2013 Reporting Guide
2013
Reporting Guide
2013 NATIONAL AssessmeNT PrOgrAm – LITerACY AND NUmerACY (NAPLAN)
rePOrTINg gUIDe
YeAr 3, YeAr 5, YeAr 7 AND YeAr 9
© 2013
NAPLAN 2013 Reporting Guide ii
Published by the Victorian Curriculum and Assessment Authority Level 1, 2 Lonsdale Street, Melbourne, Victoria, Australia 3000
First published 2013
© Victorian Curriculum and Assessment Authority 2013
All rights reserved. Except under the conditions described in the Copyright Act 1968 and subsequent amendments, no part of this publication may be reproduced by any process without permission in writing from the publishers.
Copying: Victorian schools may print or photocopy parts of this publication for use by teachers.
ISBN 978-1-922082-36-7
iiiNAPLAN 2013 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 2014 TesTs
13 May Literacy (Language Conventions, Writing)
14 May Literacy (Reading)
15 May Numeracy
VCAA NAPLAN Helpdesk
A Helpdesk service operates to assist principals and NAPLAN coordinators with queries about NAPLAN. For queries and/or assistance contact the Victorian Curriculum and Assessment Authority (VCAA) on:
NAPLAN 2013 Reporting Guide iv
ContentsVCAA NAPLAN Helpdesk iiiDATES FOR NAPLAN 2014 TESTS iiiIntroduction 1
Privacy Policy 1
NAPLAN Data Service 2 Changes in 2013 2Reports on a National Scale 2Important information regarding the reporting of the Writing domain 3Scaled Scores 3National Minimum Standards 3Trend Data and Growth 4NAPLAN Student Report Format 4Release of Data 4Reference Guides for analysing NAPLAN data 4
Section 1: NAPLAN Data Service Access 5Changing the password 6Accessing a report 7Selection criteria 8Assign Students to Classes function 8Previewing and printing reports 9Extract function 10
Section 2: NAPLAN Data Service Reports 11Summary of reports available 11List of Reports and Functions 11School Summary Report 13Group Summary Report 14Assessment Area Report 15Writing Criteria Report 16 Item Analysis Report 17Student Response Report 18Student Achievement Level Report 20Five Year Trend Report 22School Comparison Report – Matched School Group 23 Scaled Score summary table 25School-Student Comparison Report 25Relative Growth Report 27
Section 3: Interpretation of Results 29Making Comparisons 29School and Subgroup Comparisons 29Individual Comparisons and Improvement 30
Section 4: NAPLAN Student Reports 31Sample page 1 of the NAPLAN Student Report 32NAPLAN Data Service Reports 33Confidentiality of Results 33Distribution of NAPLAN Student Reports 33Replacement of NAPLAN Student Reports 33Queries about NAPLAN Student Reports 33
Appendix 1: NAPLAN 2013 Question Details 34Year 3 Reading 34Year 5 Reading 36Year 7 Reading 38Year 9 Reading 40Year 3 Language Conventions 42Year 5 Language Conventions 44Year 7 Language Conventions 46Year 9 Language Conventions 48Year 3 Numeracy 50Year 5 Numeracy 52Year 7 Numeracy (Non-Calculator) 54Year 7 Numeracy (Calculator) 55Year 9 Numeracy (Non-Calculator) 57Year 9 Numeracy (Calculator) 58
Appendix 2: NAPLAN 2013 Data Service Report Summary 60Glossary 65Data presentation 65
1NAPLAN 2013 Reporting Guide
IntroductionThe National Assessment Program - Literacy and Numeracy (NAPLAN) conducted in May 2013, 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 VCAA is committed to the protection of student information generated by the NAPLAN. All personal information collected during NAPLAN is used in accordance with the Information Privacy Act 2000.
In order to conduct the NAPLAN tests, the VCAA collects names and achievement data of all students who undertake the Year 3, Year 5, Year 7 and Year 9 tests. The VCAA also collects information on student gender, language background, Aboriginal and Torres Strait Islander (ATSI) status, Victorian Student Number (VSN) and date of birth.
The VCAA supports schools’ privacy compliance with NAPLAN testing requirements by encouraging principals to ensure that their parent communities are aware of the purposes for which NAPLAN data will be used.
The VCAA uses the student information provided by schools to pre-print individual student details on the front cover of the test books and to report to parents on their child’s performance. This data is also provided to the school to assist principals to analyse the effectiveness of their school programs and to identify individual student’s strengths and weaknesses.
Schools across Australia are required to collect background characteristic information for all students participating in NAPLAN. The VCAA, on behalf of all Victorian schools, is responsible for the management and supply of this information for national reporting purposes.
The information required for each student is as follows: • parental school education (mother and father as applicable) • parental non-school education (mother and father as applicable) • main language spoken at home (student) • main language spoken at home (mother and father as applicable) • parental occupation • country of birth.
No individual student will be identifiable in the information for release for national reporting purposes.
The principal will ensure that all student details and results are confidential.
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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 2013 can be accessed by schools on this website. Schools must use their unique login and security password to access their results.
Changes in 2013
In 2013, several changes have been made to NAPLAN Data Service. These include:
• The NAPLAN Data Service will no longer provide access to 2003 - 2007 Achievement Improvement Monitor (AIM) reports. AIM data will be removed in order to maintain speed and efficiency for schools using the Data Service. No NAPLAN data will be removed and schools can access all NAPLAN reports from 2008. • With the introduction of NAPLAN in 2008, the VCAA undertook an equating study which enabled the provision of Estimated VELS Equivalent scores for some reports in the NAPLAN Data Service. With the transition to AusVELS, these reports are no longer relevant, and will not be included in the NAPLAN 2013 reports and beyond. Questions for NAPLAN tests are developed with reference to the nationally agreed Statements of Learning which reflect the core elements of the curriculum documents used in all states and territories. NAPLAN results are best analysed and compared with reference to the specific scale against which they are assessed. As this scale is not explicitly linked to the Victorian standards, no reliable direct or linear map between the national scale and AusVELS continuum can be provided. Schools should be assured however, that all NAPLAN questions are consistent with AusVELS. • The introduction of the NAPLAN Tutorial Index. These online tutorials are designed to assist teachers and school leaders by providing suggestions on how to effectively use NAPLAN assessment data. The tutorials complement the face-to-face Professional Development sessions that are provided by the VCAA. The NAPLAN Tutorial Index can be found at: http://usingassessmentdata.vcaa.vic.edu.au/ naplan This link to the NAPLAN Tutorial Index can also be found in the footer of each report in the NAPLAN Data Service.
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.
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Important information regarding the reporting of the Writing domain
Prior to 2011, students were required to produce a narrative piece of writing for the NAPLAN Writing test, and outcomes for these tests in 2008, 2009 and 2010 are all reported on the same scale, and are directly comparable. When the genre was changed to persuasive writing in 2011, analysis by ACARA showed that students performed differently on tasks requiring these two different types of writing, and that it was not possible to report persuasive and narrative writing outcomes on the same scale.
For 2013, students were again asked to produce a persuasive piece of writing, and results for this test are reported on the persuasive scale established in 2011. Comparisons between 2011, 2012 and 2013 writing outcomes may therefore be meaningfully made, but schools are advised not to make such direct comparisons back to narrative results from 2008, 2009 or 2010.
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/about-each-domain/about-each-domain.html.
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Trend Data and growth
The Five Year Trend Report now 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 2009 – 2013.
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 2011, and that for the same students in Year 5 (7 or 9) in 2013.
The Student-School Comparison Report shows the relative position of 2011 and 2013 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.
More detailed information about these reports is provided in Section 2.
NAPLAN student report format
The format of the NAPLAN Student Reports is similar for all states and territories. A sample NAPLAN Student Report for 2013 is provided on page 32.
release of data
It is likely that some national data will not be available at the time of the Data Service release. In these cases, national results will be withheld and a note will appear indicating that additional data will be provided when available.
reference guides for analysing NAPLAN data The VCAA has developed a guide to assist school staff in analysing their student’s NAPLAN results. This guide includes information about the NAPLAN scale, and, for government schools, how to analyse the NAPLAN results included in the School Level Reports. The NAPLAN Reference Guide - Analysing NAPLAN Data is available on the VCAA website at: http://www.vcaa.vic.edu.au/Documents/naplan/analysingnaplandata.pdf
Some examples of the ways in which NAPLAN data can be used at the classroom level can be found in the Teacher’s Guide to using NAPLAN data diagnostically at: https://naplands.vcaa.vic.edu.au/Tutorial/WebHelp/Guides/teachersguide-usingnaplandata.pdf
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
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section 1: NAPLAN Data service Access
The NAPLAN 2013 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.
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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 2013.
The drop-down menu options will also match the testing history of the school.
For 2013, the ‘Reporting Years’ menu can offer NAPLAN results for 2008 to 2013. The ‘Report Name’ menu will contain reports relevant to the year level and reporting year for your school. Check the table ‘NAPLAN 2013 Data Service Report Summary’ on page 65 to see which reports relate to the NAPLAN 2013 tests.
Please note: To enhance data security, school passwords are changed annually. Passwords for 2013 are supplied in the letter to principals which accompanies the delivery of NAPLAN student reports. If a password is lost, the principal should send an email to: <[email protected]>. Please include ‘Password Request’ in the subject line.
Changing the password
The school identification login (User ID) is a permanent name which has been programmed for the school and cannot be changed. The password may be changed by accessing the ‘Change Password’ option at the top right of the initial ‘NAPLAN Reports Parameters’ screen.
Note: A password must consist of a minimum of six characters (no spaces), and must include at least one letter and one number. Passwords are case sensitive.
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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 2013 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.
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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 2013 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.
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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 only consist of three alphanumeric characters, e.g. 9DK.
After the required class or classes are created, close this window by clicking on the ‘Close’ link at the top right of this window. You will be returned to the ‘Assign Students to Classes’ screen where the new class will appear in the ‘Class’ drop-down menu next to the student name.
Note: Students do not have to be assigned to a class unless a report is needed for that particular group of students.
Previewing and printing reports
When the required report has been chosen and the appropriate criteria selected for the report, click on the ‘Preview Report’ button located on the bottom left of the screen. This will display the report on the screen.
The following functions are available at the top right of the preview report screen:
Preview All Pages I Print I Export I Close
‘Preview All Pages’ enables you to view all the pages of a longer report on a single screen.
‘Print’ enables you to print out part or all of a report. Check your print page layout before printing the reports. The Student Achievement Level Report, the Group Summary Report and the Writing Summary Report are best printed in portrait layout while all the other reports should be printed in landscape.
‘PDF’ enables the report to be exported to PDF format to allow for storage or printing.
‘Export’ enables you to send the report to MS Word where you can store it or place it in another Microsoft Word or Microsoft Excel document. ‘Export to Microsoft Word’ will only work with versions of Microsoft Word 2002 or later.
‘Close’ closes the ‘Preview Reports’ screen.
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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.
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section 2: NAPLAN Data service reports The NAPLAN Data Service provides eleven reports covering current year results from NAPLAN testing against the national scale.
summary of reports available
The following table provides a summary of all NAPLAN Data Service reports, and indicates the year levels for which they are available.
Report Name Year 3 Year 5 Year 7 Year 9School Summary Report 4 4 4 4
Group Summary Report 4 4 4 4
Assessment Area Report 4 4 4 4
Writing Criteria Report 4 4 4 4
Item Analysis Report 4 4 4 4
Student Response Report 4 4 4 4
Student Achievement Level Report 4 4 4 4
Five Year Trend Report 4 4 4 4
School Comparison Report 4 u 4
School-Student Comparison Report 4 u 4
Relative Growth Report u u u
4 Report is available for NAPLAN results for 2008 to 2013 u Report is available for NAPLAN results from 2012
List of reports and functions
For 2013, 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).
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• Student Response Report – provides detailed information on results for either one student or for a group of students (see page 18).
• 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 page 20).
• Five Year Trend Report – presents national, state and school data from 2009 to 2013 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 2013 with their results, if available, for the tests they undertook in Year 3 (5 or 7) in 2011. National, state and (where applicable) school results are also shown for each of the two testing periods (see page 23).
• School–Student Comparison Report – shows, for an individual student, Year 3 (5 or 7) results from 2011 and Year 5 (7 or 9) results from 2013 with respect to the distribution of national, state and (where applicable) school outcomes (see page 25).
• 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 page 27). Note: this report is available for Year 5, Year 7 and Year 9.
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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.
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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).
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Assessment Area report
The Assessment Area Report groups data by assessment area or dimension, and displays the total percentage of correct responses to items within each assessment area.
Assessment areas reported in Literacy are Reading, Grammar and Punctuation, and Spelling.
Assessment areas reported in Numeracy are Number, Measurement, chance and data, Space and Structure. Structure is equivalent to the Algebra, function and pattern strand in the NAPLAN tests.
The data is displayed as a horizontal bar chart which shows the percentage correct for the school and the state. The report also highlights any area where there is a significant difference between the percentage correct for the school and that for the state. Care should be taken when analysing the results for small groups (see page 29 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.
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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 persuasive text based on a common stimulus and given time to plan, write and edit their work. The same stimulus was given to Years 3, 5, 7 and 9 students.
In 2013, the stimulus was “Hero awards”.
Student writing was assessed against the following ten criteria:
Criterion Description Score range
Audience The writer’s capacity to orient, engage and persuade the reader 0 – 6Text structure The organisation of the structural components of a persuasive text
(introduction, body and conclusion) into an appropriate and effective text structure
0 – 4
Ideas The selection, relevance and elaboration of ideas for a persuasive argument 0 – 5Persuasive devices
The use of a range of persuasive devices to enhance the writer’s position and persuade the reader
0 – 4
Vocabulary The range and precision of contextually appropriate language choices 0 – 5Cohesion The control of multiple threads and relationships across the text, achieved
through the use of referring words, ellipsis, text connections, substitutions and word associations
0 – 4
Paragraphing The segmenting of text into paragraphs that assists the reader to follow the line of argument
0 – 3
Sentence structure
The production of grammatically correct, structurally sound and meaningful sentences
0 – 6
Punctuation The use of correct and appropriate punctuation to aid the reading of the text 0 – 5Spelling The accuracy of spelling and the difficulty of the words used 0 – 6
Links are provided at the top of the report to both the 2013 Writing Stimulus and the 2013 Marking Guide.
example of Writing Criteria report
Click on the links to view the 2013 Writing Stimulus and Marking Guide.
The graphs show the percentage of results for each score.
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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 2013 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.
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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.
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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.
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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.
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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.
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Five Year Trend report
This report provides trend data on groups of students who have completed the NAPLAN tests.
The report shows summary results in the form of box-and-whisker graphs for students in Years 3, 5, 7 and 9 in the areas of Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy. Results are given for the national, state and school groups. The report can be run for the whole group (All), or by Gender, LBOTE or ATSI status.
In addition, a line graph is provided showing the national, state and school mean scaled scores plotted over time. These means are also displayed numerically in a table at the end of the report.
This graph plots the mean of the selected outcome for the national, state and school group for each year of NAPLAN.
This table displays the means as a scaled score and includes a count of students in the school group.
These graphs show the national, state and school distribution of results for the selected outcome for each year of NAPLAN.
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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 2011 and 2013 results for students who undertook the 2011 and 2013 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 2011 and the 2013 tests)
These data are longitudinal in nature and are useful for comparing the change in performance of the same groups of students between 2011 and 2013 (e.g. how the performance of Year 3 students in 2011 compares to their performance now they are in Year 5 in 2013). 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 2011 and 2013 tests at the school. (Matched School Group)
NAPLAN 2013 Reporting Guide 24
school Comparison report – matched school 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 2011
• The ‘Matched School’ group (green) is replaced by a ‘Matched Student’ group (orange). This is the group of students who sat the 2013 test at the school and who have a 2011 result from this or another school.
example of Year 7 school Comparison report
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 2013 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 2013 tests at the school, and who have a 2011 result from this or another school. (Matched Student Group)
25NAPLAN 2013 Reporting Guide
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 2011 and 2013, 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 2011 Year 5 ‘School’ distributions cannot be provided, and hence the (red) box-and-whiskers for 2011 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 2011 and 2013 (e.g. how the student’s Year 7 performance in 2011 compares to their performance in Year 9 in 2013). 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.
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 2011 Year 5 ‘School Mean’ is given, and the statistics for the ‘Matched School’ group are replaced with those for the ‘Matched Student’ group.
NAPLAN 2013 Reporting Guide 26
example of Year 9 school–student Comparison report
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)
Note: The 2011 Year 5 ‘School’ distribution is not provided for Year 7 students, unless there were Year 5 students enrolled at the school in 2011.
These dots show the result for the nominated student for the tests in Year 7 and Year 9 respectively.
27NAPLAN 2013 Reporting Guide
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 2011.
NAPLAN 2013 Reporting Guide 28
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
29NAPLAN 2013 Reporting Guide
section 3: Interpretation of resultsAll reports in the NAPLAN Data Service are provided using the National Assessment Program scale.
NAPLAN results for 2008, 2009, 2010, 2011, 2012 and 2013 are based on the scaled scores which form the numeric continuum from which the ten national reporting bands are derived. (See page 2 for further information on scaled scores and national reporting bands.) Reports showing national, state, school or subgroup distributions are generally presented as box-and-whisker graphs and referenced to the national reporting bands. The underlying summary statistics which generate these graphs are displayed, where appropriate, as scaled scores.
Scaled scores can be directly compared across time within any given assessment area. However, comparison of scaled scores across different assessment areas is not meaningful and is not recommended.
The national data used in the NAPLAN Data Service has been drawn from a large, scientifically constructed sample of results from across Australia. Graphs and tables for state data use results from the full Victorian testing cohorts of over 61,000 students at each of Years 3, 5, 7 and 9, spread across approximately 2,300 primary and secondary schools.
making comparisons
A number of factors should be taken into account when making comparisons using school, subgroup or individual student data. In particular, schools should consider:
• the size of the group• the size of the difference between groups.
school and subgroup comparisons
Group level achievement data is more stable and more reliable when it is based on large groups. In general, the larger the group, the more reliably representative the data will be. For example, the national and state data presented in the Data Service has been based on very large numbers of students and will accurately reflect general achievement across Australia and Victoria respectively. With the exception of very small schools, school level data is also generally reliable, and meaningful comparisons may be made between the school performances and those of the state or the nation.
