSydney NSW 2000T 1300 895 563F 1800 982 118www.acara.edu.au

    The appropriate citation for this report is:Australian Curriculum, Assessment and Reporting Authority 2015, NAPLAN Achievement in Reading, Persuasive Writing, Language Conventions and Numeracy: National Report for 2015, ACARA, Sydney.

  • iii

    Contents

    Introduction ............................................................... iv

    2015 Results Year 3 ............................ 1Year 3 Reading .............................................................2

    Year 3 Persuasive Writing .......................................... 13

    Year 3 Spelling .......................................................... 24

    Year 3 Grammar and Punctuation .............................. 35

    Year 3 Numeracy ....................................................... 46

    Year 3 Participation ................................................... 57

    Year 3 Comparative Achievement .............................. 61

    Commentary ............................................................. 63

    2015 Results Year 5 .......................... 65Year 5 Reading .......................................................... 66

    Year 5 Persuasive Writing .......................................... 77

    Year 5 Spelling .......................................................... 88

    Year 5 Grammar and Punctuation .............................. 99

    Year 5 Numeracy ..................................................... 110

    Year 5 Participation ................................................. 121

    Year 5 Comparative Achievement ............................ 125

    Commentary ........................................................... 127

    2015 Results Year 7 ........................ 129Year 7 Reading ........................................................ 130

    Year 7 Persuasive Writing ........................................ 141

    Year 7 Spelling ........................................................ 152

    Year 7 Grammar and Punctuation ............................ 163

    Year 7 Numeracy ..................................................... 174

    Year 7 Participation ................................................. 185

    Year 7 Comparative Achievement ............................ 189

    Commentary ........................................................... 191

    2015 Results Year 9 ........................ 193Year 9 Reading ........................................................ 194

    Year 9 Persuasive Writing ........................................ 205

    Year 9 Spelling ........................................................ 216

    Year 9 Grammar and Punctuation ............................ 227

    Year 9 Numeracy ..................................................... 238

    Year 9 Participation ................................................. 249

    Year 9 Comparative Achievement ............................ 253Commentary ........................................................... 255

    2008, 20102015 Time series ........ 257Years 3, 5, 7 and 9 Reading ..................................... 258

    Years 3, 5, 7 and 9 Numeracy .................................. 279

    Commentary ............................................................ 300

    Years 3, 5, 7 and 9 Participation .............................. 303

    Commentary ............................................................ 324

    20112013, 20122014 and 20132015 Cohort gain .................. 326Year 3Year 5 Reading ............................................ 327

    Year 5Year 7 Reading ............................................ 331

    Year 7Year 9 Reading ............................................ 335

    Achievement of Students in Reading ........................ 339

    Year 3Year 5 Numeracy .......................................... 341

    Year 5Year 7 Numeracy .......................................... 345

    Year 7Year 9 Numeracy .......................................... 349

    Achievement of Students in Numeracy .................... 353

    Commentary ............................................................ 355

  • iv

    Introduction

    About ACARA The Australian Curriculum, Assessment and Reporting Authority (ACARA) is an independent authority focused on improving the learning of all young Australians through a national curriculum, the national assessment program and a national data collection and reporting program.

    ACARA collaborates with teachers, principals, governments, state and territory education authorities, professional education associations, community groups and the general public to develop national education standards for use in every school in Australia.

    About NAPLANThe National Assessment ProgramLiteracy and Numeracy (NAPLAN) tests are conducted in May for all students across Australia in Years 3, 5, 7 and 9. Each year, over one million students nationally sit the NAPLAN tests. All students in the same year level are assessed on the same test items in the assessment domains of reading, writing, language conventions (spelling, grammar and punctuation) and numeracy.

    NAPLAN data provide parents, schools, governments and the non-government school sectors with important information about whether young Australians are reaching important educational goals.

    NAPLAN tests are the only Australian assessments that provide nationally comparable data on the performance of students in the vital areas of literacy and numeracy. This gives NAPLAN a unique role in providing robust data to inform and support improvements to teaching and learning practices in Australian schools.

    The NAPLAN assessment and reporting processNAPLAN tests are developed collaboratively by ACARA, the state and territory governments, the non-government school sectors and the Australian Government. The test administration authority in each jurisdiction is responsible for test administration, data capture and delivery of reports.

    NAPLAN tests broadly reflect aspects of literacy and numeracy within the curriculum in all jurisdictions. The types of test questions and test formats are chosen so that they are familiar to students and teachers across Australia.

    The National Protocols for Test Administration ensure consistency in the administration of NAPLAN tests by all test administration authorities and schools across Australia.

    The test administration authority in each jurisdiction manages the marking of the tests. Tests for reading, language conventions (spelling, grammar and punctuation) and numeracy are marked using optical mark recognition software to score multiple-choice items. Writing tasks are marked using well established procedures for maintaining marker consistency across all jurisdictions.

