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2014 National Assessment ProgramLiteracy and Numeracy

Achievement in Reading, Persuasive Writing, Language Conventions and Numeracy

National Report for 2014

2014National Assessment ProgramLiteracy and NumeracyAchievement in Reading, Persuasive Writing,Language Conventions and Numeracy:National Report for 2014

CopyrightThis work is copyright. In addition to any use permitted under the Copyright Act 1968, this work may be downloaded, displayed, printed, or reproduced in whole or in part for non-commercial purposes subject to an acknowledgement of the source. Enquiries concerning copyright should be directed to the Australian Curriculum, Assessment and Reporting Authority (ACARA).

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 2014, NAPLAN Achievement in Reading, Persuasive Writing, Language Conventions and Numeracy: National Report for 2014, ACARA, Sydney.

iii

Contents

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

2014 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

2014 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

2014 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

2014 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

20082014 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

2010-2012, 2011-2013 and 2013-2014 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 2014 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 2014 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 i

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