For schools with very small student numbers, care must be taken when making such comparisons as the difference may simply reflect the normal variation that occurs whenever student performance is measured. Similarly, in drawing conclusions about subgroup or class differences, consideration must be given to the size of the group. Group level results for a group with fewer than ten students cannot be used to provide accurate or meaningful comparisons.
The data for a complete Five Year Trend Data Report has been supplied, allowing schools to compare results for 2009, 2010, 2011, 2012 and 2013.
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.
NAPLAN 2013 Reporting Guide 30
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 2013 it is possible to compare current NAPLAN results with those from Year 3, Year 5 or Year 7 in 2011. 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 2011 to 2013 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.
31NAPLAN 2013 Reporting Guide
section 4: NAPLAN student reportsA NAPLAN Student Report is provided for the parents for each student who undertook the Years 3, 5, 7 or 9 tests.
The format of the NAPLAN Student Reports is the same for all states and territories and has been set nationally for reporting student achievement results to parents for NAPLAN in 2013.
Each NAPLAN Student Report will include:
• student and school details• information about the NAPLAN tests• a ‘How to read the student report’ section • a pictorial example • individual student’s achievement results for Reading, Writing, Language Conventions (Spelling,
Grammar and Punctuation) and Numeracy on the National Assessment Program scale• an indicator for each assessment area that shows the national average and the middle 60% of
national results• a written description for each assessment area identifying the types of skills assessed • a ‘Summary of Skills and Understandings Assessed’ table describing what students are likely to
demonstrate in each of the bands.
NAPLAN 2013 Reporting Guide 32
sample page 1 of the NAPLAN student report
BandReading Persuasive Writing Language Conventions Numeracy
Processes and interprets ideas that are implicit in a range of complex narrative and information texts. Analyses and evaluates evidence in persuasive texts and identifies language features to infer an author’s intended purpose and audience.
Incorporates elaborated ideas that reflect a worldwide view on the topic. Makes consistently precise word choices that engage and 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 and 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 key 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 3-D objects. Determines direction using compass points and angles of turn.
Applies knowledge and understanding of different text types to process ideas, draw conclusions and infer themes and purpose. Identifies details that connect implied ideas across and within texts including character motivation in narrative texts, the writer’s values in persuasive texts and the main ideas in information texts.
Writes a persuasive text with a developed introduction, an elaborated body and a clear conclusion. Develops plausible arguments through use of logic, language choices and effective persuasive devices. 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 multistep 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 persuasive text using focused paragraphs. Uses some effective persuasive devices and accurate words or groups of words when developing points of argument and 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 multistep 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 3-D objects and symmetry in irregular shapes. Interprets maps using scales, legends and coordinate systems.
Uses clearly stated information in familiar text types to draw some conclusions and inferences. Draws conclusions about a character in narrative texts. Connects and sequences ideas in longer information texts and identifies opinions in persuasive texts.
Structures a persuasive text to include an introduction and a body containing some related points of argument. Includes enough supporting detail for the writer’s point of view to be easily understood by the reader, although the conclusion 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 2-D shapes. Uses compass points and angles of turn to interpret maps.
Locates clearly stated information in factual and narrative 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 persuasive text in which paragraphs are used to group like ideas and persuasive devices are used to attempt to convince a reader. 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 2-D shapes after a transformation and identifies a line of symmetry. Visualises 3-D objects from different viewpoints.
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.
Year
7
Year
7
The National Assessment Program — Literacy and NumeracyIn May 2013, national literacy and numeracy assessments were administered to students in Years 3, 5, 7 and 9 throughout Australia.
This report shows your child’s achievement in those assessments.
The information contained in this report should be considered together with school-based assessments and reports.
Literacy AssessmentThe literacy assessment tasks measured student achievement in reading, persuasive 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.
Persuasive WritingStudents were directed to write in response to stimulus material. This writing task required students to generate and organise ideas and demonstrate their skills in vocabulary use, sentence structure, spelling and punctuation.
Language ConventionsStudents were required to identify and correct spelling errors and answer multiple-choice questions on aspects of grammar and punctuation.
Numeracy AssessmentThe two numeracy assessment tasks measured student achievement across number; algebra, function and pattern; measurement, chance and data; and space. Questions required students to apply mathematical knowledge, skills and understandings in a variety of contexts.
A student’s result is shown on an achievement scale for each assessment area.
Results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in the assessments.
Results for Year 7 are reported across the range of Band 4 to Band 9, with Band 5 representing the national minimum standard for this year level.
The national average and the range of achievement for Year 7 students are also shown on the scale.
Your child’s results are shown on the inside pages of this report.
How to read the student report
Band 9
Band 8
Band 7
Band 6
Band 5
Band 4
If a student’s result is here, it means the result is well above the expected level of achievement for Year 7 students.
Year 7 students with results in Band 4 are below the national minimum standard.
The lightly shaded area shows the range of achievement for the middle 60% of Year 7 students in Australia.
The triangle shows the national average for Year 7 students.
The dot shows an individual student’s result.
This report shows the results for
Student Report 2013National Assessment Program
— Literacy and Numeracy
Student Report 2013 Student Report 2012National Assessment Program
— Literacy and Numeracy
Band
6
5
4
3
2
1
Reading Persuasive Writing Language Conventions NumeracyMakes meaning from a range of text types and understands how they are structured. Recognises the purpose of general text features such as titles and headings. Makes inferences by connecting ideas across different parts of texts. Draws conclusions about the feelings and motivations of characters and sequences events and information.
Organises a persuasive text using focussed paragraphs. Uses some effective persuasive devices and accurate words or groups of words when developing points of argument and ideas. Punctuates nearly all sentences correctly with capitals, full stops, exclamation marks and question marks. Correctly uses more complex punctuation marks some of the time.
Identifieserrorsandcorrectlyspells most words with common spelling patterns (gloves, collect, hungry, comfortable).Demonstrates knowledge of grammar and punctuation conventions in longer sentences and speech, such as the correct use of commas to separate phrases and apostrophes for contractions (we’ll).
Applies suitable strategies to solve problems using skills including: doubling and halving, simple multiplication and division and reading a centimetre scale. Demonstrates spatial awareness using an irregular repeating pattern.
Applies some knowledge of texts, makes inferences and processes information to understand the main idea in texts. Draws conclusions about a character in narrative texts. Connects and sequences ideas in short information texts.
Structures a persuasive text to include an introduction and a body containing some related points of argument. Includes enough supporting detail for the writer’s point of view to be easily understood by the reader, although the conclusion may be weak or simple. Correctly structures most simple and compound sentences and some complex sentences.
Identifieserrorsandcorrectlyspells one- and two-syllable words with common spelling patterns (spill, locked, pleasing, benches).Recognises grammar and punctuation conventions in standard sentences and speech, such as the correct use of adjectives, compound verbs (could have), capital letters for compound proper nouns and commas in lists.
Applies a small range of strategies to solve simple problems including: adding money and calculating change, using information from a graph for simple calculations and calculating time using analogue anddigitalclocks.Identifiesa3-Dobject from the shape of its faces.
Connects events and interprets the behaviour of characters in stories.Identifiesthemeaningof some unfamiliar words from theircontextandfindsspecificinformation in short factual texts and diagrams.
Writes a persuasive text in which paragraphs are used to group like ideas and persuasive devices are used to attempt to convince a reader. 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.
Identifieserrorsandcorrectlyspells most one- and two-syllable words with common spelling patterns (clear, mail, brick, won).Recognises grammar and punctuation conventions in short sentences and speech, such as the correct use of groups of adjectives, referring pronouns (those) and capital letters for simple proper nouns.
Uses addition and subtraction of 2-digit numbers and simple multiplication to solve problems. Continues number patterns. Visualises a 3-D model from a different perspective. Reads a centimetrescale.Identifiesalineof symmetry in a 2-D shape.
Makes meaning from simple texts with familiar content and themes. Makes some connections between ideas that are not clearly stated.Identifiessimplecauseand effect. Makes some simple inferences and conclusions, such as identifying the main idea of a text.
Attempts to write a persuasive text containing a few related ideas or points of argument, although these are usually not elaborated. Correctly orders the words in most simple sentences. May experiment with using compound and complex sentences but with limited success. Orders and joins ideas using a few connecting words but the links are not always clear or correct.
Identifieserrorsandcorrectlyspells one-syllable words with simple spelling patterns (out, feet, rain, hose, would). Recognises grammar and punctuation conventions in short sentences, such as the correct use of linking and coordinating words (that, but), modifying or describing words, capital letters to begin a sentence, full stops and question marks.
Selects the most likely outcome in a simple chance event. Adds and subtracts 2-digit numbers. Reads time to the half-hour on ananalogueclockandidentifiesweekly intervals on a calendar.
Makes some meaning from short texts, such as simple reports and stories, which have some visual support. Makes connections between pieces of clearly stated information.
Shows some audience awareness by the use of simple persuasive language; for example, I think ... because ... and by providing some information to support reader understanding. Uses some capital letters and full stops correctly. Correctly spells most simple words used in the writing. Some other one- and two-syllable words may also be correct.
Identifieserrorsandcorrectlyspells some words with simple spelling patterns. Recognises grammar and punctuation conventions in short sentences, such as the correct use of pronouns (herself).
Locates a position of an object on asimpleplan.Identifiesthevalueof a 3-digit number. Matches a 3-D object to a 2-D view. Uses simple language of chance and simple language of time in familiar contexts.
Makes some meaning from simple texts with familiar content. Texts have short sentences, common words and pictures to support the reader. Finds clearly stated information.
Writes a small amount of simple content that can be read. May express an opinion and/or a reason. May write the words for some simple sentences in the correct order, but full stops and capital letters are usually missing or incorrect. Correctly spells a few simple words.
Identifieserrorsandcorrectlyspells a few words with simple spelling patterns. Recognises a small range of grammar and punctuation conventions in short sentences, such as the correct use of simple conjunctions (because) and common verbs (will go).
Names common 3-D objects. Selects the next number in a simple number pattern. Finds information in a simple table or graph. Understands simple place value. Completes simple addition tasks. Shows some understanding of spatial position.
Summary of skills assessed
The skills described in the following table represent those typically assessed in NAPLAN tests for Year 3 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.
1730
2Ye
ar 3
Year
3
The National Assessment Program — Literacy and Numeracy
In May 2012, national literacy and numeracy assessments were administered to students in Years 3, 5, 7 and 9 throughout Australia.
This report shows your child’s achievement in those assessments.
The information contained in this report should be considered together with school-based assessments and reports.
Literacy AssessmentThe literacy assessment tasks measured student achievement in reading, persuasive writing and language conventions.
ReadingStudents were required to read a range of texts similar to those used in Year 3 classrooms and answer questions of varying difficulty to show their understanding of the material.
Persuasive WritingStudents were directed to write in response to stimulus material. This writing task required students to generate and organise ideas and demonstrate their skills in vocabulary use, sentence structure, spelling and punctuation.
Language ConventionsStudents were required to identify and correct spelling errors and answer multiple-choice questions on aspects of grammar and punctuation.
Numeracy AssessmentThe numeracy assessment task measured student achievement across number; function and pattern; measurement, chance and data; and space. Questions required students to apply mathematical knowledge, skills and understandings in a variety of contexts.
A student’s result is shown on an achievement scale for each assessment area.
Results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in the assessments.
Results for Year 3 are reported across the range of Band 1 to Band 6, with Band 2 representing the national minimum standard for this year level.
The national average and the range of achievement for Year 3 students are also shown on the scale.
Your child’s results are shown on the inside pages of this report.
How to read the student report
Band 6
Band 5
Band 4
Band 3
Band 2
Band 1
If a student’s result is here, it means the result is well above the expected level of achievement for Year 3 students.
Year 3 students with results in Band 1 are below the national minimum standard.
The lightly shaded area shows the range of achievement for the middle 60% of Year 3 students in Australia.
The triangle shows the national average for Year 3 students.
The dot shows an individual student’s result.
Band 3
This report shows the results for
Student Report 2012
17
89
9
9
8
7
6
5
4
33NAPLAN 2013 Reporting Guide
NAPLAN Data service reports
The NAPLAN Data Service Reports can be used to supplement information in the NAPLAN Student Reports. Teachers are advised to become familiar with the content of the reports so they can answer parents’ questions about particular aspects of their children’s results.
Confidentiality of results
When discussing NAPLAN Student Reports with parents, teachers should point out that the information about each child is confidential to the child’s parents, the teacher and the school.
Distribution of NAPLAN student reports
It is important that teachers be fully informed of the detailed results of each student and of the results for their class as a whole, and that parents have the opportunity to discuss the results with the school.
The results sent to the school provide detailed information about the achievement of each student.
This information can be used to place the NAPLAN Student Reports in a wider context that enables strategies and suggestions for learning improvement to be discussed with parents.
Parental interest in NAPLAN results is very high and it is essential that NAPLAN Student Reports are delivered as soon as possible after their arrival at the school. NAPLAN Student Reports are confidential documents that contain personal information about each student and, given the need for confidentiality, the VCAA asks all schools to consider a direct mail out to parents or to issue the reports directly, through, for example, an information night or by collection from the school by parents.
Schools should retain evidence of distribution of reports to parents at the school, for example, a letter addressed to parents or notification in the school newsletter, and schools are strongly advised to make a copy of each report and retain it at the school.
replacement of NAPLAN student reports
The VCAA provides only one set of Student Reports to the school for distribution. Schools may photocopy the printed report sent to the school or access a similar report through the NAPLAN Data Service (see the Student Achievement Level Report on page 20).
NAPLAN Student Reports which carry an incorrect name as a result of incorrect information provided by the school may be replaced on request.
Queries about NAPLAN student reports
Parents who contact the VCAA with queries about their child’s report will, in most circumstances, be referred to the school. If the school has queries about results for particular students, it should contact the NAPLAN Helpdesk on freecall 1800 648 637 or email: [email protected]
34 NAPLAN 2013 Reporting Guide
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not
incl
uded
in
this
pub
licat
ion.
Ye
ar
3 r
ea
din
g
Que
stio
n Te
xt ti
tleS
ub-s
tran
dS
kill
asse
ssed
1Ea
rthw
orm
sTL
ILo
cate
s dire
ctly
stat
ed in
form
atio
n in
a sim
ple i
nfor
mat
ion
text
.
2Ea
rthw
orm
sTL
ILo
cate
s dire
ctly
stat
ed in
form
atio
n in
a sim
ple i
nfor
mat
ion
text
.
3Ea
rthw
orm
sTL
ILo
cate
s dire
ctly
stat
ed in
form
atio
n in
a sim
ple i
nfor
mat
ion
text
.
4Ea
rthw
orm
sTL
IM
akes
a sy
nony
mou
s mat
ch in
a sim
ple i
nfor
mat
ion
text
.
5Ea
rthw
orm
sTL
IIn
fers
info
rmat
ion
from
a sim
ple i
nfor
mat
ion
text
.
6Ea
rthw
orm
sCU
Sum
mar
ises t
he m
ain
purp
ose o
f a si
mpl
e inf
orm
atio
n te
xt.
7Eg
gsTL
IIn
terp
rets
deta
ils in
an
info
rmat
ion
text
.
8Eg
gsCU
Loca
tes a
n ex
plici
tly st
ated
det
ail i
n an
info
rmat
ion
text
.
9Eg
gsTL
KLo
cate
s exp
licitl
y sta
ted
deta
ils in
an
info
rmat
ion
text
.10
Eggs
TLI
Inte
rpre
ts a p
oint
in a
n in
form
atio
n te
xt.
11Eg
gsTL
ISu
mm
arise
s inf
orm
atio
n in
a ta
ble i
n an
info
rmat
ion
text
.
12Eg
gsTL
KIn
terp
rets
an im
age u
sing
deta
ils fr
om a
n in
form
atio
n te
xt.
13Th
e sto
ry o
f Thu
nder
and
Lig
htni
ngTL
IId
entifi
es th
e cha
ract
ers'
actio
n in
a fo
lkta
le.
14Th
e sto
ry o
f Thu
nder
and
Lig
htni
ngTL
KId
entifi
es th
e use
of b
rack
ets t
o en
close
a de
scrip
tion
in a
folk
tale.
15Th
e sto
ry o
f Thu
nder
and
Lig
htni
ngCU
Infe
rs h
ow ch
arac
ters
are p
ortra
yed
in a
folk
tale.
16Th
e sto
ry o
f Thu
nder
and
Lig
htni
ngTL
IIn
terp
rets
the r
easo
n fo
r a ch
arac
ter's
actio
n in
a fo
lkta
le.17
The s
tory
of T
hund
er a
nd L
ight
ning
TLI
Loca
tes d
irect
ly st
ated
info
rmat
ion
in a
folk
tale.
18Th
e sto
ry o
f Thu
nder
and
Lig
htni
ngCU
Inte
rpre
ts fig
urat
ive l
angu
age i
n a f
olkt
ale.
19A
n in
terv
iew w
ith A
ndy
Griffi
ths
TLI
Loca
tes d
irect
ly st
ated
info
rmat
ion
in a
n an
swer
in a
n in
terv
iew.
20A
n in
terv
iew w
ith A
ndy
Griffi
ths
TLI
Infe
rs in
form
atio
n fro
m a
n an
swer
in a
n in
terv
iew.
35NAPLAN 2013 Reporting Guide
21A
n in
terv
iew w
ith A
ndy
Griffi
ths
TLI
Infe
rs in
form
atio
n fro
m a
n an
swer
in a
n in
terv
iew.
22A
n in
terv
iew w
ith A
ndy
Griffi
ths
TLI
Inte
rpre
ts de
tail
in a
n an
swer
in a
n in
terv
iew.
