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NAPLAN testreporting guide 2019

V I C T O R I A N C U R R I C U L U MA N D A S S E S S M E N T A U T H O R I T Y

2019NAPLAN test reporting guide

2019 NATIONAL ASSESSMENT PROGRAM – LITERACY AND NUMERACY (NAPLAN)

REPORTING GUIDE

YEAR 3, YEAR 5, YEAR 7 AND YEAR 9

© 2019

NAPLAN 2019 Reporting Guide ii

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

ISBN: 978-1-74010-400-5

© Victorian Curriculum and Assessment Authority 2019

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

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iiiNAPLAN 2019 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 PAPER 2020 TESTS

12 May Literacy (Language Conventions, Writing)

13 May Literacy (Reading)

14 May Numeracy

VCAA NAPLAN Helpdesk

A Helpdesk service operates to assist principals and NAPLAN coordinators with queries about NAPLAN. For queries and/or assistance contact the Victorian Curriculum and Assessment Authority (VCAA) on:

DATES FOR NAPLAN ONLINE 2020 TESTS

12 to 22 May Writing, Reading, Conventions of Language and Numeracy

NAPLAN 2019 Reporting Guide iv

ContentsVCAA NAPLAN Helpdesk iiiDATES FOR NAPLAN 2020 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 3Individual 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: Individual Student Reports 32Sample page 1 of the Individual Student Report 33NAPLAN Data Service reports 34Confidentiality of results 34Distribution of Individual Student Reports 34Replacement of Individual Student Reports 34Queries about Individual Student Reports 34

Appendix 1: NAPLAN 2019 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 2019 Data Service Report Summary 61Glossary 66Data presentation 66

1NAPLAN 2019 Reporting Guide

IntroductionThe National Assessment Program - Literacy and Numeracy (NAPLAN) conducted in May 2019, 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 students’ 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 that will be 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 released for national reporting purposes.

The principal will ensure that all student details and results are confidential.

The VCAA privacy policy can be found at: www.vcaa.vic.edu.au/Pages/aboutus/policies/privacypolicy.aspx

NAPLAN 2019 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 2019 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 (www.naplanadmin.vic.edu.au). It is anticipated that access to the images will be provided from the week beginning 2 September 2019 which will coincide with the release of NAPLAN 2019 reports. The images will then be available 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 2015 – 2019.

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 2017, and that for the same students in Year 5 (7 or 9) in 2019.

The School-Student Comparison Report shows the relative position of 2017 and 2019 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.


Individual Student Report format

The format of the NAPLAN Student Reports is similar for all states and territories. A sample NAPLAN Student Report for 2019 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 which 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 2019 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 2019.

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

For 2019, the ‘Reporting Years’ menu can offer NAPLAN results for 2008 to 2019. The ‘Report Name’ menu will contain reports relevant to the year level and reporting year for your school. Check the table ‘NAPLAN 2019 Data Service Report Summary’ on page 61 to see which reports relate to the NAPLAN 2019 tests.

Please note: To ensure data security, school passwords are changed annually. Passwords for 2019 have been supplied to principals. 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.

2019


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 2019 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.

2019

2019


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 2019 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 PDF I Word 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.

‘Word’ 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.

2019

2019


Section 2: NAPLAN Data Service Reports The NAPLAN Data Service provides twelve 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 2019 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 2019, 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 2015 to 2019 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 2019 with their results, if available, for the tests they undertook in Year 3 (5 or 7) in 2017. 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 2017 and Year 5 (7 or 9) results from 2019 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 “The gate”. 7 and 9 stimulus was “The message”.

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 narrative features including orientation, complication

and resolution into an appropriate and effective text structure 0 – 4

Ideas The creation, selection and crafting of ideas for a narrative 0 – 5Character and setting

Character: the portrayal and development of characterSetting:the development of a sense of place, time and atmosphere

0 – 4

Vocabulary The range and precision of language choices 0 – 5Cohesion The control of multiple threads and relationships over the whole text,

achieved through the use of referring words, substitutions, word associations and text connectives

0 – 4

Paragraphs The segmenting of text into paragraphs that assists the reader to negotiate the narrative

0 – 2

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 2019 Writing Stimulus and the 2019 Marking Guide.

Example of Writing Criteria Report

Click on the links to view the 2019 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 2019 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.

Example of Five Year Trend 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 2017 and 2019 results for students who undertook the 2017 and 2019 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 2017 and the 2019 tests)

These data are longitudinal in nature and are useful for comparing the change in performance of the same groups of students between 2017 and 2019 (e.g. how the performance of Year 3 students in 2017 compares to their performance now they are in Year 5 in 2019). 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 2017 and 2019 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 2017

• The ‘Matched School’ group (green) is replaced by a ‘Matched Student’ group (orange). This is the group of students who sat the 2019 test at the school and who have a 2017 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 2019 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 2019 tests at the school, and who have a 2017 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 2017 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 2017 and 2019, 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 2017 Year 5 ‘School’ distributions cannot be provided, and hence the (red) box-and-whiskers for 2017 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 2017 and 2019 (e.g. how the student’s Year 7 performance in 2017 compares to their performance in Year 9 in 2019). 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 2017 Year 5 ‘School’ distribution is not provided for Year 7 students, unless there were Year 5 students enrolled at the school in 2017.

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 2017.


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 2019 are based on the scaled scores which form the numeric continuum from which the ten national reporting bands are derived. (See pages 2-3 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 2015, 2016, 2017, 2018 and 2019.

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 2019 it is possible to compare current NAPLAN results with those from Year 3, Year 5 or Year 7 in 2017. 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 2017 to 2019 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: Individual Student ReportsAn Individual Student Report is provided for the parents for each student who undertook the Years 3, 5, 7 or 9 tests.

The format of the Individual 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 2019.

Each Individual 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 Individual Student Report

Student report 2019

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

Student report 2019National 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

5

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 2019, 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.

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.

For the 2019 transition year, the online test results were equated with the pen-and-paper tests. Results for both the tests are reported on the same NAPLAN assessment scale.

NAPLAN results, however, should always be interpreted with care. This is particularly the case this year for some students who experienced disruptions due to connectivity issues. 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 Individual 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 Individual 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 Individual 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 Individual Student Reports are delivered as soon as possible after their arrival at the school. Individual 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 Individual 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).

Individual Student Reports which carry an incorrect name as a result of incorrect information provided by the school may be replaced on request.

Queries about Individual 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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for a

