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2017

Test reporting handbook

2017 NATIONAL ASSESSMENT PROGRAM – LITERACY AND NUMERACY (NAPLAN)

REPORTING GUIDE

YEAR 3, YEAR 5, YEAR 7 AND YEAR 9

© 2017

NAPLAN 2017 Reporting Guide ii

Authorised and published by the Victorian Curriculum and Assessment Authority Level 7, 2 Lonsdale Street Melbourne VIC 3000

ISBN: 978-925264-96-8

© Victorian Curriculum and Assessment Authority 2017

No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by permission from the VCAA.

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iiiNAPLAN 2017 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 2018 TESTS

15 May Literacy (Language Conventions, Writing)

16 May Literacy (Reading)

17 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 2017 Reporting Guide iv

ContentsVCAA NAPLAN Helpdesk iiiDATES FOR NAPLAN 2018 TESTS iiiIntroduction 1

Privacy Policy 1

NAPLAN Data Service 2 Access to NAPLAN Writing Test Images 2Numeracy strand names 2Reports on a National Scale 2Important information regarding the reporting of Writing 3Scaled Scores 3National Minimum Standards 3Trend Data and Growth 4NAPLAN Student Report Format 4Release of Data 4Reference Guides for analysing NAPLAN data 4

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

Section 2: NAPLAN Data Service Reports 11Summary of reports available 11List of Reports and Functions 11School Summary Report 13Group Summary Report 14Assessment Area Report 15Writing Criteria Report 16 Item Analysis Report 17Student Response Report 18Student Achievement Level Report 20Five Year Trend Report 22School Comparison Report – Matched School Group 23 School Comparison Report – Matched Student Group 24 Scaled Score summary table 25School-Student Comparison Report 25Relative Growth Report 27Transitional Relative Growth Report 29

Section 3: Interpretation of Results 30Making Comparisons 30School and Subgroup Comparisons 30Individual Comparisons and Improvement 31

Section 4: NAPLAN Student Reports 32Sample page 1 of the NAPLAN Student Report 33NAPLAN Data Service Reports 34Confidentiality of Results 34Distribution of NAPLAN Student Reports 34Replacement of NAPLAN Student Reports 34Queries about NAPLAN Student Reports 34

Appendix 1: NAPLAN 2017 Question Details 35Year 3 Reading 35Year 5 Reading 37Year 7 Reading 39Year 9 Reading 41Year 3 Language Conventions 43Year 5 Language Conventions 45Year 7 Language Conventions 48Year 9 Language Conventions 50Year 3 Numeracy 52Year 5 Numeracy 54Year 7 Numeracy (Non-Calculator) 56Year 7 Numeracy (Calculator) 56Year 9 Numeracy (Non-Calculator) 59Year 9 Numeracy (Calculator) 59

Appendix 2: NAPLAN 2017 Data Service Report Summary 62Glossary 67Data presentation 67

1NAPLAN 2017 Reporting Guide

IntroductionThe National Assessment Program - Literacy and Numeracy (NAPLAN) conducted in May 2017, 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 Victorian Curriculum and Assessment Authority (VCAA) is committed to the protection of student information generated by NAPLAN. All personal information collected during NAPLAN is used in accordance with the Privacy and Data Protection Act 2014.

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 the Department of Education and Training (DET), 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 2017 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 2017 can be accessed by schools on this website. Schools must use their unique login and security password to access their results. Access to NAPLAN Writing Test Images

Victorian schools can access images of their students’ NAPLAN writing test responses to assist with interpretation of their NAPLAN writing results. Downloaded images of the writing responses are also used by teachers to provide feedback to students on their NAPLAN writing performance.

The Writing test images will be available via the NAPLAN Test Administration website. Access to the images will be provided from 14 August 2017 which will coincide with the release of NAPLAN 2017 reports. The images will be available from the week of the 14 August for a six week period until the end of term 3.

Details on how to access the website and instructions on how to download images will be sent to school principals with the NAPLAN school reporting packages.

Please note that schools have access only to images of their own students’ Writing tests and those images are available strictly for internal school use.

Numeracy strand names

All NAPLAN tests are now based on the Australian Curriculum – which is fully incorporated into the new Victorian Curriculum. In accordance with these curricula, numeracy test items are now classified according to the following three strands: Number and algebra, Measurement and geometry, and Statistics and probability. In general:

• the Number and algebra strand will contain items previously classified in Victoria as either ‘Number’ or ‘Structure’ (or nationally as ‘Algebra, function and pattern’)• Measurement and geometry will include ‘Space’ items and those relating to the measurement aspect of ‘Measurement, chance and data’• items in the Statistics and probability category will be those previously aligned to the chance or data areas of ‘Measurement, chance and data’.