23A
n in
terv
iew w
ith A
ndy
Griffi
ths
TLI
Infe
rs th
e int
ervi
ewee
's op
inio
n fro
m a
n an
swer
in a
n in
terv
iew.
24A
n in
terv
iew w
ith A
ndy
Griffi
ths
CUIn
fers
the r
easo
n an
inte
rview
ee in
trodu
ces a
quo
te in
an
answ
er in
an
inte
rview
.
25Ka
iya g
oes h
untin
gTL
IIn
terp
rets
the m
eani
ng o
f an
onom
atop
oeic
wor
d in
a na
rrat
ive t
ext.
26Ka
iya g
oes h
untin
gTL
IIn
terp
rets
the r
easo
n fo
r a ch
arac
ter's
reac
tion
in a
narr
ativ
e tex
t.
27Ka
iya g
oes h
untin
gTL
IId
entifi
es in
form
atio
n w
hich
is n
ot ex
plici
tly st
ated
in a
narr
ativ
e tex
t.
28Ka
iya g
oes h
untin
gTL
IId
entifi
es th
e rea
son
for a
char
acte
r's ac
tion
in a
narr
ativ
e tex
t.
29Ka
iya g
oes h
untin
gTL
IId
entifi
es ev
iden
ce o
f an
emot
iona
l sta
te in
a na
rrat
ive t
ext.
30Ka
iya g
oes h
untin
gTL
IId
entifi
es th
e und
erly
ing
them
e of a
nar
rativ
e tex
t.31
Adop
t-a-D
ogTL
KId
entifi
es la
yout
and
text
elem
ents
in a
n ad
verti
sem
ent.
32Ad
opt-a
-Dog
TLI
Inte
rpre
ts an
adve
rtise
men
t to
iden
tify
auth
orsh
ip.
33Ad
opt-a
-Dog
TLI
Loca
tes d
irect
ly st
ated
info
rmat
ion
in a
n ad
verti
sem
ent.
34Ad
opt-a
-Dog
TLI
Sequ
ence
s the
ord
er o
f eve
nts s
tate
d di
rect
ly a
nd in
dire
ctly
in a
n ad
verti
sem
ent.
35Ad
opt-a
-Dog
TLK
Iden
tifies
a rh
etor
ical d
evice
use
d in
an
adve
rtise
men
t
36Ad
opt-a
-Dog
TLI
Iden
tifies
the m
eani
ng o
f a q
uota
tion
cont
aini
ng a
n id
iom
in a
n ad
verti
sem
ent.
KEY
C
U =
Con
text
ual u
nder
stan
ding
: rel
ates
to th
e te
xt in
its c
onte
xt, i
nclu
ding
cul
tura
l pur
pose
, aud
ienc
e an
d ba
ckgr
ound
s/in
tent
ions
/res
pons
es o
f writ
er/r
eade
rs.
TLI =
Tex
t loc
atio
n an
d in
terp
reta
tion:
rela
tes t
o th
e m
eani
ng o
f tex
t, in
clud
ing
cont
ent,
idea
s, in
form
atio
n, re
latio
nshi
ps, d
evel
opm
ent o
f arg
umen
ts a
nd p
lots
.
TLK
= T
ext a
nd la
ngua
ge k
now
ledg
e: re
late
s to
the
way
the
cons
truc
tion
of th
e te
xt c
ontr
ibut
es to
its m
eani
ng, i
nclu
ding
the
effec
t of t
he g
ener
ic st
ruct
ure,
layo
ut, l
angu
age,
gra
mm
ar a
nd v
isua
l ele
men
ts.
36 NAPLAN 2013 Reporting Guide
Ye
ar
5 r
ea
din
g
Que
stio
n Te
xt ti
tleS
ub-
stra
ndS
kill
asse
ssed
1Th
e tre
e of l
ifeTL
ILo
cate
s dire
ctly
stat
ed in
form
atio
n in
the fi
rst p
arag
raph
of a
n in
form
atio
n te
xt.
2Th
e tre
e of l
ifeTL
ILo
cate
s dire
ctly
stat
ed in
form
atio
n in
the s
econ
d pa
ragr
aph
of a
n in
form
atio
n te
xt.
3Th
e tre
e of l
ifeTL
ILo
cate
s dire
ctly
stat
ed in
form
atio
n in
the s
econ
d pa
ragr
aph
of a
n in
form
atio
n te
xt.
4Th
e tre
e of l
ifeTL
IIn
terp
rets
info
rmat
ion
from
a la
bel o
f a p
hoto
grap
h in
an
info
rmat
ion
text
.
5Th
e tre
e of l
ifeTL
ILo
cate
s dire
ctly
stat
ed in
form
atio
n in
the s
econ
d pa
ragr
aph
of a
n in
form
atio
n te
xt.
6Th
e tre
e of l
ifeTL
KId
entifi
es th
e pur
pose
of a
pho
togr
aph
in a
n in
form
atio
n te
xt.
7A
n in
terv
iew w
ith
And
y Gr
iffith
sTL
ILo
cate
s dire
ctly
stat
ed in
form
atio
n in
an
answ
er in
an
inte
rview
.
8A
n in
terv
iew w
ith
And
y Gr
iffith
sTL
IIn
fers
info
rmat
ion
from
an
answ
er in
an
inte
rview
.
9A
n in
terv
iew w
ith
And
y Gr
iffith
sTL
IIn
fers
info
rmat
ion
from
an
answ
er in
an
inte
rview
.
10A
n in
terv
iew w
ith
And
y Gr
iffith
sTL
IIn
terp
rets
deta
il in
an
answ
er in
an
inte
rview
.
11A
n in
terv
iew w
ith
And
y Gr
iffith
sTL
IIn
fers
the i
nter
view
ee's
opin
ion
from
an
answ
er in
an
inte
rview
.
12A
n in
terv
iew w
ith
And
y Gr
iffith
sCU
Infe
rs th
e rea
son
an in
terv
iewee
intro
duce
s a q
uote
in a
n an
swer
in a
n in
terv
iew.
13Ka
iya g
oes h
untin
gTL
IIn
terp
rets
the m
eani
ng o
f an
onom
atop
oeic
wor
d in
a na
rrat
ive t
ext.
14Ka
iya g
oes h
untin
gTL
IIn
terp
rets
the r
easo
n fo
r a ch
arac
ter's
reac
tion
in a
narr
ativ
e tex
t.
15Ka
iya g
oes h
untin
gTL
IId
entifi
es in
form
atio
n w
hich
is n
ot ex
plici
tly st
ated
in a
narr
ativ
e tex
t.
16Ka
iya g
oes h
untin
gTL
IId
entifi
es th
e rea
son
for a
char
acte
r's ac
tion
in a
narr
ativ
e tex
t.17
Kaiy
a goe
s hun
ting
TLI
Iden
tifies
evid
ence
of a
n em
otio
nal s
tate
in a
narr
ativ
e tex
t.
18Ka
iya g
oes h
untin
gTL
IId
entifi
es th
e und
erly
ing
them
e of a
nar
rativ
e tex
t.
19Fi
shin
g fro
m th
e ro
cks
TLI
Iden
tifies
the s
peak
er in
a po
em.
20Fi
shin
g fro
m th
e ro
cks
TLI
Inte
rpre
ts de
tail
in a
poem
.
37NAPLAN 2013 Reporting Guide
21Fi
shin
g fro
m th
e ro
cks
TLI
Uses
evid
ence
to id
entif
y ch
arac
ter i
n a p
oem
.
22Fi
shin
g fro
m th
e ro
cks
TLI
Infe
rs re
ason
for a
n em
otio
nal r
espo
nse i
n a p
oem
.
23Fi
shin
g fro
m th
e ro
cks
CUId
entifi
es th
e int
ende
d pu
rpos
e and
audi
ence
of a
stat
emen
t in
a poe
m.
24Fi
shin
g fro
m th
e ro
cks
CURe
cogn
ises t
he co
mm
on m
otiv
atio
ns o
f cha
ract
ers i
n a p
oem
.
25D
uyfk
enTL
ILo
cate
s a st
ated
det
ail i
n an
info
rmat
ion
text
.
26D
uyfk
enTL
IIn
fers
the n
atur
e of a
n or
gani
satio
n fro
m d
etai
ls in
an
info
rmat
ion
text
.
27D
uyfk
enTL
ILo
cate
s a st
ated
det
ail i
n an
info
rmat
ion
text
.
28D
uyfk
enTL
ILo
cate
s a d
etai
l in
an in
form
atio
n te
xt.
29D
uyfk
enTL
IM
akes
conn
ectio
ns ac
ross
det
ails
in d
iffer
ent s
ectio
ns in
an
info
rmat
ion
text
.
30D
uyfk
enTL
IIn
terp
rets
a poi
nt in
an
info
rmat
ion
text
.
31D
uyfk
enCU
Infe
rs a
univ
ersa
l ben
efit f
rom
actio
ns d
escr
ibed
in a
n in
form
atio
n te
xt.
32Ci
ty o
f the
Anc
ients
CUId
entifi
es th
e gen
eric
mai
n pu
rpos
e of a
mov
ie re
view
.
33Ci
ty o
f the
Anc
ients
TLK
Iden
tifies
a pr
onou
n re
fere
nce i
n a m
ovie
revi
ew.
34Ci
ty o
f the
Anc
ients
CUIn
terp
rets
idio
mat
ic la
ngua
ge in
a m
ovie
revi
ew.
35Ci
ty o
f the
Anc
ients
TLK
Inte
rpre
ts th
e pur
pose
of a
n ex
clam
atio
n m
ark
in a
mov
ie re
view
.
36Ci
ty o
f the
Anc
ients
TLI
Exam
ines
mul
tiple
piec
es o
f inf
orm
atio
n to
infe
r an
opin
ion
in a
mov
ie re
view
.
37Ci
ty o
f the
Anc
ients
CUId
entifi
es a
n ap
prop
riate
med
ium
for a
mov
ie re
view
.
KEY
C
U =
Con
text
ual u
nder
stan
ding
: rel
ates
to th
e te
xt in
its c
onte
xt, i
nclu
ding
cul
tura
l pur
pose
, aud
ienc
e an
d ba
ckgr
ound
s/in
tent
ions
/res
pons
es o
f writ
er/r
eade
rs.
TLI =
Tex
t loc
atio
n an
d in
terp
reta
tion:
rela
tes t
o th
e m
eani
ng o
f tex
t, in
clud
ing
cont
ent,
idea
s, in
form
atio
n, re
latio
nshi
ps, d
evel
opm
ent o
f arg
umen
ts a
nd p
lots
.
TLK
= T
ext a
nd la
ngua
ge k
now
ledg
e: re
late
s to
the
way
the
cons
truc
tion
of th
e te
xt c
ontr
ibut
es to
its m
eani
ng, i
nclu
ding
the
effec
t of t
he g
ener
ic st
ruct
ure,
layo
ut, l
angu
age,
gra
mm
ar a
nd v
isua
l ele
men
ts.
38 NAPLAN 2013 Reporting Guide
Ye
ar
7 r
ea
din
g
Que
stio
n Te
xt ti
tleS
ub-s
tran
dS
kill
asse
ssed
1Sk
ippy
the B
ush
Kang
aroo
TLI
Loca
tes d
irect
ly st
ated
info
rmat
ion
in a
n in
form
atio
n te
xt.
2Sk
ippy
the B
ush
Kang
aroo
TLK
Iden
tifies
the s
pecifi
c pur
pose
of b
rack
ets i
n an
info
rmat
ion
text
.
3Sk
ippy
the B
ush
Kang
aroo
TLI
Conn
ects
info
rmat
ion
acro
ss se
nten
ces i
n an
info
rmat
ion
text
.
4Sk
ippy
the B
ush
Kang
aroo
TLI
Loca
tes d
irect
ly st
ated
info
rmat
ion
in a
n in
form
atio
n te
xt.
5Sk
ippy
the B
ush
Kang
aroo
TLI
Loca
tes d
irect
ly st
ated
info
rmat
ion
in a
n in
form
atio
n te
xt.
6Sk
ippy
the B
ush
Kang
aroo
TLK
Iden
tifies
the r
efer
ence
of a
rela
tive p
rono
un ac
ross
par
agra
phs i
n an
info
rmat
ion
text
.
7Fi
shin
g fro
m th
e roc
ksTL
IId
entifi
es th
e spe
aker
in a
poem
.
8Fi
shin
g fro
m th
e roc
ksTL
IIn
terp
rets
deta
il in
a po
em.
9Fi
shin
g fro
m th
e roc
ksTL
IUs
es ev
iden
ce to
iden
tify
char
acte
r in
a poe
m.
10Fi
shin
g fro
m th
e roc
ksTL
IIn
fers
reas
on fo
r an
emot
iona
l res
pons
e in
a poe
m.
11Fi
shin
g fro
m th
e roc
ksCU
Iden
tifies
the i
nten
ded
purp
ose a
nd au
dien
ce o
f a st
atem
ent i
n a p
oem
.
12Fi
shin
g fro
m th
e roc
ksCU
Reco
gnise
s the
com
mon
mot
ivat
ions
of c
hara
cter
s in
a poe
m.
13D
uyfk
enTL
ILo
cate
s a st
ated
det
ail i
n an
info
rmat
ion
text
.
14D
uyfk
enTL
IIn
fers
the n
atur
e of a
n or
gani
satio
n fro
m d
etai
ls in
an
info
rmat
ion
text
.
15D
uyfk
enTL
ILo
cate
s a st
ated
det
ail i
n an
info
rmat
ion
text
.
16D
uyfk
enTL
ILo
cate
s a d
etai
l in
an in
form
atio
n te
xt.
17D
uyfk
enTL
IM
akes
conn
ectio
ns ac
ross
det
ails
in d
iffer
ent s
ectio
ns in
an
info
rmat
ion
text
.
18D
uyfk
enTL
IIn
terp
rets
a poi
nt in
an
info
rmat
ion
text
.
19D
uyfk
enCU
Infe
rs a
univ
ersa
l ben
efit f
rom
actio
ns d
escr
ibed
in a
n in
form
atio
n te
xt.
20W
eeds
CUId
entifi
es th
e mai
n pu
rpos
e of a
per
suas
ive t
ext.
21W
eeds
TLK
Iden
tifies
the m
ain
tech
niqu
e use
d to
expr
ess a
n id
ea in
a pe
rsua
sive t
ext.
22W
eeds
TLK
Inte
rpre
ts a l
angu
age d
evice
in th
e mid
dle o
f a p
ersu
asiv
e tex
t.
23W
eeds
TLK
Iden
tifies
the p
urpo
se o
f a w
ord
in th
e mid
dle o
f a p
ersu
asiv
e tex
t.
24W
eeds
CUId
entifi
es th
e im
plied
char
acte
risat
ion
pres
ente
d at
the e
nd o
f a p
ersu
asiv
e tex
t.
25W
eeds
CUId
entifi
es th
e em
otio
n el
icite
d to
appe
al to
the r
eade
r at t
he en
d of
a pe
rsua
sive t
ext.
26O
ut at
Mid
nigh
tTL
IId
entifi
es a
char
acte
r's b
ehav
iour
in a
n im
agin
ativ
e tex
t.
39NAPLAN 2013 Reporting Guide
27O
ut at
Mid
nigh
tTL
KIn
terp
rets
the m
eani
ng o
f a p
hras
e in
an im
agin
ativ
e tex
t.
28O
ut at
Mid
nigh
tTL
KIn
terp
rets
a cha
ract
er's
resp
onse
in a
n im
agin
ativ
e tex
t.
29O
ut at
Mid
nigh
tTL
IId
entifi
es a
char
acte
r's m
otiv
atio
n in
an
imag
inat
ive t
ext.
30O
ut at
Mid
nigh
tTL
IId
entifi
es w
hen
a cha
ract
er as
sum
es a
diffe
rent
per
spec
tive i
n an
imag
inat
ive t
ext.
31O
ut at
Mid
nigh
tTL
KId
entifi
es th
e cor
rect
figu
re o
f spe
ech
in a
n im
agin
ativ
e tex
t.
32RS
PCA
CUSu
mm
arise
s inf
orm
atio
n fro
m a
web
pag
e.
33RS
PCA
TLI
Inte
rpre
ts an
expr
essio
n fro
m co
ntex
t in
a web
pag
e.
34RS
PCA
TLI
Iden
tifies
appr
opria
te co
ntex
tual
info
rmat
ion
in a
web
pag
e.
35RS
PCA
TLI
Conn
ects
info
rmat
ion
acro
ss se
nten
ces i
n a w
eb p
age.
36RS
PCA
TLI
Iden
tifies
dire
ctly
stat
ed in
form
atio
n in
a w
eb p
age.
37RS
PCA
TLK
Iden
tifies
the r
elatio
nshi
p be
twee
n w
ritte
n an
d vi
sual
text
in a
web
pag
e.
38En
coun
ter i
n Ca
stle E
stond
rake
TLK
Iden
tifies
the p
urpo
se o
f the
intro
duct
ory
para
grap
hs in
a na
rrat
ive.
39En
coun
ter i
n Ca
stle E
stond
rake
TLI
Conn
ects
aspe
cts o
f a d
escr
iptio
n in
a na
rrat
ive t
o id
entif
y a g
ener
al st
atem
ent.
40En
coun
ter i
n Ca
stle E
stond
rake
TLI
Loca
tes d
irect
ly st
ated
info
rmat
ion
in a
narr
ativ
e.
41En
coun
ter i
n Ca
stle E
stond
rake
TLI
Infe
rs p
erso
nal q
ualit
ies in
a na
rrat
ive.
42En
coun
ter i
n Ca
stle E
stond
rake
TLI
Iden
tifies
a sy
nony
mou
s ter
m to
bui
ld co
here
nce i
n a n
arra
tive.
43En
coun
ter i
n Ca
stle E
stond
rake
TLI
Iden
tifies
the r
easo
n fo
r a ch
arac
ter's
beh
avio
ur in
a na
rrat
ive.
44En
coun
ter i
n Ca
stle E
stond
rake
TLI
Iden
tifies
a co
rrec
t sta
tem
ent a
bout
a ch
arac
ter.
