2018 NAPLAN Reporting Guide · The Years 3, 5, 7 and 9 NAPLAN data is available for Victorian...

Test reporting Guide

2018

2018 NATIONAL ASSESSMENT PROGRAM – LITERACY AND NUMERACY (NAPLAN)

REPORTING GUIDE

YEAR 3, YEAR 5, YEAR 7 AND YEAR 9

© 2018

NAPLAN 2018 Reporting Guide ii

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

ISBN: 978-1-925676-75-4

© Victorian Curriculum and Assessment Authority 2018

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iiiNAPLAN 2018 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 2019 TESTS

14 May Literacy (Language Conventions, Writing)

15 May Literacy (Reading)

16 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:

DATES FOR NAPLAN ONLINE 2019 TESTS

14 to 24 May Writing, Reading, Conventions of Language and Numeracy

NAPLAN 2018 Reporting Guide iv

ContentsVCAA NAPLAN Helpdesk iiiDATES FOR NAPLAN 2019 TESTS iiiIntroduction 1

Privacy Policy 1

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

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

Section 2: NAPLAN Data Service Reports 11Summary of reports available 11List of Reports and Functions 11School Summary Report 13Group Summary Report 14Assessment Area Report 15Writing Criteria Report 16 Item Analysis Report 17Student Response Report 18Student Achievement Level Report 20Five Year Trend Report 22School Comparison Report – Matched School Group 23 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 2018 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 47Year 9 Language Conventions 49Year 3 Numeracy 51Year 5 Numeracy 53Year 7 Numeracy (Non-Calculator) 55Year 7 Numeracy (Calculator) 55Year 9 Numeracy (Non-Calculator) 58Year 9 Numeracy (Calculator) 58

Appendix 2: NAPLAN 2018 Data Service Report Summary 61Glossary 66Data presentation 66

1NAPLAN 2018 Reporting Guide

IntroductionThe National Assessment Program - Literacy and Numeracy (NAPLAN) conducted in May 2018, 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 2018 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 2018 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 2018 which will coincide with the release of NAPLAN 2018 reports. The images will be available from the 14 August until the end of Term 4.

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.

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.

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 2014 – 2018.

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 2016, and that for the same students in Year 5 (7 or 9) in 2018.

The School-Student Comparison Report shows the relative position of 2016 and 2018 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 2018 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 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 2018 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 2018.

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

For 2018, the ‘Reporting Years’ menu can offer NAPLAN results for 2008 to 2018. The ‘Report Name’ menu will contain reports relevant to the year level and reporting year for your school. Check the table ‘NAPLAN 2018 Data Service Report Summary’ on page 62 to see which reports relate to the NAPLAN 2018 tests.

Please note: To ensure data security, school passwords are changed annually. Passwords for 2018 are supplied in the letter to principals which accompanies the delivery of NAPLAN student reports. If a password is lost, the principal should send an email to: <[email protected]>. Please include ‘Password Request’ in the subject line.

Changing the password

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

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

2018


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 2018 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.

2018

2018


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 2018 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.

2018

2018


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

Summary of reports available

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

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

Group Summary Report 4 4 4 4

Assessment Area Report 4 4 4 4

Writing Criteria Report 4 4 4 4

Item Analysis Report 4 4 4 4

Student Response Report 4 4 4 4

Student Achievement Level Report 4 4 4 4

Five Year Trend Report 4 4 4 4

School Comparison Report 4 u 4

School-Student Comparison Report 4 u 4

Relative Growth Report u u u

Transitional Relative Growth Report.4 Report is available for NAPLAN results for 2008 to 2018 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 2018, 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 2013 to 2018 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 2018 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 2016 and Year 5 (7 or 9) results from 2018 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 and Algebra, Measurement and Geometry, and Statistics and Probability 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 “My Big Idea”. 7 and 9 stimulus was “New technology”.

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 2018 Writing Stimulus and the 2018 Marking Guide.

Example of Writing Criteria Report

Click on the links to view the 2018 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 2018 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 2016 and 2018 results for students who undertook the 2016 and 2018 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 2016 and the 2018 tests)

These data are longitudinal in nature and are useful for comparing the change in performance of the same groups of students between 2016 and 2018 (e.g. how the performance of Year 3 students in 2016 compares to their performance now they are in Year 5 in 2018). 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 2016 and 2018 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 2016

• The ‘Matched School’ group (green) is replaced by a ‘Matched Student’ group (orange). This is the group of students who sat the 2018 test at the school and who have a 2016 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 2018 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 2018 tests at the school, and who have a 2016 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 2016 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 2016 and 2018, 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 2016 Year 5 ‘School’ distributions cannot be provided, and hence the (red) box-and-whiskers for 2016 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 2016 and 2018 (e.g. how the student’s Year 7 performance in 2016 compares to their performance in Year 9 in 2018). 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 2016 Year 5 ‘School’ distribution is not provided for Year 7 students, unless there were Year 5 students enrolled at the school in 2016.

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 2016.


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 2018 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 70,000 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 2014, 2015, 2016, 2017 and 2018.

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 2018 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 2016 to 2018 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 2018.

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 2018

This report shows the results for How to read the student report

Student report 2018National Assessment Program —

Literacy and Numeracy

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.

9

8

7

6

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4

Reading Writing Language Conventions NumeracyProcesses and interprets ideas that are implicit in a range of complex narrative and informative 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 informative 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 informative 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 informative 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.

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 knowledge, understanding and skills 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.

In May 2018, 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.

These assessments provide a snapshot of your child’s achievement at a point in time. The information contained in this report should be considered together with school-based assessments and reports.

From 2018 to 2020, NAPLAN is moving from a paper test to an online test to provide more accurate and precise information about what students know and can do. This means that during this period some students take NAPLAN on paper, while others sit the tests online.

Student results for both online and paper tests are comparable and are reported on the same NAPLAN assessment scale. NAPLAN results should always be interpreted with care. Your child’s teacher will have the best insight into your child’s educational progress.

Literacy assessmentThe literacy assessments 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 instructed to respond to a writing prompt. 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 questions on aspects of grammar and punctuation.

Numeracy assessmentThe numeracy assessment measured student achievement across number and algebra; measurement and geometry; and statistics and probability. Questions required students to apply mathematical knowledge, skills and understanding in a variety of contexts.

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.


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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rticle