n ev

ent i

n an

info

rmat

ion

text

34Sp

acem

an Y

uri

Ana

lyse

s the

impa

ct o

f an

even

t in

an in

form

atio

n te

xt

35Sp

acem

an Y

uri

Inte

rpre

ts di

rect

ly st

ated

info

rmat

ion

in an

info

rmat

ion

text

36Sp

acem

an Y

uri

Inte

rpre

ts th

e sig

nific

ance

of a

n ev

ent i

n an

info

rmat

ion

text

37Sp

acem

an Y

uri

Inte

rpre

ts di

rect

ly st

ated

info

rmat

ion

in an

info

rmat

ion

text


Ye

ar

5 R

ea

din

g

Ques

tion

Text

title

Skill

ass

esse

d

1H

ow to

look

afte

r you

r gui

nea p

igId

entifi

es th

e mai

n pu

rpos

e of a

n in

form

atio

n te

xt

2H

ow to

look

afte

r you

r gui

nea p

igIn

terp

rets

dire

ctly

stat

ed in

form

atio

n in

an in

form

atio

n te

xt

3H

ow to

look

afte

r you

r gui

nea p

igLo

cate

s dire

ctly

stat

ed in

form

atio

n in

an in

form

atio

n te

xt

4H

ow to

look

afte

r you

r gui

nea p

igSu

mm

arise

s inf

orm

atio

n in

a se

ctio

n of

an in

form

atio

n te

xt

5H

ow to

look

afte

r you

r gui

nea p

igId

entifi

es th

e pur

pose

of a

sent

ence

in an

info

rmat

ion

text

6H

ow to

look

afte

r you

r gui

nea p

igA

naly

ses t

he eff

ect o

f voc

abul

ary

choi

ces i

n an

info

rmat

ion

text

7D

ingl

e's g

ame

Iden

tifies

the m

ain

idea

of a

nar

rativ

e

8D

ingl

e's g

ame

Iden

tifies

the p

urpo

se o

f the

ope

ning

par

agra

ph in

a na

rrat

ive

9D

ingl

e's g

ame

Inte

rpre

ts th

e mea

ning

of a

sim

ile in

a na

rrat

ive

10D

ingl

e's g

ame

Inte

rpre

ts th

e mea

ning

of a

phr

ase i

n co

ntex

t in

a nar

rativ

e

11D

ingl

e's g

ame

Iden

tifies

the p

urpo

se o

f ita

licise

d te

xt in

a na

rrat

ive

12D

ingl

e's g

ame

Inte

rpre

ts in

form

atio

n in

a na

rrat

ive

13D

ingl

e's g

ame

Iden

tifies

an ex

ampl

e of d

escr

iptio

n in

a na

rrat

ive

14W

elcom

e to

the C

ape L

ight

hous

eIn

terp

rets

dire

ctly

stat

ed in

form

atio

n in

a pe

rsua

sive t

ext

15W

elcom

e to

the C

ape L

ight

hous

eLi

nks i

nfor

mat

ion

acro

ss se

nten

ces i

n a p

ersu

asiv

e tex

t

16W

elcom

e to

the C

ape L

ight

hous

eIn

terp

rets

dire

ctly

stat

ed in

form

atio

n in

a pe

rsua

sive t

ext

17W

elcom

e to

the C

ape L

ight

hous

eId

entifi

es a

pers

uasiv

e dev

ice in

a pe

rsua

sive t

ext

18W

elcom

e to

the C

ape L

ight

hous

eIn

terp

rets

the m

eani

ng o

f a d

escr

iptio

n in

a pe

rsua

sive t

ext

19W

elcom

e to

the C

ape L

ight

hous

eIn

terp

rets

the m

eani

ng o

f a p

hras

e fro

m co

ntex

t in

a per

suas

ive t

ext

20W

elcom

e to

the C

ape L

ight

hous

eEv

alua

tes t

he p

rese

nce o

f inf

orm

atio

n in

a se

ctio

n of

a pe

rsua

sive t

ext

21W

elcom

e to

the C

ape L

ight

hous

eEv

alua

tes t

he ac

cura

cy o

f sta

tem

ents

usin

g in

form

atio

n fro

m a

pers

uasiv

e tex

t

22Lo

st!Se

quen

ces t

he o

rder

of e

vent

s in

a nar

rativ

e

23Lo

st!In

terp

rets

the m

eani

ng o

f voc

abul

ary

in co

ntex

t in

a nar

rativ

e

24Lo

st!Id

entifi

es th

e rea

son

for c

hara

cter

s' ac

tions

in a

narr

ativ

e

25Lo

st!Id

entifi

es th

e effe

ct o

f per

soni

ficat

ion

in a

narr

ativ

e


26Lo

st!In

fers

char

acte

rs' a

ctio

ns in

a na

rrat

ive

27Lo

st!A

naly

ses t

he eff

ect o

f a d

escr

iptio

n in

a na

rrat

ive

28Th

e las

t gre

at ra

ce o

n Ea

rthId

entifi

es th

e mai

n id

ea o

f an

info

rmat

ion

text

29Th

e las

t gre

at ra

ce o

n Ea

rthEv

alua

tes t

he ac

cura

cy o

f sta

tem

ents

usin

g in

form

atio

n fro

m an

info

rmat

ion

text

30Th

e las

t gre

at ra

ce o

n Ea

rthId

entifi

es a

char

acte

r's ro

le in

an in

form

atio

n te

xt

31Th

e las

t gre

at ra

ce o

n Ea

rthLi

nks i

nfor

mat

ion

acro

ss se

nten

ces i

n an

info

rmat

ion

text

32Th

e las

t gre

at ra

ce o

n Ea

rthEv

alua

tes t

he ac

cura

cy o

f sta

tem

ents

usin

g in

form

atio

n fro

m an

info

rmat

ion

text

33Th

e las

t gre

at ra

ce o

n Ea

rthA

naly

ses p

oten

tial m

odifi

catio

ns fo

r an

info

rmat

ion

text

34A

rt co

mpe

titio

nId

entifi

es th

e rea

son

for a

char

acte

r's ac

tions

in a

narr

ativ

e

35A

rt co

mpe

titio

nEv

alua

tes t

he ac

cura

cy o

f sta

tem

ents

usin

g in

form

atio

n fro

m a

narr

ativ

e

36A

rt co

mpe

titio

nId

entifi

es a

char

acte

r's m

otiv

atio

ns in

a na

rrat

ive

37A

rt co

mpe

titio

nIn

fers

the r

easo

n fo

r a ch

arac

ter's

actio

ns fr

om v

ocab

ular

y in

a na

rrat

ive

38A

rt co

mpe

titio

nId

entifi

es a

cent

ral t

hem

e in

a nar

rativ

e

39A

rt co

mpe

titio

nId

entifi

es th

e mor

al u

nder

lyin

g a n

arra

tive


Ye

ar

7 R

ea

din

g

Ques

tion

Text

title

Skill

ass

esse

d

1Do

lphi

nsId

entifi

es th

e set

ting

of a

narr

ativ

e

2Do

lphi

nsIn

fers

a ch

arac

ter's

per

spec

tive i

n a n

arra

tive

3Do

lphi

nsLi

nks i

nfor

mat

ion

acro

ss p

arag

raph

s in

a nar

rativ

e

4Do

lphi

nsIn

terp

rets

the m

eani

ng o

f a p

hras

e in

cont

ext i

n a n

arra

tive

5Do

lphi

nsId

entifi

es th

e moo

d at

the b

egin

ning

of a

nar

rativ

e

6M

ore t

han

just

a pre

tty fa

ceIn

terp

rets

the s

igni

fican

ce o

f the

title

of a

per

suas

ive t

ext

7M

ore t

han

just

a pre

tty fa

ceId

entifi

es th

e mai

n ar

gum

ent o

f a p

ersu

asiv

e tex

t

8M

ore t

han

just

a pre

tty fa

ceEv

alua

tes t

he v

alid

ity o

f sup

porti

ng ev

iden

ce fo

r a p

ersu

asiv

e tex

t

9M

ore t

han

just

a pre

tty fa

ceId

entifi

es th

e pur

pose

of a

refe

renc

e in

a per

suas

ive t

ext

10M

ore t

han

just

a pre

tty fa

ceId

entifi

es th

e pur

pose

of a

refe

renc

e in

a per

suas

ive t

ext

11M

ore t

han

just

a pre

tty fa

ceId

entifi

es th

e pur

pose

of s

uppo

rting

evid

ence

in a

pers

uasiv

e tex

t

12M

ore t

han

just

a pre

tty fa

ceId

entifi

es th

e mai

n pu

rpos

e of a

per

suas

ive t

ext

13Lo

st!Se

quen

ces t

he o

rder

of e

vent

s in

a nar

rativ

e

14Lo

st!In

terp

rets

the m

eani

ng o

f voc

abul

ary

in co

ntex

t in

a nar

rativ

e

15Lo

st!Id

entifi

es th

e rea

son

for c

hara

cter

s' ac

tions

in a

narr

ativ

e

16Lo

st!Id

entifi

es th

e effe

ct o

f per

soni

ficat

ion

in a

narr

ativ

e17

Lost!

