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2015 NATIONAL ASSESSMENT PROGRAM – LITERACY AND NUMERACY (NAPLAN)

REPORTING GUIDE

YEAR 3, YEAR 5, YEAR 7 AND YEAR 9

© 2015

NAPLAN 2015 Reporting Guide ii

Published by the Victorian Curriculum and Assessment Authority

Level 1, 2 Lonsdale Street, Melbourne, Victoria, Australia 3000

First published 2015

© Victorian Curriculum and Assessment Authority 2015

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 978-1-922082-97-8

iiiNAPLAN 2015 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 2016 TESTS

10 May Literacy (Language Conventions, Writing)

11 May Literacy (Reading)

12 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 2015 Reporting Guide iv

ContentsVCAA NAPLAN Helpdesk iiiDATES FOR NAPLAN 2016 TESTS iiiIntroduction 1

Privacy Policy 1

NAPLAN Data Service 2 Reporting arrangements in 2015 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 2015 Question Details 34Year 3 Reading 34Year 5 Reading 36Year 7 Reading 38Year 9 Reading 41Year 3 Language Conventions 44Year 5 Language Conventions 46Year 7 Language Conventions 48Year 9 Language Conventions 51Year 3 Numeracy 54Year 5 Numeracy 56Year 7 Numeracy (Non-Calculator) 58Year 7 Numeracy (Calculator) 60Year 9 Numeracy (Non-Calculator) 62Year 9 Numeracy (Calculator) 64

Appendix 2: NAPLAN 2015 Data Service Report Summary 66Glossary 71Data presentation 71

1NAPLAN 2015 Reporting Guide

IntroductionThe National Assessment Program - Literacy and Numeracy (NAPLAN) conducted in May 2015, assessed Years 3, 5, 7 and 9 students across the nation in literacy and numeracy.

All tests were constructed by the Australian Curriculum, Assessment and Reporting Authority (ACARA), in consultation with all states and territories. For the literacy assessment, Years 3, 5, 7 and 9 students completed three tests consisting of a Reading test, a Writing test and a Language Conventions test. For numeracy, Years 3 and 5 students completed one Numeracy test for which a calculator was not permitted. Years 7 and 9 students completed two Numeracy tests, the first of which permitted the use of a calculator.

The Victorian Curriculum Assessment Authority (VCAA) provides reports on individual student results and school data to all Victorian schools through the secure web-based NAPLAN Data Service.

Privacy Policy

The Victorian Curriculum and Assessment Authority (VCAA) is committed to the protection of student information generated by NAPLAN. All personal information collected during NAPLAN is used in accordance with the Privacy and Data Protection Act 2014.

In order to conduct the NAPLAN tests, the VCAA collects names and achievement data of all students who undertake the Year 3, Year 5, Year 7 and Year 9 tests. The VCAA also collects information on student gender, language background, Aboriginal and Torres Strait Islander (ATSI) status, Victorian Student Number (VSN) and date of birth.

The VCAA supports schools’ privacy compliance with NAPLAN testing requirements by encouraging principals to ensure that their parent communities are aware of the purposes for which NAPLAN data will be used.

The VCAA uses the student information provided by schools to pre-print individual student details on the front cover of the test books and to report to parents on their child’s performance. This data is also provided to the school to assist principals to analyse the effectiveness of their school programs and to identify individual student’s strengths and weaknesses.

Schools across Australia are required to collect background characteristic information for all students participating in NAPLAN. The VCAA, on behalf of the Department of Education and Training (DET), is responsible for the management and supply of this information for national reporting purposes.

The information required for each student is as follows:

• parental school education (mother and father as applicable)

• parental non-school education (mother and father as applicable)

• main language spoken at home (student)

• main language spoken at home (mother and father as applicable)

• parental occupation

• country of birth.

No individual student will be identifiable in the information for release for national reporting purposes.

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

NAPLAN 2015 Reporting Guide 2

NAPLAN Data ServiceThe Years 3, 5, 7 and 9 NAPLAN data is available for Victorian schools to access online, via the secure NAPLAN Data Service. All student and school results from 2008 to 2015 can be accessed by schools on this website. Schools must use their unique login and security password to access their results.

Reporting arrangements in 2015

Earlier release of NAPLAN data to schools Following the successful early release of some NAPLAN data in 2014, the VCAA has again been able to work with ACARA to implement even more timely reporting in 2015.

It is anticipated that all NAPLAN data service reports will be available for school use in the week commencing 17 August, 2015.

Access to NAPLAN Writing Test images In 2015, for the first time, the VCAA will provide schools with access to images of their students’ NAPLAN Writing Tests. We believe this will assist schools with interpretation of their NAPLAN writing results and inform classroom teaching and learning programs.

The images will be available via the NAPLAN Test Administration website. Access will be limited to a period of 3 – 4 weeks. It is anticipated this period will be from mid-August to the end of Term 3.

Details of how to access the website and download images will have been sent to school principals with school reporting packages.

Please note that schools will have access only to images of the Writing Tests of their own students, and that the images are available strictly for internal school use.

Reports on a National Scale

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

• Year 3 - results will be reported in Band 1 to Band 6



• Year 9 - results will be reported in Band 5 to Band 10.


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 2015, 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, 2013, 2014 and 2015 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.


Trend Data and Growth

The Five Year Trend Report displays a full five year data set, and provides schools with an opportunity to make comparisons between their NAPLAN results over the five years from 2011 – 2015.

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 2013, and that for the same students in Year 5 (7 or 9) in 2015.

The Student-School Comparison Report shows the relative position of 2013 and 2015 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 2015 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


Section 1: NAPLAN Data Service Access

The NAPLAN 2015 student results and school data are available on the secure NAPLAN Data Service website. Principals should ensure that all personnel who are given access to their school’s data treat that information in a confidential manner.

To access this website, go to: https://naplands.vcaa.vic.edu.au

This screen will appear:

Click on ‘NAPLAN Data Service System Login’.

You will see the login screen.

Enter the school identification login name (User ID) and password, then left click on the ‘Login’ button. Passwords are case sensitive.


This screen will appear:

Note: When a school logs on to the NAPLAN Data Service, the test frame on the ‘Reports Parameters‘ screen will be customised to the year level and type of tests completed by students at that school. The screen will vary depending on the tests attempted by students in that school in the period from 2008 to 2015.

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

For 2015, the ‘Reporting Years’ menu can offer NAPLAN results for 2008 to 2015. The ‘Report Name’ menu will contain reports relevant to the year level and reporting year for your school. Check the table ‘NAPLAN 2015 Data Service Report Summary’ on page 66 to see which reports relate to the NAPLAN 2015 tests.

Please note: To ensure data security, school passwords are changed annually. Passwords for 2015 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.


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 2015 from the ‘Reporting Year’ drop-down menu3. Select the report required from the ‘Report Name’ drop-down menu.

When a report is selected, additional parameters will be displayed, as shown below for the Group Summary Report.


Selection criteria

The selection criteria are the additional options that are available once the Report Name has been selected. The available options will vary for each specific report. Selection criteria may include:

• Group selection

This allows reporting on students by gender, Language Background Other Than English (LBOTE) and Aboriginal and Torres Strait Islander (ATSI) status.

• Class selection

Reporting on a class can be generated by selecting a class from the ‘Class Code’ drop-down menu on the ‘Report Parameters’ screen. See below for details on how to assign students to classes.

• Student selection

Some reports allow reporting on all students or, by selecting the required name from the ‘Student Name’ drop-down menu, one specific student.

Assign Students to Classes function

For 2015 reports, this function can be accessed from all reports except the School Summary Report, the Five Year Trend Report, the School Comparison Report and the School-Student Comparison Report.

The ‘Assign Students to Classes’ function allows the creation of classes and the assigning of students to those classes.

Click on the ‘Assign Students to Classes’ button. This takes you to the ‘Assign Students to Classes’ screen.

A list of the names of the selected group of students will appear on the screen with a ‘Class’ drop-down menu available against each student name.


If schools provided class information to the VCAA during the enrolment phase, this information will be included in the NAPLAN Data Service next to student names.

Classes can be created using the ‘Create/Delete Classes’ button on the top right hand side of the ‘Assign Students to Classes’ screen. This will open the ‘Create/Delete Classes’ window.

A class can be deleted at any time by clicking the ‘Delete’ column next to the class name.

To create a new class, select the Reporting Test required and enter the new class code in the available field, then click on the Save button. Please note that class names can 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.


Extract function

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

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

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

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


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

Summary of reports available

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

Report Name Year 3 Year 5 Year 7 Year 9

School 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 2015

u Report is available for NAPLAN results from 2012

List of reports and functions

For 2015, 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).


• 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 2011 to 2015 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 2015 with their results, if available, for the tests they undertook in Year 3 (5 or 7) in 2013. 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 2013 and Year 5 (7 or 9) results from 2015 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.


School Summary Report

This report provides data on groups of students who completed the Years 3, 5, 7 and 9 NAPLAN tests and reports on Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy. The School Summary Report displays the national, state and school distribution data for each test area on the National Assessment Program scale (National Band results).

The report can be viewed for all students or by subgroup (Girls, Boys, LBOTE and ATSI) and provides a graphic displaying data in box-and-whisker plots. A table showing summary statistics is included below the graphs. For the National Report, these statistics are given as scaled scores.

Example of School Summary Report

Note: Where there are fewer than ten students in the selected group, the box-and-whisker presentation is replaced by a series of dots. Each dot represents a specific student, except when there are students who receive the same result.

These graphs show the distribution of national, state and school results on the (ten band) National scale.

This table provides the scaled score summary statistics at national, state and school levels.


Group Summary Report

This report graphically displays the national, state and school distribution data separately for each test area (Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy), broken down by subgroup (All Students, Boys, Girls, LBOTE and ATSI). In addition, a summary table for each test area shows the number of students from the school, by subgroup, who obtain results in each achievement level.

Reports on the National Assessment Program scale show the percentage of students who have results ABOVE, AT and BELOW the National Minimum Standard. These percentages do not include students who were absent from the test.

Note: Where there are fewer than ten students in the selected group, the box-and-whisker presentation is replaced by a series of dots. Each dot represents a specific student, except when there are students who receive the same result.

Example of Group Summary Report

These graphs show the distribution of national, state and school results for All Students, Boys, Girls, LBOTE and ATSI students respectively.

When a school group has fewer than ten students, the results are reported as a dot per student (may be superimposed for identical scores).


Assessment Area Report

The Assessment Area Report groups data by assessment area or dimension, and displays the total percentage of correct responses to items within each assessment area.

Assessment areas reported in Literacy are Reading, Grammar and Punctuation, and Spelling.

Assessment areas reported in Numeracy are Number, Measurement, chance and data, Space and Structure. Structure is equivalent to the Algebra, function and pattern strand in the NAPLAN tests.

The data is displayed as a horizontal bar chart which shows the percentage correct for the school and the state. The report also highlights any area where there is a significant difference between the percentage correct for the school and that for the state. Care should be taken when analysing the results for small groups (see page 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.


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.

In 2015 following extensive consultation it was agreed that years 3 and 5 students receive a different topic from years 7 and 9.

3 and 5 stimulus was “Try this activity”. 7 and 9 stimulus was “Simply the best”.

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 – 6

Text 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 – 5

Persuasive 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 – 5

Cohesion 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 – 5

Spelling 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 2015 Writing Stimulus and the 2015 Marking Guide.

Example of Writing Criteria Report

Click on the links to view the 2015 Writing Stimulus and Marking Guide.

The graphs show the percentage of results for each score.


Item Analysis Report

The tabular version of the Item Analysis Report provides summary information about items in Reading, Spelling, Grammar and Punctuation, and Numeracy. All reports are available by item order or by difficulty order. In addition, Numeracy reports can be run by dimension order. For Years 7 and 9, the Numeracy reports are available either for the calculator and non-calculator tests separately, or as a combined report.

This report provides item distractor analysis information, including the percentage correct for each question for the national, state and school cohorts, and a description of the skill assessed for each item. For multiple choice questions, the percentage for each item response is also given.

A link is provided from each item number (in column 1) to the test item in the relevant NAPLAN 2015 test paper. A document providing summary information about the test can be accessed via a link above the table in the report.

Example of Item Analysis Report - tabular format

Each item number is a link to the test question.

This link displays a summary document for this test.


A graphical version of the Item Analysis Report is available to complement the tabular report. This report enables item level data for each test to be viewed as a column graph, displaying the percentage of students in the school or selected group who responded correctly to each question. It also provides a comparison to the corresponding state and national percentages.

Example of Item Analysis Report - graphical format

Student Response Report

This report is a concise summary of each student’s performance. It shows the student’s total score and items answered correctly. The incorrect item responses are given where possible for Reading, Spelling, Grammar and Punctuation, and Numeracy. For Writing, the student’s score for each criterion and the total score is displayed.

The report can be printed for individuals or groups of students. An individual student’s report can also be provided to parents if they require further information about their child’s results.

All reports are available by item order or by difficulty order. In addition, Numeracy reports are available by dimension order. For Years 7 and 9, the non-calculator and calculator reports are provided separately. A combined report displays only the total correct for each of the two tests and a combined total score.