32Lo

st an

d fo

und

in sp

ace

Inte

rpre

ts vo

cabu

lary

choi

ces i

n co

ntex

t in

a mag

azin

e arti

cle

33Em

ailin

g Gr

anCo

mpa

res d

etai

ls to

iden

tify

diffe

renc

es in

a pa

ir of

emai

ls

34Em

ailin

g Gr

anA

naly

ses t

he p

urpo

se o

f an

info

rmal

emai

l gre

etin

g

35Em

ailin

g Gr

anIn

terp

rets

a cha

ract

er’s

opin

ion

of a

plot

even

t in

a pai

r of e

mai

ls

36Em

ailin

g Gr

anIn

fers

the e

ffect

of a

char

acte

r’s ac

tions

as d

escr

ibed

in a

pair

of em

ails

37Em

ailin

g Gr

anId

entifi

es tr

ue/f

alse

stat

emen

ts ba

sed

on ev

iden

ce in

a pa

ir of

emai

ls


Ye

ar

5 R

ea

din

g

Ques

tion

Text

title

Skill

ass

esse

d

1Le

tter f

rom

cam

pLo

cate

s dire

ctly

stat

ed in

form

atio

n in

a pe

rson

al le

tter

2Le

tter f

rom

cam

pLi

nks d

irect

ly st

ated

info

rmat

ion

acro

ss p

arag

raph

s in

a per

sona

l let

ter

3Le

tter f

rom

cam

pLo

cate

s dire

ctly

stat

ed in

form

atio

n in

a pe

rson

al le

tter

4Le

tter f

rom

cam

pIn

terp

rets

dire

ctly

stat

ed in

form

atio

n in

a pe

rson

al le

tter

5Le

tter f

rom

cam

pId

entifi

es th

e pur

pose

of d

escr

iptiv

e lan

guag

e in

a per

sona

l let

ter

6Le

tter f

rom

cam

pId

entifi

es th

e mai

n pu

rpos

e of a

per

sona

l let

ter

7Th

e pro

cess

ion

Iden

tifies

the s

ettin

g fo

r a n

arra

tive

8Th

e pro

cess

ion

Eval

uate

s a ch

arac

ter t

rait

from

beh

avio

ur in

a na

rrat

ive

9Th

e pro

cess

ion

Loca

tes d

irect

ly st

ated

info

rmat

ion

in a

narr

ativ

e

10Th

e pro

cess

ion

Loca

tes d

irect

ly st

ated

info

rmat

ion

in a

narr

ativ

e

11Th

e pro

cess

ion

Iden

tifies

the p

urpo

se o

f a p

arag

raph

in a

narr

ativ

e

12Th

e pro

cess

ion

Inte

rpre

ts di

rect

ly st

ated

info

rmat

ion

in a

narr

ativ

e

13W

hy w

e sho

uld

care

abou

t Ant

arct

ic kr

illId

entifi

es th

e mai

n id

ea o

f a p

ersu

asiv

e disc

ussio

n

14W

hy w

e sho

uld

care

abou

t Ant

arct

ic kr

illIn

terp

rets

a pro

noun

refe

renc

e in

a per

suas

ive d

iscus

sion

15W

hy w

e sho

uld

care

abou

t Ant

arct

ic kr

illId

entifi

es co

ntra

sted

info

rmat

ion

in a

pers

uasiv

e disc

ussio

n

16W

hy w

e sho

uld

care

abou

t Ant

arct

ic kr

illIn

terp

rets

dire

ctly

stat

ed in

form

atio

n in

a pe

rsua

sive d

iscus

sion

17W

hy w

e sho

uld

care

abou

t Ant

arct

ic kr

illId

entifi

es th

e aut

hor's

per

spec

tive a

t the

end

of a

pers

uasiv

e disc

ussio

n

18W

hy w

e sho

uld

care

abou

t Ant

arct

ic kr

illId

entifi

es th

e mai

n id

ea o

f a p

ersu

asiv

e disc

ussio

n

19W

hy w

e sho

uld

care

abou

t Ant

arct

ic kr

illId

entifi

es th

e aut

hor's

inte

nt in

a pe

rsua

sive d

iscus

sion

20W

ave-

driv

en g

ener

ator

Iden

tifies

the p

urpo

se o

f a d

iagr

am in

an in

form

atio

n te

xt

21W

ave-

driv

en g

ener

ator

Inte

rpre

ts a d

iagr

am in

an in

form

atio

n te

xt

22W

ave-

driv

en g

ener

ator

Inte

rpre

ts di

rect

ly st

ated

info

rmat

ion

in an

info

rmat

ion

text

23W

ave-

driv

en g

ener

ator

Inte

rpre

ts di

rect

ly st

ated

info

rmat

ion

in an

info

rmat

ion

text

24W

ave-

driv

en g

ener

ator

Iden

tifies

the p

urpo

se o

f a su

b-he

adin

g in

an in

form

atio

n te

xt

25W

ave-

driv

en g

ener

ator

Ana

lyse

s inf

orm

atio

n to

mak

e an

infe

renc

e in

an in

form

atio

n te

xt


26W

ave-

driv

en g

ener

ator

Iden

tifies

a di

ffere

nce b

etw

een

an in

form

atio

n te

xt an

d a p

ersu

asiv

e tex

t

27Ti

tani

cId

entifi

es th

e pur

pose

of t

he te

xt la

yout

in an

adve

rtise

men

t

28Ti

tani

cIn

terp

rets

a dev

ice u

sed

to en

gage

read

ers o

f an

adve

rtise

men

t

29Ti

tani

cId

entifi

es ev

alua

tive l

angu

age t

o m

atch

a th

eme i

n an

adve

rtise

men

t

30Ti

tani

cIn

terp

rets

voca

bula

ry th

at co

ntrib

utes

to th

e ton

e of a

n ad

verti

sem

ent

31Ti

tani

cId

entifi

es d

irect

ly st

ated

info

rmat

ion

in an

adve

rtise

men

t

32Ti

tani

cId

entifi

es an

auth

or's

assu

mpt

ion

in an

adve

rtise

men

t

33Ti

tani

cId

entifi

es th

e aut

hor's

per

spec

tive i

n an

adve

rtise

men

t

34Au

stral

ia's r

ares

t ins

ect g

oes g

loba

lLi

nks i

nfor

mat

ion

from

the t

ext t

o th

e titl

e of a

n in

form

atio

n te

xt

35Au

stral

ia's r

ares

t ins

ect g

oes g

loba

lId

entifi

es h

ow p

ersu

asio

n is

used

in th

e ope

ning

par

agra

ph o

f an

info

rmat

ion

text

36Au

stral

ia's r

ares

t ins

ect g

oes g

loba

lIn

fers

the r

easo

n fo

r an

outco

me i

n an

info

rmat

ion

text

37Au

stral

ia's r

ares

t ins

ect g

oes g

loba

lLo

cate

s dire

ctly

stat

ed d

etai

ls in

an in

form

atio

n te

xt

38Au

stral

ia's r

ares

t ins

ect g

oes g

loba

lIn

terp

rets

the m

eani

ng o

f figu

rativ

e lan

guag

e in

an in

form

atio

n te

xt

39Au

stral

ia's r

ares

t ins

ect g

oes g

loba

lId

entifi

es th

e sig

nific

ance

of a

n ev

ent i

n an

info

rmat

ion

text

40Au

stral

ia's r

ares

t ins

ect g

oes g

loba

lIn

terp

rets

dire

ctly

stat

ed in

form

atio

n in

an in

form

atio

n te

xt


Ye

ar

7 R

ea

din

g

Ques

tion

Text

title

Skill

ass

esse

d

1M

ovin

g on

Infe

rs th

e mea

ning

of d

escr

iptiv

e det

ails

in a

narr

ativ

e

2M

ovin

g on

Iden

tifies

the r

easo

n fo

r the

use

of r

epet

ition

in a

narr

ativ

e

3M

ovin

g on

Iden

tifies

det

ails

abou

t the

setti

ng fr

om d

ialo

gue i

n a n

arra

tive

4M

ovin

g on

Inte

rpre

ts a c

hara

cter

's ou

tlook

in a

narr

ativ

e

5M

ovin

g on

Inte

rpre

ts a s

tate

men

t in

cont

ext i

n a n

arra

tive

6M

ovin

g on

Inte

rpre

ts in

form

atio

n to

mak

e an

infe

renc

e in

a nar

rativ

e

7A

ll yo

u ev

er w

ante

d to

kno

w ab

out c

hew

ing

gum

Iden

tifies

the m

ain

purp

ose o

f an

info

rmat

ive w

ebpa

ge

8A

ll yo

u ev

er w

ante

d to

kno

w ab

out c

hew

ing

gum

Loca

tes d

irect

ly st

ated

info

rmat

ion

in an

info

rmat

ive w

ebpa

ge

9A

ll yo

u ev

er w

ante

d to

kno

w ab

out c

hew

ing

gum

Iden

tifies

the p

urpo

se o

f cap

ital l

ette

rs in

an in

form

ativ

e web

page

10A

ll yo

u ev

er w

ante

d to

kno

w ab

out c

hew

ing

gum

Loca

tes d

irect

ly st

ated

info

rmat

ion

in an

info

rmat

ive w

ebpa

ge

11A

ll yo

u ev

er w

ante

d to

kno

w ab

out c

hew

ing

gum

Inte

rpre

ts di

rect

ly st

ated

info

rmat

ion

an in

form

ativ

e web

page

12A

ll yo

u ev

er w

ante

d to

kno

w ab

out c

hew

ing

gum

Inte

rpre

ts th

e int

entio

n of

imag

es in

an in

form

ativ

e web

page

13W

ave-

driv

en g

ener

ator

Iden

tifies

the p

urpo

se o

f a d

iagr

am in

an in

form

atio

n te

xt

14W

ave-

driv

en g

ener

ator

Inte

rpre

ts a d

iagr

am in

an in

form

atio

n te

xt

15W

ave-

driv

en g

ener

ator

Inte

rpre

ts di

rect

ly st

ated

info

rmat

ion

in an

info

rmat

ion

text

16W

ave-

driv

en g

ener

ator

Inte

rpre

ts di

rect

ly st

ated

info

rmat

ion

in an

info

rmat

ion

text

17W

ave-

driv

en g

ener

ator

Iden

tifies

the p

urpo

se o

f a su

b-he

adin

g in

an in

form

atio

n te

xt

18W

ave-

driv

en g

ener

ator

Ana

lyse

s inf

orm

atio

n to

mak

e an

infe

renc

e in

an in

form

atio

n te

xt

19W

ave-

driv

en g

ener

ator

Iden

tifies

a di

ffere

nce b

etw

een

an in

form

atio

n te

xt an

d a p

ersu

asiv

e tex

t

20Ti

tani

cId

entifi

es th

e pur

pose

of t

he te

xt la

yout

in an

adve

rtise

men

t

21Ti

tani

cIn

terp

rets

a dev

ice u

sed

to en

gage

read

ers o

f an

adve

rtise

men

t

22Ti

tani

cId

entifi

es ev

alua

tive l

angu

age t

o m

atch

a th

eme i

n an

adve

rtise

men

t

23Ti

tani

cIn

terp

rets

voca

bula

ry th

at co

ntrib

utes

to th

e ton

e of a

n ad

verti

sem

ent

24Ti

tani

cId

entifi

es d

irect

ly st

ated

info

rmat

ion

in an

adve

rtise

men

t


25Ti

tani

cId

entifi

es an

auth

or's

assu

mpt

ion

in an

adve

rtise

men

t

26Ti

tani

cId

entifi

es th

e aut

hor's

per

spec

tive i

n an

adve

rtise

men

t

27Th

e for

ging

Inte

rpre

ts th

e pur

pose

of t

ext s

truct

ures

and

lang

uage

feat

ures

in a

narr

ativ

e

28Th

e for

ging

Inte

rpre

ts fig

urat

ive l

angu

age i

n a n

arra

tive

29Th

e for

ging

Inte

rpre

ts te

chni

cal l

angu

age i

n a n

arra

tive

30Th

e for

ging

Iden

tifies

a ch

arac

ter's

moo

d ch

ange

acro

ss a

narr

ativ

e

31Th

e for

ging

Synt

hesis

es in

form

atio

n fro

m d

ialo

gue a

nd d

escr

iptio

n in

a na

rrat

ive

32Th

e for

ging

Inte

rpre

ts di

alog

ue in

the fi

nal t

wo

para

grap

hs o

f a n

arra

tive

33Th

e for

ging

Iden

tifies

the s

eque

nce o

f eve

nts i

n a n

arra

tive

34Re

wild

ing:

Shou

ld w

olve

s be r

eint

rodu

ced

in B

ritai

n?In

fers

the p

urpo

se o

f an

intro

duct

ory

para

grap

h in

a pe

rsua

sive d

iscus

sion

35Re

wild

ing:

Shou

ld w

olve

s be r

eint

rodu

ced

in B

ritai

n?In

terp

rets

a met

apho

r in

a per

suas

ive d

iscus

sion

36Re

wild

ing:

Shou

ld w

olve

s be r

eint

rodu

ced

in B

ritai

n?In

terp

rets

emot

ive l

angu

age i

n a p

ersu

asiv

e disc

ussio

n

37Re

wild

ing:

Shou

ld w

olve

s be r

eint

rodu

ced

in B

ritai

n?In

fers

the a

utho

r’s p

oint

of v

iew at

the e

nd o

f a p

ersu

asiv

e disc

ussio

n

38Re

wild

ing:

Shou

ld w

olve

s be r

eint

rodu

ced

in B

ritai

n?Id

entifi

es a

seco

ndar

y th

eme i

n a p

ersu

asiv

e disc

ussio

n

39Lo

st fo

r wor

dsId

entifi

es h

ow a

title

refle

cts a

spec

ts of

a sp

eech

with

inte

rnal

com

men

tary

40Lo

st fo

r wor

dsIn

fers

a ch

arac

ter's

per

spec

tive i

n a s

peec

h w

ith in

tern

al co

mm

enta

ry

41Lo

st fo

r wor

dsA

naly

ses t

he eff

ect o

f lan

guag

e dev

ices i

n a s

peec

h w

ith in

tern

al co

mm

enta

ry

42Lo

st fo

r wor

dsIn

terp

rets

an al

lusio

n in

the m

iddl

e of a

spee

ch w

ith in

tern

al co

mm

enta

ry

43Lo

st fo

r wor

dsId

entifi

es a

char

acte

r's p

ersp

ectiv

e in

a spe

ech

with

inte

rnal

com

men

tary

44Lo

st fo

r wor

dsIn

terp

rets

an im

plied

mea

ning

in a

spee

ch w

ith in

tern

al co

mm

enta

ry

45Sa

ffron

: the

true

cost

Inte

rpre

ts th

e effe

ct o

f voc

abul

ary

choi

ces t

o in

fluen

ce m

eani

ng in

a de

taile

d in

form

atio

n te

xt

46Sa

ffron

: the

true

cost

Eval

uate

s the

tone

of a

rhet

orica

l que

stion

in a

deta

iled

info

rmat

ion

text

47Sa

ffron

: the

true

cost

Iden

tifies

the p

urpo

se o

f ita

lics i

n a d

etai

led in

form

atio

n te

xt

48Sa

ffron

: the

true

cost

Inte

rpre

ts a p

hras

e usin

g co

ntex

t in

a det

ailed

info

rmat

ion

text

49Sa

ffron

: the

true

cost

Eval

uate

s the

val

idity

of s

tate

men

ts us

ing

info

rmat

ion

from

acro

ss a

deta

iled

info

rmat

ion

text

50Sa

ffron

: the

true

cost

Iden

tifies

how

a se

nten

ce si

gnal

s a co

nclu

sion

in a

deta

iled

info

rmat

ion

text


Ye

ar

9 R

ea

din

g

Ques

tion

Text

title

Skill

ass

esse

d

1De

ar M

r Mitc

hell

Iden

tifies

the a

utho

r of a

per

suas

ive l

ette

r

2De

ar M

r Mitc

hell

Inte

rpre

ts a c

ohes

ive r

efer

ence

use

d in

a pe

rsua

sive l

ette

r

3De

ar M

r Mitc

hell

Loca

tes d

irect

ly st

ated

info

rmat

ion

in a

pers

uasiv

e let

ter

4De

ar M

r Mitc

hell

Eval

uate

the p

urpo

se fo

r the

use

of i

talic

s in

a per

suas

ive l

ette

r

5De

ar M

r Mitc

hell

Inte

rpre

ts te

chni

ques

use

d by

an au

thor

to p

ositi

on a

read

er in

a pe

rsua

sive l

ette

r

6De

ar M

r Mitc

hell

Inte

rpre

ts a r

heto

rical

dev

ice in

a pe

rsua

sive l

ette

r

7O

ur w

orld

of w

eird

and

won

derfu

l pla

nts

Iden

tifies

the r

eade

r's ex

pect

ed re

actio

n in

an in

form

atio

n te

xt

8O

ur w

orld

of w

eird

and

won

derfu

l pla

nts

Iden

tifies

the w

ay th

e writ

er in

trodu

ces a

n in

form

atio

n te

xt

9O

ur w

orld

of w

eird

and

won

derfu

l pla

nts

Iden

tifies

the w

riter

's fo

cus i

n a s

ectio

n of

an in

form

atio

n te

xt

10O

ur w

orld

of w

eird

and

won

derfu

l pla

nts

Iden

tifies

info

rmat

ion

not g

iven

in an

info

rmat

ion

text

11O

ur w

orld

of w

eird

and

won

derfu

l pla

nts

Iden

tifies

an ex

cept

ion

from

com

paris

ons i

n an

info

rmat

ion

text

12O

ur w

orld

of w

eird

and

won

derfu

l pla

nts

Iden

tifies

a de

finiti

on in

an in

form

atio

n te

xt

13Gr

affiti

- is i

t art?

Iden

tifies

the r

easo

ning

beh

ind

an au

thor

's po

int o

f view

in an

argu

men

t

14Gr

affiti

- is i

t art?

Iden

tifies

a pe

rsua

sive t

echn

ique

in an

argu

men

t

15Gr

affiti

- is i

t art?

Iden

tifies

evid

ence

use

d to

supp

ort a

conc

lusio

n in

an ar

gum

ent

16Gr

affiti

- is i

t art?

Iden

tifies

an ex

ampl

e of e

mot

ive l

angu

age i

n an

argu

men

t17

Graffi

ti - i

s it a

rt?Id

entifi

es a

belie

f in

an ar

gum

ent

18Gr

affiti

- is i

t art?