    Test administration authorities submit de-identified student data from all tests to a contractor appointed to undertake analysis of the test data on behalf of ACARA. This analysis determines individual student scores across the national achievement scale and enables comparisons over time.

    Comparative data showing the performance of each jurisdiction and the nation are provided to each test administration authority.

    Student reports are produced by the test administration authorities, using a common national reporting format.

    Comparisons over timeNAPLAN tests are equated so that the 2015 results can be compared with those for previous years. Equating enables the results from NAPLAN tests in different years to be reported on the same achievement scale. As with all statistical calculations, the NAPLAN statistics provided in this report include some degree of uncertainty and this should be considered when interpreting differences in jurisdictional and national average scores, and percentages at or above national minimum standards.

    To help interpret differences in results, an additional effect size measure has been included in the 2015 comparison calculations. Where comparisons of results are shown, a representation of the effect size and statistical significance of the comparison is also provided. This representation is referred to as nature of the difference. The nature of the difference representation combines the outcomes of statistical significance tests with an effect size measure of the difference.

    Comparisons are made for results within jurisdictions, between the current year and previous year, and between the current year and base year. For reading, narrative writing, spelling, grammar and punctuation, and numeracy, the base year is 2008. For persuasive writing, the base year is 2011.

    Between 2008 and 2010, students were assessed using a narrative task. A persuasive task has been used since 2011. With the change in the writing genre in 2011, a new persuasive writing scale was introduced. As this is a separate scale to narrative writing, there is a break in the time series data. The persuasive writing results should not be directly compared to the narrative writing results.

    In order to maintain the design of tables and graphs in the national report the decision was made to remove NAPLAN 2009 results from the PDF version of the national report. The 2009 results are still available in the online version of the national report.

    Student achievementNAPLAN results are publicly reported through the NAPLAN summary information and NAPLAN national reports. Results are also available for use by jurisdictions, non-government school sectors and schools.

    Individual student reports, provided to parents/carers, show student results against the national average and the middle 60 per cent of students nationally. These reports contain a description of what was assessed in each of the tests and provide information about the knowledge and skills the student demonstrated in the tests.

    NAPLAN results are reported using five national achievement scales, one for each of the NAPLAN assessment domains of reading, writing, spelling, grammar and punctuation, and numeracy. In 2015, results for writing are reported on the persuasive writing scale. Each scale consists of ten bands, which represent the increasing complexity of the knowledge and skills assessed by NAPLAN from Years 3 to 9. Six of these bands are used for reporting student performance in each year level. Student raw scores on tests are converted to a NAPLAN scale score so that those scores can be located on the national scale for each domain.

    The NAPLAN reporting scales are constructed so that any given scale score represents the same level of achievement over time within a domain. For example, a score of 700 in reading in one year represents the same level of reading achievement in other testing years.

  • v

    National minimum standardsThe second lowest band on the achievement scale reported for each year level represents the national minimum standard expected of students at that year level. The national minimum standard is the agreed minimum acceptable standard of knowledge and skills without which a student will have difficulty making sufficient progress at school.

    Students whose results are in the lowest band for the year level have not achieved the national minimum standard for that year. These students are likely to need focused intervention and additional support to help them achieve the skills they require to progress in schooling. For each year level, the national minimum standard is located on the common underlying scale at the following national achievement bands:

    AbbreviationsS.D. Standard deviation

    M Male

    F Female

    Indig. Indigenous

    Non-Indig. Non-Indigenous

    LBOTE Language background other than English

    Non-LBOTE Non-language background other than English

    E Exempt

    A Absent

    W Withdrawn

    How to read the 2015 graphs

    Band 3and

    below

    Band 4

    Band 5

    Band 6

    Band 7

    Band 8and

    above600

    700

    500

    400

    300

    200

    100

    95th Percentile 95% of studentsachieve belowthis score

    80th Percentile 80% of studentsachieve belowthis score

    Mean scale score

    20th Percentile 20% of studentsachieve belowthis score

    5th Percentile 5% of studentsachieve belowthis score

    Each groups results are represented in a vertical column with various colours.

    The blue shading behind the column represents the achievement bands.

    How to read the 2015 comparisons

    Read across the appropriate row to compare one state/territory performance with jurisdictions listed at the top of the columns.

    Average achievement is substantially above and is statistically significantly different from the comparison state/territory.

    Average achievement is above and is statistically significantly different from the comparison state/territory.

    Average achievement is close to or not statistically different from the comparison state/territory.

    Average achievement is below and is statistically significantly different from the comparison state/territory.

    Average achievement is substantially below and is statistically significantly different from the comparison state/territory.

  • vi

    How to read the 2015 comparative tables

    Students 2008 2010 2011 2012 2013 2014 2015

    Nature of the difference

    2008 vs.

    2015

    2014 vs.

    2015

    Y...

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