The column graph shows the percentage of students at the school who correctly responded to each test question.

The national and state percentage correct are indicated by the black and yellow lines.


Example of Student Response Report

Note: Letters denote an incorrect response. For example - A, B, C, D and E relate to the first, second, third, fourth or fifth multiple-choice options in a question.

A summary is provided at the end of each report that displays:

• the percentage of correct responses for each item for the Group and for the State, and

• the Group and State median, mean and standard deviation.

Shows the total number of correct items for each student.


Student Achievement Level Report

The Student Achievement Level Report provides individual student results for each test outcome where a result is available.

The report shows the performance of individual students in the school in each area assessed. This report can be printed for all students in a group or for an individual student.

Student Achievement Level Report - graphical format

This report reflects the information contained in the NAPLAN Student Report. It displays the student’s Achievement Score for each assessment area in relation to the national mean and the middle 60% of national results. The dots indicate the student’s results for each assessment area.

Example of Student Achievement Level Report

The shaded areas show the national range of achievement for the middle 60% of students for the year level.


Student Achievement Level Report - tabular format

The tabular form of this report gives the Scaled Score outcome for each student in the group, and for each test for which a result is available.

Reports student achievement in scaled scores.


Five Year Trend Report

This report provides trend data on groups of students who have completed the NAPLAN tests.

The report shows summary results in the form of box-and-whisker graphs for students in Years 3, 5, 7 and 9 in the areas of Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy. Results are given for the national, state and school groups. The report can be run for the whole group (All), or by Gender, LBOTE or ATSI status.

In addition, a line graph is provided showing the national, state and school mean scaled scores plotted over time. These means are also displayed numerically in a table at the end of the report.

This graph plots the mean of the selected outcome for the national, state and school group for each year of NAPLAN.

This table displays the means as a scaled score and includes a count of students in the school group.

These graphs show the national, state and school distribution of results for the selected outcome for each year of NAPLAN.


School Comparison Report – Matched School Group

This report provides data on groups of students who completed Year 5, Year 7 or Year 9 tests and reports on Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy.

This report shows the growth between 2013 and 2015 results for students who undertook the 2013 and 2015 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 2013 and the 2015 tests)

These data are longitudinal in nature and are useful for comparing the change in performance of the same groups of students between 2013 and 2015 (e.g. how the performance of Year 3 students in 2013 compares to their performance now they are in Year 5 in 2015). 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 2013 and 2015 tests at the school. (Matched School Group)


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 2013

• The ‘Matched School’ group (green) is replaced by a ‘Matched Student’ group (orange). This is the group of students who sat the 2015 test at the school and who have a 2013 result from this or another school.

Example of Year 7 School Comparison Report




- The third (red) box-and-whisker shows the distribution of results for all students who completed the 2015 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 2015 tests at the school, and who have a 2013 result from this or another school. (Matched Student Group)


School-Student Comparison Report

This report provides data on individual students who completed Year 5, Year 7 or Year 9 tests and reports on Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy.

For Year 5 and Year 9, this report shows the achievement levels for an individual student in 2013 and 2015, 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 2013 Year 5 ‘School’ distributions cannot be provided, and hence the (red) box-and-whiskers for 2013 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 2013 and 2015 (e.g. how the student’s Year 7 performance in 2013 compares to their performance in Year 9 in 2015). 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 2013 Year 5 ‘School Mean’ is given, and the statistics for the ‘Matched School’ group are replaced with those for the ‘Matched Student’ group.


Example of Year 9 School–Student Comparison Report




- The third (red) box-and-whisker shows the distribution of results for all students who completed the test at the school in the relevant year. (School)

Note: The 2013 Year 5 ‘School’ distribution is not provided for Year 7 students, unless there were Year 5 students enrolled at the school in 2013.

These dots show the result for the nominated student for the tests in Year 7 and Year 9 respectively.


Relative Growth Report

The Relative Growth Report shows the level of growth for each student relative to similar ability students and enables schools to make more informed judgements about a student’s progress between testing periods.

Each student’s level of relative growth is determined by comparing their result to results of Victorian students that had the same NAPLAN score two years ago. If, compared to the current year scores for this group of ‘similar’ students, the student’s current year NAPLAN score is in the:

• highest 25%, their growth is categorised as ‘High’ (Green),

• middle 50%, their growth is categorised as ‘Medium’ (Yellow),

• lowest 25%, their growth is categorised as ‘Low’ (Red).

The tabular version of the report shows the scaled score outcomes and relative growth category (high, medium or low) for each student at the school that participated in NAPLAN assessment.

The report may be ordered by students’ prior or current scores, or by student name, and may be viewed at a class or school level.

A link is provided at the top of the report to a document containing further details about this report and some examples of how it may be used and interpreted.

Example of Year 7 Relative Growth Report - tabular format

Link to Reference document

For a given student, ‘similar students’ are those Victorian students that had the same NAPLAN score in 2013.


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


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

NAPLAN results between 2008 and 2015 are based on the scaled scores which form the numeric continuum from which the ten national reporting bands are derived. (See page 3 for further information on scaled scores and national reporting bands.) Reports showing national, state, school or subgroup distributions are generally presented as box-and-whisker graphs and referenced to the national reporting bands. The underlying summary statistics which generate these graphs are displayed, where appropriate, as scaled scores.

Scaled scores can be directly compared across time within any given assessment area. However, comparison of scaled scores across different assessment areas is not meaningful and is not recommended.

The national data used in the NAPLAN Data Service has been drawn from a large, scientifically constructed sample of results from across Australia. Graphs and tables for state data use results from the full Victorian testing cohorts of over 61,000 students at each of Years 3, 5, 7 and 9, spread across approximately 2,300 primary and secondary schools.

Making comparisons

A number of factors should be taken into account when making comparisons using school, subgroup or individual student data. In particular, schools should consider:

• the size of the group

• the size of the difference between groups.

School and subgroup comparisons

Group level achievement data is more stable and more reliable when it is based on large groups. In general, the larger the group, the more reliably representative the data will be. For example, the national and state data presented in the Data Service has been based on very large numbers of students and will accurately reflect general achievement across Australia and Victoria respectively. With the exception of very small schools, school level data is also generally reliable, and meaningful comparisons may be made between the school performances and those of the state or the nation.

For schools with very small student numbers, care must be taken when making such comparisons as the difference may simply reflect the normal variation that occurs whenever student performance is measured. Similarly, in drawing conclusions about subgroup or class differences, consideration must be given to the size of the group. Group level results for a group with fewer than ten students cannot be used to provide accurate or meaningful comparisons.

The data for a complete Five Year Trend Data Report has been supplied, allowing schools to compare results for 2011, 2012, 2013, 2014 and 2015.

As with school or subgroup comparisons made within a testing year, the validity of comparisons made over time will depend on both the size of the group and the size of the observed differences between groups.

If observed differences between groups are large, schools can be confident that they reflect a true disparity. Small differences may occur just by chance, especially when the groups are relatively small. Even for large groups, very small differences are unlikely to be of great practical significance, unless they form a consistent pattern over time.


Individual comparisons and improvement

NAPLAN consists of a number of single point-in-time tests designed to complement and confirm other classroom assessments, and should generally provide a very good indication of student ability at an individual level. However, occasional anomalies will occur, and if the test results for an individual student vary considerably from teacher expectations, teachers are encouraged to investigate the performance more closely. It is possible, for example, that the student was unwell on the day of the test and did not perform to the best of his or her ability.

For students in Year 5, Year 7 or Year 9 in 2015 it is possible to compare current NAPLAN results with those from Year 3, Year 5 or Year 7 in 2013. 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 2013 to 2015 for a selected student in any test area and noting whether this is classified as ‘high’, ‘medium’ or ‘low’ with respect to gains made by similar students. (Relative Growth Report).

Both the relative position of a student’s outcome with respect to national, state or school results, and his or her relative growth categorisation, enable schools to make more informed judgements about the student’s progress than can be achieved by just looking at the scaled score differences between testing periods. This is because scaled score differences vary greatly depending on the student’s starting point from two years prior. It must still be remembered however, that individual results are subject to a greater degree of variation than those for larger groups of students, and that, as noted above, anomalies at the individual level will occasionally occur.


Section 4: NAPLAN Student ReportsA NAPLAN Student Report is provided for the parents for each student who undertook the Years 3, 5, 7 or 9 tests.

The format of the NAPLAN Student Reports is the same for all states and territories and has been set nationally for reporting student achievement results to parents for NAPLAN in 2015.

Each NAPLAN Student Report will include:

• student and school details

• information about the NAPLAN tests

• a ‘How to read the student report’ section

• a pictorial example

• individual student’s achievement results for Reading, Writing, Language Conventions (Spelling, Grammar and Punctuation) and Numeracy on the National Assessment Program scale

• an indicator for each assessment area that shows the national average and the middle 60% of national results

• a written description for each assessment area identifying the types of skills assessed

• a ‘Summary of Skills and Understandings Assessed’ table describing what students are likely to demonstrate in each of the bands.


Sample page 1 of the NAPLAN Student Report


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 2015 Reporting Guide

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in a

nar

rativ

e.

25Th

e m

issi

onTL

IIn

fers

a le

ader

ship

role

in a

nar

rativ

e.

26Th

e ho

ney

bee

mys

tery

TLI

Loca

tes

dire

ctly

stat

ed in

form

atio

n in

a fa

ctua

l tex

t.

27Th

e ho

ney

bee

mys

tery

TLI

Iden

tifies

and

app

lies

dire

ctly

stat

ed in

form

atio

n in

a fa

ctua

l tex

t.

28Th

e ho

ney

bee

mys

tery

CU

Synt

hesi

ses

the

mai

n id

ea o

f a p

arag

raph

in a

fact

ual t

ext.

29Th

e ho

ney

bee

mys

tery

TLK

Iden

tifies

a p

ersu

asiv

e st

rate

gy in

a fa

ctua

l tex

t.

30Th

e ho

ney

bee

mys

tery

TLI

Con

nect

s in

form

atio

n ac

ross

a fa

ctua

l tex

t.

31Th

e ho

ney

bee

mys

tery

TLI

Iden

tifies

the

mea

ning

of a

n id

iom

atic

phr

ase

in a

fact

ual t

ext.

32Th

e ho

ney

bee

mys

tery

TLK

Infe

rs th

e na

ture

of a

clo

sing

stat

emen

t in

a fa

ctua

l tex

t.

33G

ame

revi

ew: C

raw

lin' K

itten

2TL

IId

entifi

es th

e re

fere

nce

for a

des

crip

tion

in a

gam

e re

view

.

34G

ame

revi

ew: C

raw

lin' K

itten

2TL

IIn

terp

rets

figu

rativ

e la

ngua

ge in

a g

ame

revi

ew.

35G

ame

revi

ew: C

raw

lin' K

itten

2C

UId

entifi

es a

per

suas

ive

stra

tegy

in a

gam

e re

view

.

36G

ame

revi

ew: C

raw

lin' K

itten

2TL

KId

entifi

es a

per

suas

ive

tech

niqu

e in

a g

ame

revi

ew.

37G

ame

revi

ew: C

raw

lin' K

itten

2C

UId

entifi

es th

e re

ason

for a

fact

in a

gam

e re

view

.

38G

ame

revi

ew: C

raw

lin' K

itten

2C

UId

entifi

es p

ersu

asiv

e ad

ject

ives

to c

onve

y ju

dgem

ent i

n a

gam

e re

view

.

39G

ame

revi

ew: C

raw

lin' K

itten

2C

UId

entifi

es th

e ov

eral

l ton

e of

a g

ame

revi

ew.

KE

Y

CU

= C

onte

xtua

l und

erst

and

ing:

rel

ates

to th

e te

xt in

its

cont

ext,

incl

udin

g cu

ltur

al p

urpo

se, a

udie

nce

and

bac

kgro

und

s/in

tent

ions

/re

spon

ses

of w

rite

r/re

ader

s.

TL

I = T

ext l

ocat

ion

and

inte

rpre

tati

on: r

elat

es to

the

mea

ning

of t

ext,

incl

udin

g co

nten

t, id

eas,

info

rmat

ion,

rel

atio

nshi

ps, d

evel

opm

ent o

f arg

umen

ts a

nd p

lots

.

TL

K =

Tex

t and

lang

uage

kno

wle

dge

: rel

ates

to th

e w

ay th

e co

nstr

ucti

on o

f the

text

con

trib

utes

to it

s m

eani

ng, i

nclu

din

g th

e ef

fect

of t

he g

ener

ic s

truc

ture

, lay

out,

lang

uage

, gra

mm

ar a

nd v

isua

l ele

men

ts.


Ye

ar

7 R

ea

din

g

Que

stio

n Te

xt ti

tleS

ub-s

tran

dS

kill

asse

ssed

1Th

e py

gmy

mar

mos

etTL

KIn

fers

the

reas

on fo

r a p

hoto

grap

h in

a sh

ort r

epor

t.

2Th

e py

gmy

mar

mos

etTL

KIn

fers

the

sign

ifica

nce

of a

map

in a

shor

t rep

ort.

3Th

e py

gmy

mar

mos

etTL

IId

entifi

es a

cha

ract

eris

tic in

a sh

ort r

epor

t.