Com

pare

s atti

tude

s rep

rese

nted

in tw

o ar

gum

ents

19Th

e hig

h lif

eId

entifi

es th

e rea

son

for i

nfor

mat

ion

in b

rack

ets i

n a f

actu

al d

escr

iptio

n

20Th

e hig

h lif

eIn

terp

rets

dire

ctly

stat

ed in

form

atio

n in

a fa

ctua

l des

crip

tion

21Th

e hig

h lif

eIn

terp

rets

info

rmat

ion

in a

fact

ual d

escr

iptio

n

22Th

e hig

h lif

eId

entifi

es th

e effe

ct o

f an

inte

nsifi

er in

a fa

ctua

l des

crip

tion

23Th

e hig

h lif

eIn

terp

rets

info

rmat

ion

in a

fact

ual d

escr

iptio

n

24Th

e hig

h lif

eIn

terp

rets

info

rmat

ion

in a

fact

ual d

escr

iptio

n


25Th

e for

ging

Inte

rpre

ts th

e pur

pose

of t

ext s

truct

ures

and

lang

uage

feat

ures

in a

narr

ativ

e

26Th

e for

ging

Inte

rpre

ts fig

urat

ive l

angu

age i

n a n

arra

tive

27Th

e for

ging

Inte

rpre

ts te

chni

cal l

angu

age i

n a n

arra

tive

28Th

e for

ging

Iden

tifies

a ch

arac

ter's

moo

d ch

ange

acro

ss a

narr

ativ

e

29Th

e for

ging

Synt

hesis

es in

form

atio

n fro

m d

ialo

gue a

nd d

escr

iptio

n in

a na

rrat

ive

30Th

e for

ging

Inte

rpre

ts di

alog

ue in

the fi

nal t

wo

para

grap

hs o

f a n

arra

tive

31Th

e for

ging

Iden

tifies

the s

eque

nce o

f eve

nts i

n a n

arra

tive

32Co

mpu

ter g

amin

g: sp

ort o

r not

?Ev

alua

tes t

he ce

ntra

l arg

umen

t in

a disc

ussio

n tra

nscr

ipt

33Co

mpu

ter g

amin

g: sp

ort o

r not

?Id

entifi

es su

ppor

ting

evid

ence

in a

disc

ussio

n tra

nscr

ipt

34Co

mpu

ter g

amin

g: sp

ort o

r not

?Id

entifi

es a

spea

ker’s

argu

men

t in

a disc

ussio

n tra

nscr

ipt

35Co

mpu

ter g

amin

g: sp

ort o

r not

?A

naly

ses h

ow a

spea

ker u

ses p

ersu

asio

n in

a di

scus

sion

trans

crip

t

36Co

mpu

ter g

amin

g: sp

ort o

r not

?Id

entifi

es h

ow a

spea

ker u

ses p

ersu

asio

n in

a di

scus

sion

trans

crip

t

37Co

mpu

ter ga

min

g: sp

ort o

r not

?Sy

nthe

sises

info

rmat

ion

from

acro

ss a

text

in a

disc

ussio

n tra

nscr

ipt

38Lo

st fo

r wor

dsId

entifi

es h

ow a

title

refle

cts a

spec

ts of

a sp

eech

with

inte

rnal

com

men

tary

39Lo

st fo

r wor

dsIn

fers

a ch

arac

ter's

per

spec

tive i

n a s

peec

h w

ith in

tern

al co

mm

enta

ry

40Lo

st fo

r wor

dsA

naly

ses t

he eff

ect o

f lan

guag

e dev

ices i

n a s

peec

h w

ith in

tern

al co

mm

enta

ry

41Lo

st fo

r wor

dsIn

terp

rets

an al

lusio

n in

the m

iddl

e of a

spee

ch w

ith in

tern

al co

mm

enta

ry

42Lo

st fo

r wor

dsId

entifi

es a

char

acte

r's p

ersp

ectiv

e in

a spe

ech

with

inte

rnal

com

men

tary

43Lo

st fo

r wor

dsIn

terp

rets

an im

plied

mea

ning

in a

spee

ch w

ith in

tern

al co

mm

enta

ry

44N

onse

nse r

ules

!A

naly

ses t

he eff

ect o

f how

the w

riter

intro

duce

s a to

pic i

n a c

ompl

ex es

say

45N

onse

nse r

ules

!Ex

tract

s the

mea

ning

of l

ess f

amili

ar v

ocab

ular

y in

the m

iddl

e of a

com

plex

essa

y

46N

onse

nse r

ules

!Ex

tract

s key

info

rmat

ion

and

idea

s fro

m th

e mid

dle o

f a co

mpl

ex es

say

47N

onse

nse r

ules

!Id

entifi

es th

e writ

er’s

opin

ion

of th

e sub

ject o

f a co

mpl

ex es

say

48N

onse

nse r

ules

!Ap

plies

und

ersta

ndin

g of

com

plica

ted

idea

s fro

m a

com

plex

essa

y

49N

onse

nse r

ules

!Id

entifi

es th

e val

idity

of k

ey in

form

atio

n fro

m ac

ross

a co

mpl

ex es

say

50N

onse

nse r

ules

!In

fers

mul

tiple

mea

ning

s fro

m th

e titl

e of a

com

plex

essa

y


Ye

ar

3 L

ang

uag

e C

onve

nti

on

s

Ques

tion

Mis

spel

t wo

rdSk

ill a

sses

sed

1ba

bey

Corr

ectly

spel

ls 2-

sylla

ble w

ord

with

cons

onan

t -y

endi

ng.

2joi

Corr

ectly

spel

ls 1-

sylla

ble w

ord

with

-oy.

3fla

ping

Corr

ectly

spel

ls 2-

sylla

ble w

ord

with

dou

bled

fina

l con

sona

nt b

efor

e -in

g.

4Fa

rst

Corr

ectly

spel

ls 1-

sylla

ble w

ord

endi

ng in

-ast.

5sn

ale

Corr

ectly

spel

ls 1-

sylla

ble w

ord

with

-ai-.

6to

othb

rush

sCo

rrec

tly sp

ells

3-sy

llabl

e plu

ral c

ompo

und

wor

d en

ding

in -e

s.

7se

nse

Corr

ectly

spel

ls 1-

sylla

ble h

omop

hone

star

ting

with

ce-.

8to

wl

Corr

ectly

spell

s 1-sy

llabl

e wor

d en

ding

in -e

l.

9im

agin

airy

Corr

ectly

spel

ls m

ultis

ylla

ble w

ord

endi

ng in

-ary

.

10m

ickst

ure

Corr

ectly

spel

ls 2-

sylla

ble w

ord

with

-x-.

11tri

ptCo

rrec

tly sp

ells

1-sy

llabl

e wor

d w

ith d

oubl

ed co

nson

ant b

efor

e -ed

.

12w

eath

erCo

rrec

tly sp

ells

2-sy

llabl

e hom

opho

ne st

artin

g w

ith w

h-.

13hi

ttId

entifi

es &

corr

ects

erro

r in

1-sy

llabl

e wor

d en

ding

in a

vow

el an

d co

nson

ant.

14lee

nId

entifi

es &

corr

ects

erro

r in

1-sy

llabl

e wor

d w

ith -e

e-.

15to

nite

Iden

tifies

& co

rrec

ts er

ror i

n 2-

sylla

ble w

ord

with

-igh

-.

16bu

terfl

yId

entifi

es &

corr

ects

erro

r in

3-sy

llabl

e com

poun

d w

ord

with

-tt-.

17sh

ert

Iden

tifies

& co

rrects

erro

r in

1-syl

lable

word

with

-ir-.

18kr

ooke

dId

entifi

es &

corr

ects

erro

r in

2-sy

llabl

e wor

d sta

rting

with

cr-.

19re

cord

arId

entifi

es &

corr

ects

erro

r in

3-sy

llabl

e wor

d en

ding

in -e

r.

20ca

nsel

Iden

tifies

& co

rrec

ts er

ror i

n 2-

sylla

ble w

ord

with

-ce-.

21de

llive

red

Iden

tifies

& co

rrec

ts er

ror i

n 3-

sylla

ble w

ord

starti

ng w

ith d

el-.

22qu

aliti

eId

entifi

es &

corre

cts er

ror i

n 3-

sylla

ble w

ord

endi

ng in

-ty.

23liq

udId

entifi

es &

corr

ects

erro

r in

2-sy

llabl

e wor

d en

ding

in -i

d.

24flo

wer

Iden

tifies

& co

rrec

ts er

ror i

n 1-

sylla

ble h

omop

hone

endi

ng in

-our

.

25va

lubl

eId

entifi

es &

corr

ects

erro

r in

mul

tisyl

labl

e wor

d en

ding

in -u

able.


Ques

tion

Curri

culu

m A

rea

Skill

ass

esse

d

26Gr

amm

arId

entifi

es co

rrec

t con

junc

tion

to jo

in 2

mai

n cla

uses

to fo

rm co

mpo

und

sent

ence

.

27Gr

amm

arId

entifi

es th

e cor

rect

pro

noun

subj

ect f

or a

verb

in a

simpl

e sen

tenc

e.

28Pu

nctu

atio

nId

entifi

es a

sent

ence

that

nee

ds a

full

stop.

29Gr

amm

arId

entifi

es th

e cor

rect

use

of t

he ar

ticle

an w

ith a

wor

d sta

rting

with

h-.

30Pu

nctu

atio

nId

entifi

es th

e cor

rect

cont

ract

ion

of sh

ould

not

.

31Gr

amm

arId

entifi

es th

e cor

rect

ver

b to

ensu

re su

bjec

t-ver

b ag

reem

ent i

n fo

ur se

nten

ces.

32Gr

amm

arId

entifi

es th

e cor

rect

pre

posit

ion

for a

pre

posit

iona

l phr

ase.

33Gr

amm

arId

entifi

es th

e ver

b in

a sim

ple s

ente

nce.

34Pu

nctu

atio

nId

entifi

es th

e rea

son

for t

he u

se o

f a ca

pita

l let

ter i

n a s

impl

e sen

tenc

e.

35Gr

amm

arId

entifi

es a

com

plet

e sen

tenc

e.

36Pu

nctu

atio

nId

entifi

es th

e sen

tenc

e bou

ndar

y be

twee

n tw

o sim

ple s

ente

nces

.

37Gr

amm

arId

entifi

es th

at a

sent

ence

has

nar

rativ

e tex

t fea

ture

s.

38Pu

nctu

atio

nId

entifi

es th

e cor

rect

pun

ctua

tion

of a

list i

n a s

impl

e sen

tenc

e.

39Gr

amm

arId

entifi

es th

at a

sent

ence

expr

esse

s an

opin

ion.

40Gr

amm

arId

entifi

es th

e pas

t ten

se o

f a p

rese

nt te

nse c

ompl

ex se

nten

ce.

41Gr

amm

arId

entifi

es th

at a

sent

ence

in a

recip

e is a

com

man

d.42

Gram

mar

Iden

tifies

that

a no

un is

miss

ing

from

a sim

ple s

ente

nce.

43Gr

amm

arId

entifi

es th

e adv

erb

in a

simpl

e sen

tenc

e.

44Gr

amm

arId

entifi

es th

e act

ion

verb

in a

simpl

e sen

tenc

e.

45Pu

nctu

atio

nId

entifi

es w

hy in

dire

ct sp

eech

doe

s not

nee

d qu

otat

ion

mar

ks.

46Pu

nctu

atio

nId

entifi

es th

e rea

son

for t

he u

se o

f an

apos

troph

e in

a sim

ple s

ente

nce.

47Gr

amm

arId

entifi

es th

e ord

er o

f eve

nts i

n a c

ompl

ex se

nten

ce.

48Gr

amm

arId

entifi

es th

e pro

noun

in a

simpl

e sen

tenc

e.

49Gr

amm

arId

entifi

es th

e cor

rect

ver

bs fo

r agr

eem

ent i

n a c

ompo

und

sent

ence

.

50Pu

nctu

atio

nId

entifi

es w

hich

wor

d w

ith an

apos

troph

e gra

mm

atica

lly m

atch

es a

sent

ence

.


Ye

ar

5 L

ang

uag

e C

onve

nti

on

s

Ques

tion

Mis

spel

t wor

dSk

ill a

sses

sed

1sis

tar

Corr

ectly

spel

ls 2-

sylla

ble w

ord

endi

ng in

-er.

2sh

rugg

Corr

ectly

spel

ls 1-

sylla

ble w

ord

endi

ng in

a vo

wel

and

cons

onan

t.

3sn

ale

Corr

ectly

spel

ls 1-

sylla

ble w

ord

with

-ai-.

4m

icrap

hone

Corr

ectly

spel

ls 3-

sylla

ble w

ord

starti

ng w

ith m

icro-

.

5im

agin

airy

Corr

ectly

spel

ls m

ultis

ylla

ble w

ord

endi

ng in

-ary

.

6m

isjug

edCo

rrec

tly sp

ells

2-sy

llabl

e wor

d w

ith -d

ge-.

7ap

pruv

alCo

rrec

tly sp

ells

3-sy

llabl

e wor

d w

ith -p

rov-

.

8m

ickst

ure

Corr

ectly

spel

ls 2-

sylla

ble w

ord

with

-x-.

9m

achi

nary

Corr

ectly

spel

ls a m

ultis

ylla

ble w

ord

with

the s

uffix -

ery.

10ex

citem

int

Corr

ectly

spel

ls 3-

sylla

ble w

ord

with

the s

uffix -

men

t.

11or

kwar

dly

Corr

ectly

spel

ls 3-

sylla

ble w

ord

starti

ng w

ith aw

k-.

12ar

ticle

Corr

ectly

spel

ls 3-

sylla

ble w

ord

endi

ng in

-le.

13re

cow

ntId

entifi

es &

corr

ects

erro

r in

2-sy

llabl

e wor

d w

ith -o

u-.

14sh

ert

Iden

tifies

& co

rrec

ts er

ror i

n 1-

sylla

ble w

ord

with

-ir-.

15kr

ooke

dId

entifi

es &

corr

ects

erro

r in

2-sy

llabl

e wor

d sta

rting

with

cr-.

16ca

nsel

Iden

tifies

& co

rrec

ts er

ror i

n 2-

sylla

ble w

ord

with

-ce-.

17de

llive

red

Iden

tifies

& co

rrec

ts er

ror i

n 3-

sylla

ble w

ord

starti

ng w

ith d

el-.

18w

epon

sId

entifi

es &

corr

ects

erro

r in

2-sy

llabl

e wor

d w

ith -e

a-.

19ra

diat

sId

entifi

es &

corr

ects

erro

r in

3-sy

llabl

e wor

d en

ding

in -a

tes.

20sp

ecta

culer

Iden

tifies

& co

rrec

ts er

ror i

n m

ultis

ylla

ble w

ord

endi

ng in

-ar.

21w

ither

dId

entifi

es &

corr

ects

erro

r in

2-sy

llabl

e wor

d en

ding

in -e

d.

22co

urte

sey

Iden

tifies

& co

rrec

ts er

ror i

n 3-

sylla

ble w

ord

endi

ng in

-esy

.

23co

nten

ceId

entifi

es &

corr

ects

erro

r in

2-sy

llabl

e wor

d en

ding

in -e

nts.

24sim

path

etic

Iden

tifies

& co

rrects

erro

r in

mul

tisyl

lable

word

star

ting w

ith sy

m-.

25re

joyce

dId

entifi

es &

corr

ects

erro

r in

2-sy

llabl

e wor

d w

ith-o

i-.


Ques

tion

Curri

culu

m A

rea

Skill

ass

esse

d

26Gr

amm

arId

entifi

es su

bord

inat

ing

conj

unct

ion

that

corr

ectly

com

plet

es a

com

plex

sent

ence

.

27Gr

amm

arId

entifi

es th

e cor

rect

use

of t

he ar

ticle

an w

ith a

wor

d sta

rting

with

h-.

28Pu

nctu

atio

nId

entifi

es a

sent

ence

that

requ

ires a

que

stion

mar

k.

29Gr

amm

arId

entifi

es a

wor

d th

at co

hesiv

ely li

nks t

wo

parts

of a

com

plex

sent

ence

(syn

onym

y).

30Gr

amm

arId

entifi

es th

e sen

tenc

e bou

ndar

y be

twee

n tw

o sim

ple s

ente

nces

.

31Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of c

apita

l let

ters

for a

geo

grap

hica

l pla

ce n

ame.

32Gr

amm

arId

entifi

es th

at a

sent

ence

has

nar

rativ

e tex

t fea

ture

s.

33Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of c

laus

e com

mas

in a

com

plex

sent

ence

.