For a more detailed description of the new Numeracy strands can be found on the VCAA website at http://victoriancurriculum.vcaa.vic.edu.au/mathematics/introduction/structure

Reports on a National Scale

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

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


Important information regarding the reporting of Writing

Prior to 2011, students were required to produce a narrative piece of writing for the NAPLAN Writing tests, and results for these tests (2008, 2009 and 2010) were all reported on the same scale. When the genre changed to persuasive writing in 2011, a new scale was established. Results from all persuasive writing tests (2011 to 2015 inclusive) have been reported on this scale.

In the 2016 NAPLAN Writing tests, students were once again required to produce a narrative piece of writing. Despite the change of genre, ACARA was able to successfully equate the results from this test onto the 2011 – 2015 scale, making it possible for meaningful comparisons to be made between writing test outcomes from 2011 onwards. Results for 2017 Writing (persuasive genre) have been reported on this now common scale.

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


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 2013 – 2017.

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 2015, and that for the same students in Year 5 (7 or 9) in 2017.

The School-Student Comparison Report shows the relative position of 2015 and 2017 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.

The Transitional Relative Growth Report provides grouped results of Year 5 students who sat the NAPLAN tests at the school two years ago and for whom a current Year 7 result can be found.

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 2017 is provided on page 33.

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: http://usingassessmentdata.vcaa.vic.edu.au/naplan/

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 2017 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 2017.

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

For 2017, the ‘Reporting Years’ menu can offer NAPLAN results for 2008 to 2017. The ‘Report Name’ menu will contain reports relevant to the year level and reporting year for your school. Check the table ‘NAPLAN 2017 Data Service Report Summary’ on page 62 to see which reports relate to the NAPLAN 2017 tests.

Please note: To ensure data security, school passwords are changed annually. Passwords for 2017 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: . 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 2017 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 2017 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 not be greater than 12 characters.

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

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

Previewing and printing reports

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

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

Preview All Pages I Print I Export I Close

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

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

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

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

‘Close’ closes the ‘Preview Reports’ screen.


Extract function

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

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

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

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


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

Summary of reports available

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

Report Name Year 3 Year 5 Year 7 Year 9School Summary Report 4 4 4 4Group Summary Report 4 4 4 4Assessment Area Report 4 4 4 4Writing Criteria Report 4 4 4 4Item Analysis Report 4 4 4 4Student Response Report 4 4 4 4Student Achievement Level Report 4 4 4 4Five Year Trend Report 4 4 4 4School Comparison Report 4 u 4School-Student Comparison Report 4 u 4Relative Growth Report u u uTransitional Relative Growth Report.4 Report is available for NAPLAN results for 2008 to 2017 u Report is available for NAPLAN results from 2012● Report is available for NAPLAN results from 2011. (For Year 5 students from two years prior).

List of reports and functions

For 2017, 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 17-18).


• Student Response Report – provides detailed information on results for either one student or for a group of students (see page 18-19).

• 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 pages 20-21).

• Five Year Trend Report – presents national, state and school data from 2012 to 2017 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 2017 with their results, if available, for the tests they undertook in Year 3 (5 or 7) in 2014. National, state and (where applicable) school results are also shown for each of the two testing periods (see pages 23-25).

• School–Student Comparison Report – shows, for an individual student, Year 3 (5 or 7) results from 2014 and Year 5 (7 or 9) results from 2017 with respect to the distribution of national, state and (where applicable) school outcomes (see pages 25-26).

• 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 pages 27-28). Note: this report is available for Year 5, Year 7 and Year 9.

• Transitional Relative Growth Report – this report provides the graphical version of the Relative Growth Report for students who sat the NAPLAN tests at the school two years prior to the current test year, for whom current Year 7 result can be found from a different school. This group level report shows the overall percentages of students from the Year 5 cohort two years prior who achieved high, medium or low relative growth in Year 7. This information is also shown with respect to the relevant Year 5 NAPLAN bands results. Note that the report is accessed from the reporting year option for the Year 5 cohort of interest – not from the current reporting year (see page 29).


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 30 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 narrative text based on a common stimulus and given time to plan, write and edit their work.