45Th
e melt
ing
Third
Pol
eTL
IId
entifi
es a
shar
ed ch
arac
teris
tic in
a sc
ientifi
c des
crip
tion.
46Th
e melt
ing
Third
Pol
eTL
KIn
terp
rets
the u
se o
f sca
re q
uote
s in
a scie
ntifi
c des
crip
tion.
47Th
e melt
ing
Third
Pol
eTL
KIn
terp
rets
why
stat
istics
are u
sed
in a
scien
tific d
escr
iptio
n.
48Th
e melt
ing
Third
Pol
eTL
IIn
terp
rets
info
rmat
ion
in a
scien
tific d
escr
iptio
n.
49Th
e melt
ing
Third
Pol
eTL
ILo
cate
s inf
orm
atio
n in
a sc
ientifi
c des
crip
tion.
50Th
e melt
ing
Third
Pol
eTL
KId
entifi
es a
n ac
rony
m in
a sc
ientifi
c des
crip
tion.
KEY
C
U =
Con
text
ual u
nder
stan
ding
: rel
ates
to th
e te
xt in
its c
onte
xt, i
nclu
ding
cul
tura
l pur
pose
, aud
ienc
e an
d ba
ckgr
ound
s/in
tent
ions
/res
pons
es o
f writ
er/r
eade
rs.
TLI =
Tex
t loc
atio
n an
d in
terp
reta
tion:
rela
tes t
o th
e m
eani
ng o
f tex
t, in
clud
ing
cont
ent,
idea
s, in
form
atio
n, re
latio
nshi
ps, d
evel
opm
ent o
f arg
umen
ts a
nd p
lots
.
TLK
= T
ext a
nd la
ngua
ge k
now
ledg
e: re
late
s to
the
way
the
cons
truc
tion
of th
e te
xt c
ontr
ibut
es to
its m
eani
ng, i
nclu
ding
the
effec
t of t
he g
ener
ic st
ruct
ure,
layo
ut, l
angu
age,
gra
mm
ar a
nd v
isua
l ele
men
ts.
40 NAPLAN 2013 Reporting Guide
Ye
ar
9 r
ea
din
g
Que
stio
n Te
xt ti
tleS
ub-
stra
ndS
kill
asse
ssed
1M
ind
your
refle
ctio
nTL
ICo
nnec
ts in
form
atio
n ac
ross
sent
ence
s in
a mag
azin
e arti
cle.
2M
ind
your
refle
ctio
nCU
Eval
uate
s an
assu
mpt
ion
of a
n ex
perim
ent i
n a m
agaz
ine a
rticle
.
3M
ind
your
refle
ctio
nTL
ISe
quen
ces t
he st
eps o
f an
expe
rimen
t in
a mag
azin
e arti
cle.
4M
ind
your
refle
ctio
nTL
ILo
cate
s em
bedd
ed in
form
atio
n to
conn
ect i
deas
acro
ss th
e tex
t in
a mag
azin
e arti
cle.
5M
ind
your
refle
ctio
nTL
KEx
plai
ns u
se o
f a te
xt fe
atur
e in
a mag
azin
e arti
cle.
6M
ind
your
refle
ctio
nTL
ID
raw
s a si
mpl
e inf
eren
ce fr
om in
form
atio
n in
a m
agaz
ine a
rticle
.
7RS
PCA
CUSu
mm
arise
s inf
orm
atio
n fro
m a
web
pag
e.
8RS
PCA
TLI
Inte
rpre
ts an
expr
essio
n fro
m co
ntex
t in
a web
pag
e.
9RS
PCA
TLI
Iden
tifies
appr
opria
te co
ntex
tual
info
rmat
ion
in a
web
pag
e.
10RS
PCA
TLI
Conn
ects
info
rmat
ion
acro
ss se
nten
ces i
n a w
eb p
age.
11RS
PCA
TLI
Iden
tifies
dire
ctly
stat
ed in
form
atio
n in
a w
eb p
age.
12RS
PCA
TLK
Iden
tifies
the r
elatio
nshi
p be
twee
n w
ritte
n an
d vi
sual
text
in a
web
pag
e.
13M
alar
ia's a
ncien
t mas
kTL
ISy
nthe
sises
info
rmat
ion
to in
terp
ret t
he m
eani
ng o
f a ti
tle in
a m
agaz
ine a
rticle
.
14M
alar
ia's a
ncien
t mas
kTL
IM
akes
conn
ectio
ns b
etw
een
idea
s in
a mag
azin
e arti
cle.
15M
alar
ia's a
ncien
t mas
kTL
ICo
nnec
ts in
form
atio
n ac
ross
par
agra
phs i
n a m
agaz
ine a
rticle
.
16M
alar
ia's a
ncien
t mas
kTL
ICo
nnec
ts in
form
atio
n w
ithin
a se
nten
ce to
inte
rpre
t the
mea
ning
of a
phr
ase i
n a m
agaz
ine a
rticle
.17
Mal
aria'
s anc
ient m
ask
CURe
cogn
ises t
he au
thor
's in
tent
by
iden
tifyi
ng th
e mai
n pu
rpos
e of a
spec
ific p
art o
f the
text
in a
mag
azin
e arti
cle.
18M
alar
ia's a
ncien
t mas
kTL
KIn
terp
rets
the i
nfor
mat
ion
in a
foot
note
in a
mag
azin
e arti
cle.
19En
coun
ter i
n Ca
stle E
stond
rake
TLK
Iden
tifies
the p
urpo
se o
f the
intro
duct
ory
para
grap
hs in
a na
rrat
ive.
20En
coun
ter i
n Ca
stle E
stond
rake
TLI
Conn
ects
aspe
cts o
f a d
escr
iptio
n in
a na
rrat
ive t
o id
entif
y a g
ener
al st
atem
ent.
21En
coun
ter i
n Ca
stle E
stond
rake
TLI
Loca
tes d
irect
ly st
ated
info
rmat
ion
in a
narr
ativ
e.
22En
coun
ter i
n Ca
stle E
stond
rake
TLI
Infe
rs p
erso
nal q
ualit
ies in
a na
rrat
ive.
23En
coun
ter i
n Ca
stle E
stond
rake
TLI
Iden
tifies
a sy
nony
mou
s ter
m to
bui
ld co
here
nce i
n a n
arra
tive.
24En
coun
ter i
n Ca
stle E
stond
rake
TLI
Iden
tifies
the r
easo
n fo
r a ch
arac
ter's
beh
avio
ur in
a na
rrat
ive.
25En
coun
ter i
n Ca
stle E
stond
rake
TLI
Iden
tifies
a co
rrec
t sta
tem
ent a
bout
a ch
arac
ter.
41NAPLAN 2013 Reporting Guide
26Be
ing
a veg
etar
ian
TLI
Inte
rpre
ts th
e writ
er's
reac
tion
to a
serie
s of q
uesti
ons i
n a b
log.
27Be
ing
a veg
etar
ian
CUId
entifi
es th
e per
suas
ive t
echn
ique
in a
para
grap
h of
a bl
og.
28Be
ing
a veg
etar
ian
TLK
Iden
tifies
the r
easo
n fo
r poi
nts o
f elli
psis
in a
sent
ence
in a
blog
.
29Be
ing
a veg
etar
ian
TLK
Iden
tifies
a pe
rsua
sive t
echn
ique
in a
para
grap
h of
a bl
og.
30Be
ing
a veg
etar
ian
TLK
Iden
tifies
an
exam
ple o
f col
loqu
ial l
angu
age i
n a b
log.
31Be
ing
a veg
etar
ian
CURe
cogn
ises t
he w
riter
's po
sitio
n in
a bl
og.
32In
the m
omen
tTL
IId
entifi
es ch
ange
s in
tone
in a
narr
ativ
e tex
t.
33In
the m
omen
tTL
IIn
fers
a ch
arac
ter's
attit
ude f
rom
det
ails
in a
narr
ativ
e tex
t.
34In
the m
omen
tTL
IM
akes
a co
nnec
tion
betw
een
deta
ils fo
und
in a
narr
ativ
e tex
t.
35In
the m
omen
tTL
IIn
fers
mea
ning
from
a sim
ile u
sed
in a
narr
ativ
e tex
t.
36In
the m
omen
tTL
IIn
fers
wor
d m
eani
ng in
a na
rrat
ive t
ext.
37In
the m
omen
tCU
Iden
tifies
type
of n
arra
tive t
ext.
38Th
e ulti
mat
e con
nect
ion
TLI
Inte
rpre
ts in
form
atio
n ac
ross
par
agra
phs i
n an
info
rmat
ive t
ext.
39Th
e ulti
mat
e con
nect
ion
TLI
Conn
ects
and
inte
rpre
ts in
form
atio
n ac
ross
a pa
ragr
aph
in a
n in
form
ativ
e tex
t.
40Th
e ulti
mat
e con
nect
ion
TLI
Iden
tifies
dire
ctly
stat
ed in
form
atio
n in
an
info
rmat
ive t
ext.
41Th
e ulti
mat
e con
nect
ion
TLI
Conn
ects
info
rmat
ion
acro
ss se
nten
ces i
n an
info
rmat
ive t
ext.
42Th
e ulti
mat
e con
nect
ion
TLK
Iden
tifies
use
of a
conj
unct
ion
to si
gnal
cont
rasti
ng v
iew in
an
info
rmat
ive t
ext.
43Th
e ulti
mat
e con
nect
ion
CUId
entifi
es th
e aut
hor's
inte
ntio
n in
an
info
rmat
ive t
ext.
44Go
ing
som
ewhe
reTL
IId
entifi
es th
e bas
is of
a re
latio
nshi
p be
twee
n ch
arac
ters
in a
n im
agin
ativ
e tex
t.
45Go
ing
som
ewhe
reTL
IId
entifi
es a
n un
derly
ing
way
of t
hink
ing
for a
char
acte
r in
an im
agin
ativ
e tex
t.
46Go
ing
som
ewhe
reTL
KId
entifi
es th
e sig
nific
ance
of d
escr
iptio
ns in
an
imag
inat
ive t
ext.
47Go
ing
som
ewhe
reTL
IId
entifi
es a
char
acte
r's p
erce
ptio
n in
an
imag
inat
ive t
ext.
48Go
ing
som
ewhe
reTL
KIn
terp
rets
a figu
re o
f spe
ech
in a
n im
agin
ativ
e tex
t.
49Go
ing
som
ewhe
reTL
IIn
fers
a ch
arac
ter's
mot
ivat
ion
in a
n im
agin
ativ
e tex
t.
KEY
C
U =
Con
text
ual u
nder
stan
ding
: rel
ates
to th
e te
xt in
its c
onte
xt, i
nclu
ding
cul
tura
l pur
pose
, aud
ienc
e an
d ba
ckgr
ound
s/in
tent
ions
/res
pons
es o
f writ
er/r
eade
rs.
TLI =
Tex
t loc
atio
n an
d in
terp
reta
tion:
rela
tes t
o th
e m
eani
ng o
f tex
t, in
clud
ing
cont
ent,
idea
s, in
form
atio
n, re
latio
nshi
ps, d
evel
opm
ent o
f arg
umen
ts a
nd p
lots
.
TLK
= T
ext a
nd la
ngua
ge k
now
ledg
e: re
late
s to
the
way
the
cons
truc
tion
of th
e te
xt c
ontr
ibut
es to
its m
eani
ng, i
nclu
ding
the
effec
t of t
he g
ener
ic st
ruct
ure,
layo
ut, l
angu
age,
gra
mm
ar a
nd v
isua
l ele
men
ts.
42 NAPLAN 2013 Reporting Guide
Ye
ar
3 L
ang
uag
e C
onve
nti
on
s
Que
stio
n M
issp
elt w
ord
Ski
ll as
sess
ed
1St
arz
Iden
tifies
an
erro
r in
a one
-sylla
ble w
ord
with
the e
ndin
g -s.
2Pr
itty
Iden
tifies
an
erro
r in
a tw
o-sy
llabl
e wor
d w
ith th
e sho
rt vo
wel
-e.
3pi
kId
entifi
es a
n er
ror i
n a o
ne-sy
llabl
e wor
d w
ith th
e end
ing
-ck.
4ye
lloCo
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith th
e end
ing
-ow.
5sh
opin
gCo
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith a
doub
le let
ter -
pp.
6le
efCo
rrec
tly sp
ells
a one
-sylla
ble w
ord
with
the l
ette
r pat
tern
-ea.
7ba
reCo
rrec
tly sp
ells
a one
-sylla
ble h
omop
hone
with
the l
ette
r pat
tern
-ea.
8w
inno
rCo
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith th
e suffi
x -er
.
9flo
urCo
rrec
tly sp
ells
a tw
o-sy
llabl
e hom
opho
ne w
ith th
e end
ing
-ow
er.
10ne
atley
Corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the e
ndin
g -ly
.11
bole
Corr
ectly
spel
ls a o
ne-sy
llabl
e wor
d w
ith th
e let
ter p
atte
rn -o
w.
12pa
rret
Corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the e
ndin
g -o
t.
13po
puler
Corr
ectly
spel
ls a t
hree
-sylla
ble w
ord
with
the e
ndin
g -a
r.
14lu
seCo
rrec
tly sp
ells
a one
-sylla
ble w
ord
with
the l
ong
vow
el -o
o.
15w
iteId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a o
ne-sy
llabl
e wor
d sta
rting
with
wh-
.
16w
yse
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a one
-sylla
ble w
ord
with
the d
ipht
hong
-i.
17m
ovm
ent
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d en
ding
-men
t, re
quiri
ng a
chan
ge to
the b
ase w
ord
(dro
p e).
18w
ayte
dId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the d
ipht
hong
-ai.
19gl
iter
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith th
e dou
ble l
ette
rs -t
t.
20ki
ndne
sId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the s
uffix -
ness
.
21he
lthy
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith th
e sho
rt vo
wel
-ea.
22ba
ttary
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a thr
ee-sy
llabl
e wor
d w
ith th
e end
ing
-ery
.
23da
yly
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d en
ding
-ly,
requ
iring
a ch
ange
to th
e bas
e wor
d (y
to i)
.
24sn
eese
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a one
-sylla
ble w
ord
with
the e
ndin
g -z
e.
25te
ckno
lgy
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a fou
r-syl
labl
e wor
d sta
rting
with
tech
-.
43NAPLAN 2013 Reporting Guide
Que
stio
n C
urri
culu
m A
rea
Ski
ll as
sess
ed
26Gr
amm
arId
entifi
es th
e cor
rect
pre
posit
ion
to in
trodu
ce a
prep
ositi
onal
phr
ase i
n a s
impl
e sen
tenc
e.
27Gr
amm
arId
entifi
es th
e cor
rect
conj
unct
ion
in a
com
poun
d se
nten
ce.
28Gr
amm
arId
entifi
es th
e cor
rect
inde
finite
artic
le in
a sim
ple s
ente
nce.
29Gr
amm
arId
entifi
es th
e cor
rect
pre
sent
par
ticip
le of
an
irreg
ular
ver
b in
a sim
ple s
ente
nce.
30Gr
amm
arId
entifi
es th
e cor
rect
rela
tive p
rono
un to
intro
duce
an
adjec
tival
clau
se in
a co
mpl
ex se
nten
ce.
31Gr
amm
arId
entifi
es a
n ad
verb
in a
com
plex
sent
ence
.
32Gr
amm
arId
entifi
es th
e cor
rect
dum
my
subj
ect f
or a
noun
clau
se in
a co
mpl
ex se
nten
ce.
33Gr
amm
arId
entifi
es th
e cor
rect
mod
al au
xilia
ry in
a co
mpl
ex se
nten
ce.
34Pu
nctu
atio
nId
entifi
es th
e cor
rect
pos
ition
for a
n ap
ostro
phe o
f con
tract
ion
in a
simpl
e sen
tenc
e.35
Punc
tuat
ion
Iden
tifies
the c
orre
ctly
pun
ctua
ted
cont
ract
ion
in a
simpl
e sen
tenc
e.36
Gram
mar
Iden
tifies
the c
orre
ct ad
verb
to co
mpl
ete a
phr
asal
ver
b in
a sim
ple s
ente
nce.
37Gr
amm
arId
entifi
es th
e nou
n in
a sim
ple s
ente
nce.
38Pu
nctu
atio
nId
entifi
es th
e cor
rect
pla
cem
ent o
f spe
ech
mar
ks fo
r spe
ech
with
an
attri
butio
n.
39Pu
nctu
atio
nId
entifi
es th
e cor
rect
sent
ence
bou
ndar
y pu
nctu
atio
n be
twee
n tw
o sim
ple s
ente
nces
.
40Gr
amm
arId
entifi
es th
e cor
rect
auxi
liary
ver
b in
a sim
ple s
ente
nce.
41Gr
amm
arId
entifi
es th
e cor
rect
pro
noun
and
wor
d or
der f
or a
com
poun
d su
bjec
t in
a sim
ple s
ente
nce.
42Pu
nctu
atio
nId
entifi
es a
sent
ence
with
corr
ect b
ound
ary
punc
tuat
ion.
43Gr
amm
arId
entifi
es a
com
plet
e sim
ple s
ente
nce.
44Pu
nctu
atio
nId
entifi
es w
hen
a list
in a
simpl
e sen
tenc
e doe
s not
requ
ire a
com
ma.
45Gr
amm
arId
entifi
es th
e cor
rect
tens
e for
a ve
rb in
a sim
ple s
ente
nce w
ith a
time i
ndica
tor.
46Gr
amm
arId
entifi
es a
sent
ence
whi
ch co
rrec
tly co
mbi
nes i
nfor
mat
ion
from
two
sent
ence
s.
47Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of c
apita
l and
low
er ca
se le
tters
for p
rope
r and
com
mon
nou
ns.
48Gr
amm
arId
entifi
es a
n ad
verb
of t
ime i
n a c
ompl
ex se
nten
ce.