34Gr

amm

arId

entifi

es th

e cor

rect

ver

b to

ensu

re su

bjec

t-ver

b ag

reem

ent i

n fo

ur se

nten

ces.

35Gr

amm

arId

entifi

es th

at a

sent

ence

expr

esse

s an

opin

ion.

36Gr

amm

arId

entifi

es th

e sen

tenc

e whi

ch co

rrec

tly co

mbi

nes i

nfor

mat

ion

from

two

sent

ence

s.

37Gr

amm

arId

entifi

es a

cont

ract

ion

that

gra

mm

atica

lly m

atch

es a

sent

ence

.

38Gr

amm

arId

entifi

es th

e cor

rect

use

of a

conn

ectiv

e to

crea

te a

cohe

rent

sent

ence

.

39Gr

amm

arId

entifi

es th

e sen

tenc

e bou

ndar

y be

twee

n tw

o se

nten

ces.

40Gr

amm

arId

entifi

es th

e act

ion

verb

in a

simpl

e sen

tenc

e.

41Pu

nctu

atio

nId

entifi

es th

e rea

son

for t

he u

se o

f an

apos

troph

e in

a sim

ple s

ente

nce.

42Gr

amm

arId

entifi

es th

e ord

er o

f eve

nts i

n a c

ompl

ex se

nten

ce.

43Pu

nctu

atio

nId

entifi

es co

rrec

t loc

atio

n of

quo

tatio

n m

arks

for d

irect

spee

ch.

44Gr

amm

arId

entifi

es th

e sub

ordi

nate

clau

se in

a se

nten

ce.

45Gr

amm

arId

entifi

es a

sent

ence

that

lack

s a m

ain

claus

e.

46Gr

amm

arId

entifi

es an

adve

rbia

l phr

ase i

n a s

ente

nce.

47Pu

nctu

atio

nId

entifi

es th

e sen

tenc

e usin

g co

ntra

ctio

ns co

rrec

tly.

48Gr

amm

arId

entifi

es th

e abs

tract

nou

n in

a sim

ple s

ente

nce.

49Gr

amm

arId

entifi

es th

e inc

orre

ct n

oun/

pron

oun

agre

emen

t in

a com

plex

sent

ence

.

50Gr

amm

arId

entifi

es th

e cor

rect

subj

ect/

verb

agre

emen

t in

four

sent

ence

s.


Ye

ar

7 L

ang

uag

e C

onve

nti

on

s

Ques

tion

Mis

spel

t wor

dSk

ill a

sses

sed

1su

ger

Corr

ectly

spel

ls 2-

sylla

ble w

ord

endi

ng in

-ar.

2m

icrap

hone

Corr

ectly

spel

ls 3-

sylla

ble w

ord

starti

ng w

ith m

icro-

.

3su

bscr

ibtio

nCo

rrec

tly sp

ells

3-sy

llabl

e wor

d w

ith -s

crip

-.

4m

isjug

edCo

rrec

tly sp

ells

2-sy

llabl

e wor

d w

ith -d

ge-.

5m

achi

nary

Corr

ectly

spel

ls a m

ultis

ylla

ble w

ord

with

the s

uffix -

ery.

6fa

mill

arCo

rrec

tly sp

ells

3-sy

llabl

e wor

d en

ding

in -l

iar.

7ex

citem

int

Corr

ectly

spel

ls 3-

sylla

ble w

ord

with

the s

uffix -

men

t.

8or

kwar

dly

Corr

ectly

spel

ls 3-

sylla

ble w

ord

starti

ng w

ith aw

k-.

9se

rial

Corr

ectly

spel

ls 3-

sylla

ble h

omop

hone

star

ting

with

ce-.

10di

stres

tCo

rrec

tly sp

ells

2-sy

llabl

e wor

d en

ding

in -s

sed.

11ca

tago

ryCo

rrec

tly sp

ells

a mul

tisyl

labl

e wor

d en

ding

with

-ego

ry.

12re

noun

edCo

rrec

tly sp

ells

2-sy

llabl

e wor

d w

ith -o

w-.

13to

xick

Iden

tifies

& co

rrec

ts er

ror i

n 2-

sylla

ble w

ord

endi

ng in

-ic.

14co

ntin

nued

Iden

tifies

& co

rrec

ts er

ror i

n 3-

sylla

ble w

ord

with

-nn-

.

15ex

pres

ion

Iden

tifies

& co

rrec

ts er

ror i

n 3-

sylla

ble w

ord

with

-ss-.

16w

izdo

mId

entifi

es &

corr

ects

erro

r in

2-sy

llabl

e wor

d w

ith -i

s-.17

ridiat

sId

entifi

es &

corr

ects

erro

r in

3-sy

llabl

e wor

d en

ding

in -a

tes.

18w

ither

dId

entifi

es &

corr

ects

erro

r in

2-sy

llabl

e wor

d en

ding

in -e

d.

19ap

prop

riet

Iden

tifies

& co

rrec

ts er

ror i

n m

ultis

ylla

ble w

ord

endi

ng in

-ate

.

20ca

sulty

Iden

tifies

& co

rrec

ts er

ror i

n 3-

sylla

ble w

ord

endi

ng in

-ual

ty.

21tre

atey

sId

entifi

es &

corr

ects

erro

r in

2-sy

llabl

e plu

ral w

ord

endi

ng in

-ies

.

22se

nario

Iden

tifies

& co

rrec

ts er

ror i

n m

ultis

yllab

le w

ord

starti

ng w

ith sc

-.

23ju

vani

leId

entifi

es &

corr

ects

erro

r in

3-sy

llabl

e wor

d en

ding

in -e

nile.

24eq

uipt

Iden

tifies

& co

rrec

ts er

ror i

n 2-

sylla

ble w

ord

with

dou

ble c

onso

nant

bef

ore -

ed.

25co

ntra

vers

ial

Iden

tifies

& co

rrec

ts er

ror i

n m

ultis

ylla

ble w

ord

with

-tro

v-.


Ques

tion

Curri

culu

m A

rea

Skill

ass

esse

d

26Gr

amm

arId

entifi

es th

e cor

rect

artic

le fo

r a w

ord

begi

nnin

g w

ith an

uns

ound

ed h

-.

27Gr

amm

arId

entifi

es a

wor

d th

at co

hesiv

ely li

nks t

wo

parts

of a

com

plex

sent

ence

(syn

onym

y).

28Gr

amm

arId

entifi

es th

at a

sent

ence

has

the t

ext f

eatu

res o

f a p

roce

dure

.

29Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of c

laus

e com

mas

in a

com

plex

sent

ence

.30

Gram

mar

Iden

tifies

the r

efer

ence

for a

pro

noun

in a

shor

t pas

sage

.31

Punc

tuat

ion

Iden

tifies

a sim

ple s

ente

nce t

hat n

eeds

quo

tatio

n m

arks

.

32Gr

amm

arId

entifi

es th

e sen

tenc

e whi

ch co

rrec

tly co

mbi

nes i

nfor

mat

ion

from

two

sent

ence

s.

33Gr

amm

arId

entifi

es a

com

plet

e sen

tenc

e.

34Gr

amm

arId

entifi

es th

e cor

rect

ver

b fo

rm fo

r a se

nten

ce w

ith te

nse s

tagi

ng.

35Gr

amm

arId

entifi

es th

e cor

rect

use

of a

conn

ectiv

e to

crea

te a

cohe

rent

sent

ence

.

36Gr

amm

arId

entifi

es th

e sen

tenc

e con

tain

ing

an ad

verb

of m

anne

r.37

Gram

mar

Iden

tifies

the s

ente

nce b

ound

ary

betw

een

two

sent

ence

s.

38Gr

amm

arId

entifi

es th

e sen

tenc

e exp

ress

ing

the g

reat

est c

erta

inty

.39

Gram

mar

Iden

tifies

a pa

rticip

le us

ed as

an ad

jectiv

e in

a com

plex

sent

ence

.

40Gr

amm

arId

entifi

es th

e cor

rect

use

of a

colo

n.

41Pu

nctu

atio

nId

entifi

es th

e cor

rect

pla

cem

ent o

f com

mas

in a

list w

ith si

ngle

item

s.

42Gr

amm

arId

entifi

es an

adve

rb in

a co

mpl

ex se

nten

ce.

43Gr

amm

arId

entifi

es th

e sim

ple s

ente

nce c

onta

inin

g a n

omin

alisa

tion.

44Pu

nctu

atio

nId

entifi

es co

rrec

t loc

atio

n of

quo

tatio

n m

arks

for d

irect

spee

ch.

45Gr

amm

arId

entifi

es co

rrec

t pro

noun

in fo

ur se

nten

ces.

46Pu

nctu

atio

nId

entifi

es co

rrec

t apo

strop

hes o

f pos

sess

ion

in tw

o w

ords

.

47Gr

amm

arId

entifi

es th

e ver

b th

at ag

rees

with

the s

ubjec

t of t

he m

ain

claus

e.

48Gr

amm

arId

entifi

es an

adve

rbia

l phr

ase i

n a s

ente

nce.

49Gr

amm

arId

entifi

es a

com

plet

e sen

tenc

e.

50Gr

amm

arId

entifi

es th

e wor

d cla

ss o

f a n

oun

and

the a

djec

tive f

orm

ed fr

om it

.


Ye

ar

9 L

ang

uag

e C

onve

nti

on

s

Ques

tion

Mis

spel

t wor

dSk

ill a

sses

sed

1ga

rarg

eCo

rrec

tly sp

ells

2-sy

llabl

e wor

d en

ding

in -a

ge.

2re

serc

hCo

rrec

tly sp

ells

2-sy

llabl

e wor

d w

ith -e

ar-.

3su

bscr

ibtio

nCo

rrec

tly sp

ells

3-sy

llabl

e wor

d w

ith -s

crip

-.

4fa

mill

arCo

rrec

tly sp

ells

3-sy

llabl

e wor

d en

ding

in -l

iar.

5in

cred

able

Corr

ectly

spel

ls m

ultis

ylla

ble w

ord

endi

ng in

-ibl

e.

6se

rial

Corr

ectly

spel

ls 3-

sylla

ble h

omop

hone

star

ting

with

ce-.

7di

stres

tCo

rrec

tly sp

ells

2-sy

llabl

e wor

d en

ding

in -s

sed.

8m

onite

red

Corr

ectly

spel

ls 3-

sylla

ble w

ord

endi

ng in

-ore

d .

9fu

deCo

rrec

tly sp

ells

1-sy

llabl

e wor

d w

ith -e

u-.

10m

aint

anen

ceCo

rrec

tly sp

ells

3-sy

llabl

e wor

d en

ding

in -e

nanc

e.

11ajo

inin

gCo

rrec

tly sp

ells

3-sy

llabl

e wor

d sta

rting

with

adj-.

12gr

ieven

ces

Corr

ectly

spel

ls 3-

sylla

ble w

ord

endi

ng in

-anc

es.

13te

lasc

ope

Corr

ectly

spel

ls 3-

sylla

ble w

ord

starti

ng w

ith te

le-.

14w

izdo

mId

entifi

es &

corr

ects

erro

r in

2-sy

llabl

e wor

d w

ith -i

s-.

15sp

ecia

lest

Iden

tifies

& co

rrec

ts er

ror i

n 3-

sylla

ble w

ord

endi

ng in

the s

uffix -

ist.

16in

fect

ius

Iden

tifies

& co

rrec

ts er

ror i

n 3-

sylla

ble w

ord

endi

ng in

the s

uffix -

ious

.17

casu

ltyId

entifi

es &

corr

ects

erro

r in

3-sy

llabl

e wor

d en

ding

in -u

alty

.

18su

burb

enId

entifi

es &

corr

ects

erro

r in

3-sy

llabl

e wor

d en

ding

in -a

n.

19se

nario

Iden

tifies

& co

rrec

ts er

ror i

n m

ultis

ylla

ble w

ord

starti

ng w

ith sc

-.

20ju

vani

leId

entifi

es &

corr

ects

erro

r in

3-sy

llabl

e wor

d en

ding

in -e

nile.

21di

satis

fact

ion

Iden

tifies

& co

rrec

ts er

ror i

n m

ultis

ylla

ble w

ord

with

the p

refix

dis-

.

22in

trepe

dId

entifi

es &

corr

ects

erro

r in

3-sy

llabl

e wor

d en

ding

in -i

d.

23ga

rent

eeId

entifi

es &

corr

ects

erro

r in

3-sy

llabl

e wor

d sta

rting

with

gu-

.

24in

disp

ensib

leId

entifi

es &

corr

ects

erro

r in

mul

tisyl

labl

e wor

d en

ding

in -a

ble.

25pl

agur

ismId

entifi

es &

corr

ects

erro

r in

mul

tisyl

labl

e wor

d w

ith -i

ar-.


Ques

tion

Curri

culu

m A

rea

Skill

ass

esse

d

26Gr

amm

arId

entifi

es su

bord

inat

ing

conj

unct

ion

to co

mpl

ete a

com

plex

sent

ence

.

27Gr

amm

arId

entifi

es a

sent

ence

from

a re

view

cont

aini

ng an

opi

nion

.

28Pu

nctu

atio

nId

entifi

es a

simpl

e sen

tenc

e tha

t nee

ds q

uota

tion

mar

ks.

29Gr

amm

arId

entifi

es a

com

plet

e sen

tenc

e.30

Gram

mar

Iden

tifies

the r

efer

ence

for a

pro

noun

in a

shor

t pas

sage

.31

Gram

mar

Iden

tifies

a se

nten

ce w

ith an

embe

dded

clau

se er

ror.

32Pu

nctu

atio

nId

entifi

es th

e cor

rect

pun

ctua

tion

of q

uote

d sp

eech

with

inte

rnal

attri

butio

n.

33Gr

amm

arId

entifi

es th

e sen

tenc

e exp

ress

ing

certa

inty

.

34Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of a

colo

n.

35Pu

nctu

atio

nId

entifi

es th

e cor

rect

pla

cem

ent o

f com

mas

in a

list w

ith si

ngle

item

s.

36Gr

amm

arId

entifi

es se

nten

ce th

at co

rrec

tly co

mbi

nes i

nfor

mat

ion

from

3 se

para

te se

nten

ces.

37Gr

amm

arId

entifi

es a

prep

ositi

on in

a sim

ple s

ente

nce.

38Gr

amm

arId

entifi

es a

sent

ence

with

out a

par

allel

cons

truct

ion

erro

r.

39Gr

amm

arId

entifi

es an

adve

rb in

a sim

ple s

ente

nce.

40Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of a

postr

ophe

s of p

osse

ssio

n fo

r plu

ral n

ouns

.

41Gr

amm

ar

Iden

tifies

an ad

verb

in a

com

plex

sent

ence

.

42Pu

nctu

atio

nId

entifi

es a

colo

n as

the c

orre

ct p

unct

uatio

n re

quire

d in

a co

mpl

ex se

nten

ce.

43Pu

nctu

atio

nId

entifi

es th

e cor

rect

use

of d

ashe

s for

a lis

t in

a sim

ple s

ente

nce.

44Gr

amm

arId

entifi

es an

embe

dded

adjec

tival

clau

se.

45Gr

amm

arId

entifi

es ja

rgon

in a

com

poun

d se

nten

ce.

46Gr

amm

arId

entifi

es th

at a

verb

is m

issin

g in

a sim

ple s

ente

nce.

47Pu

nctu

atio

nId

entifi

es se

mico

lons

as co

rrec

t pun

ctua

tion

to se

para

te ex

tend

ed it

ems i

n a l

ist.

48Gr

amm

arId

entifi

es th

e non

-fini

te v

erb

to co

mpl

ete a

com

plex

sent

ence

.

49Gr

amm

arId

entifi

es fo

ur se

nten

ces a

s bei

ng in

activ

e or p

assiv

e voi

ce.

50Gr

amm

arId

entifi

es a

noun

phr

ase i

n a c

ompl

ex se

nten

ce.


Ye

ar

3 N

um

era

cy

Ques

tion

Shor

t Des

crip

tion

Curri

culu

m

Area

Skill

ass

esse

d

1A

li as

ked

his f

riend

s to

choo

se th

e hol

iday

SPIn

terp

ret a

sim

ple t

able

to ch

oose

a pa

rticu

lar e

ntry

2W

hich

of t

hese

coin

s has

the g

reat

est v

alue

?N

Reco

gnise

s the

val

ue o

f Aus

tralia

n co

ins

3W

hich

of t

hese

hol

ds ab

out t

he sa

me a

mou

ntM

GCo

mpa

res t

he ca

pacit

y of

fam

iliar

obj

ects

4Th

is pi

ctur

e gra

ph sh

ows t

he fa

vour

iteSP

Inte

rpre

ts a p

ictur

e gra

ph w

here

ther

e is a

one

to o

ne co

rres

pond

ence

5Pe

nny

starts

coun

ting

at 7.

NCo

ntin

ues a

pat

tern

that

incr

ease

s by

two

each

tim

e

6Jo

hn b

uys t

hese

item

s at t

he co

rner

stor

e:N

Uses

addi

tion

to ca

lculat

e the

tota

l cos

t of p

urch

asin

g th

ree i

tem

s

7Ki

m n

otice

s tha

t tw

o sm

all c

ubes

MG

Calcu

lates

the h

eight

of o

ne o

bjec

t giv

en th

e rela

tive h

eight

of a

noth

er

8Za

ra h

as so

me b

lock

s.SP

Desc

ribes

like

lihoo

d of

an o

utco

me a

s lik

ely, u

nlik

ely, c

erta

in o

r im

poss

ible

9A

lan

and

Trav

is fo

und

17 g

umnu

tsN

Solv

es a

diffe

renc

e (su

btra

ctio

n) p

robl

em in

volv

ing

smal

l num

bers

10Pe

te li

ves o

n th

is isl

and.

MG

Selec

ts th

e grid

loca

tion

for a

pos

ition

on

a map

11Th

e car

ds in

a ga

me a

re w

orth

thes

e poi

nts:

NSo

lves

a pr

oblem

invo

lvin

g ad

ditio

n an

d m

ultip

licat

ion

12A

pet

shop

has

2 br

own

dogs

.N

Calcu

lates

'thr

ee ti

mes

as m

any'

to so

lve a

pro

blem

13N

eil i

s sta

ckin

g to

y bl

ocks

MG

Uses

visu

alisa

tion

to ca

lculat

e the

num

ber o

f blo

cks n

eede

d to

fill

a box

14W

hat i

s the

larg

est n

umbe

r tha

t can

be m

ade

NM

akes

the l

arge

st tw

o-di

git n

umbe

r giv

en th

ree p

ossib

le di

gits

15Je

n re

cord

s the

num

ber o

f ite

ms

SPCo

unts

the t

otal

from

a ta

lly ta

ble

16In

a so

ccer

com

petit

ion

a tea

m w

on 8

gam

esN

Uses

the c

onne

ctio

n be

twee

n ad

ditio

n an

d su

btra

ctio

n to

writ

e a n

umbe

r sen

tenc

e17

Wha

t num

ber n

eeds

to b

e add

ed to

3008

NUs

es p

lace

val

ue to

solv

e an

addi

tion

prob

lem

18Pe

ter h

as 36

shel

ls.N

Rear

rang

es te

ns an

d on

es to

facil

itate

easie

r cal

culat

ion

19Th

e tab

le sh

ows t

he d

istan

ce (i

n m

etre

s)SP

Choo

ses a

suita

ble s

cale

to d

escr

ibe t

he d

ata o

n a c

olum

n gr

aph

20W

rite a

num

ber i

n th

e box

to m

ake t

his n

umbe

rN

Dete

rmin

es a

miss

ing

num

ber t

o m

ake a

num

ber s

ente

nce t

rue

21Sa

rah

wak

es u

p at

7:09

am.

MG

Tell

time t

o th

e min

ute,

conn

ectin

g di

gita

l tim

e to

anal

ogue

cloc

k

22Jim

wan

ts to

mak

e thi

s pris

mM

GId

entifi

es th

e fac

es u

sed

to m

ake a

pris

m

23Th

ere a

re 42

chai

rs in

the s

choo

l hal

l.N

Solv

es a

simpl

e div

ision

pro

blem

24Ea

ch o

f the

se fl

ower

s has

5 pe

tals.

NSe

lects

two

num

ber s

ente

nces

that

repr

esen

t a m

ultip

licat

ion

scen

ario


25O

wen

bre

aks t

his b

ig cr

acke

r int

o 8 s

mal

l cr

acke

rsN

Iden

tifies

a qu

arte

r of a

who

le su

bdiv

ided

into

8 pa

rts

26W

hich

two

shap

es fi

t tog

ethe

r,M

GId

entif

y th

e tw

o sh

apes

that

fit t

oget

her t

o m

ake a

squa

re

27W

hich

lette

r cor

rect

ly sh

ows w

here

18N

Iden

tifies

the p

ositi

on o

f an

inte

ger o

n a n

umbe

r lin

e with

lim

ited

grad

uatio

ns

28Ja

na b

uys 1

8 gol

dfish

.N

Selec

ts th

e app

ropr

iate d

ivisi

on n

umbe

r sen

tenc

e to

repr

esen

t a p

robl

em

29Av

ril b

uys s

ome p

lant

s for

her

gar

den.

NUs

es re

ason

ing

to so

lve a

pro

blem

invo

lvin

g gr

oupi

ng an

d m

ultip

licat

ion

by 2

30Se

lect t

he tw

o sh

apes

MG

Com

pare

s the

area

s of s

hape

s by

coun

ting

who

le an

d ha

lf sq

uare

s

31Lu

cy's

birth

day

was

on

the 3

rdM

GUs

es a

calen

dar t

o id

entif

y a g

iven

dat

e

32H

olly

rolls

a sta

ndar

d di

ce o

nce.

SPId

entifi

es p

ossib

le ou

tcom

e of r

ollin

g a d

ice o

nce

33De

rek

wor

ks at

an an

imal

resc

ue ce

ntre

.M

GRe

ads t

wo

scal

es an

d ca

lculat

es th

e diff

eren

ce in

mas

s

34A

nn an

d Pa

t eac

h ha

ve a

buck

et o

f fish

NSo

lves

an eq

ualis

e pro

blem

usin

g ad

ditio

n an

d su

btra

ctio

n

35Ti

m lo

oks a

t the

men

u.N

Selec

t tw

o m

ultip

licat

ion

num

ber s

ente

nces

to re

pres

ent a

com

bina

tions

pro

blem

36M

olly

use

s an

even

num

ber

NUs

es k

now

ledge

of a

ddin

g ev

en an

d od

d nu

mbe

rs to

solv

e a v

isual

pro

blem

KEY

N

= N

umbe

r and

Alg

ebra

MG

= M

easu

rem

ent a

nd G

eom

etry

SP =

Sta

tistic

s and

Pro

babi

lity


Ye

ar

5 N

um

era

cy

Ques

tion

Shor

t Des

crip

tion

Curri

culu

m

Area

Skill

ass

esse

d

1W

hich

of t

hese

coin

s has

the g

reat

est v

alue

?N

Reco

gnise

s the

val

ue o

f Aus

tralia

n co

ins

2W

hich

of t

hese

hol

ds ab

out t

he sa

me a

mou

ntM

GCo

mpa

res t

he ca

pacit

y of

fam

iliar

obj

ects

3W

hat i

s the

larg

est n

umbe

r tha

t can

be m

ade

NM

akes

the l

arge

st tw

o-di

git n

umbe

r giv

en th

ree p

ossib

le di

gits

4Je

n re

cord

s the

num

ber o

f ite

ms

SPCo

unts

the t

otal

from

a ta

lly ta

ble

5In

a so

ccer

com

petit

ion

a tea

m w

on 8

gam

esN

Uses

the c

onne

ctio

n be

twee

n ad

ditio

n an

d su

btra

ctio

n to

writ

e a n

umbe

r sen

tenc

e

6Th

e tab

le sh

ows t

he d

istan

ce (i

n m

etre

s)SP

Choo

ses a

suita

ble s

cale

to d

escr

ibe t

he d

ata o

n a c

olum

n gr

aph

7W

rite a

num

ber i

n th

e box

to m

ake t

his n

umbe

rN

Dete

rmin

es a

miss

ing

num

ber t

o m

ake a

num

ber s

ente

nce t

rue

8H

enry

is u

sing

mat

chsti

cks t

o m

ake a

pat

tern

NCo

ntin

ues a

num

ber p

atte

rn in

volv

ing

repe

ated

addi

tion

or m

ultip

licat

ion

9Jim

wan

ts to

mak

e thi

s pris

mM

GId

entifi

es th

e fac

es u

sed

to m

ake a

pris

m

10Ad

am is

at th

e zoo

look

ing

at th

e sea

ls.M

GUs

es d

irect

iona

l lan

guag

e to

desc

ribe a

rout

e on

a bas

ic m

ap

11Jo

sie b

uys 3

bra

celet

s for

$1.50

each

NCa

lculat

es th

e cha

nge r

equi

red

for a

sim

ple t

rans

actio

n

12Th

ere a

re 10

bal

ls, n

umbe

red

from

1 to

10SP

Iden

tifies

an ev

ent w

here

one

cann

ot h

appe

n if

the o

ther

hap

pens

13Ja

sper

dra

ws a

shap

e on

som

e grid

pap

er.

MG

Iden

tifies

a sh

ape a

fter a

rota

tion

14Ja

ns is

in y

ear 5

.SP

Selec

ts ap

prop

riate

met

hods

for d

ata c

ollec

tion

15N

ick is

140 c

entim

etre

s tal

l.M

GCo

mpa

res a

nd es

timat

es o

bjec

ts us

ing

met

ric u

nits

of le

ngth

16Th

ere a

re 42

chai

rs in

the s

choo

l hal

l.N

Solv

es a

simpl

e div

ision

pro

blem

17Sa

mir

uses

som

e blo

cks t

o m

ake 2

cube

s.M

GCo

unts

the n

umbe

r of b

lock

s to

calcu

late t

he v

olum

e of c

ubes

18Bi

lly h

ad so

me f

ooty

card

s.N

Solv

es a

mul

ti-ste

p pr

oblem

invo

lvin

g ad

ditio

n an

d su

btra

ctio

n us

ing

a num

ber l

ine

19O

n a s

choo

l trip

, eac

h ch

ild ch

ose o

ne ac

tivity

.SP

Inte

rpre

ts a s

impl

e tw

o-w

ay d

ata t

able

20O

n M

onda

y, To

m w

as g

iven

a lis

t of 2

5 new

sp

ellin

g w

ords

.N

Solv

es a

prob

lem in

volv

ing

divi

sion

resu

lting

in a

rem

aind

er

21O

wen

bre

aks t

his b

ig cr

acke

r int

o 8 s

mal

lN

Iden

tifies

a qu

arte

r of a

who

le su

bdiv

ided

into

8 pa

rts

22At

cam

p st

uden

ts ca

n ta

ke ap

ples

from

the

kitc

hen.