Years 3 and 5 students received a different topic from Years 7 and 9.

3 and 5 stimulus was “Which is better?”. 7 and 9 stimulus was “Don’t waste it”.

Student writing was assessed against the following ten criteria:

Criterion Description Score range

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

(introduction, body and conclusion) into an appropriate and effective textstructure

0 – 4

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

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

0 – 4

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

through the use of referring words, ellipsis, text connectives, substitutionsand word associations

0 – 4

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

0 – 3

Sentence structure

The production of grammatically correct, structurally sound and meaningful sentences

0 – 6

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

Links are provided at the top of the report to both the 2017 Writing Stimulus and the 2017 Marking Guide.

Example of Writing Criteria Report

Click on the links to view the 2017 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 2017 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 2015 and 2017 results for students who undertook the 2015 and 2017 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 2015 and the 2017 tests)

These data are longitudinal in nature and are useful for comparing the change in performance of the same groups of students between 2015 and 2017 (e.g. how the performance of Year 3 students in 2015 compares to their performance now they are in Year 5 in 2017). 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 2015 and 2017 tests at the school. (Matched School Group)


School Comparison Report – Matched Student 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 2015

• The ‘Matched School’ group (green) is replaced by a ‘Matched Student’ group (orange). This is the group of students who sat the 2017 test at the school and who have a 2015 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 2017 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 2017 tests at the school, and who have a 2015 result from this or another school. (Matched Student Group)


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 2015 Year 5 ‘School Mean’ is given, and the statistics for the ‘Matched School’ group are replaced with those for the ‘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 2015 and 2017, 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 2015 Year 5 ‘School’ distributions cannot be provided, and hence the (red) box-and-whiskers for 2015 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 2015 and 2017 (e.g. how the student’s Year 7 performance in 2015 compares to their performance in Year 9 in 2017). 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.


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 2015 Year 5 ‘School’ distribution is not provided for Year 7 students, unless there were Year 5 students enrolled at the school in 2015.

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 2015.


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


Transitional Relative Growth Report

The Transitional Relative Growth Report shows the relative growth made by Year 5 students who were at the school two years prior and who have transitioned to a current Year 7 at a different school. The report is available for all test domains (Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy) and shows the percentages of students who achieved High, Medium and Low relative growth (as defined on pages 27-28) in these areas across the transition from Year 5 to a current Year 7.The Transitional Relative Growth report is equivalent to the graphical version of the Year 5 to 7 Relative Growth Report (see page 28), except that

• the school group of interest is the Year 5 cohort from 2 years prior to the current testing year

• the report is accessed from the reporting year option for the Year 5 cohort of interest – not from the current reporting year.

The report does not display results for individual students.

Example of Transitional Relative Growth Report for Year 5 (2 years prior) to a current Year 7.

The report is accessed from the reporting year option for the Year 5 cohort – not current reporting year.

The bands refer to the students’ starting points and reflect Year 5 results from 2 years prior.


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

NAPLAN results between 2008 and 2017 are based on the scaled scores which form the numeric continuum from which the ten national reporting bands are derived. (See page 3 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 2013, 2014, 2015, 2016 and 2017.

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 2017 it is possible to compare current NAPLAN results with those from Year 3, Year 5 or Year 7 in 2015. 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 2015 to 2017 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 2017.

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

Student Report 2017

This report shows the results for

Student Report 2017National Assessment Program

— Literacy and Numeracy

How to read the student report

Year

7

Year

7

Band

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.

The National Assessment Program — Literacy and NumeracyIn May 2017, 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, 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.

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 and algebra; measurement and geometry; and statistics and probability. 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.

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.

9

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Reading Writing Language Conventions NumeracyProcesses 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 of the topic. Makes consistently precise word choices that engage or 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 or 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 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 3D 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.

Develops ideas through language choices and effective textual features.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 multi-step 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 text using paragraphs with related ideas. Uses some effective text features and accurate words or groups of words when developing 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 multi-step 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 3D 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 text with a beginning, complication and resolution; or with an introduction, body and conclusion. Includes enough supporting detail for the text to be easily understood by the reader, although the conclusion or resolution 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 2D shapes. Uses compass points and angles of turn to interpret maps.

Locates clearly stated information in narrative and information 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 text in which characters or setting are briefly described; or in which ideas on topics are briefly elaborated.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 2D shapes after a transformation and identifies a line of symmetry. Visualises 3D objects from different viewpoints.


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]


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n in

an ad

verti

sem

ent.