49Pu
nctu
atio
nId
entifi
es th
e cor
rect
pun
ctua
tion
of a
simpl
e sen
tenc
e con
tain
ing
indi
rect
spee
ch.
50Gr
amm
arId
entifi
es th
e cor
rect
use
of a
supe
rlativ
e adj
ectiv
e in
a sim
ple s
ente
nce.
51Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of a
n ap
ostro
phe o
f con
tract
ion
in a
simpl
e sen
tenc
e.
44 NAPLAN 2013 Reporting Guide
Ye
ar
5 L
ang
uag
e C
onve
nti
on
s
Que
stio
n M
issp
elt w
ord
Ski
ll as
sess
ed
1ha
nbal
lCo
rrec
tly sp
ells
a tw
o-sy
llabl
e com
poun
d w
ord
with
a m
edia
l let
ter -
d .
2bl
udCo
rrec
tly sp
ells
a one
-sylla
ble w
ord
with
the s
hort
vow
el -o
o.
3ne
atley
Corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the e
ndin
g -ly
.
4po
ckit
Corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the e
ndin
g -e
t.
5ch
ocla
teCo
rrec
tly sp
ells
a thr
ee-sy
llabl
e wor
d w
ith th
e syl
labl
e -o.
6th
erst
yCo
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith th
e let
ter p
atte
rn -i
r.
7sa
mpe
lCo
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith th
e end
ing
-le.
8lu
seCo
rrec
tly sp
ells
a one
-sylla
ble w
ord
with
the l
ong
vow
el -o
o.
9re
lyab
leCo
rrec
tly sp
ells
a fou
r-syl
labl
e wor
d en
ding
-abl
e, re
quiri
ng a
chan
ge to
the b
ase w
ord
(y to
i).
10str
ech
Corr
ectly
spel
ls a o
ne-sy
llabl
e wor
d w
ith th
e let
ter p
atte
rn -t
ch.
11gr
owce
ries
Corr
ectly
spel
ls a t
hree
-sylla
ble w
ord
with
the d
ipht
hong
-o.
12an
tisip
ate
Corr
ectly
spel
ls a f
our-s
ylla
ble w
ord
with
the s
oft c
onso
nant
-c.
13w
yse
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a one
-sylla
ble w
ord
with
the d
ipht
hong
-i.
14w
ayte
dId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the d
ipht
hong
-ai.
15w
onde
rfull
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a thr
ee-sy
llabl
e wor
d w
ith th
e suffi
x -fu
l.
16gl
iter
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith th
e dou
ble l
ette
rs -t
t.17
boxe
sId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the e
ndin
g -e
s.
18da
yly
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d en
ding
-ly,
requ
iring
a ch
ange
to th
e bas
e wor
d (y
to i)
.
19av
rage
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith th
e syl
labl
e -er
.
20br
eif
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a one
-sylla
ble w
ord
with
the l
ong
vow
el -ie
.
21au
dien
ceId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a t
hree
-sylla
ble w
ord
with
the e
ndin
g -e
nce.
22di
mon
dId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the d
ipht
hong
-ia.
23de
spar
ate
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a thr
ee-sy
llabl
e wor
d w
ith th
e let
ter p
atte
rn -e
r.
24cit
isens
hip
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a fou
r-syl
labl
e wor
d w
ith th
e con
sona
nt -z
.
25do
cum
entry
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a fou
r-syl
labl
e wor
d w
ith th
e end
ing
-ary
.
45NAPLAN 2013 Reporting Guide
Que
stio
n C
urri
culu
m A
rea
Ski
ll as
sess
ed
26Gr
amm
arId
entifi
es th
e cor
rect
form
of t
he ad
jectiv
e in
a com
plex
sent
ence
.
27Gr
amm
arId
entifi
es th
e cor
rect
pre
posit
ion
to in
trodu
ce a
com
para
tive p
hras
e in
a com
plex
sent
ence
.
28Gr
amm
arId
entifi
es a
n ad
verb
in a
com
plex
sent
ence
.
29Gr
amm
arId
entifi
es th
e cor
rect
inde
finite
artic
le in
a sim
ple s
ente
nce.
30Gr
amm
arId
entifi
es th
e cor
rect
mod
al au
xilia
ry in
a co
mpl
ex se
nten
ce.
31Pu
nctu
atio
nId
entifi
es th
e cor
rect
pun
ctua
tion
to en
d a s
tate
men
t.
32Gr
amm
arId
entifi
es th
e cor
rect
dum
my
subj
ect f
or a
noun
clau
se in
a co
mpl
ex se
nten
ce.
33Gr
amm
arId
entifi
es th
e cor
rect
sim
ple p
ast t
ense
for a
n irr
egul
ar v
erb
in a
simpl
e sen
tenc
e.
34Gr
amm
arId
entifi
es th
e cor
rect
non
-fini
te v
erb
form
in a
com
plex
sent
ence
.35
Punc
tuat
ion
Iden
tifies
the c
orre
ct se
nten
ce b
ound
ary
punc
tuat
ion
betw
een
two
simpl
e sen
tenc
es.
36Gr
amm
arId
entifi
es th
e cor
rect
sim
ple p
ast t
ense
form
s of t
wo
irreg
ular
ver
bs in
a sh
ort t
ext.
37Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of a
list
com
ma i
n a s
impl
e sen
tenc
e.
38Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of b
rack
ets t
o en
close
the e
xpla
natio
n of
initi
als i
n a s
impl
e sen
tenc
e
39Gr
amm
arId
entifi
es th
e cor
rect
conn
ectiv
e to
intro
duce
a de
pend
ent c
laus
e of c
ondi
tion
in fi
rst p
ositi
on.
40Gr
amm
arId
entifi
es th
e cor
rect
tens
e for
a ve
rb in
a sim
ple s
ente
nce w
ith a
time i
ndica
tor.
41Gr
amm
arId
entifi
es th
e sen
tenc
e whi
ch co
rrec
tly co
mbi
nes i
nfor
mat
ion
pres
ente
d in
a ta
ble.
42Gr
amm
arId
entifi
es a
n ad
jectiv
e in
a com
plex
sent
ence
.
43Gr
amm
arId
entifi
es th
e inc
orre
ct u
se o
f rea
l as a
n ad
verb
in a
simpl
e sen
tenc
e.44
Punc
tuat
ion
Iden
tifies
the c
orre
ct co
ntra
ctio
n an
d pr
onou
n in
a co
mpl
ex se
nten
ce.
45Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of c
apita
l and
low
er ca
se le
tters
for p
rope
r and
com
mon
nou
ns.
46Pu
nctu
atio
nId
entifi
es th
e inc
orre
ct u
se o
f an
apos
troph
e in
a plu
ral w
ord
in a
com
plex
sent
ence
.
47Pu
nctu
atio
nId
entifi
es a
cont
ract
ion
in a
com
plex
sent
ence
.
48Gr
amm
arId
entifi
es th
e cor
rect
rela
tive p
rono
un to
intro
duce
an
adjec
tival
clau
se in
a co
mpl
ex se
nten
ce.
49Gr
amm
arId
entifi
es th
e cor
rect
pos
sess
ive p
rono
un in
a sim
ple s
ente
nce.
50Gr
amm
arId
entifi
es in
corr
ect s
ubjec
t-ver
b ag
reem
ent i
n a c
ompo
und
sent
ence
.
51Gr
amm
arId
entifi
es th
e firs
t eve
nt in
a se
ries i
n a c
ompl
ex se
nten
ce.
46 NAPLAN 2013 Reporting Guide
Ye
ar
7 L
ang
uag
e C
onve
nti
on
s
Que
stio
n M
issp
elt w
ord
Ski
ll as
sess
ed
1sa
mpe
lCo
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith th
e end
ing
-le.
2ek
stra
Corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the l
ette
r -x r
epre
sent
ing
two
soun
ds.
3an
oyed
Corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the d
oubl
e let
ters
-nn
4th
umna
ilCo
rrec
tly sp
ells
a tw
o-sy
llabl
e com
poun
d w
ord
with
the s
ilent
lette
r -b.
5w
erst
Corr
ectly
spel
ls a o
ne-sy
llabl
e wor
d w
ith th
e let
ter p
atte
rn -o
r.
6re
lyab
leCo
rrec
tly sp
ells
a fou
r-syl
labl
e wor
d en
ding
-abl
e, re
quiri
ng a
chan
ge to
the b
ase w
ord
(y to
i).
7ca
chm
ent
Corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the l
ette
r pat
tern
-tch
.
8sim
iler
Corr
ectly
spel
ls a t
hree
-sylla
ble w
ord
with
the e
ndin
g -a
r.
9pe
rimet
reCo
rrec
tly sp
ells
a fou
r-syl
labl
e wor
d w
ith th
e end
ing
-met
er.
10gr
owce
ries
Corr
ectly
spel
ls a t
hree
-sylla
ble w
ord
with
the d
ipht
hong
-o.
11re
spon
sabi
lities
Corr
ectly
spel
ls a s
ix-sy
llabl
e wor
d w
ith th
e sho
rt vo
wel
-i.
12ca
nion
Corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the s
emi-v
owel
-y.
13de
feni
ngCo
rrec
tly sp
ells
a thr
ee-sy
llabl
e wor
d w
ith th
e sho
rt vo
wel
-ea.
14nu
rchu
reCo
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith th
e end
ing
-ture
.
15ab
revi
atio
nCo
rrec
tly sp
ells
a five
-sylla
ble w
ord
with
the d
oubl
e let
ters
-bb.
16fo
rfet
Corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the l
ette
r pat
tern
-ei.
17ga
rbeg
eId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the e
ndin
g -a
ge.
18ac
ompa
nyId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a f
our-s
ylla
ble w
ord
with
the d
oubl
e let
ters
-cc.
19av
rage
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith th
e syl
labl
e -er
.
20ak
sept
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith -c
c rep
rese
ntin
g tw
o so
unds
21so
uthe
nId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the e
ndin
g -e
rn.
22sy
mfo
nyId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a t
hree
-sylla
ble w
ord
with
the l
ette
r pat
tern
-ph.
23di
mon
dId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the d
ipht
hong
-ia.
24w
irlpo
olId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
starti
ng w
ith w
h-.
25fri
ghtn
edId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a t
wo-
sylla
ble p
ast p
artic
iple.
26in
depe
nden
tId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a f
our-s
ylla
ble w
ord
with
the e
ndin
g -e
nt.
27ar
gum
ents
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a thr
ee-sy
llabl
e wor
d en
ding
-men
ts, re
quiri
ng a
chan
ge to
the b
ase w
ord
(dro
p e).
47NAPLAN 2013 Reporting Guide
28gu
age
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a one
-sylla
ble w
ord
with
the d
ipht
hong
-au
.
29pe
rmen
ently
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a fou
r-syl
labl
e wor
d w
ith th
e let
ter p
atte
rn -a
n.
30tre
cher
ous
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a thr
ee-sy
llabl
e wor
d w
ith th
e sho
rt vo
wel
-ea.
Que
stio
n C
urri
culu
m A
rea
Ski
ll as
sess
ed
31Gr
amm
arId
entifi
es th
e cor
rect
pre
posit
ion
to in
trodu
ce a
prep
ositi
onal
phr
ase i
n a c
ompl
ex se
nten
ce.
32Gr
amm
arId
entifi
es th
e cor
rect
pre
posit
ion
to in
trodu
ce a
prep
ositi
onal
phr
ase i
n a c
ompl
ex se
nten
ce.
33Gr
amm
arId
entifi
es th
e cor
rect
com
para
tive f
orm
of a
n ad
jectiv
e in
a com
plex
sent
ence
.
34Gr
amm
arId
entifi
es th
e cor
rect
det
erm
iner
for a
coun
tabl
e nou
n in
a co
mpl
ex se
nten
ce.
35Gr
amm
arId
entifi
es th
e cor
rect
que
stion
tag
for a
sim
ple q
uesti
on.
36Gr
amm
arId
entifi
es th
e tw
o ve
rbs o
f mat
chin
g te
nse i
n a c
ompl
ex se
nten
ce.
37Gr
amm
arId
entifi
es th
e cor
rect
inde
finite
pro
noun
for a
subj
ect i
n a s
impl
e sen
tenc
e.
38Gr
amm
arId
entifi
es th
e cor
rect
conn
ectiv
e to
intro
duce
a de
pend
ent c
laus
e of c
ondi
tion.
39Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of c
apita
l let
ters
for p
rope
r nou
ns in
a sim
ple s
ente
nce.
40Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of l
ist p
unct
uatio
n in
a sim
ple s
ente
nce.
41Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of b
rack
ets t
o en
close
dat
es in
a sim
ple s
ente
nce.
42Gr
amm
arId
entifi
es th
e sen
tenc
e whi
ch co
rrec
tly co
mbi
nes i
nfor
mat
ion
pres
ente
d in
a ta
ble.
43Gr
amm
arId
entifi
es a
n ad
jectiv
e in
a com
plex
sent
ence
.44
Punc
tuat
ion
Iden
tifies
the c
orre
ct co
ntra
ctio
n an
d pr
onou
n in
a co
mpl
ex se
nten
ce.
45Pu
nctu
atio
nId
entifi
es th
e inc
orre
ct u
se o
f an
apos
troph
e in
a plu
ral w
ord
in a
com
plex
sent
ence
.
46Gr
amm
arId
entifi
es th
e con
nect
ive w
hich
doe
s not
expr
ess t
ime i
n a c
ompl
ex se
nten
ce.
47Pu
nctu
atio
nId
entifi
es a
n ap
ostro
phe o
f pos
sess
ion
in a
simpl
e sen
tenc
e.
48Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of l
ist p
unct
uatio
n in
a sim
ple s
ente
nce.
49Pu
nctu
atio
nId
entifi
es a
cont
ract
ion
in a
com
plex
sent
ence
.
50Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of a
n ap
ostro
phe o
f pos
sess
ion.
51Gr
amm
arId
entifi
es th
e cor
rect
conn
ectiv
e int
rodu
cing
a de
pend
ent c
laus
e in
a com
plex
sent
ence
.
52Gr
amm
arId
entifi
es co
rrec
tly th
e pro
noun
in a
com
plex
sent
ence
.
53Gr
amm
arId
entifi
es th
e use
of a
pre
sent
par
ticip
le as
an
adjec
tive i
n a c
ompl
ex se
nten
ce.
54Gr
amm
arId
entifi
es in
corr
ect s
ubjec
t-ver
b ag
reem
ent i
n a c
ompo
und
sent
ence
.
48 NAPLAN 2013 Reporting Guide
Que
stio
n C
urri
culu
m A
rea
Ski
ll as
sess
ed
55Gr
amm
arId
entifi
es th
e cor
rect
use
of a
n ad
verb
in a
simpl
e sen
tenc
e.
56Gr
amm
arId
entifi
es th
e sen
tenc
e whi
ch co
rrec
tly co
mbi
nes i
nfor
mat
ion
from
two
sent
ence
s.
57Gr
amm
arId
entifi
es th
e wor
d th
at is
not
an
adve
rb in
a co
mpl
ex se
nten
ce.
58Gr
amm
arId
entifi
es th
e wor
d us
ed as
a pr
epos
ition
in a
simpl
e sen
tenc
e.
Ye
ar
9 L
ang
uag
e C
onve
nti
on
s
Que
stio
n M
issp
elt w
ord
Ski
ll as
sess
ed
1str
ait
Corr
ectly
spel
ls a o
ne-sy
llabl
e wor
d w
ith th
e con
sona
nt p
atte
rn -g
ht.
2or
dinr
yCo
rrec
tly sp
ells
a thr
ee-sy
llabl
e wor
d w
ith th
e uns
tress
ed sy
llabl
e -ar
.
3ur
ben
Corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the e
ndin
g -a
n.
4ca
chm
ent
Corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the l
ette
r pat
tern
-tch
.
5ac
ompl
ishm
ent
Corr
ectly
spel
ls a f
our-s
ylla
ble w
ord
with
the d
oubl
e let
ters
-cc.
6cir
cuit
Corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the s
hort
vow
el -u
i.
7m
onite
rCo
rrec
tly sp
ells
a thr
ee-sy
llabl
e wor
d w
ith th
e end
ing
-or.
8str
uctu
rell
Corr
ectly
spel
ls a t
hree
-sylla
ble w
ord
endi
ng -a
l, re
quiri
ng a
chan
ge to
the b
ase w
ord
(dro
p e).
9ca
nion
Corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the s
emi-v
owel
-y.10
defe
ning
Corr
ectly
spel
ls a t
hree
-sylla
ble w
ord
with
the s
hort
vow
el -e
a.11
prac
ticly
Corr
ectly
spel
ls a f
our-s
ylla
ble w
ord
with
the s
ylla
ble -
al.
12ca
mpa
neCo
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith th
e let
ter p
atte
rn -a
ign.
13nu
rchu
reCo
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith th
e end
ing
-ture
.
14jep
ardy
Corr
ectly
spel
ls a t
hree
-sylla
ble w
ord
with
the s
hort
vow
el -e
o.
15in
corp
erat
edCo
rrec
tly sp
ells
a five
-sylla
ble w
ord
with
the l
ette
r pat
tern
-or.
16aq
uire
dCo
rrec
tly sp
ells
a thr
ee-sy
llabl
e wor
d sta
rting
with
acqu
-. 17
garb
ege
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith th
e end
ing
-age
.
18cla
ssaf
yId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a t
hree
-sylla
ble w
ord
with
the e
ndin
g -if
y.
19w
ierdd
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a one
-sylla
ble w
ord
with
the l
ette
r pat
tern
-ei.
20so
uthe
nId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the e
ndin
g -e
rn.
49NAPLAN 2013 Reporting Guide
21de
ffore
statio
nId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a fi
ve-sy
llabl
e wor
d w
ith th
e pre
fix d
e-.
22co
nsid
arab
leId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a f
our-s
ylla
ble w
ord
with
the l
ette
r pat
tern
-er.
23fu
lfilin
gId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a t
hree
-sylla
ble p
rese
nt p
artic
iple.