NAp

plies

pla

ce v

alue

kno

wled

ge to

solv

e a su

btra

ctio

n pr

oblem


23Th

e pict

ure g

raph

show

s how

man

y to

nnes

SPIn

terp

rets

pict

ure g

raph

s whe

re o

ne p

ictur

e rep

rese

nts m

any

data

val

ues

24A

libr

aria

n un

pack

s 12 b

oxes

NSo

lves

a tw

o-ste

p w

ord

prob

lem in

volv

ing

mul

tiplic

atio

n an

d di

visio

n25

Seni

n's ca

r is 2

.75 m

etre

s lon

g.N

Calcu

lates

the l

engt

h of

an o

bjec

t by

subt

ract

ing

decim

al m

etric

uni

ts26

Frey

a is m

owin

g th

e law

n.M

GCo

nver

ts lit

res t

o m

illili

tres t

o so

lve a

capa

city

prob

lem

27W

hat i

s the

diff

eren

ce b

etw

een

the t

empe

ratu

reM

GUs

es sc

aled

ther

mom

eter

s to

com

pare

tem

pera

ture

s

28H

olly

rolls

a sta

ndar

d di

ce o

nce.

SPId

entifi

es p

ossib

le ou

tcom

e of r

ollin

g a d

ice o

nce

29Ke

lly is

trav

ellin

g fro

m M

elbou

rne t

o M

acka

y in

Q

ueen

sland

.M

GUs

es a

timet

able

to so

lve a

pro

blem

invo

lvin

g du

ratio

n of

tim

e

30A

lan

lists

the a

rt su

pplie

s nee

ded

for a

pro

ject.

NEs

timat

es to

tal c

ost b

y ro

undi

ng am

ount

s to

the n

eare

st do

llar

31M

im d

rew

this

shap

e on

som

e grid

pap

er.

MG

Com

pare

s the

area

of i

rreg

ular

pol

ygon

s

32Ti

m lo

oks a

t the

men

u.N

Selec

t tw

o m

ultip

licat

ion

num

ber s

ente

nces

to re

pres

ent a

com

bina

tions

pro

blem

33Ka

te is

writ

ing

a num

ber p

atte

rn.

NId

entifi

es ex

pres

sions

whi

ch co

uld

be u

sed

to co

ntin

ue a

num

ber p

atte

rn

34Ja

ckie

has 1

2 fish

.N

Repr

esen

ts a p

robl

em as

a nu

mbe

r sen

tenc

e inv

olvi

ng m

ultip

licat

ion

and

addi

tion

35Th

is gr

aph

show

s the

num

ber o

f adu

ltSP

Inte

rpre

ts a s

ide-

by-si

de co

lum

n gr

aph

to co

mpa

re ca

tego

rical

var

iabl

es

36Li

la li

ves i

n a l

and

whe

re th

ere a

re n

o cu

rves

.M

GCo

mpa

res a

ngles

with

in co

mpl

ex sh

apes

and

iden

tifies

thos

e tha

t are

acut

e

37W

hat i

s the

val

ue o

f A?

NRe

pres

ents

num

bers

to th

ree d

ecim

al p

lace

s on

a num

ber l

ine

38Ca

ra h

as 72

wat

er b

ottle

s to

hand

NId

entifi

es fa

ctor

s of a

num

ber a

nd u

ses t

hem

to so

lve a

pro

blem

39Ja

nine

is w

ritin

g a l

ist o

f num

bers

NId

entifi

es th

e five

-dig

it nu

mbe

rs th

at sa

tisfy

a gi

ven

rule

40M

aggi

e loo

ked

at th

e cal

enda

rM

GUs

es a

calen

dar t

o de

term

ine t

he d

ay o

f the

wee

k of

a pa

rticu

lar d

ate

41Jo

read

s 60 p

ages

of a

n 80

-pag

e boo

k.N

Iden

tifies

equi

valen

t fra

ctio

ns u

sed

in co

ntex

t

42D

urin

g th

e wee

k, a

bake

ry se

lls p

ies fo

r $42

.00N

Calcu

lates

the c

ost o

f an

item

afte

r a p

erce

ntag

e disc

ount

KEY

N

= N

umbe

r and

Alg

ebra

MG

= M

easu

rem

ent a

nd G

eom

etry

SP =

Sta

tistic

s and

Pro

babi

lity


Ye

ar

7 N

um

era

cy (

No

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alc

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tion

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t Des

crip

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culu

m

Area

Skill

ass

esse

d

1Jo

sie b

uys 3

bra

celet

s for

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each

.N

Calcu

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the c

hang

e req

uire

d fo

r a si

mpl

e tra

nsac

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2At

cam

p, st

uden

ts ca

n ta

ke ap

ples

from

the k

itche

n.N

Appl

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lace

val

ue k

now

ledge

to so

lve a

subt

ract

ion

prob

lem

3A

libr

aria

n un

pack

s 12 b

oxes

NSo

lves

a tw

o-ste

p w

ord

prob

lem in

volv

ing

mul

tiplic

atio

n an

d di

visio

n

4Se

nin's

car i

s 2.75

met

res l

ong.

NCa

lculat

es th

e len

gth

of an

obj

ect b

y su

btra

ctin

g de

cimal

met

ric u

nits

5A

lan

lists

the a

rt su

pplie

s nee

ded

for a

pro

ject.

NEs

timat

es to

tal c

ost b

y ro

undi

ng am

ount

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eare

st do

llar

6At

the s

ports

carn

ival

, the

top

thre

e par

ticip

ants

NSo

lves

a pr

oblem

invo

lvin

g th

e com

bina

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of m

ultip

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and

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7Ja

nine

is w

ritin

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ist o

f num

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NId

entifi

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e five

-dig

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mbe

rs th

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tisfy

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8A

larg

e com

pany

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buy

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pute

rN

Calcu

lates

the c

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ount

Ye

ar

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um

era

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lcu

lato

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tion

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ass

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e has

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g ca

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Max

.M

GCh

oose

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mos

t app

ropr

iate u

nit o

f mea

sure

men

t

2Th

ere a

re 10

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ls, n

umbe

red

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Iden

tifies

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ent w

here

one

cann

ot h

appe

n if

the o

ther

hap

pens

3Ja

sper

dra

ws a

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e grid

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er.

MG

Iden

tifies

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tion

4W

hich

of t

hese

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s the

top

view

MG

Iden

tifies

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op v

iew o

f a co

llect

ion

of cy

linde

rs

5Th

e ent

ry fe

es to

visi

t a re

ptile

par

k ar

e $20

NSo

lves

a m

ulti-

step

prob

lem in

volv

ing

mul

tiplic

atio

n an

d di

visio

n of

who

le nu

mbe

rs

6La

ra an

d Ry

an as

ked

thei

r frie

nds w

hat t

hey

thou

ght

SPCo

mpa

res d

ata i

n a c

olum

n gr

aph

and

a pict

ure g

raph

7Sa

mir

uses

som

e blo

cks t

o m

ake 2

cube

s.M

GCo

unts

the n

umbe

r of b

lock

s to

calcu

late t

he v

olum

e of c

ubes

8M

aria

is 4

year

s old

er th

an tw

ice h

er co

usin

's ag

e.N

Uses

a va

riabl

e to

repr

esen

t a v

alue

in an

expr

essio

n

9Ja

ne sp

ins t

he ar

row

of t

his s

pinn

er 24

tim

es.

SPSe

lects

the m

ost l

ikely

resu

lts in

a sp

inne

r exp

erim

ent

10Fr

eya i

s mow

ing

the l

awn.

MG

Conv

erts

litre

s to

mill

ilitre

s to

solv

e a ca

pacit

y pr

oblem

11Le

onie

lives

in C

airn

s.N

Calcu

lates

the d

iffer

ence

bet

wee

n tw

o in

tege

rs


12O

n M

onda

y, A

mel

ia sa

w 24

bird

s.N

Uses

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pres

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lve a

mul

tiplic

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e pro

blem

invo

lvin

g a u

nit f

ract

ion

13Th

is Ve

nn d

iagra

m sh

ows t

he nu

mbe

r of a

thlet

esSP

Inte

rpre

ts a V

enn

diag

ram

to so

lve a

pro

blem

14M

ia m

akes

thre

e lam

ps fo

r a to

tal c

ost o

f $10

0.N

Calcu

lates

the p

rofit

mad

e in

a sim

ple fi

nanc

ial p

lan

15Ja

ck h

as 25

bag

s of c

lay.

NCa

lculat

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fract

ion

of a

quan

tity

in co

ntex

t

16Ke

lly is

trav

ellin

g fro

m M

elbou

rne t

o M

acka

yM

GUs

es a

timet

able

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lve a

pro

blem

invo

lvin

g du

ratio

n of

tim

e17

Stev

e is p

layin

g go

lf w

ith 4

frien

ds.

MG

Loca

tes t

he re

lativ

e pos

ition

of a

poi

nt o

n a g

rid g

iven

com

pass

dire

ctio

ns

18D

iane

wor

ks fo

r an

adve

rtisin

g co

mpa

ny.

SPSe

lects

the a

ppro

priat

e met

hod

to co

llect

the r

equi

red

data

19Fa

tima h

as 10

00 ap

ples

to p

ack

into

box

es.

NSo

lves

a di

visio

n pr

oblem

to d

eter

min

e the

rem

aind

er

20Th

e tab

le be

low

com

pare

s the

appr

oxim

ate

popu

latio

nsN

Subt

ract

s dec

imal

s and

mul

tiplie

s by

one m

illio

n

21M

im d

rew

this

shap

e on

som

e grid

pap

er.

MG

Com

pare

s the

area

of i

rreg

ular

pol

ygon

s

22Lu

ke p

icks o

ne o

f the

se 5

T-sh

irts a

t ran

dom

.SP

Indi

cate

s the

pro

babi

lity

of an

even

t on

a 0 to

1 sc

ale

23O

ff Tr

ack

Biki

ng ch

arge

s an

hour

ly ra

te fo

r m

ount

ain

bike

less

ons

NEv

alua

tes a

n al

gebr

aic e

xpre

ssio

n by

subs

titut

ing

a val

ue in

to th

e equ

atio

n

24A

lice f

olds

this

net i

nto

a cub

e.M

GId

entifi

es th

e fac

e opp

osite

a gi

ven

face

on

the n

et o

f a cu

be

25Sa

nn is

mak

ing

a num

ber p

atte

rn u

sing

piles

of

coun

ters

.N

Follo

ws a

pat

tern

to co

ntin

ue a

num

ber s

eque

nce i

nvol

ving

dou

blin

g

26W

hat i

s the

val

ue o

f A?

NRe

pres

ents

num

bers

to th

ree d

ecim

al p

lace

s on

a num

ber l

ine

27A

my

mea

sure

d th

e mas

s of t

he b

ooks

in h

er

scho

olN

Solv

es a

prob

lem u

sing

simpl

e rat

ios a

nd th

e add

ition

and

subt

ract

ion

of d

ecim

als

28A

teac

her h

as a

box o

f spo

rts eq

uipm

ent.

SPA

ssig

ns p

roba

bilit

ies o

f eve

nts w

ithou

t rep

lace

men

t and

des

crib

e usin

g pe

rcen

tage

s

29Av

a cal

culat

es an

amou

nt, i

n do

llars

, on

her

calcu

lator

.N

Roun

ds a

cost,

expr

esse

d in

dol

lars

, to

the n

eare

st fiv

e cen

ts

30Ja

ke p

aint

s a p

ictur

e on

a squ

are p

iece o

f ca

rdbo

ard

MG

Calcu

lates

the p

erim

eter

of a

shap

e giv

en th

e are

a

31Th

ere a

re ap

prox

imat

ely 14

000 p

eopl

e liv

ing

in

a cou

ntry

tow

n.N

Selec

ts th

e app

ropr

iate o

rder

of o

pera

tions

to g

ive a

corr

ect e

xpre

ssio

n

32W

hat i

s the

val

ue o

f x in

this

diag

ram

?M

GUs

es p

rope

rties

of s

traig

ht li

nes a

nd an

gles

to ca

lculat

e an

unkn

own

angl

e

33A

fish

tank

in th

e sha

pe o

f a cu

beM

GCa

lculat

es th

e vol

ume o

f a cu

be an

d co

nver

ts to

litre

s\, t

o de

term

ine

capa

city

34Th

e tot

al am

ount

of e

dgin

g fo

r a re

ctan

gula

rM

GSo

lves

a pr

oblem

invo

lvin

g pe

rimet

er

35A

bra

nd o

f bre

akfa

st ce

real

is so

ld in

two

NCo

mpa

res i

tem

s of d

iffer

ent s

ize b

y de

term

inin

g th

e uni

t pric

e of e

ach


36Th

is gr

aph

disp

lays t

he m

onth

ly ra

infa

lls in

Sy

dney

SPCo

mpa

res d

ata i

n a s

ide-

by-si

de co

lum

n gr

aph

37Ly

n, T

ran

and

Erin

are t

rain

ing

for a

team

race

.N

Solv

es a

mul

ti-ste

p ad

ditio

n an

d su

btra

ctio

n pr

oblem

invo

lvin

g de

cimal

s

38Sa

m w

rites

819 a

s the

pro

duct

of i

ts pr

ime

fact

ors c

orre

ctly.

NId

entifi

es th

e pro

duct

of p

ower

s of p

rime f

acto

rs fo

r a g

iven

who

le nu

mbe

r

39Jim

has

thre

e kin

ds o

f bui

ldin

g bl

ocks

.M

GSo

lves

a pr

oblem

invo

lvin

g th

e con

vers

ion

of g

ram

s to

kilo

gram

s

40Li

la an

d Ka

tie ar

e pla

nnin

g a h

olid

ay fo

r 6 d

ays

NUs

es al

l fou

r ope

ratio

ns to

solv

e a m

ulti-

step

finan

cial p

lan

with

who

le nu

mbe

rs

KEY

N

= N

umbe

r and

Alg

ebra

MG

= M

easu

rem

ent a

nd G

eom

etry

SP =

Sta

tistic

s and

Pro

babi

lity


Ye

ar

9 N

um

era

cy (

No

n-C

alc

ula

tor)

Ques

tion

Shor

t Des

crip

tion

Curri

culu

m

Area

Skill

ass

esse

d

1Jm

has

bee

n aw

arde

d a r

atin

g of

4.9 o

ut o

f 5N

Div

ides

a de

cimal

by

a who

le nu

mbe

r

2Th

e fra

ctio

n of

bird

spec

ies th

at ar

e con

sider

edN

Conv

erts

betw

een

fract

ions

and

perc

enta

ges

3At

Sara

h's sc

hool

, 5/6

of t

he st

uden

ts ow

n a p

et.