4Th

e py

gmy

mar

mos

etTL

ILo

cate

s di

rect

ly st

ated

info

rmat

ion

in a

shor

t rep

ort.

5Th

e py

gmy

mar

mos

etTL

ILo

cate

s di

rect

ly st

ated

info

rmat

ion

in a

shor

t rep

ort.

6Th

e py

gmy

mar

mos

etTL

KIn

fers

whe

re a

n ad

ditio

nal f

act w

ould

fit i

n a

shor

t rep

ort.

7Th

e m

issi

onTL

IIn

terp

rets

a si

tuat

ion

in th

e fir

st s

ente

nce

of a

nar

rativ

e.

8Th

e m

issi

onTL

IIn

terp

rets

a fi

gura

tive

desc

ript

ion

in a

nar

rativ

e.

9Th

e m

issi

onTL

IIn

terp

rets

a c

hara

cter

’s re

spon

se to

an

even

t in

a na

rrat

ive.

10Th

e m

issi

onTL

IIn

terp

rets

the

effe

ct o

f a w

ord

in a

nar

rativ

e.

11Th

e m

issi

onTL

IId

entifi

es th

e ch

ange

in a

cha

ract

er’s

attit

ude

in a

nar

rativ

e.

12Th

e m

issi

onTL

IIn

fers

a le

ader

ship

role

in a

nar

rativ

e.

13Th

e M

inot

aur

TLI

Infe

rs th

e st

atus

of a

cha

ract

er in

the

rete

lling

of a

myt

h.

14Th

e M

inot

aur

TLI

Infe

rs a

n at

titud

e in

the

rete

lling

of a

myt

h.

15Th

e M

inot

aur

TLI

Infe

rs th

e ba

ckgr

ound

to th

e ac

tion

in th

e re

telli

ng o

f a m

yth.

16Th

e M

inot

aur

TLI

Inte

rpre

ts a

n ex

pres

sion

in th

e re

telli

ng o

f a m

yth.

17Th

e M

inot

aur

TLI

Loca

tes

dire

ctly

stat

ed in

form

atio

n in

the

rete

lling

of a

myt

h.

18Th

e M

inot

aur

TLK

Iden

tifies

the

purp

ose

of b

rack

ets

in th

e re

telli

ng o

f a m

yth.

19Th

e ho

ney

bee

mys

tery

TLI

Loca

tes

dire

ctly

stat

ed in

form

atio

n in

a fa

ctua

l tex

t.

20Th

e ho

ney

bee

mys

tery

TLI

Iden

tifies

and

app

lies

dire

ctly

stat

ed in

form

atio

n in

a fa

ctua

l tex

t.

21Th

e ho

ney

bee

mys

tery

CU

Synt

hesi

ses

the

mai

n id

ea o

f a p

arag

raph

in a

fact

ual t

ext.

22Th

e ho

ney

bee

mys

tery

TLK

Iden

tifies

a p

ersu

asiv

e st

rate

gy in

a fa

ctua

l tex

t.

23Th

e ho

ney

bee

mys

tery

TLI

Con

nect

s in

form

atio

n ac

ross

a fa

ctua

l tex

t.


24Th

e ho

ney

bee

mys

tery

TLI

Iden

tifies

the

mea

ning

of a

n id

iom

atic

phr

ase

in a

fact

ual t

ext.

25Th

e ho

ney

bee

mys

tery

TLK

Infe

rs th

e na

ture

of a

clo

sing

stat

emen

t in

a fa

ctua

l tex

t.

26H

ard

runn

ing

TLI

Iden

tifies

a s

ourc

e of

tens

ion

betw

een

char

acte

rs in

a n

arra

tive

extr

act.

27H

ard

runn

ing

TLI

Infe

rs th

e m

eani

ng o

f an

idio

m in

a n

arra

tive

extr

act.

28H

ard

runn

ing

TLI

Infe

rs th

e m

eani

ng o

f a w

ord

in c

onte

xt in

a n

arra

tive

extr

act.

29H

ard

runn

ing

TLI

Infe

rs th

e re

ason

for fi

gura

tive

lang

uage

in a

nar

rativ

e ex

trac

t.

30H

ard

runn

ing

TLI

Sele

cts

voca

bula

ry th

at a

ppea

ls to

a s

ense

in a

nar

rativ

e ex

trac

t.

31H

ard

runn

ing

TLI

Inte

rpre

ts a

cha

ract

er’s

mot

ivat

ion

in a

nar

rativ

e ex

trac

t.

32A

way

forw

ard

TLK

Inte

rpre

ts th

e ef

fect

of p

rono

un s

elec

tion

in a

per

suas

ive

narr

ativ

e.

33A

way

forw

ard

CU

Inte

rpre

ts a

cha

ract

er’s

stan

ce in

a p

ersu

asiv

e na

rrat

ive.

34A

way

forw

ard

TLI

Inte

rpre

ts th

e m

eani

ng o

f a p

hras

e in

a p

ersu

asiv

e na

rrat

ive.

35A

way

forw

ard

TLI

Infe

rs m

eani

ng fr

om c

hara

cter

s’ a

ctio

ns in

a p

ersu

asiv

e na

rrat

ive.

36A

way

forw

ard

TLI

Synt

hesi

ses

info

rmat

ion

acro

ss a

per

suas

ive

narr

ativ

e to

iden

tify

a th

eme.

37A

way

forw

ard

TLI

Inte

rpre

ts p

erce

ptio

n of

a c

hara

cter

in a

per

suas

ive

narr

ativ

e.

38G

lidin

g th

roug

h th

e de

epTL

IIn

terp

rets

an

expl

anat

ion

in a

n in

form

atio

n te

xt.

39G

lidin

g th

roug

h th

e de

epTL

ILo

cate

s a

reas

on fo

r an

actio

n in

an

info

rmat

ion

text

.

40G

lidin

g th

roug

h th

e de

epTL

IIn

terp

rets

a q

uota

tion

in a

n in

form

atio

n te

xt.

41G

lidin

g th

roug

h th

e de

epC

UIn

fers

the

purp

ose

of a

par

agra

ph in

an

info

rmat

ion

text

.

42G

lidin

g th

roug

h th

e de

epTL

IIn

terp

rets

det

ails

in a

n in

form

atio

n te

xt.

43G

lidin

g th

roug

h th

e de

epTL

IId

entifi

es a

quo

tatio

n su

ppor

ting

a po

int o

f vie

w in

an

info

rmat

ion

text

.


44Pe

er p

ress

ure

- a p

ositi

ve p

ersp

ectiv

eTL

ISy

nthe

sise

s in

form

atio

n to

mak

e a

judg

emen

t abo

ut a

per

suas

ive

text

.

45Pe

er p

ress

ure

- a p

ositi

ve p

ersp

ectiv

eTL

IC

ompr

ehen

ds v

ocab

ular

y in

con

text

in a

per

suas

ive

text

.

46Pe

er p

ress

ure

- a p

ositi

ve p

ersp

ectiv

eTL

KId

entifi

es th

e m

ain

purp

ose

of a

par

agra

ph in

a p

ersu

asiv

e te

xt.

47Pe

er p

ress

ure

- a p

ositi

ve p

ersp

ectiv

eTL

IEv

alua

tes

a pe

rsua

sive

text

to d

eriv

e m

eani

ng o

f an

expr

essi

on.

48Pe

er p

ress

ure

- a p

ositi

ve p

ersp

ectiv

eC

ULo

cate

s in

form

atio

n in

a p

ersu

asiv

e te

xt.

49Pe

er p

ress

ure

- a p

ositi

ve p

ersp

ectiv

eC

UId

entifi

es th

e to

ne o

f a p

ersu

asiv

e te

xt.

KE

Y

CU

= C

onte

xtua

l und

erst

and

ing:

rel

ates

to th

e te

xt in

its

cont

ext,

incl

udin

g cu

ltur

al p

urpo

se, a

udie

nce

and

bac

kgro

und

s/in

tent

ions

/re

spon

ses

of w

rite

r/re

ader

s.

TL

I = T

ext l

ocat

ion

and

inte

rpre

tati

on: r

elat

es to

the

mea

ning

of t

ext,

incl

udin

g co

nten

t, id

eas,

info

rmat

ion,

rel

atio

nshi

ps, d

evel

opm

ent o

f arg

umen

ts a

nd p

lots

.

TL

K =

Tex

t and

lang

uage

kno

wle

dge

: rel

ates

to th

e w

ay th

e co

nstr

ucti

on o

f the

text

con

trib

utes

to it

s m

eani

ng, i

nclu

din

g th

e ef

fect

of t

he g

ener

ic s

truc

ture

, lay

out,

lang

uage

, gra

mm

ar a

nd v

isua

l ele

men

ts.


Ye

ar

9 R

ea

din

g

Que

stio

n Te

xt ti

tleS

ub-s

tran

dS

kill

asse

ssed

1M

usic

for t

he P

lane

tTL

ILo

cate

s a

stat

ed d

etai

l in

a po

ster

.

2M

usic

for t

he P

lane

tTL

ILo

cate

s a

stat

ed d

etai

l in

a po

ster

.

3M

usic

for t

he P

lane

tTL

IM

akes

con

nect

ions

bet

wee

n de

tails

in a

pos

ter.

4M

usic

for t

he P

lane

tTL

IIn

terp

rets

the

purp

ose

of a

vis

ual m

etap

hor i

n a

post

er.

5M

usic

for t

he P

lane

tTL

IIn

fers

the

mea

ning

of a

pro

verb

in a

pos

ter.

6M

usic

for t

he P

lane

tTL

KId

entifi

es th

e m

ain

purp

ose

of a

pos

ter.

7Th

e be

st m

edic

ine

TLI

Infe

rs a

gen

eral

isat

ion

in a

fact

ual t

ext.

8Th

e be

st m

edic

ine

TLI

Iden

tifies

dir

ectly

stat

ed in

form

atio

n in

a fa

ctua

l tex

t.

9Th

e be

st m

edic

ine

TLI

Inte

rpre

ts in

form

atio

n in

a fa

ctua

l tex

t.

10Th

e be

st m

edic

ine

TLK

Infe

rs th

e pu

rpos

e of

inve

rted

com

mas

in a

fact

ual t

ext.

11Th

e be

st m

edic

ine

TLI

Loca

tes

dire

ctly

stat

ed in

form

atio

n in

a fa

ctua

l tex

t.

12Th

e be

st m

edic

ine

CU

Inte

rpre

ts th

e pu

rpos

e of

a fa

ctua

l tex

t.

13Th

e M

inot

aur

TLI

Infe

rs th

e st

atus

of a

cha

ract

er in

the

rete

lling

of a

myt

h.

14Th

e M

inot

aur

TLI

Infe

rs a

n at

titud

e in

the

rete

lling

of a

myt

h.

15Th

e M

inot

aur

TLI

Infe

rs th

e ba

ckgr

ound

to th

e ac

tion

in th

e re

telli

ng o

f a m

yth.

16Th

e M

inot

aur

TLI

Inte

rpre

ts a

n ex

pres

sion

in th

e re

telli

ng o

f a m

yth.

17Th

e M

inot

aur

TLI

Loca

tes

dire

ctly

stat

ed in

form

atio

n in

the

rete

lling

of a

myt

h.

18Th

e M

inot

aur

TLK

Iden

tifies

the

purp

ose

of b

rack

ets

in th

e re

telli

ng o

f a m

yth.

19A

way

forw

ard

TLK

Inte

rpre

ts th

e ef

fect

of p

rono

un s

elec

tion

in a

per

suas

ive

narr

ativ

e.

20A

way

forw

ard

CU

Inte

rpre

ts a

cha

ract

er’s

stan

ce in

a p

ersu

asiv

e na

rrat

ive.

21A

way

forw

ard

TLI

Inte

rpre

ts th

e m

eani

ng o

f a p

hras

e in

a p

ersu

asiv

e na

rrat

ive.

22A

way

forw

ard

TLI

Infe

rs m

eani

ng fr

om c

hara

cter

s’ a

ctio

ns in

a p

ersu

asiv

e na

rrat

ive.

23A

way

forw

ard

TLI

Synt

hesi

ses

info

rmat

ion

acro

ss a

per

suas

ive

narr

ativ

e to

iden

tify

a th

eme.

24A

way

forw

ard

TLI

Inte

rpre

ts p

erce

ptio

n of

a c

hara

cter

in a

per

suas

ive

narr

ativ

e.


25C

affe

ine

- an

eye

open

er!

TLK

Reco

gnis

es th

e pu

rpos

e of

a d

iagr

am in

a p

ersu

asiv

e te

xt.

26C

affe

ine

- an

eye

open

er!

TLI

Synt

hesi

ses

info

rmat

ion

in a

sec

tion

of p

ersu

asiv

e te

xt.

27C

affe

ine

- an

eye

open

er!

TLI

Loca

tes

info

rmat

ion

dire

ctly

stat

ed in

a p

ersu

asiv

e te

xt.

28C

affe

ine

- an

eye

open

er!

TLK

Inte

rpre

ts th

e ef

fect

of a

n ex

pres

sion

in a

per

suas

ive

text

.