24sh
edul
eId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
starti
ng w
ith sc
h-.
25go
rmet
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith th
e let
ter p
atte
rn -o
u.
26en
zim
esId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a t
wo-
sylla
ble w
ord
with
the d
ipht
hong
-y.
27pe
rmen
ently
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a fou
r-syl
labl
e wor
d w
ith th
e let
ter p
atte
rn -a
n.
28ex
ilara
tion
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a five
-sylla
ble w
ord
with
the s
ilent
lette
r -h.
29va
ccum
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a tw
o-sy
llabl
e wor
d w
ith th
e lon
g vo
wel
-uu.
30di
lema
Iden
tifies
an
erro
r, th
en co
rrec
tly sp
ells
a thr
ee-sy
llabl
e wor
d w
ith th
e end
ing
-mm
a.
Que
stio
n C
urri
culu
m A
rea
Ski
ll as
sess
ed
31Gr
amm
arId
entifi
es th
e cor
rect
pre
posit
ions
to in
trodu
ce p
repo
sitio
nal p
hras
es in
a co
mpl
ex se
nten
ce.
32Gr
amm
arId
entifi
es th
e cor
rect
pro
noun
in a
com
plex
sent
ence
.
33Gr
amm
arId
entifi
es th
e cor
rect
inde
finite
pro
noun
for a
subj
ect i
n a s
impl
e sen
tenc
e.
34Gr
amm
arId
entifi
es th
e cor
rect
mod
al ad
verb
in a
simpl
e sen
tenc
e.35
Gram
mar
Iden
tifies
the c
orre
ct m
odal
auxi
liary
indi
catin
g pa
st te
nse i
n a c
ompl
ex se
nten
ce.
36Gr
amm
arId
entifi
es th
e cor
rect
pre
fix to
crea
te a
n an
tony
m.
37Gr
amm
arId
entifi
es th
e mea
ning
of t
he n
eithe
r/no
r con
struc
tion
in a
com
plex
sent
ence
.
38Gr
amm
arId
entifi
es th
e sen
tenc
e whi
ch co
rrec
tly co
mbi
nes i
nfor
mat
ion
from
thre
e sen
tenc
es.
39Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of l
ist p
unct
uatio
n in
a sim
ple s
ente
nce.
40Gr
amm
arId
entifi
es th
e cor
rect
pai
r of v
erbs
to m
aint
ain
tens
e in
a com
plex
sent
ence
.
41Pu
nctu
atio
nId
entifi
es th
e inc
orre
ct co
ntra
ctio
n in
a co
mpl
ex se
nten
ce.
42Gr
amm
arId
entifi
es th
e cor
rect
form
of a
n irr
egul
ar v
erb
indi
catin
g pr
esen
t ten
se in
a sim
ple s
ente
nce.
43Gr
amm
arId
entifi
es th
e con
nect
ive w
hich
doe
s not
expr
ess t
ime i
n a c
ompl
ex se
nten
ce.
44Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of a
n ap
ostro
phe o
f pos
sess
ion.
45Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of p
aire
d cla
use c
omm
as in
a co
mpl
ex se
nten
ce.
46Gr
amm
arId
entifi
es th
e firs
t eve
nt in
a se
ries i
n a c
ompl
ex se
nten
ce.
47Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of c
apita
l let
ters
for t
he n
ame o
f an
orga
nisa
tion
in a
simpl
e sen
tenc
e.
50 NAPLAN 2013 Reporting Guide
Que
stio
n C
urri
culu
m A
rea
Ski
ll as
sess
ed
48Gr
amm
arId
entifi
es th
e cla
use w
hich
is a
com
plet
e sen
tenc
e.
49Gr
amm
arId
entifi
es th
e cor
rect
refe
renc
e for
a pr
onou
n in
a sh
ort t
ext.
50Gr
amm
arId
entifi
es th
e cor
rect
ly re
fere
nced
par
ticip
le ph
rase
in a
simpl
e sen
tenc
e.
51Gr
amm
arId
entifi
es th
e use
of a
pre
sent
par
ticip
le as
an
adjec
tive i
n a s
impl
e sen
tenc
e.
52Gr
amm
arId
entifi
es th
e cor
rect
conn
ectiv
e int
rodu
cing
a de
pend
ent c
laus
e in
a com
plex
sent
ence
.
53Gr
amm
arId
entifi
es th
e nou
n in
a lis
t of r
elate
d w
ords
.
54Gr
amm
arId
entifi
es th
e cor
rect
use
of a
n ad
verb
in a
simpl
e sen
tenc
e.
55Pu
nctu
atio
nId
entifi
es th
e inc
orre
ct li
st pu
nctu
atio
n in
a sim
ple s
ente
nce.
56Pu
nctu
atio
nId
entifi
es th
e cor
rect
pun
ctua
tion
of a
n ad
dres
s in
a com
plex
sent
ence
.
57Pu
nctu
atio
nId
entifi
es th
e cor
rect
pun
ctua
tion
of a
ques
tion
in d
irect
spee
ch w
ith a
n in
tern
al at
tribu
tion.
58Gr
amm
arId
entifi
es th
e cor
rect
pai
r of v
erbs
indi
catin
g pa
st te
nse s
tagi
ng in
a co
mpl
ex se
nten
ce.
Ye
ar
3 N
um
era
cy
Que
stio
n S
hort
Des
crip
tion
Cur
ricu
lum
A
rea
Ski
ll as
sess
ed
1Be
n us
ed th
ese b
eads
NRe
cogn
ises a
3-d
igit
num
ber d
isplay
ed o
n an
abac
us.
2O
n th
is gr
id X
SLo
cate
s a p
ositi
on o
n an
alph
anum
eric
grid
.
3Th
is ca
ndle
is sh
aped
SId
entifi
es co
mm
on o
bjec
t as b
eing
mos
t lik
e a cy
linde
r.
4So
me o
f the
num
bers
on
this
AFP
Iden
tifies
a m
issin
g nu
mbe
r on
a par
tially
com
plet
ed n
umbe
r cha
rt.
5W
hich
one
of t
he g
rey
shap
esM
CDId
entifi
es th
e sha
pe w
ith th
e lar
gest
area
from
a se
t of s
hape
s on
a tria
ngul
ar g
rid.
6Fo
ur ch
ildre
n w
ere p
layin
g a g
ame
MCD
Inte
rpre
ts ta
lly m
arks
.
7Th
ese s
tude
nts n
eed
to li
ne u
pM
CDVi
sual
ly co
mpa
res a
nd o
rder
s heig
hts.
8Da
n dr
ew a
shap
e with
onl
y 3
SRe
cogn
ises a
geo
met
ric p
rope
rty o
f tria
ngles
.
9N
ick b
uys o
ne ap
ple a
nd o
ne b
anan
aN
Calcu
late
s the
tota
l of t
wo
amou
nts o
f mon
ey.
10Th
is re
peat
ing
patte
rn is
mad
e by
SId
entifi
es th
e nex
t ter
m in
a re
peat
ing
shap
e pat
tern
.
11W
hat t
ime d
oes t
he n
ext b
oat l
eave
?M
CDRe
ads a
n an
alog
ue cl
ock
to th
e hal
f hou
r.
12W
hich
squa
re h
as o
ne-q
uarte
rN
Iden
tifies
a sh
ape t
hat i
s one
-qua
rter s
hade
d.
51NAPLAN 2013 Reporting Guide
13O
n w
hich
of t
hese
spin
ners
is th
eM
CDSe
lects
the s
pinn
er m
ost l
ikely
to g
ive a
spec
ified
out
com
e.
14Si
x chi
ldre
n sh
ared
50 ch
ocol
ates
NSo
lves
a m
ulti-
step
divi
sion
prob
lem.
15M
el m
ade t
his m
odel
by jo
inin
g 6
SId
entifi
es sp
ecifi
c fac
es af
ter v
isual
ly ro
tatin
g a 3
D m
odel.
16_
- 15 =
20A
FPCa
lcula
tes t
he m
issin
g va
lue i
n a s
ubtra
ctio
n nu
mbe
r sen
tenc
e.17
Ava m
ade t
hese
cake
sN
Coun
ts a c
ollec
tion
and
iden
tifies
hal
f.
18Th
ere a
re 50
pre
sent
s in
a bas
ket
MCD
Des
crib
es th
e lik
elih
ood
of a
simpl
e cha
nce e
vent
.
19Ev
an h
as 17
pen
s. Ja
mies
has
24 p
ens
NSo
lves
a w
ord
prob
lem b
y id
entifi
ng a
num
ber w
hich
falls
with
in a
give
n ra
nge.
20W
hich
of t
hese
adds
up
to m
ore t
han
NCa
lcula
tes a
nd co
mpa
res t
he to
tals
of sm
all a
mou
nts o
f mon
ey.
21W
hich
face
is n
ot sy
mm
etric
alS
Iden
tifies
a sh
ape t
hat i
s not
sym
met
rical
.
22A
nna a
sks p
eopl
e in
her s
choo
lM
CDFi
nds t
he d
iffer
ence
bet
wee
n tw
o va
lues
show
n on
a pi
ctog
raph
.
23H
ow m
any
edge
s doe
s thi
s obj
ect
SId
entifi
es th
e num
ber o
f edg
es o
n a h
exag
onal
pris
m.
24 43
- 29
= ?
NSo
lves
a su
btra
ctio
n pr
oblem
invo
lvin
g 2-
digi
t num
bers
and
regr
oupi
ng.
25Us
ing
this
ruler
, the
leng
thM
CDId
entifi
es th
e app
roxi
mat
e len
gth
of o
bjec
t giv
en a
ruler
as re
fere
nce.
26O
n w
hat d
ate d
oes J
ill sa
y th
is?M
CDUs
es a
calen
dar t
o de
term
ine t
he d
ate o
f an
even
t.
27Th
ere w
ere s
ome s
traw
berr
ies o
n a
AFP
Solv
es a
wor
d pr
oblem
invo
lvin
g in
vers
e rela
tions
hips
.
28St
ella
ran
4 tim
es ar
ound
a tra
ck.
NSo
lves
a w
ord
prob
lem in
volv
ing
mul
tiplic
ativ
e thi
nkin
g.
29Th
is sh
oe p
rint w
as fo
und
in th
e san
dS
Iden
tifies
the r
eflec
ted
imag
e of a
com
plex
des
ign.
30Ch
ris cu
t thi
s sha
pe in
to re
ctan
gles
SCa
lcula
tets
the n
umbe
r of r
ecta
ngles
that
can
be cu
t fro
m a
n irr
egul
ar sh
ape.
31M
eg fo
lded
this
piec
e of p
aper
alon
gS
Iden
tifies
the e
ffect
of f
oldi
ng a
rect
angl
e alo
ng it
s dia
gona
l.
32Jo
hn a
nd B
ella
get
poc
ket m
oney
NSo
lves
wor
d pr
oblem
invo
lvin
g th
e diff
eren
ce b
etw
een
two
pay
rate
s.
33Le
e pai
d fo
r som
e lem
ons w
ith a
$10
NSo
lves
a m
oney
pro
blem
invo
lvin
g su
btra
ctio
n an
d di
visio
n.
34To
m h
ad so
me s
ticks
like
this
one
SFi
nds t
he to
tal l
engt
h of
the e
dges
of a
n ob
ject.
35H
arry
coun
ted
all h
is co
ins a
nd d
rew
MCD
Inte
rpre
ts a c
olum
n gr
aph
to ca
lcula
te th
e tot
al v
alue
of a
num
ber o
f diff
eren
t coi
ns.
KEY
A
FP =
Alg
ebra
, fun
ctio
n an
d pa
ttern
(Str
uctu
re)
N =
Num
ber
MC
D =
Mea
sure
men
t, ch
ance
and
dat
aS
= Sp
ace
52 NAPLAN 2013 Reporting Guide
Ye
ar
5 N
um
era
cy
Que
stio
n S
hort
Des
crip
tion
Cur
ricu
lum
A
rea
Ski
ll as
sess
ed
1W
hich
of t
hese
net
s will
fold
SId
entifi
es th
e net
of a
pyr
amid
.
2W
hich
stud
ent's
nam
e is i
n ce
llS
Uses
an
alph
a-nu
mer
ic co
ordi
nate
to lo
cate
a ce
ll in
a sp
read
shee
t.
3O
n w
hich
of t
hese
spin
ners
is th
e arr
owM
CDSe
lects
the s
pinn
er m
ost l
ikely
to g
ive a
spec
ified
out
com
e.
4H
ow m
any
choc
olat
es d
id L
ilyN
Solv
es a
mul
ti-ste
p di
visio
n pr
oblem
.
5W
hich
two
lette
rs sh
ow th
e pos
ition
sS
Iden
tifies
spec
ific f
aces
afte
r visu
ally
rota
ting
a 3D
mod
el.
6_ -
15 =
20A
FPCa
lcula
tes t
he m
issin
g va
lue i
n a s
ubtra
ctio
n nu
mbe
r sen
tenc
e.
7W
hich
of t
hese
des
crib
es th
e cha
nce
MCD
Des
crib
es th
e lik
elih
ood
of a
simpl
e cha
nce e
vent
.
8H
ow m
any
mor
e peo
ple l
ike c
ats t
han
MCD
Find
s the
diff
eren
ce b
etw
een
two
valu
es sh
own
on a
pict
ogra
ph.
9W
hat i
s the
oth
er p
oint
?S
Loca
tes a
pos
ition
on
an al
pha-
num
eric
grid
.
10W
hat n
umbe
r is t
he ar
row
poi
ntin
gN
Inte
rpre
ts a n
umbe
r lin
e to
loca
te th
e pos
ition
of a
giv
en n
umbe
r.
11W
hich
of t
hese
squa
res h
as th
e lar
gest
NCo
mpa
res a
nd o
rder
s com
mon
frac
tions
repr
esen
ted
as ar
ea m
odel
s.
12W
hat i
s the
tota
l val
ue o
f Nee
la's
MCD
Inte
rpre
ts ta
lly m
arks
repr
esen
ting
mon
ey to
calcu
late
a to
tal.
13W
hat w
as o
n th
e squ
are?
SVi
sual
ises t
he re
sult
of a
n ob
lique
fold
.
14W
hich
of t
hese
, whe
n re
peat
ed, w
illA
FPId
entifi
es th
e rep
eatin
g pa
rt of
a sp
acia
l pat
tern
.
15W
hat r
epre
sent
s one
who
le?N
Inte
rpre
ts a r
epre
sent
atio
n of
2/3 t
o id
entif
y th
e rep
rese
ntat
ion
of a
who
le.
16W
hich
of t
hese
show
s the
new
pos
ition
SId
entifi
es a
n im
age a
fter i
t is r
otat
ed a
quar
ter t
urn
clock
wise
.17
How
long
has
Jay
been
at th
e lib
rary
?M
CDCa
lcula
tes a
n ela
psed
tim
e in
hour
s and
min
utes
.
18O
n w
hat d
ate d
oes J
illM
CDUs
es a
calen
dar t
o de
term
ine t
he d
ate o
f an
even
t.
19H
ow m
any
straw
berr
ies w
ere
AFP
Solv
es a
wor
d pr
oblem
invo
lvin
g in
vers
e rela
tions
hips
.
20H
ow m
any
ticke
ts ar
e lef
t?N
Solv
es a
wor
d pr
oblem
invo
lvin
g th
e diff
eren
ce b
etw
een
two
4-di
git n
umbe
rs.
21W
hich
shoe
mad
e the
prin
t?S
Iden
tifies
the r
eflec
ted
imag
e of a
com
plex
des
ign.
22W
hen
did
mos
t peo
ple u
se th
e par
k?M
CDIn
terp
rets
and
uses
a do
uble
colu
mn
grap
h to
com
pare
tota
ls.
23W
hich
is A
lice's
view
SRe
cogn
ises a
diff
eren
t view
of a
stac
k of
obj
ects.
24W
hich
ang
le is
close
stM
CDId
entifi
es a
n an
gle c
lose
st in
size
to 45
deg
rees
.
25W
hat i
s the
dist
ance
from
Dix
onM
CDin
terp
rets
a tw
o-w
ay t
able
invo
lvin
g di
stanc
es.
26H
ow m
uch
mor
e?N
Solv
es w
ord
prob
lem in
volv
ing
the d
iffer
ence
bet
wee
n tw
o pa
y ra
tes.
53NAPLAN 2013 Reporting Guide
27W
hich
of t
hese
expr
essio
ns h
as a
valu
eN
Calcu
lates
with
com
mon
frac
tions
.
28W
hich
of t
hese
is Z
ac's
new
SId
entifi
es a
non-
sym
met
rical
shap
e.
29W
hich
of t
hese
is cl
oses
t to
the d
istan
ceS
Estim
ates
a cu
rved
dist
ance
on
a grid
map
.
30H
ow m
uch
mon
ey in
tota
l do
they
giv
eN
Solv
es a
divi
sion
prob
lem in
volv
ing
mon
ey.
31W
hich
type
of n
ote
NId
entifi
es th
e val
ue o
f fou
r not
es n
eede
d to
mak
e a g
iven
tota
l.
32W
hat i
s the
larg
est n
umbe
r of c
ars
NFi
nds t
he la
rges
t num
ber o
f pac
kette
d ite
ms t
hat c
an b
e bou
ght f
or a
give
n am
ount
of m
oney
.
33W
hich
of t
hese
is cl
oses
t to
the n
umbe
r of
peop
leN
Estim
ates
the v
alue
of a
frac
tion
of a
larg
e num
ber.
3437
.5 /
_ =
AFP
Com
plet
es a
num
ber s
ente
nce i
nvol
ving
dec
imal
num
bers
and
div
ision
by
ten.
35W
hat i
s the
per
imet
er o
f Luk
e'sM
CDSo
lves
a pe
rimet
er p
robl
em in
volv
ing
calcu
latin
g a m
issin
g len
gth.
36H
ow m
any
lemon
s did
Lee
NSo
lves
a m
oney
pro
blem
invo
lvin
g su
btra
ctio
n an
d di
visio
n.