NCa

lculat

es a

simpl

e fra

ctio

n of

a qu

antit

y w

here

the r

esul

t is a

who

le nu

mbe

r

4At

the s

ports

carn

ival

, the

top

thre

e par

ticip

ants

NSo

lves

a pr

oblem

invo

lvin

g th

e com

bina

tion

of m

ultip

les o

f 3, 7

and

9

5H

ayde

n ha

s $15

0 to

buy

cloth

ing

for h

is pa

rt-tim

e job

.N

Mul

tiplie

s, ad

ds an

d su

btra

cts d

ecim

als w

ithou

t dig

ital t

echn

olog

ies

6A

larg

e com

pany

was

buy

ing

a new

com

pute

r sys

tem

w

orth

$3 57

0 000

.N

Calcu

lates

the c

ost o

f an

item

afte

r a p

erce

ntag

e disc

ount

7At

the s

choo

l can

teen

, a b

ottle

of j

uice

and

a san

dwich

NAp

plies

the l

aws a

nd p

rope

rties

of a

rithm

etic

to al

gebr

aic t

erm

s and

expr

essio

ns

8Th

e allo

y, ro

se g

old,

is co

mpo

sed

of si

lver

, cop

per a

nd

gold

NSo

lves

a pr

oblem

invo

lvin

g di

vidi

ng a

quan

tity

in a

give

n ra

tio

Ye

ar

9 N

um

era

cy (

Ca

lcu

lato

r)

Ques

tion

Shor

t Des

crip

tion

Curri

culu

m

Area

Skill

ass

esse

d

1W

hich

of t

hese

show

s the

top

view

MG

Iden

tifies

the t

op v

iew o

f a co

llect

ion

of cy

linde

rs

2Ol

iver

, Nei

l and

Eliz

abet

h ea

ch m

easu

re

MG

Conv

erts

mea

sure

men

ts to

a co

mm

on u

nit t

o co

mpa

res l

engt

hs

3Th

is da

ta sh

ows h

ow lo

ng so

me s

tude

nts

SPDe

scrib

es th

e effe

ct o

f rem

ovin

g an

out

lier o

n th

e mea

n of

a se

t of d

ata

4Ja

ne sp

ins t

he ar

row

of t

his s

pinn

erSP

Selec

ts th

e mos

t lik

ely re

sults

in a

spin

ner e

xper

imen

t

5Le

onie

lives

in C

airn

s. O

ne d

ay th

e tem

pera

ture

NCa

lculat

es th

e diff

eren

ce b

etw

een

two

inte

gers

6M

ia m

akes

thre

e lam

ps fo

r a to

tal c

ost o

f $10

0.N

Calcu

lates

the p

rofit

mad

e in

a sim

ple fi

nanc

ial p

lan

7Ev

a liv

es in

Blig

h. S

he is

trav

ellin

g by

bus

MG

Solv

es a

timet

able

prob

lem in

volv

ing

24-h

our t

ime

8St

epha

nie s

pend

s $14

7.50 o

n co

ncer

t tick

ets

ND

ivid

es an

d m

ultip

lies a

dec

imal

by

who

le nu

mbe

rs in

cont

ext

9Lo

ri ha

s a w

ax ca

ndle

that

is 10

cm h

igh.

NSe

lects

a gra

ph sh

owin

g a c

onsta

nt ra

te o

f dec

reas

e to

mat

ch a

real

situ

atio

n


10Th

e tw

o sh

orte

r sid

es o

n Ry

der's

kite

MG

Calcu

lates

the p

erim

eter

of a

kite

from

one

side

leng

th an

d th

e rat

io o

f its

sides

11Th

is ye

ar St

an w

ill v

isit h

is pa

rent

s in

Darw

in.

NUs

es m

ultip

les o

f who

le nu

mbe

rs to

solv

e a p

robl

em in

cont

ext

12St

eve i

s play

ing

golf

with

4 fri

ends

.M

GLo

cate

s the

relat

ive p

ositi

on o

f a p

oint

on

a grid

giv

en co

mpa

ss d

irect

ions

13Fa

tima h

as 10

00 ap

ples

to p

ack

into

box

es.

NSo

lves

a di

visio

n pr

oblem

to d

eter

min

e the

rem

aind

er

14Th

e tab

le be

low

com

pare

s the

appr

oxim

ate

NSu

btra

cts d

ecim

als a

nd m

ultip

lies b

y on

e mill

ion

15O

ff Tr

ack

Biki

ng ch

arge

s an

hour

ly ra

te fo

r m

ount

ain

bike

NEv

alua

tes a

n al

gebr

aic e

xpre

ssio

n by

subs

titut

ing

a val

ue in

to th

e equ

atio

n

16A

lice f

olds

this

net i

nto

a cub

e.M

GId

entifi

es th

e fac

e opp

osite

a gi

ven

face

on

the n

et o

f a cu

be

17A

ferr

y lea

ves f

rom

the w

harf

on H

ope I

sland

MG

Calcu

lates

the s

ize o

f ang

les u

sing

prop

ertie

s of a

ngles

on

para

llel l

ines

18A

teac

her w

ants

to ca

rry

out a

surv

ey ab

out t

he

scho

olSP

Iden

tifies

the m

ost r

epre

sent

ativ

e sam

plin

g str

ateg

y

19Ka

tie as

ked

75 cu

stom

ers w

hat t

ype o

f fru

itSP

Calcu

late t

he p

roba

bilit

y of

the c

ompl

emen

t of a

n ev

ent u

sing

a Ven

n di

agra

m

20Tw

ins E

lla an

d Et

han

race

each

oth

er h

ome

NAd

ds an

d su

btra

cts f

ract

ions

with

unl

ike d

enom

inat

ors i

n co

ntex

t

21A

my

mea

sure

d th

e mas

s of t

he b

ooks

NSo

lves

a pr

oblem

usin

g sim

ple r

atio

s and

the a

dditi

on an

d su

btra

ctio

n of

dec

imal

s

22W

hat i

s the

equa

tion

for t

he li

ne sh

own?

NDe

term

ines

the r

ule f

or a

linea

r rela

tions

hip

on th

e Car

tesia

n pl

ane

23Th

ere a

re ap

prox

imat

ely 14

000 p

eopl

e liv

ing

in a

coun

try to

wn.

NSe

lects

the a

ppro

priat

e ord

er o

f ope

ratio

ns to

giv

e a co

rrec

t exp

ress

ion

2425

peo

ple s

tart

a new

fitn

ess p

rogr

am.

SPId

entifi

es th

e med

ian

from

a ste

m-a

nd-le

af p

lot

25Th

ere a

re 48

stud

ents

who

chos

e to

stud

y eit

her

Art,

NUs

es al

gebr

aic r

easo

ning

to so

lve a

pro

blem

invo

lvin

g th

e fou

r ope

ratio

ns

26Be

ccy's

snar

e dru

m h

as a

diam

eter

MG

Calcu

lates

the c

ircum

fere

nce o

f a ci

rcle

give

n its

dia

met

er

27A

bra

nd o

f bre

akfa

st ce

real

is so

ldN

Com

pare

s ite

ms o

f diff

eren

t siz

e by

dete

rmin

ing

the u

nit p

rice o

f eac

h

28Bi

ndi c

opies

this

trian

gle f

our t

imes

MG

Iden

tifies

the t

riang

le co

ngru

ent t

o a g

iven

tria

ngle

and

corr

ectly

labe

lled

29In

tota

l the

re ar

e 240

Yea

r 9 st

uden

tsSP

Uses

dat

a fro

m a

sam

ple t

o pr

edict

the m

ost l

ikely

resu

lts fo

r a p

opul

atio

n

30Su

san

mak

es a

rect

angu

lar p

rism

MG

Calcu

lates

the v

olum

e of a

solid

giv

en th

e are

a of i

ts fa

ces

31A

n ou

tdoo

r spa

tub

is in

the s

hape

MG

Calcu

lates

the c

apac

ity o

f a cy

linde

r to

solv

e a p

robl

em in

volv

ing

rate

s


32Q

uadr

ilate

ral P

QRS

is dr

awn

on a

Carte

sian

plan

e.M

GRo

tate

s and

refle

cts a

kite

on

the C

arte

sian

plan

e and

iden

tifies

its p

rope

rties

33A

lf is

desig

ning

a fra

me f

or a

phot

o.M

GCa

lculat

es th

e len

gth

of a

diag

onal

of a

rect

angl

e usin

g m

ultip

licat

ive r

easo

ning

34Bo

b is

driv

ing

alon

g a r

oad

at 70

km

/h.

NIn

terp

rets

a non

-line

ar g

raph

to so

lve a

mul

ti-ste

p pr

oblem

35A

swim

min

g te

am h

as 25

swim

mer

sSP

Calcu

lates

the p

roba

bilit

y of

a tw

o-ste

p ex

perim

ent u

sing

a tre

e dia

gram

36Se

lect a

ll ex

pres

sions

that

are e

quiv

alen

tN

Appl

ies th

e ind

ex la

ws t

o a n

umer

ical e

xpre

ssio

n w

ith in

tege

r ind

ices

37A

lice r

ecor

ds th

e res

ults

of ro

lling

a sta

ndar

dSP

Uses

com

plem

enta

ry ev

ents

and

the s

um o

f pro

babi

lities

to so

lve a

pro

blem

38O

ne si

de o

f a st

eel b

ridge

is in

the s

hape

MG

Solv

es a

prob

lem u

sing

the p

erim

eter

of a

trap

eziu

m an

d pa

ralle

l lin

es p

rope

rties

39Ja

ck d

epos

its $3

000 i

nto

a sav

ings

acco

unt

NCa

lculat

es th

e sim

ple i

nter

est r

ate g

iven

the p

rincip

al, t

ime a

nd am

ount

accr

ued

40To

m m

akes

and

sells

woo

d-fir

ed b

read

.N

Uses

dire

ct p

ropo

rtion

to so

lve a

pro

blem

invo

lvin

g pr

ofit

KEY

N

= N

umbe

r and

Alg

ebra

MG

= M

easu

rem

ent a

nd G

eom

etry

SP =

Sta

tistic

s and

Pro

babi

lity


Ap

pe

nd

ix 2

: N

AP

LA

N 2

018

Da

ta S

erv

ice

Re

po

rt S

um

ma

ry

Rep

ort n

ame

Rep

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unct

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Rep

ort c

rite

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Pos

sibl

e us

es fo

r re

port

Sch

ool S

umm

ary

Rep

ort

Disp

lays n

atio

nal,

state

and

scho

ol

resu

lts fr

om N

APL

AN

testi

ng in

2018

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ports

for:

• a y

ear l

evel

• gr

oups

of s

tude

nts s

uch

as g

irls,

boys

, LB

OTE

or A

TSI s

tude

nts.

Repo

rts o

n:•

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ing,

Writ

ing,

Spel

ling,

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mm

ar

and

Punc

tuat

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and

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ompa

re th

e per

form

ance

of Y

ears

3, 5,

7 an

d 9 s

tude

nts i

n th

e sch

ool w

ith th

at o

f st

uden

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ross

the n

atio

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d th

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te.

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ompa

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e per

form

ance

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achi

evem

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n on

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ith

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oth

er ar

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umm

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ort

Sum

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, Writ

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amm

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• C

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e res

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of st

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ts in

the

scho

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lass

or g

roup

with

nat

iona

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te re

sults

for e

ach

asse

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ent a

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naly

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e res

ults

of th

e sch

ool,

class

or

grou

p w

ith re

spec

t to

gend

er, L

BOTE

and

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stat

us in

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ent a

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ent A

rea

Rep

ort

Sum

mar

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asse

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ent

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roup

s of s

tude

nts s

uch

as g

irls,

boys

, LBO

TE o

r ATS

I stu

dent

s.Re

ports

on:

• Re

adin

g, Sp

ellin

g, G

ram

mar

and

Punc

tuat

ion,

Num

ber a

nd A

lgeb

ra,

Mea

sure

men

t and

Geo

met

ry, S

tatis

tics

and

Prob

abili

ty.

• C

ompa

re th

e per

cent

age o

f que

stion

s an

swer

ed co

rrec

tly b

y th

e sch

ool o

r se

lecte

d gr

oup

in sp

ecifi

c ass

essm

ent

area

s and

dim

ensio

ns w

ith co

rres

pond

ing

perc

enta

ges f

or th

e sta

te.

• Id

entif

y ar

eas w

here

ther

e is a

sign

ifica

nt

diffe

renc

e bet

wee

n th

e per

cent

age c

orre

ct

for t

he sc

hool

or s

elect

ed g

roup

and

that

fo

r the

stat

e.


Rep

ort n

ame

Rep

ort f

unct

ion

Rep

ort c

rite

ria

Pos

sibl

e us

es fo

r re

port

Wri

ting

Cri

teri

a R

epor

tSu

mm

arise

s gro

up p

erfo

rman

ces o

n th

e Writ

ing

test.

Bar

gra

phs s

how

th

e Writ

ing

scor

e dist

ribut

ion

for

the g

roup

for e

ach

of th

e ten

crite

ria

agai

nst w

hich

the W

ritin

g te

st w

as

asse

ssed

.

Repo

rts fo

r:•

a yea

r lev

el•

indi

vidu

al cl

ass

• ot

her g

roup

s of s

tude

nts s

uch

as g

irls,

b

oys,

LBO

TE o

r ATS

I stu

dent

s.