Infe

rs ch

arac

ters

' act

ions

in a

narr

ativ

e

18Lo

st!A

naly

ses t

he eff

ect o

f a d

escr

iptio

n in

a na

rrat

ive

19Th

e las

t gre

at ra

ce o

n Ea

rthId

entifi

es th

e mai

n id

ea o

f the

firs

t par

agra

ph o

f an

info

rmat

ion

text

20Th

e las

t gre

at ra

ce o

n Ea

rthId

entifi

es th

e mai

n id

ea o

f an

info

rmat

ion

text

21Th

e las

t gre

at ra

ce o

n Ea

rthEv

alua

tes t

he ac

cura

cy o

f sta

tem

ents

usin

g in

form

atio

n fro

m an

info

rmat

ion

text

22Th

e las

t gre

at ra

ce o

n Ea

rthId

entifi

es a

char

acte

r's ro

le in

an in

form

atio

n te

xt

23Th

e las

t gre

at ra

ce o

n Ea

rthLi

nks i

nfor

mat

ion

acro

ss se

nten

ces i

n an

info

rmat

ion

text

24Th

e las

t gre

at ra

ce o

n Ea

rthEv

alua

tes t

he ac

cura

cy o

f sta

tem

ents

usin

g in

form

atio

n fro

m an

info

rmat

ion

text


25Th

e las

t gre

at ra

ce o

n Ea

rthA

naly

ses p

oten

tial m

odifi

catio

ns fo

r an

info

rmat

ion

text

26So

mew

here

ove

r the

rain

bow…

Infe

rs a

key

idea

in an

info

rmat

ion

text

27So

mew

here

ove

r the

rain

bow…

Iden

tifies

the p

urpo

se o

f an

intro

duct

ory

sent

ence

in an

info

rmat

ion

text

28So

mew

here

ove

r the

rain

bow…

Loca

tes d

irect

ly st

ated

info

rmat

ion

in an

info

rmat

ion

text

29So

mew

here

ove

r the

rain

bow…

Loca

tes d

irect

ly st

ated

info

rmat

ion

in an

info

rmat

ion

text

30So

mew

here

ove

r the

rain

bow…

Inte

rpre

ts di

rect

ly st

ated

info

rmat

ion

in an

info

rmat

ion

text

31So

mew

here

ove

r the

rain

bow…

Link

s inf

orm

atio

n ac

ross

sent

ence

s in

an in

form

atio

n te

xt

32So

mew

here

ove

r the

rain

bow…

Iden

tifies

the p

urpo

se o

f a co

njun

ctio

n in

an in

form

atio

n te

xt

33A

gre

at so

uthe

rn se

cret

- tw

o vi

ews

Inte

rpre

ts th

e sig

nific

ance

of a

det

ail i

n a p

ersu

asiv

e tex

t

34A

gre

at so

uthe

rn se

cret

- tw

o vi

ews

Iden

tifies

a co

ntra

st in

a pe

rsua

sive t

ext

35A

gre

at so

uthe

rn se

cret

- tw

o vi

ews

Com

pare

s the

use

of p

ersu

asiv

e dev

ices a

cros

s tw

o te

xts o

n a s

imila

r the

me

36A

gre

at so

uthe

rn se

cret

- tw

o vi

ews

Com

pare

s ton

e acr

oss t

wo

text

s on

a sim

ilar t

hem

e

37A

gre

at so

uthe

rn se

cret

- tw

o vi

ews

Iden

tifies

the p

urpo

se o

f a rh

etor

ical q

uesti

on in

a pe

rsua

sive t

ext

38A

gre

at so

uthe

rn se

cret

- tw

o vi

ews

Eval

uate

s the

pre

senc

e of i

nfor

mat

ion

in a

pers

uasiv

e tex

t

39Gr

een

ener

gy: t

he n

ew g

ener

atio

n Id

entifi

es a

key

idea

in an

info

rmat

ion

text

40Gr

een

ener

gy: t

he n

ew g

ener

atio

n Ev

alua

tes t

he ac

cura

cy o

f sta

tem

ents

usin

g in

form

atio

n fro

m an

info

rmat

ion

text

41Gr

een

ener

gy: t

he n

ew g

ener

atio

n In

terp

rets

the m

eani

ng o

f a te

chni

cal t

erm

from

cont

ext i

n an

info

rmat

ion

text

42Gr

een

ener

gy: t

he n

ew g

ener

atio

n In

terp

rets

dire

ctly

stat

ed in

form

atio

n in

an in

form

atio

n te

xt

43Gr

een

ener

gy: t

he n

ew g

ener

atio

n Id

entifi

es th

e pur

pose

of a

dia

gram

in an

info

rmat

ion

text

44Gr

een

ener

gy: t

he n

ew g

ener

atio

n In

terp

rets

dire

ctly

stat

ed in

form

atio

n in

an in

form

atio

n te

xt

45Ce

rebr

awl

Iden

tifies

the s

igni

fican

ce o

f the

title

usin

g in

form

atio

n fro

m a

narr

ativ

e

46Ce

rebr

awl

Sequ

ence

s eve

nts f

rom

a na

rrat

ive

47Ce

rebr

awl

Iden

tifies

the p

urpo

se o

f inv

erte

d co

mm

as in

a na

rrat

ive

48Ce

rebr

awl

Iden

tifies

a ch

arac

ter's

mot

ivat

ions

in a

narr

ativ

e

49Ce

rebr

awl

Iden

tifies

a ch

arac

ter's

feel

ings

from

dia

logu

e in

a nar

rativ

e

50Ce

rebr

awl

Iden

tifies

a ch

arac

ter's

per

spec

tive i

n a n

arra

tive


Ye

ar

9 R

ea

din

g

Ques

tion

Text

title

Skill

ass

esse

d

1Pu

ffins

Iden

tifies

the m

ain

idea

of a

par

agra

ph in

an in

form

atio

n te

xt

2Pu

ffins

Loca

tes d

irect

ly st

ated

info

rmat

ion

in an

info

rmat

ion

text

3Pu

ffins

Inte

rpre

ts th

e rea

son

for a

com

paris

on in

an in

form

atio

n te

xt

4Pu

ffins

Iden

tifies

the p

urpo

se o

f an

excla

mat

ion

mar

k in

an in

form

atio

n te

xt

5Pu

ffins

Sequ

ence

s the

ord

er o

f eve

nts i

n a p

arag

raph

of a

n in

form

atio

n te

xt

6Pu

ffins

Loca

tes d

irect

ly st

ated

info

rmat

ion

in an

info

rmat

ion

text

7Th

e que

stA

naly

ses h

ow a

char

acte

r is p

ortra

yed

in a

narr

ativ

e

8Th

e que

stId

entifi

es th

e sig

nific

ance

of v

ocab

ular

y ch

oice

s in

a nar

rativ

e

9Th

e que

stIn

fers

a ke

y id

ea in

a na

rrat

ive

10Th

e que

stIn

fers

the r

easo

n fo

r a ch

arac

ter's

actio

ns in

a na

rrat

ive

11Th

e que

stId

entifi

es th

e pur

pose

of a

conv

entio

n in

a na

rrat

ive

12Th

e que

stId

entifi

es ch

ange

s in

a cha

ract

er ac

ross

the t

ext i

n a n

arra

tive

13Th

e que

stEv

alua

tes t

he p

rese

nce o

f inf

orm

atio

n in

a na

rrat

ive

14Ph

one c

harg

er co

mpl

aint

Iden

tifies

the m

ain

purp

ose o

f a p

ersu

asiv

e em

ail

15Ph

one c

harg

er co

mpl

aint

Iden

tifies

the a

utho

r's in

tent

ions

in th

e firs

t par

agra

ph o

f a p

ersu

asiv

e em

ail

16Ph

one c

harg

er co

mpl

aint

Ana

lyse

s the

stru

ctur

e of a

per

suas

ive e

mai

l17

Phon

e cha

rger

com

plai

ntA

naly

ses t

he au

thor

's pe

rspe

ctiv

e in

a par

agra

ph o

f a p

ersu

asiv

e em

ail

18Ph

one c

harg

er co

mpl

aint

Infe

rs th

e aut

hor's

inte

ntio

ns in

the fi

nal p

arag

raph

of a

per

suas

ive e

mai

l

19Ph

one c

harg

er co

mpl

aint

Ana

lyse

s the

tone

of t

he cl

osin

g se

nten

ce in

a pe

rsua

sive e

mai

l

20So

mew

here

ove

r the

rain

bow…

Infe

rs a

key

idea

in an

info

rmat

ion

text

21So

mew

here

ove

r the

rain

bow…

Iden

tifies

the p

urpo

se o

f an

intro

duct

ory

sent

ence

in an

info

rmat

ion

text

22So

mew

here

ove

r the

rain

bow…

Loca

tes d

irect

ly st

ated

info

rmat

ion

in an

info

rmat

ion

text

23So

mew

here

ove

r the

rain

bow…

Loca

tes d

irect

ly st

ated

info

rmat

ion

in an

info

rmat

ion

text

24So

mew

here

ove

r the

rain

bow…

Inte

rpre

ts di

rect

ly st

ated

info

rmat

ion

in an

info

rmat

ion

text


25So

mew

here

ove

r the

rain

bow…

Link

s inf

orm

atio

n ac

ross

sent

ence

s in

an in

form

atio

n te

xt

26So

mew

here

ove

r the

rain

bow…

Iden

tifies

the p

urpo

se o

f a co

njun

ctio

n in

an in

form

atio

n te

xt

27Th

e mee

ting

Inte

rpre

ts th

e mea

ning

of a

des

crip

tion

in a

narr

ativ

e ext

ract

28Th

e mee

ting

Iden

tifies

the s

igni

fican

ce o

f an

even

t in

a nar

rativ

e ext

ract

29Th

e mee

ting

Inte

rpre

ts a p

rono

un re

fere

nce i

n a n

arra

tive e

xtra

ct

30Th

e mee

ting

Iden

tifies

a sim

ilarit

y be

twee

n ch

arac

ters

in a

narr

ativ

e ext

ract

31Th

e mee

ting

Iden

tifies

the s

igni

fican

ce o

f a d

escr

iptio

n in

a na

rrat

ive e

xtra

ct

32Th

e mee

ting

Iden

tifies

the c

entra

l the

me o

f a n

arra

tive e

xtra

ct

33A

gre

at so

uthe

rn se

cret

- tw

o vi

ews

Inte

rpre

ts th

e sig

nific

ance

of a

det

ail i

n a p

ersu

asiv

e tex

t

34A

gre

at so

uthe

rn se

cret

- tw

o vi

ews

Iden

tifies

a co

ntra

st in

a pe

rsua

sive t

ext

35A

gre

at so

uthe

rn se

cret

- tw

o vi

ews

Com

pare

s the

use

of p

ersu

asiv

e dev

ices a

cros

s tw

o te

xts o

n a s

imila

r the

me

36A

gre

at so

uthe

rn se

cret

- tw

o vi

ews

Com

pare

s ton

e acr

oss t

wo

text

s on

a sim

ilar t

hem

e

37A

grea

t sou

ther

n se

cret

- two

view

sId

entifi

es th

e pur

pose

of a

rhet

orica

l que

stion

in a

pers

uasiv

e tex

t

38A

grea

t sou

ther

n se

cret

- two

view

sEv

alua

tes t

he p

rese

nce o

f inf

orm

atio

n in

a pe

rsua

sive t

ext

39Th

e Mec

hani

cal T

urk

Infe

rs a

key

idea

in an

info

rmat

ion

text

40Th

e Mec

hani

cal T

urk

Inte

rpre

ts th

e mea

ning

of v

ocab

ular

y fro

m co

ntex

t in

an in

form

atio

n te

xt

41Th

e Mec

hani

cal T

urk

Ana

lyse

s the

effec

t of m

odal

lang

uage

in an

info

rmat

ion

text

42Th

e Mec

hani

cal T

urk

Appl

ies th

e aut

hor's

per

spec

tive t

o a s

cena

rio in

an in

form

atio

n te

xt

43Th

e Mec

hani

cal T

urk

Inte

rpre

ts th

e mea

ning

of v

ocab

ular

y in

cont

ext i

n an

info

rmat

ion

text

44Th

e Mec

hani

cal T

urk

Iden

tifies

a ca

use i

n an

info

rmat

ion

text

45De

ar M

arga

ret

Iden

tifies

an ex

ampl

e of i

rony

in a

narr

ativ

e

46De

ar M

arga

ret

Ana

lyse

s the

effec

t of t

he st

yle o

f writ

ing

of a

narr

ativ

e

47De

ar M

arga

ret

Ana

lyse

s a ch

arac

ter's

per

spec

tive i

n a n

arra

tive

48De

ar M

arga

ret

Iden

tifies

how

a ch

arac

ter i

s por

traye

d in

a na

rrat

ive

49De

ar M

arga

ret

Inte

rpre

ts di

rect

ly st

ated

info

rmat

ion

in a

narr

ativ

e

50De

ar M

arga

ret

Inte

rpre

ts th

e mea

ning

of a

n id

iom

in a

narr

ativ

e


Ye

ar

3 L

ang

uag

e C

onve

nti

on

s

Ques

tion

Mis

spel

t wo

rdSk

ill a

sses

sed

1sp

inn

Corr

ectly

spel

ls 1-

sylla

ble w

ord

with

-n.

2ki

ckd

Corr

ectly

spel

ls 1-

sylla

ble w

ord

with

-ed.

3fo

lloCo

rrec

tly sp

ells

2-sy

llabl

e wor

d w

ith -o

w.

4pe

eple

Corr

ectly

spel

ls 2-

sylla

ble w

ord

with

-eo-

.

5bi

gga

Corr

ectly

spel

ls 2-

sylla

ble w

ord

with

-er.

6en

yway

Corr

ectly

spel

ls 3-

sylla

ble w

ord

with

a-.

7ro

olCo

rrec

tly sp

ells

1-sy

llabl

e wor

d w

ith -u

_e.

8lif

esCo

rrec

tly sp

ells 1

-sylla

ble p

lura

l wor

d w

ith -v

es.

9co

che

Corr

ectly

spel

ls 1-

sylla

ble w

ord

with

-oa-

.

10he

ros

Corr

ectly

spel

ls 2-

sylla

ble p

lura

l wor

d w

ith -o

es.

11nu

seCo

rrec

tly sp

ells

1-sy

llabl

e wor

d w

ith -e

w-.

12ad

ress

edCo

rrec

tly sp

ells

2-sy

llabl

e wor

d w

ith -d

d-.

13clo

zeId

entifi

es an

d co

rrec

ts er

ror i

n 1-

sylla

ble w

ord

with

-se.

14pl

antti

ngId

entifi

es an

d co

rrec

ts er

ror i

n 2-

sylla

ble w

ord

with

-ing

.

15ha

mer

Iden

tifies

and

corr

ects

erro

r in

2-sy

llabl

e wor

d w

ith -m

m-.

16clo

unId

entifi

es an

d co

rrec

ts er

ror i

n 1-

sylla

ble w

ord

with

-ow

-.17

disp

lae

Iden

tifies

and

corre

cts er

ror i

n 2-

sylla

ble w

ord

with

-ay.

18ch

uId

entifi

es an

d co

rrec

ts er

ror i

n 1-

sylla

ble w

ord

with

-ew.

19vi

set

Iden

tifies

and

corr

ects

erro

r in

2-sy

llabl

e wor

d w

ith -i

t.

20sin

eId

entifi

es an

d co

rrec

ts er

ror i

n 1-

sylla

ble w

ord

with

-ign

.

21cit

ysId

entifi

es an

d co

rrec

ts er

ror i

n 2-

sylla

ble w

ord

with

-ies

.

22pr

ase

Iden

tifies

and

corre

cts er

ror i

n 1-s

yllab

le wo

rd w

ith -a

i-.

23pl

ease

ntId

entifi

es an

d co

rrec

ts er

ror i

n 2-

sylla

ble w

ord

with

-ant

.

24su

itibl

eId

entifi

es an

d co

rrec

ts er

ror i

n 3-

sylla

ble w

ord

with

-abl

e.

25m

agish

unId

entifi

es an

d co

rrec

ts er

ror i

n 3-

sylla

ble w

ord

with

-cia

n.


Ques

tion

Curri

culu

m A

rea

Answ

ers

Skill

ass

esse

d

26G

AId

entifi

es th

e cor

rect

coor

dina

ting

conj

unct

ion

to jo

in 2

simpl

e sen

tenc

es.

27G

CId

entifi

es a

mai

n cla

use t

o co

mpl

ete a

sim

ple s

ente

nce.

28G

BId

entifi

es th

e cor

rect

det

erm

iner

bef

ore a

nou

n in

a sim

ple s

ente

nce.

29P

AId

entifi

es th

at a

state

men

t nee

ds a

full

stop.

30G

AId

entifi

es an

adve

rb in

a co

mpo

und

sent

ence

.

31G

BId

entifi

es th

e cor

rect

plu

ral r

eflex

ive p

rono

un in

a co

mpl

ex se

nten

ce.

32G

BId

entifi

es a

simpl

e sen

tenc

e.

33P

AId

entifi

es th

e cor

rect

use

of a

capi

tal l

ette

r for

a ge

ogra

phica

l pla

ce n

ame.

34G

CId

entifi

es th

e adj

ectiv

e in

a nou

n gr

oup

with

an ad

verb

.

35G

CId

entifi

es th

e con

nect

ive w

hich

corr

ectly

com

plet

es a

com

plex

sent

ence

.

36G

DId

entifi

es th

e cor

rect

suffi

x for

a co

mpa

rativ

e adj

ectiv

e in

a sen

tenc

e.

37G

DId

entifi

es th

e cor

rect

det

erm

iner

to co

mpl

ete a

sent

ence

.

38P

AId

entifi

es th

e cor

rect

pos

ition

for a

list

com

ma i

n a s

impl

e sen

tenc

e.

39G

AId

entifi

es th

e pro

noun

to re

fer t

o a n

oun

in a

sent

ence

.

40G

BId

entifi

es th

e cor

rect

supe

rlativ

e for

m o

f the

adjec

tive i

n a c

ompo

und

sent

ence

.

41G

BId

entifi

es th

e sen

tenc

e tha

t cor

rect

ly co

mbi

nes i

nfor

mat

ion

from

two

sent

ence

s.42

PC

Iden

tifies

the s

ente

nce b

ound

aries

of a

sim

ple s

ente

nce.