29C

affe

ine

- an

eye

open

er!

TLK

Giv

es tw

o in

terp

reta

tions

of t

he ti

tle o

f a p

ersu

asiv

e te

xt. G

ives

one

inte

rpre

tatio

n of

the

title

of a

per

suas

ive

text

.

30C

affe

ine

- an

eye

open

er!

TLK

Iden

tifies

the

styl

e of

a p

ersu

asiv

e te

xt.

31C

affe

ine

- an

eye

open

er!

TLK

Iden

tifies

the

bias

in a

per

suas

ive

text

.

32M

rs D

ougl

asTL

IIn

fers

a re

ason

in a

nar

rativ

e ex

trac

t.

33M

rs D

ougl

asTL

IIn

fers

the

tone

of t

he n

arra

tor i

n a

narr

ativ

e ex

trac

t.

34M

rs D

ougl

asTL

IIn

terp

rets

a c

hara

cter

's in

sigh

t in

a na

rrat

ive

extr

act.

35M

rs D

ougl

asTL

IIn

fers

the

mot

ivat

ion

of a

cha

ract

er in

a n

arra

tive

extr

act.

36M

rs D

ougl

asC

UId

entifi

es th

e m

eani

ng o

f an

expr

essi

on in

a n

arra

tive

extr

act.

37M

rs D

ougl

asTL

IRe

cogn

ises

form

attin

g of

a c

hara

cter

's ac

cent

in a

nar

rativ

e ex

trac

t.

38M

rs D

ougl

asTL

IIn

fers

a c

hara

cter

trai

t in

a na

rrat

ive

extr

act.

39A

uror

as: n

eon

sign

s in

the

sky

TLI

Loca

tes

dire

ctly

stat

ed in

form

atio

n in

a s

cien

tific

expl

anat

ion.

40A

uror

as: n

eon

sign

s in

the

sky

TLI

Loca

tes

thre

e pi

eces

of i

nfor

mat

ion

in a

sci

entifi

c ex

plan

atio

n.

41A

uror

as: n

eon

sign

s in

the

sky

TLK

Iden

tifies

the

reas

on fo

r use

of i

nver

ted

com

mas

in a

sci

entifi

c ex

plan

atio

n.

42A

uror

as: n

eon

sign

s in

the

sky

TLK

Eval

uate

s th

e pu

rpos

e of

a c

ompa

riso

n in

a s

cien

tific

expl

anat

ion.

43A

uror

as: n

eon

sign

s in

the

sky

CU

Iden

tifies

the

purp

ose

of a

par

agra

ph in

a s

cien

tific

expl

anat

ion.

44A

uror

as: n

eon

sign

s in

the

sky

CU

Iden

tifies

the

com

mon

con

tent

bet

wee

n op

enin

g an

d cl

osin

g pa

ragr

aphs

in a

sci

entifi

c ex

plan

atio

n.


45Lo

st a

nd fo

und

TLI

Iden

tifies

the

sequ

ence

of e

vent

s in

a n

arra

tive

extr

act.

46Lo

st a

nd fo

und

TLI

Inte

rpre

ts th

e m

ain

char

acte

r’s fe

elin

gs in

a n

arra

tive

extr

act.

47Lo

st a

nd fo

und

TLK

Inte

rpre

ts th

e us

e of

ital

ics

in a

nar

rativ

e ex

trac

t.

48Lo

st a

nd fo

und

TLI

Inte

rpre

ts in

form

atio

n in

a n

arra

tive

extr

act.

49Lo

st a

nd fo

und

TLK

Iden

tifies

the

use

of fl

ashb

ack

in a

nar

rativ

e ex

trac

t.

50Lo

st a

nd fo

und

TLI

Inte

rpre

ts th

e to

ne o

f a n

arra

tive

extr

act.

KE

Y

CU

= C

onte

xtua

l und

erst

and

ing:

rel

ates

to th

e te

xt in

its

cont

ext,

incl

udin

g cu

ltur

al p

urpo

se, a

udie

nce

and

bac

kgro

und

s/in

tent

ions

/re

spon

ses

of w

rite

r/re

ader

s.

TL

I = T

ext l

ocat

ion

and

inte

rpre

tati

on: r

elat

es to

the

mea

ning

of t

ext,

incl

udin

g co

nten

t, id

eas,

info

rmat

ion,

rel

atio

nshi

ps, d

evel

opm

ent o

f arg

umen

ts a

nd p

lots

.

TL

K =

Tex

t and

lang

uage

kno

wle

dge

: rel

ates

to th

e w

ay th

e co

nstr

ucti

on o

f the

text

con

trib

utes

to it

s m

eani

ng, i

nclu

din

g th

e ef

fect

of t

he g

ener

ic s

truc

ture

, lay

out,

lang

uage

, gra

mm

ar a

nd v

isua

l ele

men

ts.


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

1fa

seId

entifi

es a

n er

ror i

n a

one-

sylla

ble

wor

d w

ith th

e fr

icat

ive

-c.

2do

reId

entifi

es a

n er

ror i

n a

one-

sylla

ble

wor

d w

ith th

e fin

al lo

ng v

owel

pat

tern

-oor

.

3fr

ogg

Cor

rect

ly sp

ells

a o

ne-s

ylla

ble

wor

d w

ith th

e fin

al si

ngle

con

sona

nt –

g.

4be

Cor

rect

ly sp

ells

a o

ne-s

ylla

ble

hom

opho

ne w

ith th

e fin

al lo

ng v

owel

dig

raph

-ee.

5sp

yder

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

med

ial l

ong

vow

el -i

.

6en

joi

Cor

rect

ly sp

ells

a o

ne-s

ylla

ble

wor

d w

ith th

e lo

ng v

owel

dig

raph

-oy.

7ro

ket

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

med

ial d

igra

ph –

ck.

8ed

jeC

orre

ctly

spel

ls a

one

-syl

labl

e w

ord

with

the

final

con

sona

nt p

atte

rn -d

ge.

9cu

ver

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

shor

t vow

el –

o.

10sw

onC

orre

ctly

spel

ls a

one

-syl

labl

e w

ord

with

the

shor

t vow

el –

a.

11ar

test

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

suffi

x –i

st.

12m

ulta

ply

Cor

rect

ly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e m

edia

l sch

wa

-i.

13ch

ork

Cor

rect

ly sp

ells

a o

ne-s

ylla

ble

wor

d w

ith th

e fin

al lo

ng v

owel

pat

tern

–al

k.

14ek

sact

lyC

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

lette

r –x

at th

e sy

llabl

e ju

nctu

re.

15tr

eyId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

one

-syl

labl

e w

ord

with

the

final

long

vow

el d

igra

ph –

ay.

16w

oude

n Id

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

one

-syl

labl

e w

ord

with

the

shor

t vow

el d

igra

ph –

oo.

17ra

bit

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

doub

le le

tter –

bb a

t the

sylla

ble

junc

ture

.

18na

led

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a o

ne-s

ylla

ble

wor

d w

ith th

e lo

ng v

owel

dig

raph

–ai

.

19bu

nchs

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

suffi

x –e

s.

20th

ankf

ull

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

suffi

x –f

ul.

21in

seck

sId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e fin

al c

onso

nant

pat

tern

–ct

s.

22nu

rsry

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e m

edia

l elid

ed –

e.

23st

omac

kId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e fin

al s

ound

k re

pres

ente

d by

–ch

.

24sq

uees

edId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e lo

ng v

owel

pat

tern

–ee

ze.

25di

sgis

edId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e m

edia

l let

ter p

atte

rn –

gu.


Que

stio

nC

urri

culu

m A

rea

Ski

ll as

sess

ed

26G

ram

mar

Iden

tifies

the

corr

ect p

repo

sitio

n to

com

plet

e a

com

plex

sen

tenc

e.

27G

ram

mar

Iden

tifies

the

corr

ect p

repo

sitio

n to

com

plet

e a

sim

ple

sent

ence

.

28G

ram

mar

Iden

tifies

the

adje

ctiv

e to

com

plet

e a

sim

ple

sent

ence

.

29G

ram

mar

Iden

tifies

the

adje

ctiv

e in

a c

ompo

und

sent

ence

.

30G

ram

mar

Iden

tifies

the

corr

ect s

uper

lativ

e fo

rm o

f an

adje

ctiv

e to

com

plet

e a

com

plex

sen

tenc

e.

31G

ram

mar

Iden

tifies

the

corr

ect d

eter

min

er to

com

plet

e a

sim

ple

sent

ence

.

32Pu

nctu

atio

nId

entifi

es th

e co

rrec

t pos

ition

for a

list

com

ma

in a

sim

ple

sent

ence

.

33G

ram

mar

Iden

tifies

the

corr

ect p

lura

l pro

noun

in a

sim

ple

sent

ence

.

34Pu

nctu

atio

nId

entifi

es th

e si

mpl

e se

nten

ce re

quir

ing

a qu

estio

n m

ark.

35G

ram

mar

Iden

tifies

the

adve

rb in

a c

ompo

und

sent

ence

.

36G

ram

mar

Iden

tifies

the

corr

ect u

se o

f an

irre

gula

r ver

b in

a si

mpl

e se

nten

ce.

37G

ram

mar

Iden

tifies

the

corr

ectly

stru

ctur

ed si

mpl

e se

nten

ce.

38Pu

nctu

atio

nId

entifi

es th

e co

rrec

t pun

ctua

tion

of a

list

in a

com

plex

sen

tenc

e.

39G

ram

mar

Iden

tifies

the

corr

ect u

se o

f an

irre

gula

r ver

b in

a si

mpl

e se

nten

ce.

40G

ram

mar

Iden

tifies

the

corr

ect u

se o

f a p

osse

ssiv

e pr

onou

n in

a si

mpl

e se

nten

ce.

41Pu

nctu

atio

nId

entifi

es th

e co

rrec

t pun

ctua

tion

of d

irec

t spe

ech

in a

sim

ple

sent

ence

.

42G

ram

mar

Iden

tifies

a c

orre

ct si

mpl

e se

nten

ce.

43Pu

nctu

atio

nId

entifi

es a

cor

rect

ly p

unct

uate

d co

ntra

ctio

n in

a si

mpl

e se

nten

ce.

44G

ram

mar

Iden

tifies

the

noun

in a

sim

ple

sent

ence

.

45G

ram

mar

Iden

tifies

a c

omm

and.

46Pu

nctu

atio

nId

entifi

es th

e co

rrec

t bou

ndar

y pu

nctu

atio

n fo

r a si

mpl

e se

nten

ce.

47Pu

nctu

atio

nId

entifi

es th

e co

rrec

t bou

ndar

y pu

nctu

atio

n be

twee

n a

com

plex

and

a si

mpl

e se

nten

ce.

48G

ram

mar

Iden

tifies

the

sent

ence

with

the

corr

ect u

se o

f an

inde

finite

art

icle

.

49G

ram

mar

Iden

tifies

the

sent

ence

whi

ch c

orre

ctly

com

bine

s al

l the

info

rmat

ion

in a

tabl

e.

50G

ram

mar

Iden

tifies

the

noun

whi

ch h

as th

e sa

me

sing

ular

and

plu

ral f

orm

s.

51Pu

nctu

atio

nId

entifi

es th

e co

rrec

t pun

ctua

tion

of p

rope

r nou

ns in

a si

mpl

e se

nten

ce.


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

1fu

nnee

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

long

vow

el e

ndin

g –y

.

2ro

ket

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

med

ial d

igra

ph –

ck.

3co

mun

ityC

orre

ctly

spel

ls a

four

-syl

labl

e w

ord

with

the

doub

le c

onso

nant

–m

m a

t the

sylla

ble

junc

ture

.

4sw

onC

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e sh

ort v

owel

–o.

5sh

olde

rC

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e sh

ort v

owel

dig

raph

–ou

.

6te

wb

Cor

rect

ly sp

ells

a o

ne-s

ylla

ble

wor

d w

ith th

e lo

ng v

owel

pat

tern

u-e

.

7cr

aite

Cor

rect

ly sp

ells

a o

ne-s

ylla

ble

wor

d w

ith th

e lo

ng v

owel

pat

tern

a-e

.

8m

ulta

ply

Cor

rect

ly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e m

edia

l sch

wa

-i.

9pe

ngw

inC

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e le

tter p

atte

rn –

gu.

10st

ake

Cor

rect

ly sp

ells

a o

ne-s

ylla

ble

hom

opho

ne w

ith th

e lo

ng v

owel

dig

raph

-ea.

11ho

neyc

oam

Cor

rect

ly sp

ells

a th

ree-

sylla

ble

com

poun

d w

ord

with

the

final

sile

nt le

tter –

b.

12ek

sact

lyC

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

lette

r –x

at th

e sy

llabl

e ju

nctu

re.

13sh

eeld

sC

orre

ctly

spel

ls a

one

-syl

labl

e w

ord

with

the

long

vow

el d

igra

ph -i

e.

14ad

dults

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

sing

le le

tter –

d at

the

sylla

ble

junc

ture

.

15w

oude

n Id

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

one

-syl

labl

e w

ord

with

the

shor

t vow

el d

igra

ph –

oo.