37H
ow m
any
edge
s doe
s thi
s pris
mS
Calcu
late
s the
num
ber o
f edg
es o
f a p
rism
giv
en a
pict
ure o
f the
bas
e.
38H
ow m
any
bloc
ks d
id sh
e use
?S
Find
s the
num
ber o
f ide
ntica
l blo
cks u
sed
to m
ake a
giv
en p
rism
.
39H
ow m
any
mor
e gra
ms o
f flou
rM
CDIn
terp
rets
a gra
duat
ed sc
ale t
o ca
lcula
te a
diffe
renc
e.
40H
ow m
any
prog
ram
s did
she w
atch
MCD
Calcu
late
s the
tota
l siz
e of a
dat
a set
giv
en a
simpl
e pie
-gra
ph a
nd in
form
atio
n ab
out t
wo
cate
gorie
s.
KEY
A
FP =
Alg
ebra
, fun
ctio
n an
d pa
ttern
(Str
uctu
re)
N =
Num
ber
MC
D =
Mea
sure
men
t, ch
ance
and
dat
aS
= Sp
ace
54 NAPLAN 2013 Reporting Guide
Ye
ar
7 N
um
era
cy (
No
n-C
alc
ula
tor)
Que
stio
n S
hort
Des
crip
tion
Cur
ricu
lum
A
rea
Ski
ll as
sess
ed
1W
hich
of t
hese
net
s will
fold
SId
entifi
es th
e net
of a
pyr
amid
.
2W
hich
stud
ent's
nam
e is i
n ce
llS
Uses
an
alph
a-nu
mer
ic co
ordi
nate
to lo
cate
a ce
ll in
a sp
read
shee
t.
3At
whi
ch o
f the
se ti
mes
wer
eA
FPId
entifi
es th
e max
imum
poi
nt o
n a f
requ
ency
/tim
e gra
ph.
4H
ow m
uch
mon
ey d
oes h
e hav
e lef
t?N
Solv
es a
mon
ey p
robl
em in
volv
ing
deci
mal
subt
ract
ion.
5W
hat p
erce
ntag
e of t
he w
hole
fenc
eN
Mat
ches
a pe
rcen
tage
to a
visu
al re
pres
enta
tion
of a
com
mon
frac
tion.
6W
hat w
as o
n th
e squ
are?
SVi
sual
ises t
he re
sult
of a
n ob
lique
fold
.
7W
hich
of t
hese
bun
ches
giv
e Zac
MCD
Iden
tifies
the s
et o
f obj
ects
with
gre
ates
t pro
babi
lity
of a
give
n ra
ndom
out
com
e.
8W
hat w
as th
e cha
nge i
n te
mpe
ratu
re
NCa
lcula
tes t
he d
iffer
ence
bet
wee
n a p
ositi
ve a
nd a
nega
tive t
empe
ratu
re.
9W
hich
of t
hese
has
the s
ame v
alue
AFP
Mat
ches
equi
valen
t num
erica
l exp
ress
ions
.
10W
hich
is A
lice's
view
SRe
cogn
ises a
diff
eren
t view
of a
stac
k of
obj
ects.
11W
hich
ang
le is
close
st in
size
MCD
Iden
tifies
an
angl
e clo
sest
in si
ze to
45 d
egre
es.
12W
hich
of t
hese
coul
d be
the s
hape
SId
entifi
es a
shap
e tha
t will
tess
ella
te in
an
irreg
ular
hex
agon
.
13H
ow lo
ng d
id A
bby
sleep
?M
CDCa
lcula
tes a
n ela
psed
tim
e fro
m p
m to
am in
hou
rs a
nd m
inut
es.
14H
ow m
uch
mon
ey in
tota
l do
they
giv
eN
Solv
es a
divi
sion
prob
lem in
volv
ing
mon
ey.
15W
hich
type
of n
ote i
s not
NId
entifi
es th
e val
ue o
f fou
r not
es n
eede
d to
mak
e a g
iven
tota
l.
16W
hich
of t
hese
is th
e hea
vies
t lea
fN
Solv
es a
prob
lem in
volv
ing
the c
ompa
rison
of d
ecim
al fr
actio
ns.
17W
hich
of t
hese
is cl
oses
t to
the n
umbe
rN
Estim
ates
the v
alue
of a
frac
tion
of a
larg
e num
ber.
1837
.5/ _
=A
FPCo
mpl
etes
a nu
mbe
r sen
tenc
e inv
olvi
ng d
ecim
al n
umbe
rs a
nd d
ivisi
on b
y te
n.
19H
ow m
any
gram
s of fl
our
MCD
Inte
rpol
ates
a gr
adua
ted
scal
e to
iden
tify
a rea
ding
.
20Th
e ave
rage
amou
nt o
f woo
l pro
duce
dN
Solv
es a
divi
sion
prob
lem in
volv
ing
num
bers
giv
en in
mill
ions
.
21H
ow m
any
bottl
es d
oes M
axA
FPSo
lves
a re
ason
ing
prob
lem in
volv
ing
parti
tioni
ng a
quan
tity.
22W
hat i
s the
leng
th o
f the
mod
el?S
Uses
scal
e to
calcu
late
a len
gth.
23W
hat i
s the
per
imet
er o
f Luk
e'sM
CDSo
lves
a pe
rimet
er p
robl
em in
volv
ing
calcu
latin
g a m
issin
g len
gth.
24H
ow m
any
edge
s doe
s thi
s pris
mS
Calcu
late
s the
num
ber o
f edg
es o
f a p
rism
giv
en a
pict
ure o
f the
bas
e.
257/
8 +5/
6 =N
Solv
es a
n eq
uatio
n in
volv
ing
the a
dditi
on o
f fra
ctio
ns.
26H
ow m
uch
wat
er d
oes S
ara h
ave
MCD
Solv
es a
n es
timat
ion
prob
lem in
volv
ing
volu
me,
met
ric co
nver
sion
and
fract
ions
.
55NAPLAN 2013 Reporting Guide
27W
hat i
s the
area
of t
he g
rey
part
MCD
Calcu
lates
the a
rea o
f a co
mpo
site s
hape
bas
ed o
n tw
o iso
scele
s rig
ht-a
ngled
tria
ngles
.
28H
ow m
any
prog
ram
s did
she w
atch
MCD
Calcu
late
s the
tota
l siz
e of a
dat
a set
giv
en a
simpl
e pie
-gra
ph a
nd in
form
atio
n ab
out t
wo
cate
gorie
s.
29Us
ing
the g
raph
, a d
istan
ceA
FPIn
terp
rets
a lin
ear g
raph
to ap
prox
imat
e an
unkn
own
valu
e.
30W
hat n
umbe
r doe
s _ re
pres
ent?
AFP
Solv
es a
n eq
uatio
n w
ith a
n un
know
n va
lue o
n bo
th si
des.
31H
ow m
any
whi
te ti
les d
oes s
he u
se?
ND
ivid
es a
quan
tity
acco
rdin
g to
a gi
ven
ratio
.
32H
ow m
any
kilo
met
res o
f wire
are n
eede
d?M
CDSo
lves
mul
ti-ste
p pr
oblem
invo
lvin
g pe
rimet
er a
nd m
etric
conv
ersio
n.
Ye
ar
7 N
um
era
cy (
Ca
lcu
lato
r)
Que
stio
n S
hort
Des
crip
tion
Cur
ricu
lum
A
rea
Ski
ll as
sess
ed
1H
ow m
any
mor
e peo
ple l
ived
in N
ew S
outh
Wal
esN
Calcu
late
s the
diff
eren
ce b
etw
een
two
7-di
git n
umbe
rs.
2W
hich
dot
ted
line i
s a li
ne o
f sym
met
ry?
SId
entifi
es a
line o
f sym
met
ry.
3W
hen
the c
ubes
are s
epar
ated
,S
Visu
alise
s a 3
-D sh
ape f
rom
an
isom
etric
dra
win
g.
4Th
is di
agra
m is
the n
et o
f aS
Iden
tifies
3-D
obj
ect f
rom
a ne
t.
5Fo
r wha
t fra
ctio
n of
the d
ayN
Appl
ies a
n un
ders
tand
ing
of fr
actio
n to
solv
e a p
robl
em.
6W
hich
one
of t
hese
stat
emen
ts ab
out t
he le
ngth
SD
isplay
s an
unde
rsta
ndin
g of
the r
elatio
nshi
p be
twee
n th
e len
gths
of s
ides
in a
trian
gle.
7W
hat i
s the
miss
ing
num
ber i
n th
e tab
le?A
FPCo
mpl
etes
tabl
e of v
alue
s usin
g an
info
rmal
line
ar ru
le.
8W
hat p
erce
ntag
e of t
he fi
le ha
s loa
ded?
NM
atch
es a
grap
hica
l rep
rese
ntat
ion
of a
fract
ion
to a
perc
enta
tge.
9W
hat i
s the
val
ue o
f 16
NCa
lcula
tes t
he sq
uare
of a
2-di
git n
umbe
r.
10Th
e num
ber 0
.15 is
NCo
mpa
res a
nd o
rder
s dec
imal
num
bers
to h
undr
edth
s.
11Th
e sire
n so
unde
d to
end
MCD
Calcu
late
s tim
e fro
m a
give
n sp
eed
and
a dist
ance
.
12W
hat i
s the
miss
ing
lengt
h?M
CDIn
terp
rets
a dia
gram
to d
eter
min
e a m
issin
g len
gth.
13W
hich
spin
ner d
oes n
ot sh
ow a
50-5
0M
CDId
entifi
es sp
inne
rs w
ith a
n eq
ual c
hanc
e of a
giv
en o
utco
me.
KEY
A
FP =
Alg
ebra
, fun
ctio
n an
d pa
ttern
(Str
uctu
re)
N =
Num
ber
MC
D =
Mea
sure
men
t, ch
ance
and
dat
aS
= Sp
ace
56 NAPLAN 2013 Reporting Guide
Que
stio
n S
hort
Des
crip
tion
Cur
ricu
lum
A
rea
Ski
ll as
sess
ed
14W
hat n
umbe
r is a
dded
toN
Calcu
late
s the
frac
tion
bein
g ad
ded
to a
num
ber t
o m
ake a
tota
l sho
wn
on a
num
ber l
ine.
15W
hat i
s the
size
of t
he m
issin
gS
Iden
tifies
unk
now
n an
gle o
f qua
drila
tera
l giv
en th
e thr
ee o
ther
ang
les.
16H
ow m
uch
mon
ey d
id h
e spe
ndM
CDIn
terp
rets
a pie
char
t to
solv
e a m
oney
pro
blem
invo
lvin
g pe
rcen
tage
.17
How
man
y w
omen
are a
t the
par
ty?
AFP
Solv
es a
wor
d pr
oblem
invo
lvin
g a m
issin
g ad
dend
.
18W
hat w
as th
e six
th n
umbe
rA
FPCa
lcula
tes a
hig
her t
erm
in a
num
ber p
atte
rn u
sing
a giv
en ru
le.
19W
hich
of t
hese
poi
nts w
ill b
e par
t of M
ia's
SId
entifi
es th
e coo
rdin
ates
of a
futu
re p
oint
in a
repe
atin
g pa
ttern
on
a grid
.
20H
ow m
uch
did
Tim
earn
on
the fi
rst d
ay?
AFP
Calcu
late
s the
firs
t ter
m in
a pa
ttern
of d
aily
earn
ings
giv
en th
e rul
e and
a to
tal.
21W
hich
poi
nt o
n th
e map
show
s whe
reS
Follo
ws d
irect
ions
and
inte
rpre
ts sc
ale t
o id
entif
y a l
ocat
ion
on a
map
.
22W
hich
num
ber w
ill co
mpl
ete t
his n
umbe
rA
FPCa
lcula
tes t
he fr
actio
n th
at co
mpl
etes
a de
cim
al eq
uatio
n.
23H
ow m
any
tonn
es o
f bar
leyA
FPIn
terp
rets
a tab
le of
val
ues t
o id
entif
y an
d ap
ply
a lin
ear r
ule.
24H
ow m
any
boxe
s are
in th
e tal
lest s
tack
?A
FPSo
lves
a m
ulti-
step
prob
lem in
volv
ing
addi
tion,
subt
ract
ion
and
divi
sion.
25H
ow m
uch
mor
e are
Har
ry's
coin
s wor
thM
CDCa
lcula
tes t
he d
iffer
ence
in v
alue
bet
wee
n tw
o di
ffere
nt m
asse
s of c
oins
.
26H
ow m
any
min
utes
will
it ta
ke fo
r the
disk
NCa
lcula
tes a
qua
ntity
from
a ra
te.
27W
hat w
as th
e mea
n am
ount
of m
oney
MCD
Solv
es a
mul
ti-ste
p pr
oblem
invo
lvin
g th
e cal
culat
ion
of a
mea
n.
28H
ow m
uch
mon
ey d
id A
lex h
ave l
eft a
fter
NSo
lves
a w
ord
prob
lem in
volv
ing
mon
ey a
nd p
erce
ntag
es.
29W
hat i
s the
wid
th o
f the
foot
brid
ge?
SSo
lves
a pr
oblem
invo
lvin
g sc
ale a
nd p
ropo
rtion
al re
ason
ing.
30W
hat i
s the
low
est p
rice L
iz ca
n pa
yN
Calcu
late
s and
com
pare
s uni
t pric
es.
31H
ow m
any
litre
s of p
aint
wou
ld sh
e nee
dM
CDSo
lves
a m
easu
rem
ent p
robl
em in
volv
ing
ratio
and
area
.
32W
hat i
s its
perim
eter
?M
CDCa
lcula
tes t
he p
erim
eter
of a
squa
re, g
iven
the a
rea.
KEY
A
FP =
Alg
ebra
, fun
ctio
n an
d pa
ttern
(Str
uctu
re)
N =
Num
ber
MC
D =
Mea
sure
men
t, ch
ance
and
dat
aS
= Sp
ace
57NAPLAN 2013 Reporting Guide
Ye
ar
9 N
um
era
cy (
No
n-C
alc
ula
tor)
Que
stio
n S
hort
Des
crip
tion
Cur
ricu
lum
A
rea
Ski
ll as
sess
ed
1H
ow m
uch
is th
ree-
quar
ters
NCa
lcula
tes a
frac
tion
of a
3-di
git n
umbe
r.
2At
whi
ch o
f the
se ti
mes
wer
e the
gre
ates
tA
FPId
entifi
es th
e max
imum
poi
nt o
n a f
requ
ency
/tim
e gra
ph.
3W
hat p
erce
ntag
e of t
he w
hole
fenc
eN
Mat
ches
a pe
rcen
tage
to a
visu
al re
pres
enta
tion
of a
com
mon
frac
tion.
4W
hat w
as th
e cha
nge i
n te
mpe
ratu
reN
Calcu
late
s the
diff
eren
ce b
etw
een
a pos
itive
and
a ne
gativ
e tem
pera
ture
.
5W
hich
sym
bol (
<,=,
>) sh
ould
repl
ace
AFP
Chos
es th
e sym
bol
'>', '
<' o
r '='
to
corr
ectly
com
plet
e a n
umbe
r sen
tenc
e.
6W
hich
are t
he li
nes o
f sym
met
ryS
Iden
tifies
the t
wo
lines
of s
ymm
etry
of a
giv
en sh
ape.
7W
hat i
s the
pro
babl
ility
of a
n ev
ent
MCD
Reco
gnise
s tha
t the
pro
babi
lity
of a
certa
in ev
ent i
s 1.0.
8Th
e nex
t tri-
squa
re y
ear
NSo
lves
a pr
oblem
invo
lvin
g sq
uarin
g an
d ad
ding
num
bers
.
9W
hich
of t
hese
coul
d be
the s
hape
of t
he p
ieces
?S
Iden
tifies
a sh
ape t
hat w
ill te
ssel
late
in a
n irr
egul
ar h
exag
on.
10H
ow m
any
gram
s of fl
our d
id F
inn
put o
n th
e sc
ales
?M
CDIn
terp
olat
es a
grad
uate
d sc
ale t
o id
entif
y a r
eadi
ng.
113'-
3' =
NSo
lves
a su
btra
ctio
n pr
oblem
invo
lvin
g sim
ple p
ower
s of a
smal
l, po
sitiv
e who
le nu
mbe
r.
12W
hich
of t
hese
expr
essio
ns co
uld
not b
e use
dA
FPD
istin
guish
es b
etw
een
corr
ect a
nd in
corr
ect e
xpre
ssio
ns fo
r the
per
imet
er o
f a sq
uare
.
13W
hich
of t
he fo
llow
ing
trian
gle t
ypes
SId
entifi
es a
n im
poss
ible
com
bina
tion
of ty
pes o
f tria
ngles
.
14W
hat i
s the
diff
eren
ce in
runn
ing
time
MCD
Calcu
late
s a ti
me d
iffer
ence
in m
inut
es a
nd se
cond
s.
15H
ow m
any
bottl
es d
oes M
axA
FPSo
lves
a re
ason
ing
prob
lem in
volv
ing
parti
tioni
ng a
quan
tity.
16W
hich
of t
hese
poi
nts i
s the
four
thS
Iden
tifies
the c
oord
inat
es o
f a p
oint
that
com
plet
es a
para
llelo
gram
.17
Wha
t was
the m
edia
n se
lling
pric
eM
CDId
entifi
es th
e med
ian
of a
n un
orde
red
data
set.
18W
hich
of t
hese
is eq
uiva
lent t
oA
FPAp
plies
the d
istrib
utiv
e law
to fi
nd a
n eq
uiva
lent a
lgeb
raic
expr
essio
n.
19W
hat i
s the
larg
est w
hole
num
ber
AFP
Solv
es a
n al
gebr
aic i
nequ
ality
subj
ect t
o a g
iven
crite
rion.
20H
ow m
any
min
utes
will
it ta
ke to
com
plet
e the
di
splay
MCD
Calcu
late
s an
elaps
ed ti
me u
sing
a sim
ple r
ate.