43P

A,D,

E,H

Iden

tifies

pro

per n

ouns

that

nee

d to

be c

apita

lised

in a

simpl

e sen

tenc

e.

44G

AId

entifi

es th

e pro

noun

in a

sent

ence

.

45P

CId

entifi

es th

e cor

rect

use

of a

postr

ophe

s of c

ontra

ctio

n an

d po

sses

sion

in a

sent

ence

.

46G

DId

entifi

es th

e cor

rect

conj

unct

ion

to re

tain

mea

ning

in a

com

plex

sent

ence

.

47G

AId

entifi

es a

verb

in a

simpl

e sen

tenc

e.

48P

DId

entifi

es th

e cor

rect

pun

ctua

tion

of q

uote

d sp

eech

with

inte

rnal

attri

butio

n

49G

DId

entifi

es an

adve

rb in

a sim

ple s

ente

nce.

50G

B,C,

F,HId

entifi

es th

e cor

rect

artic

le be

fore

a w

ord

begi

nnin

g w

ith a

vow

el so

und.


Ye

ar

5 L

ang

uag

e C

onve

nti

on

s

Ques

tion

Mis

spel

t wor

dSk

ill a

sses

sed

1Ki

ckd

Corr

ectly

spel

ls 1-

sylla

ble w

ord

with

-ed.

2la

idy

Corr

ectly

spel

ls 2-

sylla

ble w

ord

with

-a-.

3de

kade

Corr

ectly

spel

ls 2-

sylla

ble w

ord

with

-cad

e.

4he

ros

Corr

ectly

spel

ls 2-

sylla

ble p

lura

l wor

d w

ith -o

es.

5co

nfus

hon

Corr

ectly

spel

ls 3-

sylla

ble w

ord

with

-sio

n.

6ac

tally

Corr

ectly

spel

ls 3-

sylla

ble w

ord

with

-ual

ly.

7gi

tar

Corr

ectly

spel

ls 2-

sylla

ble w

ord

with

-ui-.

8se

pera

teCo

rrec

tly sp

ells

3-sy

llabl

e wor

d w

ith -a

rate

.

9br

illien

ceCo

rrec

tly sp

ells

2-sy

llabl

e wor

d w

ith -a

nce.

10th

iefs

Corr

ectly

spel

ls 1-

sylla

ble p

lura

l with

-ves

.

11ee

sel

Corr

ectly

spel

ls 2-

sylla

ble w

ord

with

ea-.

12ab

sulu

tely

Corr

ectly

spel

ls m

ultis

ylla

bic w

ord

with

-sol

ute-

.

13bo

ttum

Iden

tifies

and

corr

ects

erro

r in

2-sy

llabl

e wor

d en

ding

with

-om

.

14di

spla

eId

entifi

es an

d co

rrec

ts er

ror i

n 2-

sylla

ble w

ord

with

-ay.

15vi

set

Iden

tifies

and

corr

ects

erro

r in

2-sy

llabl

e wor

d w

ith -i

t.

16cit

ysId

entifi

es an

d co

rrec

ts er

ror i

n 2-

sylla

ble w

ord

with

-ies

.17

hand

full

Iden

tifies

and

corr

ects

erro

r in

2-sy

llabl

e wor

d w

ith -f

ul.

18ap

roac

hed

Iden

tifies

and

corr

ects

erro

r in

2-sy

llabl

e wor

d w

ith -p

p-.

19pr

ase

Iden

tifies

and

corr

ects

erro

r in

1-sy

llabl

e wor

d w

ith -a

i-.

20su

itibl

eId

entifi

es an

d co

rrec

ts er

ror i

n 3-

sylla

ble w

ord

with

-abl

e.

21m

agish

unId

entifi

es an

d co

rrec

ts er

ror i

n 3-

sylla

ble w

ord

with

-cia

n.

22re

spon

sibila

tyId

entifi

es an

d co

rrec

ts er

ror i

n m

ultis

ylla

bic w

ord

with

-ity

.

23re

luct

ently

Iden

tifies

and

corr

ects

mul

tisyl

labic

wor

d w

ith -a

nt-.

24nu

tricio

usId

entifi

es an

d co

rrects

erro

r in

3-sy

llabl

e wor

d w

ith -t

ious

.

25Re

alist

icly

Iden

tifies

and

corr

ects

erro

r in

mul

tisyl

labi

c wor

d w

ith -a

lly.


Ques

tion

Curri

culu

m A

rea

Skill

ass

esse

d

26G

Iden

tifies

the c

orre

ct p

repo

sitio

n to

beg

in a

prep

ositi

onal

phr

ase.

27G

Iden

tifies

the a

dver

b in

a sim

ple s

ente

nce.

28P

Iden

tifies

that

a sta

tem

ent n

eeds

a fu

ll sto

p.

29G

Iden

tifies

the r

eflex

ive p

rono

un fo

r a p

lura

l sub

ject i

n a c

ompl

ex se

nten

ce.

30G

Iden

tifies

a sim

ple s

ente

nce.

31G

Iden

tifies

the c

orre

ct co

nnec

tive t

o joi

n 2 m

ain

claus

es.

32G

Iden

tifies

the p

rono

un to

refe

r to

a nou

n in

a se

nten

ce.

33P

Iden

tifies

the c

orre

ct p

ositi

on fo

r a li

st co

mm

a in

a sim

ple s

ente

nce.

34P

Iden

tifies

the s

ente

nce w

ith q

uote

d sp

eech

.

35G

Iden

tifies

the s

ente

nce t

hat c

ombi

nes i

nfor

mat

ion

from

two

sent

ence

s.

36G

Iden

tifies

a se

nten

ce w

ritte

n in

the p

ast t

ense

.

37P

Iden

tifies

the s

ente

nce b

ound

aries

of a

sim

ple s

ente

nce.

38P

Iden

tifies

that

pla

ce n

ames

nee

d ca

pita

l let

ters

.

39G

Iden

tifies

a su

bord

inat

e cla

use t

o m

ake a

com

plex

sent

ence

.

40G

Iden

tifies

the c

ompl

ex se

nten

ce w

hich

com

bine

s inf

orm

atio

n fro

m 3

simpl

e sen

tenc

es.

41P

Iden

tifies

the c

orre

ct u

se o

f apo

strop

hes o

f con

tract

ion

and

poss

essio

n in

a se

nten

ce.

42G

Iden

tifies

corr

ect s

ubjec

t/ve

rb ag

reem

ent i

n a c

ompl

ex se

nten

ce.

43G

Iden

tifies

a co

ntra

ctio

n th

at g

ram

mat

ically

mat

ches

a se

nten

ce.

44G

Iden

tifies

the r

efer

ence

for a

pro

noun

in a

sent

ence

.

45P

Iden

tifies

the c

orre

ct p

unct

uatio

n of

repo

rted

spee

ch.

46G

Iden

tifies

a se

nten

ce w

ith a

subo

rdin

ate c

laus

e.

47G

Iden

tifies

the m

odal

adjec

tive i

n a c

ompl

ex se

nten

ce.

48P

Iden

tifies

the c

orre

ct u

se o

f list

and

claus

e com

mas

in a

com

plex

sent

ence

.

49G

Iden

tifies

the w

ord

class

of a

nou

n in

a se

nten

ce.

50G

Iden

tifies

a pr

epos

ition

al p

hras

e and

subo

rdin

ate a

nd m

ain

claus

e in

a sen

tenc

e.


Ye

ar

7 L

ang

uag

e C

onve

nti

on

s

Ques

tion

Mis

spel

t wor

dSk

ill a

sses

sed

1re

veiw

Corr

ectly

spel

ls 2-

sylla

ble w

ord

with

-ie-

2en

tata

inm

ent

Corr

ectly

spel

ls m

ultis

ylla

bic w

ord

with

ente

r-.

3m

otiv

acia

nCo

rrec

tly sp

ells

mul

tisyl

labi

c wor

d w

ith -t

ion.

4in

jaries

Corr

ectly

spel

ls 3-

sylla

ble w

ord

with

-ur-.

5se

pera

teCo

rrec

tly sp

ells

3-sy

llabl

e wor

d w

ith -a

rate

.

6ac

keCo

rrec

tly sp

ells

1- sy

llabl

e wor

d w

ith -c

h-.

7br

illien

ceCo

rrec

tly sp

ells

2-sy

llabl

e wor

d w

ith -a

nce.

8ab

sulu

tely

Corr

ectly

spel

ls m

ultis

ylla

bic w

ord

with

-sol

ute-

.

9ai

rial

Corr

ectly

spel

ls 3-

sylla

ble w

ord

with

aer-.

10rig

ouro

usCo

rrec

tly sp

ells

3-sy

llabl

e wor

d w

ith -o

rous

.

11in

cons

ique

ntia

lCo

rrec

tly sp

ells

mul

tisyl

labi

c wor

d w

ith -s

eque

n-.

12co

mpl

emen

tary

Corr

ectly

spel

ls m

ultis

ylla

bic w

ord

with

-im

ent-.

13ro

atat

eId

entifi

es an

d co

rrec

ts er

ror i

n 2-

sylla

ble w

ord

with

rot-.

14di

cided

Iden

tifies

and

corr

ects

erro

r in

3-sy

llabl

e wor

d w

ith d

ec-.

15ha

ndfu

llId

entifi

es an

d co

rrec

ts er

ror i

n 2-

sylla

ble w

ord

with

-ful

.

16ap

roac

hed

Iden

tifies

and

corr

ects

erro

r in

2-sy

llabl

e wor

d w

ith -p

p-.

17m

anuf

acur

eId

entifi

es an

d co

rrec

ts er

ror i

n m

ultis

ylla

bic w

ord

with

-tur

e.

18re

spon

sibila

tyId

entifi

es an

d co

rrec

ts er

ror i

n m

ultis

ylla

bic w

ord

with

-ity

.

19ap

pret

iate

Iden

tifies

and

corr

ects

erro

r in

mul

tisyl

labi

c wor

d w

ith -c

iate.

20pe

culie

rId

entifi

es an

d co

rrec

ts er

ror i

n m

ultis

ylla

bic w

ord

with

-iar

.

21effi

ciant

Iden

tifies

and

corr

ects

erro

r in

3-sy

llabl

e wor

d w

ith -i

ent.

22va

inId

entifi

es an

d co

rrec

ts er

ror i

n 1-s

yllab

le ho

mop

hone

with

-ein

.

23nu

tricio

usId

entifi

es an

d co

rrec

ts er

ror i

n 3-

sylla

ble w

ord

with

-tio

us.

24sp

onta

ineo

usId

entifi

es an

d co

rrec

ts er

ror i

n m

ultis

ylla

bic w

ord

with

-ane

ous.

25pr

ivele

ged

Iden

tifies

and

corr

ects

erro

r in

2-sy

llabl

e wor

d w

ith -v

il-.


Ques

tion

Curri

culu

m A

rea

Skill

ass

esse

d

26G

Iden

tifies

the c

orre

ct d

eter

min

er to

com

plet

e a si

mpl

e sen

tenc

e.

27G

Iden

tifies

the s

impl

e sen

tenc

e req

uirin

g a q

uesti

on m

ark.

28G

Iden

tifies

the r

eflex

ive p

rono

un fo

r a p

lura

l sub

ject i

n a c

ompl

ex se

nten

ce.

29G

Iden

tifies

the c

orre

ct co

nnec

tive t

o joi

n 2 m

ain

claus

es.