16dr

ide

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a o

ne-s

ylla

ble

wor

d w

ith th

e su

ffix

-ed,

requ

irin

g a

chan

ge to

the

base

wor

d (c

hang

e y

to i)

.

17to

sted

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

long

vow

el d

igra

ph -o

a.

18nu

rsry

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e m

edia

l elid

ed –

e.

19st

omac

kId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e fin

al s

ound

k re

pres

ente

d by

–ch

.

20he

leco

pter

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a fo

ur-s

ylla

ble

wor

d w

ith th

e et

ymol

ogic

al e

lem

ent h

eli-.

21sq

uees

edId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

one

-syl

labl

e w

ord

with

the

long

vow

el p

atte

rn –

eeze

.

22in

tafe

reId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

etym

olog

ical

ele

men

t int

er-.

23su

cces

sful

lId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

suffi

x –f

ul.

24he

aval

lyId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

suffi

x –l

y, re

quir

ing

a ch

ange

to th

e ba

se w

ord

(cha

nge

y to

i)

25ve

hica

lsId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

prim

ary

endi

ng –

le.


Que

stio

n C

urri

culu

m A

rea

Ski

ll as

sess

ed

26G

ram

mar

Iden

tifies

the

adje

ctiv

e to

com

plet

e a

sim

ple

sent

ence

.

27Pu

nctu

atio

nId

entifi

es th

e si

mpl

e se

nten

ce re

quir

ing

a qu

estio

n m

ark.

28G

ram

mar

Iden

tifies

the

corr

ect p

lura

l pro

noun

in a

sim

ple

sent

ence

.

29G

ram

mar

Iden

tifies

a th

inki

ng v

erb

in a

com

plex

sen

tenc

e.

30G

ram

mar

Iden

tifies

the

adve

rb in

a c

ompo

und

sent

ence

.

31G

ram

mar

Iden

tifies

the

corr

ect w

ord

to c

ompl

ete

a co

mpo

und

prep

ositi

on in

a si

mpl

e se

nten

ce.

32Pu

nctu

atio

nId

entifi

es th

e co

rrec

t pun

ctua

tion

of a

list

in a

com

plex

sen

tenc

e.

33G

ram

mar

Iden

tifies

the

corr

ect u

se o

f his

/he's

in a

sim

ple

sent

ence

.

34Pu

nctu

atio

nId

entifi

es th

e co

rrec

t pun

ctua

tion

of d

irec

t spe

ech

in a

sim

ple

sent

ence

.

35G

ram

mar

Iden

tifies

the

corr

ect m

ain

clau

se to

com

plet

e a

com

plex

sen

tenc

e.

36Pu

nctu

atio

nId

entifi

es a

cor

rect

ly p

unct

uate

d si

mpl

e se

nten

ce .

37G

ram

mar

Iden

tifies

the

corr

ect v

erb

form

to c

ompl

ete

a co

mpl

ex s

ente

nce.

38G

ram

mar

Iden

tifies

the

sent

ence

that

cor

rect

ly c

ombi

nes

info

rmat

ion

from

two

sent

ence

s.

39G

ram

mar

Iden

tifies

the

sent

ence

that

use

s a

cont

ract

ion

corr

ectly

.

40G

ram

mar

Iden

tifies

the

sim

ple

sent

ence

con

tain

ing

an a

djec

tive.

41G

ram

mar

Iden

tifies

the

refe

renc

e fo

r a p

rono

un in

a sh

ort t

ext.

42Pu

nctu

atio

nId

entifi

es c

orre

ct s

ente

nce

boun

dary

pun

ctua

tion

in tw

o si

mpl

e se

nten

ces.

43G

ram

mar

Iden

tifies

a c

omm

and.

44G

ram

mar

Iden

tifies

the

sent

ence

with

the

corr

ect i

ndefi

nite

art

icle

.

45Pu

nctu

atio

nId

entifi

es th

e co

rrec

tly p

unct

uate

d se

nten

ce.

46Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of p

aire

d co

mm

as to

indi

cate

add

ition

al in

form

atio

n in

a si

mpl

e se

nten

ce.

47G

ram

mar

Iden

tifies

a n

oun

whi

ch h

as th

e sa

me

form

in th

e si

ngul

ar a

nd p

lura

l.

48Pu

nctu

atio

nId

entifi

es c

orre

ctly

pun

ctua

ted

indi

rect

spee

ch in

a c

ompl

ex s

ente

nce.

49Pu

nctu

atio

nId

entifi

es th

e pa

ir o

f wor

ds th

at c

an fo

rm a

con

trac

tion.

50G

ram

mar

Iden

tifies

the

corr

ect n

oun/

pron

oun

agre

emen

t in

a co

mpl

ex s

ente

nce.

51G

ram

mar

Iden

tifies

the

first

eve

nt in

a c

ompl

ex s

ente

nce.


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

1hi

way

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e co

mpo

und

wor

d w

ith th

e le

tter p

atte

rn –

igh.

2sh

olde

rC

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e sh

ort v

owel

dig

raph

–ou

.

3tr

aditi

onel

Cor

rect

ly sp

ells

a fo

ur-s

ylla

ble

wor

d w

ith th

e su

ffix

–al.

4on

yon

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

sem

i vow

el –

i.

5pr

ayC

orre

ctly

spel

ls a

one

-syl

labl

e ho

mop

hone

with

the

final

long

vow

el p

atte

rn –

ey.

6cr

aite

Cor

rect

ly sp

ells

a o

ne-s

ylla

ble

wor

d w

ith th

e lo

ng v

owel

pat

tern

a-e

.

7pu

mki

nC

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e si

ngle

con

sona

nt –

p at

the

sylla

ble

junc

ture

.

8bo

rtC

orre

ctly

spel

ls a

one

-syl

labl

e ho

mop

hone

with

the

long

vow

el p

atte

rn –

ough

.

9pe

ngw

inC

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e m

edia

l let

ter p

atte

rn –

gu.

10w

ayed

Cor

rect

ly sp

ells

a o

ne-s

ylla

ble

near

hom

opho

ne w

ith th

e lo

ng v

owel

pat

tern

-eig

h.

11ho

neyc

oam

Cor

rect

ly sp

ells

a th

ree-

sylla

ble

com

poun

d w

ord

with

the

final

sile

nt le

tter –

b.

12lif

egar

dsC

orre

ctly

spel

ls a

two-

sylla

ble

com

poun

d w

ord

with

the

lette

r pat

tern

–gu

.

13or

bet

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

schw

a -i.

14pr

ecip

itasi

onC

orre

ctly

spel

ls a

five

-syl

labl

e w

ord

with

the

endi

ng -t

ion.

15sa

mm

onC

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e m

edia

l sile

nt le

tter –

l.

16qu

ewe

Cor

rect

ly sp

ells

a o

ne-s

ylla

ble

wor

d w

ith th

e se

mi v

owel

pat

tern

–eu

e.

17pr

edic

tible

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a fo

ur-s

ylla

ble

wor

d w

ith th

e su

ffix

–abl

e.

18he

leco

pter

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a fo

ur-s

ylla

ble

wor

d w

ith th

e et

ymol

ogic

al e

lem

ent h

eli-.

19ex

piri

ence

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a fo

ur-s

ylla

ble

wor

d w

ith th

e lo

ng v

owel

–e.

20in

tafe

reId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e et

ymol

ogic

al e

lem

ent i

nter

-.

21ca

tago

ries

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

four

-syl

labl

e w

ord

with

the

schw

a re

pres

ente

d by

-e.

22su

cces

sful

lId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

suffi

x –f

ul.

23he

aval

lyId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

suffi

x –l

y, re

quir

ing

a ch

ange

to th

e ba

se w

ord

(cha

nge

y to

i)

24ac

heiv

edId

entifi

es a

nd e

rror

then

cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

long

vow

el d

igra

ph –

ie.

25ex

plai

natio

nId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a fo

ur-s

ylla

ble

noun

with

the

suffi

x -t

ion

requ

irin

g a

chan

ge to

the

base

wor

d.

26re

lave

ntId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

med

ial s

chw

a –e

and

the

endi

ng –

ant.


27no

xous

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

endi

ng –

ious

.

28co

ntre

rdic

ted

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

four

-syl

labl

e w

ord

with

the

etym

olog

ical

ele

men

t con

tra-

.

29fo

lige

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e fin

al le

tter p

atte

rn –

iage

.

30m

arat

ime

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e m

edia

l sch

wa

–i.

Que

stio

n C

urri

culu

m A

rea

Ski

ll as

sess

ed

31Pu

nctu

atio

nId

entifi

es th

e si

mpl

e se

nten

ce re

quir

ing

a qu

estio

n m

ark.

32G

ram

mar

Iden

tifies

the

corr

ect v

erb

form

to c

ompl

ete

a co

mpl

ex s

ente

nce.

33G

ram

mar

Iden

tifies

the

corr

ect u

se o

f a p

repo

sitio

n in

a si

mpl

e se

nten

ce.

34G

ram

mar

Iden

tifies

the

sent

ence

with

a c

ompl

ex n

oun

grou

p.

35G

ram

mar

Iden

tifies

the

non-

finite

form

of a

ver

b to

com

plet

e a

com

plex

sen

tenc

e.

36G

ram

mar

Iden

tifies

the

mai

n cl

ause

that

cor

rect

ly c

ompl

etes

a c

ompl

ex s

ente

nce.

37Pu

nctu

atio

nId

entifi

es c

orre

ct sp

eech

pun

ctua

tion

in a

com

plex

sen

tenc

e.

38Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of a

com

ma

for a

dep

enda

nt c

laus

e.

39G

ram

mar

Iden

tifies

the

sent

ence

that

cor

rect

ly c

ombi

nes

info

rmat

ion

from

two

sent

ence

s.

40Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of b

rack

ets

to e

nclo

se th

e ex

plan

atio

n of

an

acro

nym

in a

sim

ple

sent

ence

.

41G

ram

mar

Iden

tifies

the

sent

ence

that

use

s a

cont

ract

ion

corr

ectly

.

42G

ram

mar

Iden

tifies

the

sim

ple

sent

ence

con

tain

ing

an a

djec

tive.

43Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of c

laus

e an

d lis

t com

mas

in a

com

plex

sen

tenc

e.

44G

ram

mar

Iden

tifies

a c

omm

and.

45Pu

nctu

atio

nId

entifi

es th

e se

nten

ce th

at u

ses

corr

ect c

apita

lisat

ion

of p

rope

r nou

ns.

46Pu

nctu

atio

nId

entifi

es th

e in

corr

ect u

se o

f a p

osse

ssiv

e ap

ostr

ophe

in a

com

plex

sen

tenc

e.

47G

ram

mar

Iden

tifies

the

corr

ect s

ynon

ym fo

r a m

odal

ver

b.

48G

ram

mar

Iden

tifies

the

corr

ect s

uffix

that

cha

nges

a v

erb

to a

n ad

ject

ive.

49Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of p

aire

d co

mm

as to

indi

cate

add

ition

al in

form

atio

n in

a si

mpl

e se

nten

ce.


50Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of h

yphe

ns fo

r a c

ompo

und

adje

ctiv

e in

a c

ompl

ex s

ente

nce.

51Pu

nctu

atio

nId

entifi

es c

orre

ctly

pun

ctua

ted

indi

rect

spee

ch in

a c

ompl

ex s

ente

nce.

52G

ram

mar

Iden

tifies

a c

ompo

und

sent

ence

.

53G

ram

mar

Iden

tifies

the

corr

ect s

eque

ncin

g of

tens

es in

a c

ompl

ex s

ente

nce.

54G

ram

mar

Iden

tifies

the

corr

ect u

se o

f an

adve

rb in

a c

ompl

ex s

ente

nce.

55G

ram

mar

Iden

tifies

the

corr

ect n

oun/

pron

oun

agre

emen

t in

a co

mpl

ex s

ente

nce.

56G

ram

mar

Iden

tifies

the

corr

ect c

lass

ifica

tions

of t

wo

wor

ds w

ith th

e sa

me

base

in a

com

plex

sen

tenc

e.

57G

ram

mar

Iden

tifies

the

noun

from

a li

st o

f wor

ds w

ith th

e sa

me

base

.

58Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of d

ashe

s to

indi

cate

add

ition

al in

form

atio

n in

a si

mpl

e se

nten

ce.


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

1tr

aditi

onel

Cor

rect

ly sp

ells

a fo

ur-s

ylla

ble

wor

d w

ith th

e su

ffix

–al.

2pu

mki

nC

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e si

ngle

con

sona

nt –

p at

the

sylla

ble

junc

ture

.

3ro

otin

eC

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e lo

ng v

owel

dig

raph

–ou

.

4th

eary

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

schw

a –o

.

5or

bet

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

schw

a -i.

6ra

dias

Cor

rect

ly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e en

ding

-us.

7sa

mm

onC

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e m

edia

l sile

nt le

tter –

l.

8hi

llari

ous

Cor

rect

ly sp

ells

a fo

ur-s

ylla

ble

wor

d w

ith th

e si

ngle

con

sona

nt –

l at t

he sy

llabl

e ju

nctu

re.

9he

ctai

rsC

orre

ctly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e lo

ng v

owel

pat

tern

–ar

e.