27So

met

hing

to w

rite

Iden

tifies

the g

enre

of a

n in

form

atio

n re

port.

28So

met

hing

to w

rite

Loca

tes d

irect

ly st

ated

info

rmat

ion

in an

info

rmat

ion

repo

rt.

29So

met

hing

to w

rite

Infe

rs a

key

idea

from

a pa

ragr

aph

in an

info

rmat

ion

repo

rt.30

Som

ethi

ng to

writ

eIn

fers

a ke

y id

ea in

an in

form

atio

n re

port.

31So

met

hing

to w

rite

Link

s dire

ctly

stat

ed in

form

atio

n ac

ross

sent

ence

s in

an in

form

atio

n re

port.

32So

met

hing

to w

rite

Inte

rpre

ts th

e mea

ning

of a

phr

ase i

n an

info

rmat

ion

repo

rt.

33Ti

ny h

ouse

sId

entifi

es th

e pur

pose

s of a

n in

form

atio

n te

xt.

34Ti

ny h

ouse

sId

entifi

es an

opi

nion

in an

info

rmat

ion

text

.

35Ti

ny h

ouse

sId

entifi

es th

e mai

n id

ea o

f a p

arag

raph

in an

info

rmat

ion

text

.

36Ti

ny h

ouse

sLi

nks a

n ill

ustra

tion

to in

form

atio

n in

an in

form

atio

n te

xt.

37Ti

ny h

ouse

sLi

nks i

nfor

mat

ion

acro

ss se

nten

ces i

n an

info

rmat

ion

text

.


Ye

ar

5 R

ea

din

g

Ques

tion

Text

title

Skill

ass

esse

d

1W

ante

dLo

cate

s dire

ctly

stat

ed in

form

atio

n in

a sim

ple p

oste

r.

2W

ante

dIn

terp

rets

dire

ctly

stat

ed in

form

atio

n in

a sim

ple p

oste

r.

3W

ante

dLo

cate

s dire

ctly

stat

ed in

form

atio

n in

a sim

ple p

oste

r.

4W

ante

dLo

cate

s dire

ctly

stat

ed in

form

atio

n in

a sim

ple p

oste

r.

5W

ante

dLo

cate

s dire

ctly

stat

ed in

form

atio

n in

a sim

ple p

oste

r.

6Bu

bbles

Iden

tifies

the fi

rst-p

erso

n na

rrat

or in

a po

em.

7Bu

bbles

Inte

rpre

ts th

e mea

ning

of v

ocab

ular

y in

a po

em.

8Bu

bbles

Inte

rpre

ts th

e mea

ning

of a

phr

ase i

n a p

oem

.

9Bu

bbles

Inte

rpre

ts th

e mea

ning

of a

des

crip

tion

in a

poem

.

10Bu

bbles

Inte

rpre

ts th

e mea

ning

of a

sent

ence

from

des

crip

tive l

angu

age i

n a p

oem

.

11Bu

bbles

Infe

rs th

e mea

ning

of a

des

crip

tion

from

cont

ext i

n a p

oem

.

12Bu

bbles

Ana

lyse

s inf

orm

atio

n ac

ross

stan

zas i

n a p

oem

.

13Be

ache

dIn

terp

rets

dire

ctly

stat

ed in

form

atio

n in

a na

rrat

ive.

14Be

ache

dId

entifi

es th

e rea

son

for a

char

acte

r’s ac

tions

in a

narr

ativ

e.

15Be

ache

dLi

nks i

nfor

mat

ion

acro

ss se

nten

ces i

n a n

arra

tive.

16Be

ache

dId

entifi

es a

chan

ge in

a ch

arac

ter's

per

spec

tive i

n a n

arra

tive.

17Be

ache

dLo

cate

s dire

ctly

stat

ed in

form

atio

n in

a na

rrat

ive.

18Be

ache

dIn

terp

rets

dire

ctly

stat

ed in

form

atio

n in

a na

rrat

ive.

19Be

ache

dIn

fers

the r

easo

n fo

r a ch

arac

ter's

actio

ns in

a na

rrat

ive.

20So

met

hing

to w

rite

Iden

tifies

the g

enre

of a

n in

form

atio

n re

port.

21So

met

hing

to w

rite

Loca

tes d

irect

ly st

ated

info

rmat

ion

in an

info

rmat

ion

repo

rt.

22So

met

hing

to w

rite

Infe

rs a

key

idea

from

a pa

ragr

aph

in an

info

rmat

ion

repo

rt.