30P

Iden

tifies

the s

ente

nce w

ith q

uote

d sp

eech

.31

GId

entifi

es th

e wor

d w

hich

indi

cate

s an

opin

ion.

32P

Iden

tifies

a se

nten

ce w

ith co

rrec

t use

of b

rack

ets.

33P

Iden

tifies

the c

orre

ct u

se o

f pun

ctua

tion

for q

uote

d sp

eech

.

34G

Iden

tifies

the c

onju

nctio

n th

at jo

ins t

wo

mai

n cla

uses

to m

ake a

com

poun

d se

nten

ce.

35G

Iden

tifies

the m

odal

adve

rb ex

pres

sing

the g

reat

est c

erta

inty

.

36G

Iden

tifies

a co

mpl

ete s

ente

nce.

37P

Iden

tifies

the c

orre

ct p

lace

men

t of a

clau

se co

mm

a in

a sen

tenc

e.

38P

Iden

tifies

the r

easo

n fo

r the

use

of a

n ap

ostro

phe.

39G

Iden

tifies

the s

ente

nce w

ith an

adjec

tival

clau

se.

40G

Iden

tifies

the w

ord

class

of a

n ad

verb

, adj

ectiv

e, no

un an

d ve

rb in

a se

nten

ce.

41G

Iden

tifies

the a

djec

tive i

n a c

ompl

ex se

nten

ce.

42P

Iden

tifies

the c

orre

ct u

se o

f a co

lon

or a

sem

icolo

n in

a se

nten

ce.

43G

Iden

tifies

the a

dver

b of

tim

e in

a com

plex

sent

ence

.

44G

Iden

tifies

4 se

nten

ces a

s sim

ple o

r com

plex

.

45G

Iden

tifies

corr

ect s

ubjec

t/ve

rb ag

reem

ent i

n a s

ente

nce.

46P

Iden

tifies

the c

orre

ct u

se o

f a co

lon

to in

trodu

ce a

list.

47G

Iden

tifies

a no

un g

roup

in a

com

plex

sent

ence

.

48P

Iden

tifies

the c

orre

ct u

se o

f list

and

claus

e com

mas

in a

com

plex

sent

ence

.

49G

Iden

tifies

the a

dver

bial

phr

ase i

n a c

ompl

ex se

nten

ce w

ith an

adve

rbia

l cla

use.

50G

Iden

tifies

a pr

epos

ition

al p

hras

e and

subo

rdin

ate a

nd m

ain

claus

e in

a sen

tenc

e.


Ye

ar

9 L

ang

uag

e C

onve

nti

on

s

Ques

tion

Mis

spel

t wor

dSk

ill a

sses

sed

1pr

opoz

alCo

rrec

tly sp

ells

3-sy

llabl

e wor

d w

ith -s

al.

2m

otiv

acia

nCo

rrec

tly sp

ells

mul

tisyl

labi

c wor

d w

ith -t

ion.

3ou

tfeild

erCo

rrec

tly sp

ells

3-sy

llabl

e com

poun

d w

ord

with

-ie-

.

4en

thus

easti

cCo

rrec

tly sp

ells

mul

tisyl

labi

c wor

d w

ith -i

a-.

5ho

rror

fied

Corr

ectly

spel

ls 3-

sylla

ble w

ord

with

-ifie

d.

6co

nsen

trate

Corr

ectly

spel

ls 3-

sylla

ble w

ord

with

-cen

t-.

7go

rmet

Corr

ectly

spel

ls 2-

sylla

ble w

ord

with

-our

-.

8in

cons

ique

ntia

lCo

rrec

tly sp

ells

mul

tisyl

labi

c wor

d w

ith -s

eque

n-.

9co

mpl

emen

tary

Corr

ectly

spel

ls m

ultis

ylla

bic w

ord

with

-im

ent-.

10rin

ocer

osCo

rrec

tly sp

ells

mul

tisyl

labi

c wor

d w

ith rh

-.

11su

ttlet

yCo

rrec

tly sp

ells

3-sy

llabl

e wor

d w

ith si

lent -

b-.

12nu

scen

ceCo

rrec

tly sp

ells

2 syl

labl

e wor

d w

ith -s

ance

.

13co

ntin

nued

Iden

tifies

& co

rrec

ts er

ror i

n 3-

sylla

ble w

ord

with

-nn-

.

14re

mar

kibl

eId

entifi

es an

d co

rrec

ts er

ror i

n m

ultis

ylla

bic w

ord

with

-abl

e.

15m

anuf

acur

eId

entifi

es an

d co

rrec

ts er

ror i

n m

ultis

ylla

bic w

ord

with

-tur

e.

16pe

culie

rId

entifi

es an

d co

rrec

ts er

ror i

n m

ultis

ylla

bic w

ord

with

-iar

.17

efficia

ntId

entifi

es an

d co

rrec

ts er

ror i

n 3-

sylla

ble w

ord

with

-ien

t.

18an

ticep

ticId

entifi

es an

d co

rrec

ts er

ror i

n m

ultis

ylla

bic w

ord

with

-sep

t-.

19leg

isliti

veId

entifi

es an

d co

rrec

ts er

ror i

n m

ultis

ylla

bic w

ord

with

-ativ

e.

20di

ssap

prov

alId

entifi

es an

d co

rrec

ts er

ror i

n m

ultis

ylla

bic w

ord

with

dis-

.

21les

ure

Iden

tifies

and

corr

ects

erro

r in

2-sy

llabl

e wor

d w

ith -e

is-.

22un

fortu

neat

lyId

entifi

es an

d co

rrec

ts er

ror i

n m

ultis

ylla

bic w

ord

with

-ate

ly.

23sp

onta

ineo

usId

entifi

es an

d co

rrec

ts er

ror i

n m

ultis

ylla

bic w

ord

with

-ane

ous.

24un

eces

sary

Iden

tifies

and

corr

ects

erro

r in

mul

tisyl

labi

c wor

d w

ith -n

n-.

25pr

ivele

ged

Iden

tifies

and

corr

ects

erro

r in

2-sy

llabl

e wor

d w

ith -v

il-.


Ques

tion

Curri

culu

m A

rea

Skill

ass

esse

d

26G

Iden

tifies

the c

orre

ct m

odal

adve

rb to

com

plet

e a se

nten

ce.

27G

Iden

tifies

the c

orre

ct te

nse v

erb

to co

mpl

ete a

sent

ence

.

28G

Iden

tifies

the c

orre

ct co

njun

ctio

n to

link

idea

s in

a com

plex

sent

ence

.

29G

Iden

tifies

the c

orre

ct p

aral

lel co

nstru

ctio

n fo

r a se

nten

ce.

30P

Iden

tifies

the c

orre

ct u

se o

f apo

strop

hes f

or p

osse

ssio

n in

a se

nten

ce.

31P

Iden

tifies

the c

orre

ct u

se o

f pun

ctua

tion

for q

uote

d sp

eech

.

32G

Iden

tifies

the c

orre

ct u

se o

f com

mas

to se

para

te it

ems i

n a l

ist.

33G

Iden

tifies

the c

orre

ct p

lace

men

t of s

ente

nce b

ound

aries

in a

com

plex

sent

ence

.

34P

Iden

tifies

the r

easo

n fo

r the

use

of a

n ap

ostro

phe.

35P

Iden

tifies

the c

orre

ct u

se o

f pun

ctua

tion

for q

uote

d sp

eech

.

36G

Iden

tifies

a co

mpo

und

sent

ence

with

clea

r coh

esio

n.37

GId

entifi

es co

mm

on an

d ab

strac

t nou

ns in

a co

mpl

ex se

nten

ce.

38G

Iden

tifies

pre

fixes

crea

ting

anto

nym

s of g

iven

wor

ds.

39P

Iden

tifies

the c

orre

ct u

se o

f cap

ital l

ette

rs fo

r a g

eogr

aphi

cal p

lace

nam

e.

40G

Iden

tifies

the a

djec

tives

in a

com

plex

sent

ence

.

41G

Iden

tifies

the r

efer

ence

for a

pro

noun

in a

shor

t tex

t.

42G

Iden

tifies

the p

arts

of sp

eech

of t

wo

relat

ed w

ords

.

43P

Iden

tifies

the c

orre

ct u

se o

f apo

strop

hes f

or co

ntra

ctio

n in

a se

nten

ce.

44G

Iden

tifies

corr

ect s

ubjec

t/ve

rb ag

reem

ent i

n a s

ente

nce.

45G

Iden

tifies

a sim

ple s

ente

nce.

46P

Iden

tifies

the c

orre

ct u

se o

f a co

lon

to in

trodu

ce a

list.

47G

Iden

tifies

a no

un g

roup

in a

com

plex

sent

ence

.

48G

Iden

tifies

the a

djec

tive i

n a c

ompl

ex se

nten

ce.

49G

Iden

tifies

the a

dver

bial

phr

ase i

n a c

ompl

ex se

nten

ce w

ith an

adve

rbia

l cla

use.

50P

Iden

tifies

corr

ect u

se o

f com

mas

for e

mbe

dded

clau

ses a

nd p

repo

sitio

nal p

hras

es.


Ye

ar

3 N

um

era

cy

Ques

tion

Shor

t Des

crip

tion

Curri

culu

m

Area

Skill

ass

esse

d

1Sa

m h

as o

nly

grey

cars

and

whi

te ca

rsN

AAd

ds tw

o on

e-di

git n

umbe

rs re

pres

ente

d pi

ctor

ially

2Th

ere a

re 10

piec

es o

f fru

it in

a bo

wl.

NA

Solv

es a

simpl

e sub

tract

ion

prob

lem w

ith n

umbe

rs le

ss th

an 10

3Em

ma m

akes

a pa

ttern

usin

g be

ads.

NA

Cont

inue

s pat

tern

s with

obj

ects

4To

m h

as a

mar

ker a

nd fo

ur p

encil

sM

GCo

mpa

res l

engt

hs to

det

erm

ine w

hich

hav

e the

sam

e siz

e

5Si

mon

has

a ba

g co

tain

ing

3 yel

low

bal

ls,

SPId

entifi

es th

e lea

st lik

ely o

utco

me o

f a ch

ance

even

t

6N

ing

has t

his m

oney

in h

er m

oney

box

.N

ACo

unts

smal

l col

lectio

ns o

f Aus

tralia

n co

ins a

nd n

otes

acco

rdin

g to

thei

r val

ue

7Ka

y ha

s sav

ed $3

247 f

or a

holid

ay.

NA

Uses

pla

ce v

alue

to su

btra

ct tw

o fo

ur-d

igit

num

bers

8Jo

e play

s a g

ame a

t a sc

hool

fair.

NA

Solv

es a

prob

lem in

volv

ing

the 5

tim

es ta

ble

9Ea

ch m

orni

ng, L

il's al

arm

goe

s off

at h

alf p

ast s

even

.M

GId

entifi

es a

give

n tim

e, to

the h

alf-h

our,

on a

digi

tal c

lock

10M

rs Sm

ith h

as 2

boxe

s of b

alls

for s

port.

NA

Doub

les a

two-

digi

t num

ber,

regr

oupi

ng fo

r ten

s dig

it

11Ol

iver

wan

ts to

kno

w if

the T

V sh

owSP

Iden

tifies

the m

ost a

ppro

priat

e sur

vey

ques

tion

for a

n in

vesti

gatio

n

12M

ason

pla

nts 4

0 see

ds.