10ill

egal

yC

orre

ctly

spel

ls a

four

-syl

labl

e w

ord

with

the

long

vow

el p

atte

rn u

-e b

efor

e th

e su

ffix

–ly.

11ab

solu

tlyC

orre

ctly

spel

ls a

four

-syl

labl

e w

ord

with

the

prim

ary

endi

ng –

ute b

efor

e th

e su

ffix

–ly.

12co

nven

iant

Cor

rect

ly sp

ells

a fo

ur-s

ylla

ble

wor

d w

ith th

e en

ding

-ent

.

13qu

ewe

Cor

rect

ly sp

ells

a o

ne-s

ylla

ble

wor

d w

ith th

e se

mi v

owel

pat

tern

–eu

e.

14vi

gero

usC

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

med

ial s

chw

a –o

.

15co

nsin

emen

tC

orre

ctly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

long

vow

el p

atte

rn –

ign.

16bo

yant

Cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

long

vow

el p

atte

rn –

uoy.

17id

ente

tyId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

med

ial s

chw

a –i

.

18ex

piri

ence

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a fo

ur-s

ylla

ble

wor

d w

ith th

e lo

ng v

owel

–e.

19gl

acia

rId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

thre

e-sy

llabl

e w

ord

with

the

unac

cent

ed e

ndin

g –e

r.

20ac

heiv

edId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

two-

sylla

ble

wor

d w

ith th

e lo

ng v

owel

dig

raph

–ie.

21re

ckag

eId

entifi

es a

n er

ror,

then

cor

rect

ly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

sile

nt in

itial

lette

r -w.

22ce

rcum

navi

gate

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

five

-syl

labl

e w

ord

with

the

etym

olog

ical

ele

men

t circ

um-.

23pl

atyp

uss

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e fin

al si

ngle

con

sona

nt -s

.

24se

nsus

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

initi

al s

ound

s re

pres

ente

d by

c.


25no

xous

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a tw

o-sy

llabl

e w

ord

with

the

endi

ng –

ious

.

26co

ntre

rdic

ted

Iden

tifies

an

erro

r, th

en c

orre

ctly

spel

ls a

four

-syl

labl

e w

ord

with

the

etym

olog

ical

ele

men

t con

tra-

.

27fo

lige

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e en

ding

–ia

ge.

28ae

riel

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a th

ree-

sylla

ble

wor

d w

ith th

e un

stre

ssed

end

ing

–al.

29oc

cass

iona

llyId

entifi

es a

n er

ror t

hen

corr

ectly

spel

ls a

five

-syl

labl

e w

ord

with

the

sing

le c

onso

nant

s at

the

sylla

ble

junc

ture

.

30ve

tinar

ian

Iden

tifies

an

erro

r the

n co

rrec

tly sp

ells

a fi

ve-s

ylla

ble

wor

d w

ith th

e el

ided

-e.

Que

stio

n C

urri

culu

m A

rea

Ski

ll as

sess

ed

31G

ram

mar

Iden

tifies

the

corr

ect u

se o

f a c

ompo

und

verb

in a

sim

ple

sent

ence

.

32G

ram

mar

Iden

tifies

the

corr

ect w

ords

to c

ompl

ete

a de

pend

ent c

laus

e.

33G

ram

mar

Iden

tifies

the

corr

ect d

epen

dent

cla

use

to c

ompl

ete

a co

mpl

ex s

ente

nce.

34G

ram

mar

Iden

tifies

the

corr

ect p

repo

sitio

n to

com

plet

e a

sim

ple

sent

ence

.

35Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of a

com

ma

for a

dep

enda

nt c

laus

e.

36Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of b

rack

ets

to e

nclo

se th

e ex

plan

atio

n of

an

acro

nym

in a

sim

ple

sent

ence

.

37G

ram

mar

Iden

tifies

a c

orre

ct si

mpl

e se

nten

ce.

38G

ram

mar

Iden

tifies

the

corr

ect r

efer

ence

for a

pro

noun

in a

shor

t pas

sage

.

39G

ram

mar

Iden

tifies

the

corr

ect c

ompo

und

subj

ect i

n a

com

plex

sen

tenc

e.

40Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of c

laus

e co

mm

as a

nd b

rack

ets

to in

dica

te a

dditi

onal

info

rmat

ion

in a

com

plex

sen

tenc

e.

41G

ram

mar

Iden

tifies

the

corr

ect s

ynon

ym fo

r a m

odal

ver

b.

42Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of c

omm

as in

a c

ompl

ex li

st.

43G

ram

mar

Iden

tifies

the

corr

ect m

ain

clau

se to

com

plet

e a

com

plex

sen

tenc

e.

44G

ram

mar

Iden

tifies

the

corr

ect s

uffix

that

cha

nges

a v

erb

to a

n ad

ject

ive.

45G

ram

mar

Iden

tifies

the

pair

of s

ente

nces

whi

ch c

orre

ctly

use

the

hom

opho

ne w

ho’s

and

who

se.

46Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of c

apita

l let

ters

for p

rope

r nou

ns in

a si

mpl

e se

nten

ce.

47Pu

nctu

atio

nId

entifi

es th

e se

nten

ce th

at c

orre

ctly

use

s th

e ho

mop

hone

its

and

it’s.

48G

ram

mar

Iden

tifies

the

corr

ect p

aral

lel s

truc

ture

in a

com

poun

d se

nten

ce.


49Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of h

yphe

ns fo

r a c

ompo

und

adje

ctiv

e in

a c

ompl

ex s

ente

nce.

50G

ram

mar

Iden

tifies

the

mai

n cl

ause

in a

com

plex

sen

tenc

e.

51Pu

nctu

atio

nId

entifi

es th

e co

rrec

t pun

ctua

tion

of d

irec

t spe

ech

with

inte

rnal

att

ribu

tion.

52G

ram

mar

Iden

tifies

a c

ompo

und

sent

ence

.

53G

ram

mar

Iden

tifies

the

sent

ence

whi

ch c

orre

ctly

rela

tes

the

intr

oduc

tory

ele

men

t to

the

subj

ect.

54Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of a

sem

i-col

on in

a si

mpl

e se

nten

ce.

55G

ram

mar

Iden

tifies

the

sent

ence

whi

ch u

ses

the

wor

d re

sear

ch a

s a

noun

.

56G

ram

mar

Iden

tifies

the

corr

ect c

lass

ifica

tions

of t

wo

wor

ds w

ith th

e sa

me

base

in a

com

plex

sen

tenc

e.

57Pu

nctu

atio

nId

entifi

es th

e co

rrec

t use

of d

ashe

s fo

r an

embe

dded

cla

use.

58G

ram

mar

Iden

tifies

the

use

of a

par

ticip

le a

s an

adj

ectiv

e in

a c

ompl

ex s

ente

nce.


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

1H

ere

are

som

e ch

erri

es.

NM

atch

es a

n ex

pres

sion

to a

num

ber p

robl

em

2M

aya

is c

ount

ing

dow

nA

FPC

ontin

ues

a si

mpl

e de

crea

sing

num

ber p

atte

rn

3W

hich

toy

is th

e ch

eape

st?

NId

entifi

es th

e sm

alle

st n

umbe

r in

a gr

oup

4Th

ree

team

s pl

ayed

a g

ame.

MC

DC

alcu

late

s th

e su

m o

f thr

ee ta

llies

5A

bout

how

long

is th

e na

il?M

CD

Estim

ates

the

leng

th o

f a n

ail a

gain

st a

rule

r

6Ja

n dr

ew th

is p

ictu

reS

Iden

tifies

the

seco

nd lo

wes

t obj

ect i

n a

pict

ure

7Si

mon

has

this

jar.

MC

DId

entifi

es th

e nu

mbe

r of o

bjec

ts th

at a

re th

e sa

me

size

in a

pic

ture

8W

hat s

hape

is m

issi

ngS

Iden

tifies

a m

issi

ng p

uzzl

e pi

ece

9W

hich

arr

ow p

oint

s N

Iden

tifies

the

mid

poin

t of a

sec

tion

on a

num

ber l

ine

10W

hich

of t

hese

giv

esN

Use

s pl

ace

valu

e to

det

erm

ine

the

larg

est n

umbe

r

11Th

is g

rid

show

s a

patte

rn.

SId

entifi

es th

e m

issi

ng e

lem

ent i

n sh

ape

patte

rn

12Be

lla in

vite

d so

me

frie

nds

NSo

lves

a w

ord

prob

lem

usi

ng a

dditi

on

13Fo

ur c

hild

ren

has

som

e st

icke

rsM

CD

Inte

rpre

ts in

form

atio

n in

a p

ictu

re g

raph

14Th

is w

oode

n do

ll is

mad

e fr

omS

Iden

tifies

a sp

here

15Te

rri h

ad $

18.

NSo

lves

a si

mpl

e di

visi

on w

ord

prob

lem

16A

shed

has

a w

indo

wS

Iden

tifies

the

refle

ctio

n of

a 2

D sh

ape

17Ja

son'

s bi

rthd

ay is

on

the

MC

DD

eter

min

es th

e da

y of

the

wee

k of

a d

ate

beyo

nd th

e in

form

atio

n sh

own

on c

alen

dar

18Ta

ra's

book

has

96

page

s.N

Solv

es a

num

ber p

robl

em in

volv

ing

subt

ract

ion

19H

ow m

any

face

sS

Det

erm

ines

the

num

ber o

f fac

es o

n a

solid

20W

hat t

ime

is sh

own

MC

DC

onve

rts

digi

tal t

ime

to w

ords

21Ja

ck, D

avid

, Sam

and

Tim

NO

rder

s fo

ur d

igit

who

le n

umbe

rs

22K

im h

as o

nly

thes

e co

ins.

NU

ses

addi

tion

and

subt

ract

ion

of d

ecim

al n

umbe

rs in

volv

ing

mon

ey

23Th

ese

five

stud

ents

SU

ses

sim

ple

posi

tiona

l lan

guag

e (r

ight

/lef

t) to

sol

ve a

pro

blem


24W

hich

of t

hese

is c

lose

stM

CD

Iden

tifies

the

appr

opri

ate

estim

ate

of m

ass

of a

litr

e of

milk

25A

Yea

r 3 c

lass

NU

ses

subt

ract

ion

and

addi

tion

to s

olve

an

equa

lize

prob

lem

26Th

is p

rism

is m

ade

MC

DC

alcu

late

s th

e vo

lum

e of

a st

ack

of c

ubes

27Th

e sc

ales

are

bal

ance

d.M

CD

Iden

tifies

the

light

est f

ruit

in g

raph

ic o

f bal

ance

sca

les

28Ro

y m

ade

a pa

ttern

by

addi

ngA

FPD

eter

min

es th

e se

quen

ce o

f num

bers

in a

n ad

ditio

n pa

ttern

2919

+ _

+ 8

= 4

5A

FPC

alcu

late

s th

e m

issi

ng n

umbe

r in

an a

dditi

on e

quat

ion

30R

hys

had

4 fis

h ta

nks.

NId

entifi

es e

quiv

alen

t way

s to

gro

up a

num

ber o

f ite

ms

into

diff

eren

t siz

ed g

roup

s

31Fo

ur fr

iend

s w

ere

tryi

ngM

CD

Inte

rpre

ts a

pic

ture

gra

ph a

nd c

alcu

late

s th

e di

ffer

ence

32Tw

o pi

neap

ples

are

on

a sc

ale.

MC

DRe

ads

a sc

ale

to d

eter

min

e th

e m

ass

of o

bjec

t

33Fi

ve c

hild

ren

wer

e pl

ayin

gN

Solv

es a

two-

step

num

ber p

robl

em

34Th

is is

a fl

oor p

lan

SIn

terp

rets

a fl

oor p

lan

and

iden

tifies

pat

hway

s

35A

shop

is s

ellin

g ju

ice

NC

alcu

late

s th

e la

rges

t num

ber o

f ite

ms

that

can

be

boug

ht g

iven

the

pric

es fo

r pac

ks o

f diff

eren

t siz

es

KE

Y

AFP

= A

lgeb

ra, f

unct

ion

and

pat

tern

(Str

uctu

re)

N =

Num

ber

MC

D =

Mea

sure

men

t, ch

ance

and

dat

aS

= S

pace


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

1Bi

ll ro

lled

a nu

mbe

rN

Iden

tifies

a n

umbe

r tha

t is

odd

and

less

than

5

2Th

ree

team

s pl

ayed

a g

ame.

MC

DC

alcu

late

s th

e su

m o

f thr

ee ta

llies

3W

hich

arr

ow p

oint

s to

the

NId

entifi

es th

e m

idpo

int o

f a s

ectio

n on

a n

umbe

r lin

e

4H

ere

is a

sea

ting

plan

SU

ses

an a

lpha

num

eric

gri

d to

loca

te a

pos

ition

5W

hat n

umbe

r is

10 le

ssN

Subt

ract

s 10

from

a th

ree-

digi

t num

ber

6Th

is sh

ape

is c

ut o

utS

Sele

cts

the

obje

ct th

at m

atch

es a

giv

en n

et

73

x ?