23So

met

hing

to w

rite

Infe

rs a

key

idea

in an

info

rmat

ion

repo

rt.

24So

met

hing

to w

rite

Link

s dire

ctly

stat

ed in

form

atio

n ac

ross

sent

ence

s in

an in

form

atio

n re

port.

25So

met

hing

to w

rite

Inte

rpre

ts th

e mea

ning

of a

phr

ase i

n an

info

rmat

ion

repo

rt.

38 NAPLAN 2017 Reporting Guide

26Fi

t to

reve

al fi

tnes

s?Id

entifi

es th

e mai

n id

ea o

f a p

ersu

asiv

e arti

cle.

27Fi

t to

reve

al fi

tnes

s?Id

entifi

es th

e mai

n pu

rpos

e of a

sent

ence

in a

pers

uasiv

e arti

cle.

28Fi

t to

reve

al fi

tnes

s?In

terp

rets

the m

eani

ng o

f com

plex

lang

uage

in a

pers

uasiv

e arti

cle.

29Fi

t to

reve

al fi

tnes

s?In

terp

rets

the m

eani

ng o

f voc

abul

ary

in co

ntex

t in

a per

suas

ive a

rticle

.

30Fi

t to

reve

al fi

tnes

s?Lo

cate

s dire

ctly

stat

ed in

form

atio

n em

bedd

ed in

a pa

ragr

aph

in a

pers

uasiv

e arti

cle.

31Fi

t to

reve

al fi

tnes

s?Id

entifi

es th

e pur

pose

of e

vide

nce i

n a p

ersu

asiv

e arti

cle.

32Fi

t to

reve

al fi

tnes

s?Id

entifi

es th

e pur

pose

of i

talic

s in

a per

suas

ive a

rticle

.

33Th

e Bur

runa

n do

lphi

nId

entifi

es th

e pur

pose

of a

par

agra

ph in

a de

taile

d in

form

ativ

e arti

cle.

34Th

e Bur

runa

n do

lphi

nIn

terp

rets

the m

eani

ng o

f voc

abul

ary

in co

ntex

t in

a det

ailed

info

rmat

ive a

rticle

.

35Th

e Bur

runa

n do

lphi

nId

entifi

es th

e pur

pose

of a

par

agra

ph in

a de

taile

d in

form

ativ

e arti

cle.

36Th

e Bur

runa

n do

lphi

nA

naly

ses i

nfor

mat

ion

acro

ss th

e tex

t in

a det

ailed

info

rmat

ive a

rticle

.

37Th

e Bur

runa

n do

lphi

nIn

terp

rets

the m

eani

ng o

f voc

abul

ary

from

cont

ext i

n a d

etai

led in

form

ativ

e arti

cle.


Ye

ar

7 R

ea

din

g

Ques

tion

Text

title

Skill

ass

esse

d

1Sa

ving

Link

s dire

ctly

stat

ed in

form

atio

n ac

ross

sent

ence

s in

a sim

ple a

rticle

.

2Sa

ving

Iden

tifies

the m

ain

purp

ose o

f a p

arag

raph

in a

simpl

e arti

cle.

3Sa

ving

Iden

tifies

the m

ain

purp

ose o

f a si

mpl

e arti

cle.

4Sa

ving

Link

s dire

ctly

stat

ed in

form

atio

n ac

ross

par

agra

phs i

n a s

impl

e arti

cle.

5Sa

ving

Iden

tifies

the p

urpo

se o

f a p

hoto

grap

h in

a sim

ple a

rticle

.

6W

in th

e Spe

edste

r 200

XIn

terp

rets

a cha

ract

er's

feel

ings

at th

e end

of a

sim

ple n

arra

tive.

7W

in th

e Spe

edste

r 200

XLo

cate

s dire

ctly

stat

ed in

form

atio

n in

a m

ulti-

text

.

8W

in th

e Spe

edste

r 200

XIn

terp

rets

dire

ctly

stat

ed in

form

atio

n in

a m

ulti-

text

.

9W

in th

e Spe

edste

r 200

XIn

terp

rets

dire

ctly

stat

ed in

form

atio

n in

a m

ulti-

text

.

10W

in th

e Spe

edste

r 200

XIn

terp

rets

a pro

noun

refe

renc

e acr

oss p

arag

raph

s in

a mul

ti-te

xt.

11W

in th

e Spe

edste

r 200