NA

Calcu

lates

one

-qua

rter o

f a co

llect

ion

of o

bjec

ts

13Lu

cas m

akes

a pa

intin

g on

a ca

rd.

MG

Iden

tifies

a sy

mm

etric

al sh

ape i

n co

ntex

t

14Th

e bas

e of t

his p

yram

id is

in th

e sha

peM

GId

entifi

es th

e num

ber o

f tria

ngul

ar fa

ces o

n a p

yram

id

15Sw

imm

ing

lesso

ns st

art o

n 29

July.

MG

Uses

a ca

lenda

r to

iden

tify

a dat

e in

the n

ext m

onth

16Ca

thy

has s

tarte

d to

cove

r her

des

k w

ithM

GDe

term

ines

the n

umbe

r of i

nfor

mal

uni

ts ne

eded

to co

ver a

giv

en ar

ea17

Dur

ing

lunc

htim

e at a

café

, 14 p

eopl

e eac

h or

dere

dN

ASo

lves

a pr

oblem

usin

g th

e div

ision

fact

s of t

wo

18In

a ra

ffle,

all o

dd-n

umbe

red

ticke

ts w

in a

priz

e.N

AId

entifi

es o

dd n

umbe

rs fr

om a

selec

tion

19Th

is ta

ble s

how

the n

umbe

r of s

tude

nts

SPUs

es ad

ditio

n an

d su

btra

ctio

n to

inte

rpre

t a ta

ble

20A

kina

toss

ed a

coin

9 tim

es.

SPId

entifi

es th

e out

com

e of a

fam

iliar

chan

ce ex

perim

ent

21M

r Lee

wor

ks at

the l

ocal

libr

ary.

NA

Iden

tifes

a pr

oblem

whi

ch h

as b

een

repr

esen

ted

as a

divi

sion

num

ber s

ente

nce

22Bi

ndi t

akes

the f

erry

from

Dar

win

to B

athu

rst I

sland

.M

GCa

lculat

es a

dura

tion

in h

ours

and

min

utes

giv

en st

art a

nd en

d tim

es

23M

ia, R

uth

and

Kiri

are p

layin

g a b

oard

gam

e.M

GFo

llow

s ins

truct

ions

to lo

cate

pos

ition

s on

a grid

24Em

ily h

as a

colle

ctio

n of

2-do

llar c

oins

.N

ASo

lves

a pr

oblem

by

repr

esen

ting

mul

tiplic

atio

n as

repe

ated

addi

tion


25A

my

drew

four

shap

es o

n a g

rid p

aper

MG

Com

pare

s the

area

s of i

rreg

ular

shap

es o

n a g

rid

26Et

han

mak

es tr

icycle

s.N

AIn

vesti

gate

s num

ber s

eque

nces

invo

lvin

g m

ultip

les o

f 3

27N

oah

buys

a bi

rd h

ouse

for $

12.65

.N

ACa

lculat

es ch

ange

to th

e nea

rest

5 cen

ts fro

m 20

dol

lars

28Bo

b pl

ayed

5 ga

mes

with

10 Sk

ittles

.N

ASo

lves

a m

ulti-

step

addi

tion

and

subt

ract

ion

prob

lem

29A

aron

use

s the

map

belo

w to

estim

ate t

he w

idth

MG

Estim

ates

leng

th o

n a m

ap g

iven

a sim

ple b

ut n

on-ro

utin

e sca

le

30A

teac

her a

war

ds p

oint

s to

stud

ents

whe

n th

ey

SPIn

terp

rets

a pict

ure g

raph

whe

re o

ne p

ictur

e rep

rese

nts m

any

data

val

ues

31Li

n co

unts

bird

s in

his g

arde

n.N

AId

entifi

es th

e cor

rect

mul

tiple

of a

unit

fract

ion

to m

ake a

com

plet

e who

le

32Je

nny

is th

inki

ng o

f a 4-

digi

t num

ber.

NA

Uses

kno

wled

ge o

f pla

ce v

alue

to d

escr

ibe a

four

-dig

it nu

mbe

r

33Th

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aph

show

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max

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tem

pera

ture

in

Hob

art

SPIn

terp

rets

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umn

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e ver

tical

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e inc

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o

34Th

ere a

re 10

child

ren

in a

mus

ic gr

oup.

NA

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es ad

ditio

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d su

btra

ctio

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oblem

s by

rear

rang

ing

parts

35A

hum

min

gbird

bea

ts its

win

gs 75

tim

esN

AM

ultip

lies t

wo,

two-

digi

t num

bers

whe

re o

ne is

a de

cade

num

ber

36Li

z rec

ords

the d

istan

ce sh

e rid

es h

er b

icycle

NA

Parti

tions

num

bers

usin

g pl

ace v

alue

to ca

lculat

e the

sum

of t

wo

num

bers

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

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crip

tion

Curri

culu

m

Area

Skill

ass

esse

d

1Ka

y ha

s sav

ed $3

247 f

or a

holid

ay.

NA

Uses

pla

ce v

alue

to su

btra

ct tw

o fo

ur-d

igit

num

bers

2A

farm

er re

cord

s the

num

ber o

f fox

es se

enSP

Inte

rpre

ts a c

olum

n gr

aph

3A

frac

tion

of ea

ch o

f the

five

shap

esN

AIn

terp

rets

halv

es, q

uarte

rs an

d eig

hths

of s

hape

s

4Th

is gr

aph

show

s the

num

ber o

f chi

ldre

nSP

Inte

rpre

ts a p

ictog

raph

whe

re o

ne p

ictur

e rep

rese

nts m

ore t

han

one d

ata v

alue

5Re

mi p

ut so

me o

bjec

ts on

her

sees

awM

GCo

mpa

res f

our o

bjec

ts us

ing

bala

nce s

cales

to id

entif

y th

e hea

vies

t

6M

rs Sm

ith h

as 2

boxe

s of b

alls

for s

port.

NA

Doub

les a

two-

digi

t num

ber,

regr

oupi

ng fo

r ten

s dig

it

7Ol

iver

wan

ts to

kno

w if

the T

V sh

ow

SPId

entifi

es th

e mos

t app

ropr

iate s

urve

y qu

estio

n fo

r an

inve

stiga

tion

8M

ason

pla

nts 4

0 see

ds.

NA

Calcu

lates

one

-qua

rter o

f a co

llect

ion

of o

bjec

ts

9Sw

imm

ing

lesso

ns st

art o

n 29

July.

MG

Uses

a ca

lenda

r to

iden

tify

a dat

e in

the n

ext m

onth

10D

urin

g lu

ncht

ime a

t a ca

fé, 1

4 peo

ple e

ach

orde

red

NA

Solv

es a

prob

lem u

sing

the d

ivisi

on fa

cts o

f tw

o

11A

n ar

t fes

tival

is h

eld ev

ery

two

year

s.N

AId

entifi

es ev

en n

umbe

rs

12A

kina

toss

ed a

coin

9 tim

es.

SPId

entifi

es th

e out

com

e of a

fam

iliar

chan

ce ex

perim

ent

13M

r Lee

wor

ks at

the l

ocal

libr

ary.

NA

Iden

tifes

a pr

oblem

whi

ch h

as b

een

repr

esen

ted

as a

divi

sion

num

ber s

ente

nce

14Bi

ndi t

akes

the f

erry

from

Dar

win

to B

athu

rst I

sland

.M

GCa

lculat

es a

dura

tion

in h

ours

and

min

utes

giv

en st

art a

nd en

d tim

es

15M

ia, R

uth

and

Kiri

are p

layin

g a b

oard

gam

e.M

GFo

llow

s ins

truct

ions

to lo

cate

pos

ition

s on

a grid

16In

Her

vey

Bay,

sola

r pan

els w

ork

best

whe

n th

ey

MG

Iden

tifies

a sp

ecifi

ed an

gle

17A

koa

la ea

ts 40

0 gra

ms o

f euc

alyp

tus l

eave

s a d

ay.

NA

Mul

tiplie

s a m

ultip

le of

a hu

ndre

d by

a sin

gle d

igit

num

ber

18A

my

drew

four

shap

es o

n gr

id p

aper

M

GCo

mpa

res t

he ar

eas o

f irr

egul

ar sh

apes

on

a grid

19Su

ri re

cord

s the

win

gspa

n of

but

terfl

iesN

AId

entifi

es th

e dec

imal

clos

est t

o a g

iven

who

le nu

mbe

r

20At

a co

untry

scho

ol, s

tude

nts w

ere s

urve

yed

SPIn

terp

rets

a dat

a tab

le in

volv

ing

conv

ersio

n of

uni

ts of

tim

e

21Et

han

mak

es tr

icycle

s.N

AIn

vesti

gate

s num

ber s

eque

nces

invo

lvin

g m

ultip

les o

f 3

22A

surv

ey w

as co

nduc

ted

to ex

amin

e the

ener

gy

SPRe

lates

the s

ize o

f a se

ctor

of a

pie

grap

h to

a pe

rcen

tage


23N

oah

buys

a bi

rd h

ouse

for $

12.65

.N

ACa

lculat

es ch

ange

to th

e nea

rest

5 cen

ts fro

m 20

dol

lars

24A

shop

keep

er ar

rang

es ap

ples

in tr

iang

lesN

ASo

lves

a pr

oblem

invo

lvin

g tri

angu

lar n

umbe

rs25

Traffi

c con

es ar

e use

d on

road

s to

redi

rect

M

GSo

rts th

e sha

pes a

nd o

bjec

ts as

eith

er 2D

or 3

D, b

y na

me

26Th

ere a

re 10

child

ren

in a

mus

ic gr

oup.

NA

Solv

es ad

ditio

n an

d su

btra

ctio

n pr

oblem

s by

rear

rang

ing

parts

27Ed

dy m

akes

this

objec

t fro

m ca

rdbo

ard.

MG

Iden

tifies

the n

et of

a 3D

obj

ect

28W

illia

m re

cord

ed h

is he

ight

on

his

MG

Calcu

lates

the d

iffer

ence

bet

wee

n tw

o he

ight

s usin

g a s

cale

29Ja

ne g

oes t

o a s

occe

r cam

p 6 d

ays a

wee

k,

NA

Solv

es a

mul

tiplic

atio

n pr

oblem

invo

lvin

g w

hole

num

bers

and

unit

fract

ions

30Sa

rah

cycle

s 10 c

ircui

ts on

a cy

cling

trac

k.SP

Inte

rpre

ts da

ta fr

om a

dot g

raph

31In

Janu

ary,

Leo

colle

cts 3

8 sta

mps

.N

ARe

cogn

ises c

orre

ct d

oubl

ing

strat

egies

that

can

be u

sed

to so

lve a

dditi

on p

robl

ems

32In

2017

, wor

kers

at an

offi

ce re

cord

edN

ASo

lves

a m

ulti-

step

prob

lem in

volv

ing

mul

tiplic

atio

n an

d di

visio

n

33Bo

b pl

ayed

5 ga

mes

with

10 sk

ittles

.N

ASo

lves

a m

ulti-

step

addi

tion

and

subt

ract

ion

prob

lem

34Cl

ass 5

mea

sure

s the

out

side t

empe

ratu

reN

ACa

lculat

es th

e diff

eren

ce b

etw

een

two

decim

als

35Za

ra is

choo

sing

a flag

for h

er cl

ubho

use.