= 57

AFP

Cal

cula

tes

the

mis

sing

num

ber i

n a

mul

tiplic

atio

n eq

uatio

n

8Jil

l set

up

a st

all

MC

DId

entifi

es th

e la

bels

for e

ach

colu

mn

in a

bar

gra

ph b

y m

atch

ing

the

appr

opri

ate

data

set

9Ja

son'

s bi

rthd

ay is

on

MC

DD

eter

min

es th

e da

y of

the

wee

k of

a d

ate

beyo

nd th

e in

form

atio

n sh

own

on a

cal

enda

r

10Th

is is

a v

iew

of a

sol

idS

Det

erm

ines

the

num

ber o

f cub

es h

idde

n fr

om v

iew

11Th

is b

ox h

as s

ome

colo

ured

MC

DD

eter

min

es le

ast l

ikel

y ou

tcom

e in

sim

ple

chan

ce e

vent

12Sa

lly p

aste

d so

me

cut-o

uts

SId

entifi

es a

pai

r of i

rreg

ular

shap

es th

at a

re th

e sa

me

13Ja

ck, D

avid

, Sam

and

Tim

NO

rder

s fo

ur-d

igit

who

le n

umbe

rs

14Ro

y m

ade

a pa

ttern

AFP

Det

erm

ines

a s

eque

nce

of n

umbe

rs in

an

addi

tion

patte

rn

15Th

is ta

ble

show

s m

ovie

MC

DU

ses

elap

sed

time

to id

entif

y in

form

atio

n fr

om a

tabl

e

16D

an h

ad 6

2 bl

ocks

.A

FPSo

lves

a d

ivis

ion

prob

lem

giv

en th

e di

vide

nd, q

uotie

nt a

nd re

mai

nder

17A

frac

tion

of th

is c

ircl

eN

Iden

tifies

equ

ival

ent f

ract

ions

in g

raph

ical

form

18K

evin

use

d th

ese

scal

esM

CD

Read

s a

mea

sure

men

t on

a se

t of s

cale

s

19Be

lla h

ad $

10.

NC

alcu

late

s th

e am

ount

of c

hang

e us

ing

mul

tiplic

atio

n an

d su

btra

ctio

n

20W

hich

of t

hese

ang

les

MC

DId

entifi

es a

righ

t ang

le in

a d

iagr

am

2119

+ _

+ 8

= 4

5A

FPC

alcu

late

s th

e m

issi

ng n

umbe

r in

an a

dditi

on e

quat

ion

22A

llen'

s ho

use

was

bui

lt in

193

6.N

App

roxi

mat

es a

dur

atio

n of

tim

e in

yea

rs


23R

hys

had

4 fis

h ta

nks.

NId

entifi

es e

quiv

alen

t way

s to

gro

up a

num

ber o

f ite

ms

into

diff

eren

t siz

ed g

roup

s

24W

hich

of t

hese

shap

es is

SId

entifi

es a

shap

e no

t sho

wn

in a

pic

ture

25W

hich

of t

hese

pai

rs o

f nu

mbe

rsN

Cal

cula

tes

the

diff

eren

ce b

etw

een

two

2-di

git n

umbe

rs

26Fo

ur fr

iend

s w

ere

tryi

ngM

CD

Inte

rpre

ts a

pic

ture

gra

ph a

nd c

alcu

late

s th

e di

ffer

ence

27W

hich

of t

hese

is th

e ne

t of a

3D

SId

entifi

es th

e ne

t of a

n ob

ject

with

a g

iven

num

ber o

f edg

es

28W

hat n

umbe

r doe

s th

eN

Iden

tifies

a p

oint

on

a nu

mbe

r lin

e gi

ven

two

refe

renc

e po

ints

29M

ary

is fa

cing

nor

th-w

est.

SD

eter

min

es a

com

pass

dir

ectio

n af

ter a

qua

rter

turn

30W

hich

one

of t

hese

shap

esM

CD

Iden

tifies

the

shap

e w

ith th

e la

rges

t per

imet

er

31Jo

e's to

y ca

rM

CD

Det

erm

ines

how

man

y tim

es lo

nger

one

obj

ect i

s th

an a

noth

er u

sing

con

vers

ion

of u

nits

32Th

is is

a fl

oor p

lan

SIn

terp

rets

a fl

oor p

lan

and

iden

tifies

pat

hway

s

33M

ia m

ade

a pl

aylis

t with

two

song

s.M

CD

Cal

cula

tes

elap

sed

time

usin

g co

nver

sion

of u

nits

34Ja

ke a

nd S

ara

pick

ed a

tota

lA

FPSo

lves

a tw

o st

ep w

ord

prob

lem

giv

en th

e su

m a

nd d

iffer

ence

of t

wo

num

bers

35Je

ss sp

ent $

12.3

0N

Cal

cula

tes

the

unit

pric

e of

an

item

36Th

is is

a d

iagr

am o

f a

scho

olya

rd.

MC

DC

alcu

late

s th

e ar

ea o

f a c

ompo

site

shap

e

37C

arla

mad

e a

lette

r 'C

'M

CD

Cal

cula

tes

the

peri

met

er o

f a c

ompo

site

shap

e

38C

aleb

refle

cts

one

ofS

Use

s pr

oper

ties

of 2

D sh

apes

to v

isua

lize

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bjec

tS

Iden

tifies

a s

olid

with

hal

f the

vol

ume

of a

giv

en s

olid

2W

hich

of t

hese

can

be

mea

sure

dM

CD

Iden

tifies

an

attr

ibut

e m

easu

red

in li

tres

3Th

is is

Don

na's

left

shoe

.S

Iden

tifies

the

mir

ror i

mag

e of

an

obje

ct

4y

= 2

x2 -

8A

FPSu

bstit

utes

a v

alue

into

an

equa

tion

to fi

nd a

n un

know

n

5Th

e sp

eed

of s

ound

at s

eaM

CD

Con

vert

s a

rate

in m

etre

s pe

r sec

ond

to m

etre

s pe

r min

ute

6W

hat i

s th

e va

lue

ofN

Eval

uate

s an

exp

ress

ion

invo

lvin

g de

cim

al d

ivis

ion

7A

car

dboa

rd b

ox is

in th

e sh

ape

MC

DEs

timat

es th

e nu

mbe

r of c

ubes

nee

ded

to fi

ll a

box

8O

ne b

illio

n is

one

thou

sand

m

illio

n.N

Expr

esse

s a

num

ber u

sing

sci

entifi

c no

tatio

n

9Th

ere

are

12 a

pple

sN

Expr

esse

s a

quan

tity

as a

per

cent

age

10W

hich

one

of t

hese

has

the

sam

eA

FPId

entifi

es a

n eq

uiva

lent

exp

ress

ion

usin

g sq

uare

s, m

ultip

licat

ion

and

divi

sion

11A

con

cert

star

ts a

t 10:

28 a

mM

CD

Cal

cula

tes

finis

hing

tim

e gi

ven

star

t tim

e an

d du

ratio

n

12Th

e di

agra

m sh

ows

an

isos

cele

sS

Cal

cula

tes

the

size

of a

n an

gle

in a

n is

osce

les

tria

ngle

13Th

e pe

trol

gau

ge in

Lyn

's ca

rA

FPC

alcu

late

s vo

lum

e us

ing

a ra

te, c

ents

per

litr

e

14Te

agan

and

Cal

eb c

olle

cted

m

oney

AFP

Iden

tifies

a p

air o

f num

bers

in a

tabl

e th

at s

atis

fy a

rule

15C

ontin

ent /

Num

ber o

f car

s pr

oduc

edN

Inte

rpre

ts a

tabl

e to

sol

ve a

mul

tiple

-ste

p pr

oble

m in

volv

ing

larg

e nu

mbe

rs, a

dditi

on a

nd su

btra

ctio

n

16M

ia d

rew

a sh

ape.

SId

entifi

es a

2D

shap

e fr

om a

list

of i

ts p

rope

rtie

s

17Si

mon

is fa

cing

wes

t.S

Use

s co

mpa

ss d

irec

tions

and

mea

sure

of t

urn

to d

escr

ibe

posi

tion

18Th

e eq

uatio

n 2y

+ 1

= x

AFP

Rear

rang

es a

line

ar e

quat

ion

to g

ive

y as

the

subj

ect


19W

hich

of t

he fo

llow

ing

has

the

sam

eN

Iden

tifies

the

equi

vale

nt fo

rm o

f a n

umbe

r with

a n

egat

ive

inde

x

20Th

e ru

le fo

r cal

cula

ting

the

pric

eA

FPU

ses

subs

titut

ion

to s

olve

a li

near

equ

atio

n

21D

avid

dre

w th

is d

iagr

amS

Cal

cula

tes

a le

ngth

from

a s

cale

dra

win

g

22Th

is s

and

timer

con

tain

s 59

5 g

MC

DSo

lves

a p

robl

em in

volv

ing

flow

rate

and

the

conv

ersi

on o

f tim

e un

its

23Sa

rah

was

col

lect

ing

mon

eyN

Use

s pr

opor

tiona

l rea

soni

ng to

sol

ve a

pro

blem

invo

lvin

g th

e di

ffer

ence

bet

wee

n tw

o pe

rcen

tage

s

24K

im u

ses

stic

ks to

mak

eA

FPId

entifi

es a

pat

tern

with

in a

tabl

e of

val

ues

to m

ake

a pr

edic

tion

25Th

e to

tal l

engt

h of

all

edge

sM

CD

Cal

cula

tes

the

volu

me

of a

cub

e gi

ven

the

sum

of i

ts e

dges

26W

hich

stat

emen

t is

alw

ays

true

?S

Sele

cts

the

true

stat

emen

t abo

ut th

e pr

oper

ties

of q

uadr

ilate

rals

27A

new

pow

er d

rill

was

on

sale

NSo

lves

a tw

o-st

ep p

robl

em in

volv

ing

perc

enta

ge d

isco

unt

28Th

e ed

ges

of G

reg'

s sw

imm

ing

MC

DSo

lves

a m

ulti-

step

pro

blem

invo

lvin

g pe

rim

eter

and

con

vers

ion

of u

nits

to c

alcu

late

cos

t

29W

hich

of t

hese

equ

atio

ns

repr

esen

tsA

FPId

entifi

es th

e fo

rmul

a of

a li

ne

30In

the

diag

ram

AB

SA

pplie

s pr

oper

ties

of sh

apes

and

ang

le p

rope

rtie

s to

det

erm

ine

the

size

of a

n an

gle

31Th

e pr

oduc

t of t

hree

di

ffer

ent w

hole

NC

alcu

late

s th

e la

rges

t sum

of t

hree

who

le n

umbe

rs g

iven

thei

r pro

duct

32Th

is sh

ape

was

form

ed b

y re

mov

ing

MC

DC

alcu

late

s th

e pe

rim

eter

of a

sec

tor o

f a c

ircl

e

KE

Y

AFP

= A

lgeb

ra, f

unct

ion

and

pat

tern

(Str

uctu

re)

N =

Num

ber

MC

D =

Mea

sure

men

t, ch

ance

and

dat

aS

= S

pace


Ap

pe

nd

ix 2

: N

AP

LA

N 2

015

Da

ta S

erv

ice

Re

po

rt S

um

ma

ry

Re

po

rt n

am

e

Re

po

rt f

un

cti

on

Re

po

rt c

rite

ria

Po

ssib

le u

ses

for

rep

ort

Sc

ho

ol S

um

ma

ry R

ep

ort

D

ispl

ays

natio

nal,

stat

e an

d sc

hool

re

sults

from

NA

PLA

N te

stin

g in

201

5.Re

port

s fo

r:•

a ye

ar le

vel

• gr

oups

of s

tude

nts

such

as

girl

s, bo

ys,

LBO

TE o

r ATS

I stu

dent

s.Re

port

s on

:•

Read

ing,

Wri

ting,

Spe

lling

, Gra

mm

ar

and

Punc

tuat

ion,

and

Num

erac

y.

• C

ompa

re th

e pe

rfor

man

ce o

f Yea

rs 3

, 5, 7

an

d 9

stud

ents

in th

e sc

hool

with

that

of

stud

ents

acr

oss

the

natio

n an

d th

e st

ate.

•

Com

pare

the

perf

orm

ance

of s

tude

nt

achi

evem

ent i

n on

e as

sess

men

t are

a w

ith

perf

orm

ance

in o

ther

are

as.

Gro

up

Su

mm

ary

Re

po

rtSu

mm

aris

es re

sults

for g

roup

s of

st

uden

ts in

Rea

ding

, Wri

ting,

Spe

lling

, G

ram

mar

and

Pun

ctua

tion,

and

N

umer

acy.

Repo

rts

for:

• a

year

leve

l•

indi

vidu

al c

lass

.

Repo

rts

on:

• Re

adin

g, W

ritin

g, S

pelli

ng, G

ram

mar

an

d Pu

nctu

atio

n, a

nd N

umer

acy.

• C

ompa

re th

e re

sults

of s

tude

nts

in th

e sc

hool

, cla

ss o

r gro

up w

ith n

atio

nal a

nd

stat

e re

sults

for e

ach

asse

ssm

ent a

rea.