21Th
e equ
atio
n w
hich
is u
sed
to sh
ow th
e rela
tions
hip
AFP
Iden
tifies
an
equa
tion
for t
he re
latio
nshi
p be
twee
n va
riabl
es in
a sp
acia
l pat
tern
.
22H
ow m
any
edge
s doe
s the
obj
ect
SCa
lcula
tes t
he n
umbe
r of e
dges
on
an ir
regu
lar 3
D o
bjec
t.
23W
hat i
s Mat
t's sh
are
NIn
terp
rets
tabu
late
d da
ta to
calcu
late
a fra
ctio
n of
an
amou
nt o
f mon
ey.
58 NAPLAN 2013 Reporting Guide
Que
stio
n S
hort
Des
crip
tion
Cur
ricu
lum
A
rea
Ski
ll as
sess
ed
24W
hat i
s the
area
of t
he g
rey
part
MCD
Calcu
late
s the
area
of a
com
posit
e sha
pe b
ased
on
two
isosc
eles r
ight
-ang
led tr
iang
les.
25H
ow m
any
tiles
are i
n th
is lin
e?A
FPCa
lcula
tes a
hig
her t
erm
in a
n al
tern
atin
g pa
ttern
.
26W
hich
of t
hese
is a
view
of t
he b
uild
ing
SId
entifi
es a
view
of a
bui
ldin
g fro
m a
give
n di
rect
ion.
27Us
ing
the g
raph
, a d
istan
ce o
fA
FPIn
terp
rets
a lin
ear g
raph
to ap
prox
imat
e an
unkn
own
valu
e.
28W
hat i
s the
dist
ance
from
A to
D?
NSo
lves
a di
stanc
e pro
blem
usin
g gi
ven
ratio
s.
29W
hat i
s the
vol
ume o
f the
sand
?M
CDCa
lcula
tes t
he v
olum
e of a
tria
ngul
ar p
rism
in co
ntex
t.
30W
hat i
s the
val
ue o
f x?
AFP
Calcu
late
s a p
opul
atio
n gr
owth
rate
by
com
bini
ng g
iven
rate
s.
31H
ow m
any
kilo
met
res o
f wire
MCD
Solv
es m
ulti-
step
prob
lem in
volv
ing
perim
eter
and
met
ric co
nver
sion.
32W
hat i
s the
dist
ance
from
F to
B?
SCa
lcula
tes a
dia
gona
l len
gth
usin
g kn
owled
ge o
f sim
ilar r
ecta
ngles
.
Ye
ar
9 N
um
era
cy (
Ca
lcu
lato
r)
Que
stio
n S
hort
Des
crip
tion
Cur
ricu
lum
A
rea
Ski
ll as
sess
ed
1H
ow m
any
kilo
met
res i
sN
Solv
es a
prob
lem in
volv
ing
mul
tiplic
atio
n of
a de
cim
al n
umbe
r.
2W
hat i
s the
appr
oxim
ate d
irect
dist
ance
SCa
lcula
tes a
dist
ance
usin
g a g
iven
map
, rul
er a
nd sc
ale.
3W
hat v
alue
of _
mak
es th
is nu
mbe
rA
FPCa
lcula
tes t
he m
issin
g va
lue i
n a d
ecim
al m
ultip
licat
ion
equa
tion.
4To
the n
eare
st th
ousa
nd, w
hat w
as th
eN
Iden
tifies
the t
otal
, to
the n
eare
st th
ousa
nd, o
f thr
ee 5
-dig
it nu
mbe
rs.
5W
hen
the c
ubes
are s
epar
ated
, how
man
yS
Visu
alise
s a 3
D sh
ape f
rom
an
isom
etric
dra
win
g.
6H
ow ta
ll is
Jay
now
?N
Calcu
late
s a g
iven
per
cent
age i
ncre
ase i
n he
ight
.
7In
tota
l, ho
w m
uch
does
Jade
pay
for
NIn
terp
rets
tabu
late
d co
st da
ta to
calcu
late
a fin
al p
rice.
8W
hat i
s the
area
of t
he h
exag
on?
MCD
Calcu
late
s the
area
of a
hex
agon
dra
wn
on a
rect
angu
lar g
rid.
9W
hich
arro
ws s
how
the a
ppro
xim
ate l
ocat
ions
NLo
cate
s dec
imal
appr
oxim
atio
ns fo
r irr
atio
nal n
umbe
rs o
n a n
umbe
r lin
e.
10W
hat w
as th
e tot
al am
ount
giv
en to
char
ities
MCD
Uses
stat
istica
l inf
orm
atio
n ab
out m
ean
and
popu
latio
n to
calcu
late
a to
tal.
KEY
A
FP =
Alg
ebra
, fun
ctio
n an
d pa
ttern
(Str
uctu
re)
N =
Num
ber
MC
D =
Mea
sure
men
t, ch
ance
and
dat
aS
= Sp
ace
59NAPLAN 2013 Reporting Guide
11W
hat i
s the
sum
of t
he si
x mar
ked
SUs
es th
e kno
wled
ge o
f the
sum
of t
he in
terio
r ang
les in
a co
mpo
site s
hape
to ca
lcula
te a
n an
gle s
ize.
12H
ow m
any
wom
en ar
e at t
he p
arty
?A
FPSo
lves
a w
ord
prob
lem in
volv
ing
a miss
ing
adde
nd.
13H
ow m
uch
did
Tim
earn
on
the fi
rst d
ay?
AFP
Calcu
late
s the
firs
t ter
m in
a pa
ttern
of d
aily
earn
ings
giv
en th
e rul
e and
a to
tal.
14H
ow lo
ng d
oes t
he d
rive t
ake?
NSo
lves
a ra
te p
robl
em in
volv
ing
spee
d.
15W
hich
poi
nt o
n th
e map
show
sS
Follo
ws d
irect
ions
and
inte
rpre
ts sc
ale t
o id
entif
y a l
ocat
ion
on a
map
.
16W
hich
of t
hese
is cl
oses
t to
the r
adiu
s of t
he ci
rcle?
MCD
Calcu
late
s the
radi
us o
f a ci
rcle
give
n th
e circ
umfe
renc
e.17
How
man
y to
nnes
of b
arley
are i
n th
e silo
?A
FPIn
terp
rets
a tab
le of
val
ues t
o id
entif
y an
d ap
ply
a lin
ear r
ule.
18W
hich
of t
hese
is cl
oses
t to
the l
engt
h of
Stag
e 1N
Repr
esen
ts on
e len
gth
as a
n ap
prox
imat
e per
cent
age o
f ano
ther
.
19W
hat i
s the
pro
babi
lity
that
the s
tude
nt sp
ends
MCD
Uses
tabu
late
d da
ta to
iden
tify
the p
roba
bilit
y of
a ra
ndom
even
t.
20Fo
r how
long
is th
e arr
ow at
a he
ight
AFP
Uses
the g
raph
of a
non
-line
ar fu
nctio
n to
solv
e a ti
me/
heig
ht p
robl
em.
21W
hat i
s the
surfa
ce ar
eaM
CDCa
lcula
tes t
he su
rface
area
of a
com
posit
e sha
pe.
22W
hat w
as th
e mea
n am
ount
of m
oney
MCD
Solv
es a
mul
ti-ste
p pr
oblem
invo
lvin
g th
e cal
cula
tion
of a
mea
n.
23W
hat i
s the
rang
e of t
he h
eight
s?M
CDId
entifi
es th
e ran
ge o
f a sm
all d
ata s
et.
24H
ow m
uch
mon
ey d
id A
lex h
ave l
eft
NSo
lves
a w
ord
prob
lem in
volv
ing
mon
ey a
nd p
erce
ntag
es.
25W
hat i
s the
wid
th o
f the
foot
brid
ge?
SSo
lves
a pr
oblem
invo
lvin
g sc
ale a
nd p
ropo
rtion
al re
ason
ing.
26W
hat i
s the
mas
s of t
he o
ther
?N
Solv
es a
subt
ract
ion
prob
lem in
volv
ing
scien
tific n
otat
ion
and
nega
tive i
ndice
s.
27W
hat i
s the
size
of t
he a
ngle
mar
ked
a?S
Calcu
lates
the s
ize o
f an
angl
e usin
g pr
oper
ties o
f a se
ries o
f sim
ilar t
riang
les.
28W
hat i
s the
leng
th o
f a si
mila
r sta
ckA
FPSo
lves
a pr
oblem
invo
lvin
g pr
opor
tiona
l rea
soni
ng.
29W
hat i
s the
diff
eren
ce in
cent
imet
res b
etw
een
the
eagl
e'sA
FPSo
lves
a pr
oblem
invo
lvin
g th
e use
of a
non
-line
ar ru
le an
d m
etric
conv
ersio
n.
30W
hat i
s the
shor
test
poss
ible
trave
lS
Inte
rpre
ts ne
twor
k di
agra
m to
calcu
late
shor
test
path
bet
wee
n tw
o lo
catio
ns.
31W
hat i
s the
heig
ht o
f the
pris
m?
MCD
Calcu
late
s the
heig
ht o
f a cu
be g
iven
the v
olum
e of a
pris
m m
ade o
f tw
o cu
bes.
32W
hat i
s the
area
of t
he g
rey
part
SCa
lcula
tes t
he ar
ea o
f par
t of a
pat
tern
of s
quar
es o
f dec
reas
ing
size.
KEY
A
FP =
Alg
ebra
, fun
ctio
n an
d pa
ttern
(Str
uctu
re)
N =
Num
ber
MC
D =
Mea
sure
men
t, ch
ance
and
dat
aS
= Sp
ace
60 NAPLAN 2013 Reporting Guide
Ap
pe
nd
ix 2
: N
AP
LA
N 2
013
Da
ta s
erv
ice
re
po
rt s
um
ma
ry
Rep
ort
nam
e
Rep
ort
fu
ncti
on
Rep
ort
cri
teri
aP
os
sib
le u
se
s f
or
rep
ort
Sc
ho
ol
Su
mm
ary
Re
po
rt
Disp
lays n
atio
nal,
state
and
scho
ol
resu
lts fr
om N
APL
AN
testi
ng in
2013
.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
Su
mm
ary
Re
po
rtSu
mm
arise
s res
ults
for g
roup
s of
stud
ents
in R
eadi
ng, W
ritin
g, Sp
ellin
g,
Gram
mar
and
Pun
ctua
tion,
and
N
umer
acy.
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
AT
SI st
atus
in ea
ch as
sess
men
t are
a.
As
se
ss
me
nt
Are
a R
ep
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
Pu
nctu
atio
n, N
umbe
r, M
easu
rem
ent,
chan
ce a
nd d
ata,
Spac
e and
Stru
ctur
e (A
lgeb
ra, f
unct
ion
and
patte
rn).
• 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.
61NAPLAN 2013 Reporting Guide
Rep
ort
nam
e
Rep
ort
fu
ncti
on
Rep
ort
cri
teri
aP
os
sib
le u
se
s f
or
rep
ort
Wri
tin
g C
rite
ria
Re
po
rtSu
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 t
he
grou
p fo
r eac
h of
then
ten
crite
ria
agai
nst w
hich
the W
ritin
g te
st w
as
asse
ssed
.
Repo
rts fo
r:•
a yea
r lev
el•
indi
vidu
al cl
ass
• ot
her g
roup
s of s
tude
nts s
uch
as g
irls,
b
oys,
LBO
TE o
r ATS
I stu
dent
s.
Repo
rts o
n:•
Audi
ence
, Tex
t Stru
ctur
e, Id
eas,
P
ersu
asiv
e Dev
ices,
Voca
bula
ry,
Coh
esio
n, P
arag
raph
ing,
Sen
tenc
e S
truct
ure,
Punc
tuat
ion
and
Spel
ling.
• Co
mpa
re th
e dist
ribut
ion
of sc
hool
scor
es
with
the d
istrib
utio
n of
nat
iona
l and
stat
e-
wid
e sco
res f
or ea
ch o
f the
ten
asse
ssed
w
ritin
g cr
iteria
. •
Prov
ide d
ata f
or a
naly
sing
stud
ent w
ritin
g
by
crite
rion,
and
iden
tify
area
s of r
elativ
e s
treng
th o
r wea
knes
s.
Ite
m A
na
lys
is R
ep
ort
Prov
ides
dist
ract
or a
naly
sis, i
nclu
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 a
nd
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 a
nsw
ered
corr
ectly
with
t
he co
rres
pond
ing
natio
nal a
nd st
ate
per
cent
ages
.•
Com
pare
the d
istrib
utio
n of
resp
onse
s f
rom
stud
ents
in th
e sele
cted
scho
ol
gro
up to
each
item
acro
ss al
l alte
rnat
ives
in
mul
tiple
choi
ce it
ems t
o th
e cor
resp
ondi
ng
dist
ribut
ions
for t
he n
atio
n an
d th
e sta
te.
• Pr
ovid
e dat
a for
ana
lysin
g pa
rticu
lar
are
as o
f rela
tive s
treng
th o
r wea
knes
s for
i
ndiv
idua
l stu
dent
s or g
roup
s of s
tude
nts
by
dim
ensio
n or
by
skill
asse
ssed
.
NAPLAN 2013 Reporting Guide 62
Rep
ort
nam
e
Rep
ort
fu
ncti
on
Rep
ort
cri
teri
aP
os
sib
le u
se
s f
or
rep
ort
Stu
de
nt
Re
sp
on
se
Re
po
rtId
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 a
nd
Punc
tuat
ion,
and
Num
erac
y.
• Id
entif
y ite
ms a
nsw
ered
corr
ectly
and
in
corr
ectly
by
indi
vidu
al st
uden
ts.•
Iden
tify
patte
rns o
f inc
orre
ct re
spon
ses f
or
indi
vidu
al st
uden
ts or
gro
ups o
f stu
dent
s to
hig
hlig
ht cu
rricu
lum
area
s whi
ch m
ay
need
atte
ntio
n.•
Ana
lyse
stud
ent r
espo
nses
to h
elp
diag
nose
und
ersta
ndin
g of
par
ticul
ar
conc
epts.
• P
rovi
de ev
iden
ce b
ased
info
rmat
ion
to
help
teac
hers
info
rm p
aren
ts ab
out t
heir
child
’s gr
asp
of p
artic
ular
conc
epts
or
curr
iculu
m ar
eas.
Stu
de
nt
Ac
hie
ve
me
nt
Le
ve
l R
ep
ort
Sum
mar
ises a
chiev
emen
t lev
els f
or
indi
vidu
al st
uden
ts by
out
com
es a
nd
refle
cts i
nfor
mat
ion
on th
e par
ent
repo
rts.
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” st
uden
ts fo
r thi
s to
refle
ct th
e act
ual S
tude
nt
Repo
rt.
Fiv
e Y
ea
r Tre
nd
Re
po
rtD
isplay
s nat
iona
l, sta
te a
nd sc
hool
re
sults
for N
APL
AN
tests
ove
r tim
e (2
009 -
2013
).
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, a
nd 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 a
nd sc
hool
scal
ed
scor
e mea
ns o
ver t
ime.
• Id
entif
y tre
nds i
n na
tiona
l, sta
te a
nd
scho
ol N
APL
AN
resu
lts o
ver t
ime.
63NAPLAN 2013 Reporting Guide
Rep
ort
nam
e
Rep
ort
fu
ncti
on
Rep
ort
cri
teri
aP
os
sib
le u
se
s f
or
rep
ort
Sc
ho
ol
Co
mp
ari
so
n
Re
po
rtD
isplay
s 201
1 to
2013
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
011 -
2013
scal
ed sc
ore
diffe
renc
es at
nat
iona
l, sta
te a
nd
scho
ol le
vels.
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
11 a
nd
201
3 (i.e
. how
the p
erfo
rman
ce o
f Yea
r
3, Y
ear 5
or Y
ear 7
stud
ents
in 20
11
com
pare
d to
thei
r cur
rent
per
form
ance
in
Yea
r 5, Y
ear 7
or Y
ear 9
in 20
13).
• 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 a
nd n
atio
nally
.
Sc
ho
ol–
Stu
de
nt
Co
mp
ari
so
n R
ep
ort
Disp
lays 2
011 a
nd 20
13 re
sults
for a
n in
divi
dual
stud
ent,
with
resp
ect t
o co
rres
pond
ing
resu
lts at
nat
iona
l, sta
te
and
scho
ol le
vels.
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.
• D
eter
min
e the
chan
ge in
indi
vidu
al
stu
dent
s’ pe
rform
ance
bet
wee
n 20
11 a
nd
201
3 (i.e
. how
the s
tude
nts’
Year
7 20
11
res
ults
com
pare
to th
eir p
erfo
rman
ce in
Y
ear 9
in 20
13).
• D
eter
min
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
.
NAPLAN 2013 Reporting Guide 64
Rep
ort
nam
e
Rep
ort
fu
ncti
on
Rep
ort
cri
teri
aP
os
sib
le u
se
s f
or
rep
ort
Re
lati
ve
G
row
th R
ep
ort
Disp
lays 2
011 t
o 20
13 co
mpa
rativ
e gr
owth
(Hig
h, M
ediu
m o
r Low
) for
ea
ch st
uden
t with
resp
ect t
o ‘si
mila
r st
uden
ts’ (t
hose
with
the s
ame 2
011
scor
e).
The r
epor
t is a
vaila
ble i
n:•
tabu
lar f
orm
at (l
ists i
ndiv
idua
l s
tude
nts)
• gr
aphi
cal f
orm
at (p
rovi
des s
umm
ary
inf
orm
atio
n ab
out t
he p
erce
ntag
e of
stu
dent
s in
each
gro
wth
cate
gory
).
Repo
rts fo
r:•
all s
tude
nts
• in
divi
dual
clas
ses
• st
uden
ts fro
m a
selec
ted
grow
th
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65NAPLAN 2013 Reporting Guide
glossary
Data presentation
scaled scores and the National Assessment Program scale
Nationally, student outcomes are provided as a scaled score. These scores range from 0 to 1000, and form the numeric continuum from which the ten national reporting bands are derived (see page 2).
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.
NAPLAN 2013 Reporting Guide 66
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).