MG

Iden

tifies

des

igns

with

line

sym

met

ry

36Ea

ch sh

ape i

n th

is nu

mbe

r sen

tenc

e N

AGe

nera

lises

abou

t equ

ival

ent n

umbe

r sen

tenc

es in

volv

ing

mul

tiply

ing

and

divi

ding

37Ch

en is

savi

ng to

buy

a ne

w cr

icket

bat

.N

ACo

ntin

ues a

pat

tern

resu

lting

from

addi

tion

38Th

is dr

ink

disp

ense

r con

tain

s 5.6

litre

s of j

uice

.M

GSo

lves

a ca

pacit

y pr

oblem

that

requ

ires m

etric

conv

ersio

n

39Ja

son

mak

es sq

uare

jigsa

w p

uzzl

esN

AId

entifi

es sq

uare

num

bers

40At

the m

useu

m, O

lly m

easu

res

NA

Mul

tiplie

s a tw

o-di

git n

umbe

r by

a tw

o-di

git n

umbe

r

41Th

e lig

ht o

n on

e lig

htho

use fl

ashe

sN

ARe

cogn

ises t

he co

mm

on m

ultip

les o

f tw

o, tw

o-di

git n

umbe

rs

42To

com

pete

for a

n aw

ard,

20 st

uden

ts ra

nSP

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tifies

the d

ata p

oint

s on

a dot

plo

t rep

rese

ntin

g gi

ven

crite

ria

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

n-C

alc

ula

tor)

Ques

tion

Shor

t Des

crip

tion

Curri

culu

m

Area

Skill

ass

esse

d

1A

nne d

ownl

oads

a fil

m.

NA

Calcu

lates

a fra

ctio

n of

a qu

antit

y

2Em

ily h

as 60

iden

tical

tiles

.N

AD

ivid

es a

two-

digi

t num

ber b

y a o

ne-d

igit

num

ber w

here

ther

e is a

rem

aind

er

3Pa

ul is

buy

ing

head

phon

es.

NA

Com

pare

s pric

es in

volv

ing

diffe

rent

per

cent

age d

iscou

nts

4In

2017

, wor

kers

at an

offi

ce re

cord

edN

ASo

lves

a m

ulti-

step

prob

lem in

volv

ing

mul

tiplic

atio

n an

d di

visio

n

5Cl

ass 5

mea

sure

s the

out

side t

empe

ratu

reN

ACa

lculat

es th

e diff

eren

ce b

etw

een

two

decim

als

6Th

e Mur

ray

Rive

r is 2

508 k

ilom

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g.N

ACa

lculat

es th

e diff

eren

ce b

etw

een

two

four

-dig

it nu

mbe

rs

7A

sola

r pan

el sy

stem

on

a hou

se p

rodu

ces

NA

Mul

tiplie

s a d

ecim

al b

y a w

hole

num

ber

8Ch

en is

savi

ng to

buy

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w cr

icket

bat

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ACo

ntin

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pat

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ar

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um

era

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lcu

lato

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tion

Shor

t Des

crip

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Curri

culu

m

Area

Skill

ass

esse

d

1Re

ece w

orks

in a

anim

al sa

nctu

ary.

MG

Dete

rmin

es a

mas

s usin

g a k

itche

n sc

ales

2H

amish

reco

rded

the n

umbe

r of s

teps

SPIn

terp

rets

info

rmat

ion

in a

pict

ure g

raph

that

use

s man

y-to

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repr

esen

tatio

n

3H

enry

colle

cts b

ottle

s to

recy

cle.

NA

Solv

es a

prob

lem in

volv

ing

coun

ting

in m

ultip

les o

f 10

4A

n ar

t fes

tival

is h

eld ev

ery

two

year

s.N

AId

entifi

es ev

en n

umbe

rs

5Ru

by h

as a

smal

l jui

ce b

ox.

MG

Calcu

lates

a to

tal v

olum

e and

conv

erts

from

mill

ilitre

s to

litre

s

6Ra

y fin

ds p

art o

f a tr

easu

re m

ap.

MG

Iden

tifies

a lo

catio

n on

a m

ap u

sing

grid

refe

renc

es

7Th

is ta

ble s

how

s the

frac

tions

of t

he A

ustra

lian

NA

Iden

tifies

the l

owes

t uni

t fra

ctio

n fro

m a

set o

f uni

t fra

ctio

ns

8Su

ri re

cord

s the

win

gspa

n of

but

terfl

iesN

AId

entifi

es th

e dec

imal

clos

est t

o a g

iven

who

le nu

mbe

r

9Ka

ne u

ses t

his n

et to

mak

e a d

ice.

SPDe

scrib

es th

e pro

babi

lity

of an

even

t usin

g a f

ract

ion

10In

Dev

onpo

rt, th

ere a

re 30

604 p

eopl

e.N

AUs

es es

timat

ion

to ap

prox

imat

e the

solu

tion

to a

simpl

e wor

d-pr

oblem

11W

ill ro

lls h

is to

y ca

r dow

n a r

amp.

MG

Uses

a pr

otra

ctor

ove

rlaid

on

an im

age t

o m

easu

re an

acut

e ang

le


12M

r Joh

nson

mea

sure

d an

d re

cord

ed th

e heig

hts

SPIn

terp

rets

a dot

plo

t and

iden

tifies

the f

ract

ion

of d

ata i

n a g

iven

inte

rval

13At

a co

untry

scho

ol, st

uden

ts we

re su

rvey

ed to

fin

d SP

Inte

rpre

ts a d

ata t

able

invo

lvin

g co

nver

sion

of u

nits

of ti

me

14Da

ta w

as g

athe

red

on th

e cou

ntry

of o

rigin

NA

Com

pare

s tw

o fra

ctio

ns w

ith re

lated

den

omin

ator

s

15A

surv

ey w

as co

nduc

ted

to ex

amin

e the

ener

gy

SPRe

lates

the s

ize o

f a se

ctor

of a

pie

grap

h to

a pe

rcen

tage

16Tr

affic c

ones

are u

sed

on ro

ads t

o re

dire

ctM

GSo

rts th

e sha

pes a

nd o

bjec

ts as

eith

er 2D

or 3

D, b

y na

me

17Th

is is

part

of a

timet

able

for t

he fe

rry

MG

Inte

rpre

ts a t

imet

able

usin

g 24

-hou

r tim

e

18Th

is be

aker

can

hold

1 lit

reN

ADe

term

ines

a fra

ctio

n eq

uiva

lent t

o a d

ecim

al u

sing

a visu

al re

pres

enta

tion

19Ed

dy m

akes

this

objec

t M

GId

entifi

es th

e net

of a

3D o

bjec

t

20Sa

rah

cycle

s 10 c

ircui

ts on

a cy

cling

trac

k.SP

Inte

rpre

ts da

ta fr

om a

dot g

raph

21Cl

aire

scor

es 66

% o

n a m

athe

mat

ics te

st.N

ACo

nver

ts fra

ctio

ns to

per

cent

ages

and

com

pare

s res

ults

22Th

e tab

le be

low

show

s the

cost

NA

Iden

tifies

the r

ule f

or g

ener

atin

g an

arith

met

ic se

quen

ce

23Ea

ch sh

ape i

n th

is nu

mbe

r sen

tenc

eN

AGe

nera

lises

abou

t equ

ival

ent n

umbe

r sen

tenc

es in

volv

ing

mul

tiply

ing

and

divi

ding

24Th

is sh

ape w

ill b

e tra

nslat

ed 5

units

M

GId

entifi

es th

e loc

atio

n of

a po

int o

n th

e Car

tesia

n pl

ane f

ollo

win

g a t

rans

latio

n

25A

milk

bot

tle h

as 3

litre

s of m

ilk in

it.

MG

Solv

es a

prob

lem in

volv

ing

com

paris

on o

f vol

ume,

capa

city

and

conv

ersio

n of

uni

ts

26Ti

m m

akes

10 fr

uit c

akes

to se

llN

ACo

ntin

ues a

sequ

ence

invo

lvin

g fra

ctio

ns

27Lu

ca g

lues

5 re

ctan

gula

r pris

ms

MG

Iden

tifies

the n

umbe

r of f

aces

on

a com

posit

e sha

pe

28Sh

elley

dra

ws a

bea

ch u

mbr

ella

form

abov

e.M

GId

entifi

es th

e am

ount

of t

urn

requ

ired

to ac

hiev

e rot

atio

nal s

ymm

etry

29A

scho

ol se

t up

a new

spor

ts clu

b.N

ASo

lves

a pr

oblem

invo

lvin

g ad

ding

to q

uant

ities

to p

rodu

ce a

give

n ra

tio

30Pe

trol c

osts

169.5

cent

s per

litre

.N

AM

ultip

lies a

nd d

ivid

es d

ecim

als b

y po

wer

s of 1

0

31Fi

nn h

as 70

pin

eapp

les to

pac

kN

AId

entifi

es eq

uiva

lent n

umbe

r sen

tenc

e for

mul

tiplic

atio

n an

d di

visio

n

32So

phie

plac

es 4

iden

tical

hex

agon

al ti

lesM

GDe

term

ines

the p

erim

eter

of a

n irr

egul

ar sh

ape t

hat i

s mad

e up

of re

gula

r pol

ygon

s

33A

lia h

as 3

red

balls

and

7 yel

low

bal

ls SP

Dete

rmin

es th

e exp

ecte

d fre

quen

cy fo

r a p

roba

bilit

y ex

perim

ent

34At

the e

ntra

nce t

o a h

arbo

urN

ASo

lves

a pr

oblem

invo

lvin

g us

e of c

omm

on m

ultip

les

35St

uden

ts at

a hi

gh sc

hool

wer

e sur

veye

d SP

Dete

rmin

es n

umbe

r of r

espo

nden

ts to

a su

rvey

que

stion

from

a co

mpo

site c

olum

n gr

aph


36A

fam

ily w

ashe

s 9 lo

ads

NA

Solv

es a

mul

ti-ste

p ar

ithm

etic

prob

lem in

volv

ing

decim

als a

nd w

hole

num

bers

37Ca

m, H

ugo

and

Nat

e bui

lt a m

odel

NA

Adds

and

subt

ract

s fra

ctio

ns w

ith co

mm

on d

enom

inat

ors

38At

the s

tart

of a

wee

k,

NA

Solv

es a

mul

ti-ste

p pr

oblem

inclu

ding

dec

imal

s and

pow

ers o

f 10

39Sc

ientis

ts st

udied

an A

borig

inal

ston

eM

GDe

term

ines

the s

ize o

f an

unkn

own

angl

e at a

poi

nt, g

iven

two

othe

r kno

wn

angl

es

40Jil

l mak

es a

shap

e by

plac

ing

two

squa

re ti

lesM

GCa

lculat

es th

e are

a of a

com

posit

e sha

peK

EY

N =

Num

ber a

nd A

lgeb

raM

G =

Mea

sure

men

t and

Geo

met

rySP

= S

tatis

tics a

nd P

roba

bilit

y


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

1A

nne d

ownl

oads

a fil

m.

NA

Calcu

lates

a fra

ctio

n of

a qu

antit

y

2Ca

ra u

ses a

trav

el ca

rdN

AId

entifi

es a

sequ

ence

invo

lvin

g de

cimal

s giv

en th

e rul

e in

cont

ext

3Pa

ul is

buy

ing

head

phon

es.