Repo

rts o

n:•

Audi

ence

, Tex

t Stru

ctur

e, Id

eas,

P

ersu

asiv

e dev

ices,

Voca

bula

ry,

Coh

esio

n, P

arag

raph

ing,

Sen

tenc

e S

truct

ure,

Punc

tuat

ion

and

Spel

ling.

• Co

mpa

re th

e dist

ribut

ion

of sc

hool

scor

es

with

the d

istrib

utio

n of

nat

iona

l and

stat

e-

wid

e sco

res f

or ea

ch o

f the

ten

asse

ssed

w

ritin

g cr

iteria

. •

Prov

ide d

ata f

or an

alys

ing

stud

ent w

ritin

g b

y cr

iterio

n, an

d id

entif

y ar

eas o

f rela

tive

stre

ngth

or w

eakn

ess.

Item

Ana

lysi

s R

epor

tPr

ovid

es d

istra

ctor

anal

ysis,

inclu

ding

pe

rcen

tage

corr

ect a

nd d

escr

iptio

ns o

f sk

ill as

sess

ed fo

r eac

h ite

m.

The r

epor

t can

now

be a

cces

sed

both

in

tabu

lar a

nd g

raph

ical f

orm

ats.

Repo

rts fo

r:•

a yea

r lev

el•

indi

vidu

al cl

ass

• ot

her g

roup

s of s

tude

nts s

uch

as g

irls,

b

oys,

LBO

TE o

r ATS

I stu

dent

s.

Repo

rts o

n:•

Read

ing,

Spel

ling,

Gra

mm

ar an

d

Pun

ctua

tion,

and

Num

erac

y. Ca

n be

ord

ered

by:

• Ite

m n

umbe

r•

% co

rrec

t Nat

iona

l•

% co

rrec

t Sta

te•

% co

rrec

t Gro

up•

Skill

.

• Fo

r eac

h te

st ite

m, c

ompa

re th

e per

cent

age

of s

tude

nts i

n th

e sele

cted

scho

ol

gro

up w

ho an

swer

ed co

rrec

tly w

ith

the

corr

espo

ndin

g na

tiona

l and

stat

e p

erce

ntag

es.

• Co

mpa

re th

e dist

ribut

ion

of re

spon

ses

fro

m st

uden

ts in

the s

elect

ed sc

hool

g

roup

to ea

ch it

em ac

ross

all a

ltern

ativ

es in

m

ultip

le ch

oice

item

s to

the c

orre

spon

ding

d

istrib

utio

ns fo

r the

nat

ion

and

the s

tate

. •

Prov

ide d

ata f

or an

alys

ing

parti

cula

r a

reas

of r

elativ

e stre

ngth

or w

eakn

ess f

or

ind

ivid

ual s

tude

nts o

r gro

ups o

f stu

dent

s b

y di

men

sion

or b

y sk

ill as

sess

ed.


Rep

ort n

ame

Rep

ort f

unct

ion

Rep

ort c

rite

ria

Pos

sibl

e us

es fo

r re

port

Stu

dent

Res

pons

e R

epor

tId

entifi

es co

rrec

t and

inco

rrec

t re

spon

ses t

o in

divi

dual

item

s for

each

st

uden

t in

a gro

up b

y di

men

sion.

Su

mm

arise

s gro

up p

erfo

rman

ces o

n in

divi

dual

item

s.

Repo

rts fo

r:•

an in

divi

dual

stud

ent

• a y

ear l

evel

• in

divi

dual

clas

ses

• ot

her g

roup

s of s

tude

nts s

uch

as g

irls,

boys

, LBO

TE o

r ATS

I stu

dent

s.

Repo

rts o

n:•

Read

ing,

Spel

ling,

Gra

mm

ar an

d Pu

nctu

atio

n, an

d N

umer

acy.

• Id

entif

y ite

ms a

nsw

ered

corr

ectly

and

inco

rrec

tly b

y in

divi

dual

stud

ents.

• Id

entif

y pa

ttern

s of i

ncor

rect

resp

onse

s for

in

divi

dual

stud

ents

or g

roup

s of s

tude

nts

to h

ighl

ight

curr

iculu

m ar

eas w

hich

may

ne

ed at

tent

ion.

• A

naly

se st

uden

t res

pons

es to

help

di

agno

se u

nder

stand

ing

of p

artic

ular

co

ncep

ts.•

Pro

vide

evid

ence

bas

ed in

form

atio

n to

he

lp te

ache

rs in

form

par

ents

abou

t the

ir ch

ild’s

gras

p of

par

ticul

ar co

ncep

ts or

cu

rricu

lum

area

s.S

tude

nt A

chie

vem

ent

Leve

l Rep

ort

Sum

mar

ises a

chiev

emen

t lev

els f

or

indi

vidu

al st

uden

ts by

out

com

es an

d re

flect

s inf

orm

atio

n on

the p

aren

t re

ports

.

This

can

be in

:•

grap

hica

l for

mat

(box

plo

ts)•

tabu

lar f

orm

at (l

ists n

umer

ic va

lues

).

Repo

rts fo

r:•

an in

divi

dual

stud

ent

• a y

ear l

evel

• in

divi

dual

clas

ses

• ot

her g

roup

s of s

tude

nts s

uch

as g

irls,

boys

, LBO

TE o

r ATS

I stu

dent

s.

Repo

rts o

n:•

Read

ing,

Writ

ing,

Spel

ling,

Gra

mm

ar

and

Punc

tuat

ion,

and

Num

erac

y.

• C

ompa

re th

e ach

ievem

ent o

f ind

ivid

ual

stud

ents

acro

ss al

l ass

essm

ent a

reas

.•

Iden

tify

whe

re in

divi

dual

stud

ents’

resu

lts

fit w

ith re

spec

t to

the d

istrib

utio

n of

re

sults

acro

ss th

e nat

ion.

• P

rovi

de a

subs

titut

e Stu

dent

Rep

ort f

or

pare

nts i

f req

uire

d. T

he re

port

mus

t be

run

on th

e nat

iona

l sca

le fo

r “A

ll”

stud

ents

for t

his t

o re

flect

the a

ctua

l St

uden

t Rep

ort.

Five

Yea

r Tr

end

Rep

ort

Disp

lays n

atio

nal,

state

and

scho

ol

resu

lts fo

r NA

PLA

N te

sts o

ver t

ime

(201

4 - 20

18).

Repo

rts fo

r:•

a yea

r lev

el•

grou

ps o

f stu

dent

s suc

h as

girl

s, bo

ys,

LBO

TE o

r ATS

I stu

dent

s.

Repo

rts o

n:

• Re

adin

g, W

ritin

g, Sp

ellin

g, G

ram

mar

an

d Pu

nctu

atio

n, an

d N

umer

acy.

• C

ompa

re th

e dist

ribut

ion

of n

atio

nal,

state

an

d sc

hool

NA

PLA

N re

sults

ove

r tim

e•

Com

pare

nat

iona

l, sta

te an

d sc

hool

scal

ed

scor

e mea

ns o

ver t

ime.

• Id

entif

y tre

nds i

n na

tiona

l, sta

te an

d sc

hool

NA

PLA

N re

sults

ove

r tim

e.


Rep

ort n

ame

Rep

ort f

unct

ion

Rep

ort c

rite

ria

Pos

sibl

e us

es fo

r re

port

Sch

ool C

ompa

riso

n R

epor

tD

isplay

s 201

6 to

2018

gro

wth

dat

a at

natio

nal,

state

and

scho

ol le

vels.

Inclu

des a

sum

mar

y ta

ble s

how

ing

aver

age 2

016 -

2018

scal

ed sc

ore

diffe

renc

es at

nat

iona

l, sta

te an

d sc

hool

lev

els.

Repo

rts fo

r:•

a yea

r lev

el•

grou

ps o

f stu

dent

s suc

h as

girl

s, bo

ys,

L

BOTE

or A

TSI s

tude

nts.

Repo

rts o

n:•

Read

ing,

Writ

ing,

Spel

ling,

Gra

mm

ar

and

Pun

ctua

tion,

and

Num

erac

y.

• Co

mpa

re th

e cha

nge i

n pe

rform

ance

of t

he

sam

e coh

orts

of st

uden

ts be

twee

n 20

16 an

d

201

8 (i.e

. how

the p

erfo

rman

ce o

f Yea

r

3, Y

ear 5

or Y

ear 7

stud

ents

in 20

16

com

pare

d to

thei

r cur

rent

per

form

ance

in

Yea

r 5, Y

ear 7

or Y

ear 9

in 20

18).

• In

vesti

gate

the r

ate o

f pro

gres

s of a

coho

rt

of s

tude

nts o

ver t

ime r

elativ

e to

othe

r s

tude

nts i

n th

e sta

te an

d na

tiona

lly.

Sch

ool–

Stu

dent

C

ompa

riso

n R

epor

tD

isplay

s 201

6 and

2018

resu

lts fo

r an

indi

vidu

al st

uden

t, w

ith re

spec

t to

corr

espo

ndin

g re

sults

at n

atio

nal,

state

an

d sc

hool

leve

ls.

Repo

rts fo

r ind

ivid

ual s

tude

nts c

ompa

red

to:

• al

l stu

dent

s or

• gr

oups

of s

tude

nts s

uch

as g

irls,

boys

,

LBO

TE o

r ATS

I stu

dent

s.

Repo

rts o

n:•

Read

ing,

Writ

ing,

Spel

ling,

Gra

mm

ar

and

Pun

ctua

tion,

and

Num

erac

y.

• De

term

ine t

he ch

ange

in in

divi

dual

s

tude

nts’

perfo

rman

ce b

etw

een

2016

and

2

018 (

i.e. h

ow th

e stu

dent

s’ Ye

ar 7

2016

r

esul

ts co

mpa

re to

thei

r per

form

ance

in

Yea

r 9 in

2018

).•

Dete

rmin

e a st

uden

t’s ra

te o

f pro

gres

s ove

r t

ime r

elativ

e to

othe

r stu

dent

s in

the s

tate

a

nd n

atio

nally

.


Rep

ort n

ame

Rep

ort f

unct

ion

Rep

ort c

rite

ria

Pos

sibl

e us

es fo

r re

port

Rel

ativ

e G

row

th R

epor

tD

isplay

s 201

6 to

2018

com

para

tive

grow

th (H

igh,

Med

ium

or L

ow) f

or

each

stud

ent w

ith re

spec

t to

‘sim

ilar

stud

ents’

(tho

se w

ith th

e sam

e 201

6 sc

ore).

Th

e rep

ort i

s ava

ilabl

e in:

• ta

bula

r for

mat

(list

s ind

ivid

ual

stu

dent

s)•

grap

hica

l for

mat

(pro

vide

s sum

mar

y i

nfor

mat

ion

abou

t the

per

cent

age o

f s

tude

nts i

n ea

ch g

row

th ca

tego

ry).

Repo

rts fo

r:•

all s

tude

nts

• in

divi

dual

clas

ses

• st

uden

ts fro

m a

selec

ted

grow

th

cat

egor

y.

Repo

rts o

n:•

Read

ing,

Writ

ing,

Spel

ling,

Gra

mm

ar

and

Pun

ctua

tion,

and

Num

erac

y.

Can

be o

rder

ed b

y:•

2016

stud

ent s

core

• 20

18 st

uden

t sco

re

• st

uden

t nam

e.

• C

ompa

re st

uden

t gro

wth

bet

wee

n N

APL

AN

testi

ng p

erio

ds w

ith th

at o

f sim

ilar s

tude

nts.

• Id

entif

y if

ther

e are

par

ticul

ar st

uden

t ab

ility

gro

ups w

here

hig

h re

lativ

e gro

wth

ha

s bee

n ac

hiev

ed co

mpa

red

to si

mila

r st

uden

ts.•

Iden

tify

if th

ere a

re p

artic

ular

stud

ents

or st

uden

t abi

lity

grou

ps w

here

onl

y lo

w re

lativ

e gro

wth

has

bee

n ac

hiev

ed

com

pare

d to

sim

ilar s

tude

nts.

Tran

sitio

nal R

elat

ive

Gro

wth

Rep

ort

Show

s 201

6 to

2018

relat

ive g

row

th

cate

gorie

s (H

igh,

Med

ium

or L

ow) f

or

the s

choo

l coh

ort o

f Yea

r 5 st

uden

ts at

the s

choo

l in

2016

who

hav

e tra

nsiti

oned

to Y

ear 7

at a

diffe

rent

sc

hool

.Th

e rep

ort i

s ava

ilabl

e in

• gr

aphi

cal f

orm

at o

nly

The r

epor

t is a

cces

sed

from

the 2

016

Year

5 m

enu.

Repo

rts fo

r•

Year

5 gr

oup

level

only

Repo

rts o

n:

• Re

adin

g, W

ritin

g, Sp

ellin

g, G

ram

mar

a

nd P

unct

uatio

n, an

d N

umer

acy.

• R

eview

and

asse

ss th

e sch

ool’s

Yea

r 5 an

d 6 T

each

ing

and

Lear

ning

pro

gram

s with

re

spec

t the

relat

ive g

row

th ac

hiev

ed in

cu

rren

t NA

PLA

N re

sults

by

the g

roup

of

stud

ents

who

hav

e rec

ently

tran

sitio

ned

to

Year

7 at

a di

ffere

nt sc

hool

.


Glossary

Data presentation

Scaled scores and the National Assessment Program scale

Nationally, student outcomes are provided as a scaled score. These scores range from 0 to 1000, and form the numeric continuum from which the ten national reporting bands are derived (see page 3).

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

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

Box-and-whisker (box plot) format

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

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

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

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

Median

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

Mean

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

Standard deviation

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


Standard error (se) of the mean

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

2018 NAPLAN Reporting Guide · The Years 3, 5, 7 and 9 NAPLAN data is available for Victorian...

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Transcript of 2018 NAPLAN Reporting Guide · The Years 3, 5, 7 and 9 NAPLAN data is available for Victorian...