NA

Com

pare

s pric

es in

volv

ing

diffe

rent

per

cent

age d

iscou

nts

4Jo

buy

s a v

alue

box

cont

aini

ng

NA

Solv

es a

mul

ti-ste

p pr

oblem

invo

lvin

g th

e cal

culat

ion

of a

cost

from

chan

ge g

iven

5A

lex w

ants

to m

ake 4

00 g

ram

sN

AUs

es p

ropo

rtion

al re

ason

ing

to id

entif

y a s

cale

fact

or an

d so

lve a

pro

blem

6In

100 g

ram

s of p

eanu

t but

ter

NA

Iden

tifies

the c

orre

ct ap

prox

imat

e fra

ctio

n of

a qu

antit

y

7A

sola

r pan

el sy

stem

on

a hou

se p

rodu

ces

NA

Mul

tiplie

s a d

ecim

al b

y a w

hole

num

ber

8Th

e num

ber o

f mem

bers

of a

spor

ts clu

bN

APe

rform

s a re

vers

e per

cent

age c

alcu

latio

n an

d as

sess

es v

alid

ity o

f res

ult

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

1Th

is gr

aph

show

s the

amou

nt o

f elec

tricit

y SP

Inte

rpre

ts a s

ide-

by-si

de co

lum

n gr

aph

2Th

e tab

le sh

ows t

he d

istan

ces A

li ru

nsN

AFi

nds t

he n

ext t

erm

in an

arith

met

ic se

quen

ce in

volv

ing

decim

als

3Jim

buy

s a d

rink

for 8

5 cen

tsN

ACa

lculat

es ch

ange

whe

n pu

rcha

sing

two

item

s

4In

2017

, som

e par

ts of

the G

reat

Bar

rier R

eef

NA

Conv

erts

a sim

ple f

ract

ion

to a

perc

enta

ge

5At

sunr

ise th

e tem

pera

ture

is

NA

Iden

tifies

the c

orre

ct o

pera

tor a

nd ca

lculat

ion

in a

simpl

e pro

blem

6Av

a dra

ws a

des

ign

by re

flect

ing

this

shap

eM

GId

entifi

es th

e loc

atio

n of

the i

mag

e of a

shap

e afte

r a re

flect

ion

7Th

is ta

ble s

how

s the

frac

tions

NA

Iden

tifies

the l

owes

t uni

t fra

ctio

n fro

m a

set o

f uni

t fra

ctio

ns

8Ka

ne u

ses t

his n

et to

mak

e a d

ice.

SPDe

scrib

es th

e pro

babi

lity

of an

even

t usin

g a f

ract

ion

9Ol

iver

is m

easu

ring

the t

empe

ratu

re o

f a li

quid

NA

Read

s a sc

ale i

nvol

ving

neg

ativ

e dec

imal

s


10In

Dev

onpo

rt, th

ere a

re 30

604 p

eoop

le.N

AUs

es es

timat

ion

to ap

prox

imat

e the

solu

tion

to a

simpl

e wor

d-pr

oblem

11Th

is is

part

of a

timet

able

for t

he fe

rry

MG

Inte

rpre

ts a t

imet

able

usin

g 24

-hou

r tim

e

12Th

e tab

le be

low

show

s the

cost

NA

Iden

tifies

the r

ule f

or g

ener

atin

g an

arith

met

ic se

quen

ce

13Ja

mil

has a

pho

to w

hich

is

MG

Calcu

lates

a di

men

sion

whe

n a s

hape

is en

larg

ed

14Do

ugla

s sta

rts w

alki

ng d

ue ea

st.M

GDe

term

ines

a co

mpa

ss d

irect

ion

give

n w

alki

ng in

struc

tions

15A

city

pla

nner

is m

odify

ing

the r

ound

abou

t M

GId

entifi

es th

e cor

resp

ondi

ng an

gle c

ondi

tion

requ

ired

for p

aral

lel li

nes

16Th

is gr

aph

show

s the

num

ber o

f peo

ple i

n Au

stral

ia,

SPIn

terp

rets

a lin

e gra

ph d

isplay

ing

seco

ndar

y da

ta

17Ti

m m

akes

10 fr

uit c

akes

to se

llN

ACo

ntin

ues a

sequ

ence

invo

lvin

g fra

ctio

ns

18A

scho

ol se

t up

a new

spor

ts clu

b.N

ASo

lves

a pr

oblem

invo

lvin

g ad

ding

to q

uant

ities

to p

rodu

ce a

give

n ra

tio

19Fi

ona p

lans

to co

mpl

ete t

he h

ikin

g tra

ilM

GCo

nver

ts be

twee

n m

etre

s and

kilo

met

res t

o de

term

ine a

dist

ance

20Th

is ste

m-a

nd-le

af p

lot s

how

s the

num

ber

SPRe

triev

es an

d in

terp

rets

data

from

a ste

m-a

nd-le

af p

lot

21Ti

m b

ough

t 11 c

ards

.SP

Calcu

lates

the a

vera

ge co

st of

11 it

ems

22A

bra

nd o

f spo

rts sh

oes h

as th

e fol

low

ing

SPCa

lculat

es th

e siz

e of a

sam

ple s

pace

23A

rect

angu

lar g

arde

n be

d is

6 met

res

MG

Calcu

lates

the v

olum

e of a

rect

angu

lar p

rism

in co

ntex

t, in

volv

ing

unit

conv

ersio

n

24A

50-c

ent c

oin

is co

mpo

sed

of co

pper

NA

Shar

es a

decim

al q

uant

ity in

a sim

ple r

atio

25Lu

cy h

as a

rect

angl

e and

a sq

uare

.M

GDe

term

ines

the d

imen

sions

of a

par

allel

ogra

m m

ade u

p of

a sq

uare

and

iden

tical

tria

ngles

26Pe

trol c

osts

169.5

cent

s per

litre

.N

AM

ultip

lies a

nd d

ivid

es d

ecim

als b

y po

wer

s of 1

0

27A

lice e

ats a

sand

wich

and

a bag

of c

hips

at lu

nch.

NA

Conv

erts

fract

ions

to p

erce

ntag

es to

solv

e a p

robl

em

28A

whe

el ha

s a d

iam

eter

of 3

0 cm

.M

GSo

lves

a pr

oblem

invo

lvin

g ca

lculat

ing

the c

ircum

fere

nce o

f a ci

rcle

in co

ntex

t

29A

piz

za re

staur

ant h

as a

deliv

ery

serv

ice.

NA

Inte

rpre

ts a f

orm

ula e

xpre

ssed

alge

brai

cally

30A

truc

k dr

iver

in W

este

rn A

ustra

lia p

lans

MG

Dete

rmin

es an

arriv

al ti

me g

iven

a sta

rt tim

e and

dur

atio

n

31Ea

rthqu

akes

are m

easu

red

usin

g N

ACo

mpa

res t

he si

ze o

f tw

o nu

mbe

rs g

iven

in in

dex n

otat

ion


32W

hen

view

ed fr

om th

e sid

e, M

GCa

lculat

es a

lengt

h us

ing

prop

ertie

s of t

riang

les

33At

the e

ntra

nce t

o a h

arbo

urN

ASo

lves

a pr

oblem

invo

lvin

g us

e of c

omm

on m

ultip

les

34A

fam

ily w

ashe

s 9 lo

ads

NA

Solv

es a

mul

ti-ste

p ar

ithm

etic

prob

lem in

volv

ing

decim

als a

nd w

hole

num

bers

35Fo

r a sc

ience

pro

ject,

Tim

mea

sure

sN

AId

entifi

es a

num

ber t

hat r

ound

s to

a giv

en n

umbe

r to

one d

ecim

al p

lace

36Sa

rah

starts

the fi

rst l

ap o

f a 10

-lap

go-k

art

SPId

entifi

es th

e gra

ph th

at m

atch

es w

orde

d de

scrip

tions

of t

he d

ata

37Se

lect t

he p

air o

f sim

ilar t

riang

les.

MG

Uses

angl

e pro

perti

es to

iden

tify

two

simila

r tria

ngles

38Su

ki m

akes

a re

gula

r hex

agon

MG

Dete

rmin

es th

e are

a of a

shap

e whe

n th

e sid

e len

gths

are d

oubl

ed

39At

the s

tart

of a

wee

k, K

ate h

adN

ASo

lves

a m

ulti-

step

prob

lem in

cludi

ng d

ecim

als a

nd p

ower

s of 1

0

40A

larg

e can

cont

ains

450 g

ram

s of s

oup

NA

Calcu

lates

the p

rice d

iffer

ence

, per

100 g

ram

s, in

a ‘b

est b

uy’ p

robl

em

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

019

Da

ta S

erv

ice

Re

po

rt S

um

ma

ry

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 S

umm

ary

Rep

ort

Disp

lays n

atio

nal,

state

and

scho

ol

resu

lts fr

om N

APL

AN

testi

ng in

2019

.Re

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:•

Read

ing,

Writ

ing,

Spel

ling,

Gra

mm

ar

and

Punc

tuat

ion,

and

Num

erac

y.

• C

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

ts ac

ross

the n

atio

n an

d th

e sta

te.

• C

ompa

re th

e per

form

ance

of s

tude

nt

achi

evem

ent i

n on

e ass

essm

ent a

rea w

ith

perfo

rman

ce in

oth

er ar

eas.

Gro

up S

umm

ary

Rep

ort

Sum

mar

ises r

esul

ts fo

r gro

ups o

f st

uden

ts in

Rea

ding

, Writ

ing,

Spel

ling,

Gr

amm

ar an

d Pu

nctu

atio

n, an

d

Num

erac

y.

Repo

rts fo

r:•

a yea

r lev

el•

indi

vidu

al cl

ass.

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 res

ults

of st

uden

ts in

the

scho

ol, c

lass

or g

roup

with

nat

iona

l and

sta

te re

sults

for e

ach

asse

ssm

ent a

rea.

• A

naly

se th

e res

ults

of th

e sch

ool,

class

or

grou

p w

ith re

spec

t to

gend

er, L

BOTE

and

ATSI

stat

us in

each

asse

ssm

ent a

rea.

Ass

essm

ent A

rea

Rep

ort

Sum

mar

ises r

esul

ts by

asse

ssm

ent

area

or d

imen

sion

for g

roup

s of

stud

ents

usin

g pe

rcen

tage

corr

ect

com

paris

ons.

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,

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,

C

hara

cter

& S

ettin

g, V

ocab

ular

y,

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

5 - 20

19).

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

7 to

2019

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

017 -

2019

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

9 (i.e

. how

the p

erfo

rman

ce o

f Yea

r

3, Y

ear 5

or Y

ear 7

stud

ents

in 20

17

com

pare

d to

thei

r cur

rent

per

form

ance

in

Yea

r 5, Y

ear 7

or Y

ear 9

in 20

19).

• 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

7 and

2019

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

2017

and

2

019 (

i.e. h

ow th

e stu

dent

s’ Ye

ar 7

2017

r

esul

ts co

mpa

re to

thei

r per

form

ance

in

Yea

r 9 in

2019

).•

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

7 to

2019

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

7 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:•

2017

stud

ent s

core

• 20

19 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

7 to

2019

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

2017

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

017

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 pages 2-3).

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).

NAPLAN test reporting guide 2019€¦ · NAPLAN Data Service 2 Access to NAPLAN writing test images...

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