• A

naly

se th

e re

sults

of t

he s

choo

l, cl

ass

or

grou

p w

ith re

spec

t to

gend

er, L

BOTE

and

A

TSI s

tatu

s in

eac

h as

sess

men

t are

a.

Ass

ess

me

nt

Are

a R

ep

ort

Sum

mar

ises

resu

lts b

y as

sess

men

t are

a or

dim

ensi

on fo

r gro

ups

of st

uden

ts

usin

g pe

rcen

tage

cor

rect

com

pari

sons

.

Repo

rts

for:

• a

year

leve

l•

indi

vidu

al c

lass

• ot

her g

roup

s of

stud

ents

such

as

girl

s, bo

ys, L

BOTE

or A

TSI s

tude

nts.

Repo

rts

on:

• Re

adin

g, S

pelli

ng, G

ram

mar

and

Pu

nctu

atio

n, N

umbe

r, M

easu

rem

ent,

chan

ce a

nd d

ata,

Spa

ce a

nd S

truc

ture

(A

lgeb

ra, f

unct

ion

and

patte

rn).

• C

ompa

re th

e pe

rcen

tage

of q

uest

ions

an

swer

ed c

orre

ctly

by

the

scho

ol o

r se

lect

ed g

roup

in sp

ecifi

c as

sess

men

t ar

eas

and

dim

ensi

ons

with

cor

resp

ondi

ng

perc

enta

ges

for t

he st

ate.

• Id

entif

y ar

eas

whe

re th

ere

is a

sign

ifica

nt

diff

eren

ce b

etw

een

the

perc

enta

ge c

orre

ct

for t

he s

choo

l or s

elec

ted

grou

p an

d th

at

for t

he st

ate.


Re

po

rt n

am

e

Re

po

rt f

un

cti

on

Re

po

rt c

rite

ria

Po

ssib

le u

ses

for

rep

ort

Wri

tin

g C

rite

ria

Re

po

rtSu

mm

aris

es g

roup

per

form

ance

s on

the

Wri

ting

test

. Bar

gra

phs

show

th

e W

ritin

g sc

ore

dist

ribu

tion

for

the

grou

p fo

r eac

h of

the

ten

crite

ria

agai

nst w

hich

the

Wri

ting

test

was

as

sess

ed.

Repo

rts

for:

• a

year

leve

l

• in

divi

dual

cla

ss

• ot

her g

roup

s of

stud

ents

such

as

girl

s,

bo

ys, L

BOTE

or A

TSI s

tude

nts.

Repo

rts

on:

• A

udie

nce,

Tex

t Str

uctu

re, I

deas

,

Pers

uasi

ve D

evic

es, V

ocab

ular

y,

C

ohes

ion,

Par

agra

phin

g, S

ente

nce

Stru

ctur

e, P

unct

uatio

n an

d Sp

ellin

g.

• C

ompa

re th

e di

stri

butio

n of

sch

ool s

core

s

w

ith th

e di

stri

butio

n of

nat

iona

l and

stat

e-

w

ide

scor

es fo

r eac

h of

the

ten

asse

ssed

wri

ting

crite

ria.

• Pr

ovid

e da

ta fo

r ana

lysi

ng st

uden

t wri

ting

by c

rite

rion

, and

iden

tify

area

s of

rela

tive

stre

ngth

or w

eakn

ess.

Ite

m A

na

lys

is R

ep

ort

Prov

ides

dis

trac

tor a

naly

sis,

incl

udin

g pe

rcen

tage

cor

rect

and

des

crip

tions

of

skill

ass

esse

d fo

r eac

h ite

m.

The

repo

rt c

an n

ow b

e ac

cess

ed b

oth

in ta

bula

r and

gra

phic

al fo

rmat

s.

Repo

rts

for:

• a

year

leve

l

• in

divi

dual

cla

ss

• ot

her g

roup

s of

stud

ents

such

as

girl

s,

bo

ys, L

BOTE

or A

TSI s

tude

nts.

Repo

rts

on:

• Re

adin

g, S

pelli

ng, G

ram

mar

and

Punc

tuat

ion,

and

Num

erac

y.

Can

be

orde

red

by:

• Ite

m n

umbe

r

• %

cor

rect

Nat

iona

l

• %

cor

rect

Sta

te

• %

cor

rect

Gro

up

• Sk

ill.

• Fo

r eac

h te

st it

em, c

ompa

re th

e pe

rcen

tage

of st

uden

ts in

the

sele

cted

sch

ool

gr

oup

who

ans

wer

ed c

orre

ctly

with

the

corr

espo

ndin

g na

tiona

l and

stat

e

pe

rcen

tage

s.

• C

ompa

re th

e di

stri

butio

n of

resp

onse

s

fr

om st

uden

ts in

the

sele

cted

sch

ool

gr

oup

to e

ach

item

acr

oss

all a

ltern

ativ

es in

mul

tiple

cho

ice

item

s to

the

corr

espo

ndin

g

di

stri

butio

ns fo

r the

nat

ion

and

the

stat

e.

• Pr

ovid

e da

ta fo

r ana

lysi

ng p

artic

ular

area

s of

rela

tive

stre

ngth

or w

eakn

ess

for

in

divi

dual

stud

ents

or g

roup

s of

stud

ents

by d

imen

sion

or b

y sk

ill a

sses

sed.


Re

po

rt n

am

e

Re

po

rt f

un

cti

on

Re

po

rt c

rite

ria

Po

ssib

le u

ses

for

rep

ort

Stu

de

nt

Re

spo

nse

Re

po

rtId

entifi

es c

orre

ct a

nd in

corr

ect

resp

onse

s to

indi

vidu

al it

ems

for e

ach

stud

ent i

n a

grou

p by

dim

ensi

on.

Sum

mar

ises

gro

up p

erfo

rman

ces

on

indi

vidu

al it

ems.

Repo

rts

for:

• an

indi

vidu

al st

uden

t•

a ye

ar le

vel

• in

divi

dual

cla

sses

• ot

her g

roup

s of

stud

ents

such

as

girl

s, bo

ys, L

BOTE

or A

TSI s

tude

nts.

Repo

rts

on:

• Re

adin

g, S

pelli

ng, G

ram

mar

and

Pu

nctu

atio

n, a

nd N

umer

acy.

• Id

entif

y ite

ms

answ

ered

cor

rect

ly a

nd

inco

rrec

tly b

y in

divi

dual

stud

ents

.•

Iden

tify

patte

rns

of in

corr

ect r

espo

nses

for

indi

vidu

al st

uden

ts o

r gro

ups

of st

uden

ts

to h

ighl

ight

cur

ricu

lum

are

as w

hich

may

ne

ed a

ttent

ion.

• A

naly

se st

uden

t res

pons

es to

hel

p di

agno

se u

nder

stan

ding

of p

artic

ular

co

ncep

ts.

• P

rovi

de e

vide

nce

base

d in

form

atio

n to

he

lp te

ache

rs in

form

par

ents

abo

ut th

eir

child

’s gr

asp

of p

artic

ular

con

cept

s or

cu

rric

ulum

are

as.

Stu

de

nt

Ac

hie

vem

en

t L

eve

l Re

po

rtSu

mm

aris

es a

chie

vem

ent l

evel

s fo

r in

divi

dual

stud

ents

by

outc

omes

and

re

flect

s in

form

atio

n on

the

pare

nt

repo

rts.

This

can

be

in:

• gr

aphi

cal f

orm

at (b

ox p

lots

)

• ta

bula

r for

mat

(lis

ts n

umer

ic v

alue

s).

Repo

rts

for:

• an

indi

vidu

al st

uden

t•

a ye

ar le

vel

• in

divi

dual

cla

sses

• ot

her g

roup

s of

stud

ents

such

as

girl

s, bo

ys, L

BOTE

or A

TSI s

tude

nts.

Repo

rts

on:

• Re

adin

g, W

ritin

g, S

pelli

ng, G

ram

mar

an

d Pu

nctu

atio

n, a

nd N

umer

acy.

• C

ompa

re th

e ac

hiev

emen

t of i

ndiv

idua

l st

uden

ts a

cros

s al

l ass

essm

ent a

reas

.•

Iden

tify

whe

re in

divi

dual

stud

ents

’ res

ults

fit

with

resp

ect t

o th

e di

stri

butio

n of

re

sults

acr

oss

the

natio

n.•

Pro

vide

a su

bstit

ute

Stud

ent R

epor

t for

pa

rent

s if

requ

ired

. The

repo

rt m

ust b

e ru

n on

the

natio

nal s

cale

for “

All”

stud

ents

fo

r thi

s to

refle

ct th

e ac

tual

Stu

dent

Re

port

.

Fiv

e Y

ea

r T

ren

d R

ep

ort

Dis

play

s na

tiona

l, st

ate

and

scho

ol

resu

lts fo

r NA

PLA

N te

sts

over

tim

e (2

011

- 201

5).

Repo

rts

for:

• a

year

leve

l•

grou

ps o

f stu

dent

s su

ch a

s gi

rls,

boys

, LB

OTE

or A

TSI s

tude

nts.

Repo

rts

on:

• Re

adin

g, W

ritin

g, S

pelli

ng, G

ram

mar

an

d Pu

nctu

atio

n, a

nd N

umer

acy.

• C

ompa

re th

e di

stri

butio

n of

nat

iona

l, st

ate

and

scho

ol N

APL

AN

resu

lts o

ver t

ime

• C

ompa

re n

atio

nal,

stat

e an

d sc

hool

sca

led

scor

e m

eans

ove

r tim

e.

• Id

entif

y tr

ends

in n

atio

nal,

stat

e an

d sc

hool

NA

PLA

N re

sults

ove

r tim

e.


Re

po

rt n

am

e

Re

po

rt f

un

cti

on

Re

po

rt c

rite

ria

Po

ssib

le u

ses

for

rep

ort

Sc

ho

ol C

om

pa

riso

n

Re

po

rtD

ispl

ays

2013

to 2

015

grow

th d

ata

at

natio

nal,

stat

e an

d sc

hool

leve

ls.

Incl

udes

a su

mm

ary

tabl

e sh

owin

g av

erag

e 20

13 -

2015

sca

led

scor

e di

ffer

ence

s at n

atio

nal,

stat

e an

d sc

hool

le

vels

.

Repo

rts

for:

• a

year

leve

l

• gr

oups

of s

tude

nts

such

as

girl

s, bo

ys,

LBO

TE o

r ATS

I stu

dent

s.

Repo

rts

on:

• Re

adin

g, W

ritin

g, S

pelli

ng, G

ram

mar

and

Punc

tuat

ion,

and

Num

erac

y.

• C

ompa

re th

e ch

ange

in p

erfo

rman

ce o

f the

sam

e co

hort

s of

stud

ents

bet

wee

n 20

13 a

nd

20

15 (i

.e. h

ow th

e pe

rfor

man

ce o

f Yea

r

3,

Yea

r 5 o

r Yea

r 7 st

uden

ts in

201

3

co

mpa

red

to th

eir c

urre

nt p

erfo

rman

ce in

Year

5, Y

ear 7

or Y

ear 9

in 2

015)

.

• In

vest

igat

e th

e ra

te o

f pro

gres

s of

a c

ohor

t

of st

uden

ts o

ver t

ime

rela

tive

to o

ther

stud

ents

in th

e st

ate

and

natio

nally

.

Sc

ho

ol–

Stu

de

nt

Co

mp

ari

so

n R

ep

ort

Dis

play

s 20

13 a

nd 2

015

resu

lts fo

r an

indi

vidu

al st

uden

t, w

ith re

spec

t to

corr

espo

ndin

g re

sults

at n

atio

nal,

stat

e an

d sc

hool

leve

ls.

Repo

rts

for i

ndiv

idua

l stu

dent

s co

mpa

red

to:

• al

l stu

dent

s or

• gr

oups

of s

tude

nts

such

as

girl

s, bo

ys,

LBO

TE o

r ATS

I stu

dent

s.

Repo

rts

on:

• Re

adin

g, W

ritin

g, S

pelli

ng, G

ram

mar

and

Punc

tuat

ion,

and

Num

erac

y.

• D

eter

min

e th

e ch

ange

in in

divi

dual

stud

ents

’ per

form

ance

bet

wee

n 20

13 a

nd

20

15 (i

.e. h

ow th

e st

uden

ts’ Y

ear 7

201

3

re

sults

com

pare

to th

eir p

erfo

rman

ce in

Year

9 in

201

5).

• D

eter

min

e a

stud

ent’s

rate

of p

rogr

ess

over

time

rela

tive

to o

ther

stud

ents

in th

e st

ate

and

natio

nally

.


Re

po

rt n

am

e

Re

po

rt f

un

cti

on

Re

po

rt c

rite

ria

Po

ssib

le u

ses

for

rep

ort

Re

lati

ve

Gro

wth

Re

po

rtD

ispl

ays

2013

to 2

015

com

para

tive

grow

th (H

igh,

Med

ium

or L

ow) f

or

each

stud

ent w

ith re

spec

t to

‘sim

ilar

stud

ents

’ (th

ose

with

the

sam

e 20

13

scor

e).

The

repo

rt is

ava

ilabl

e in

:

• ta

bula

r for

mat

(lis

ts in

divi

dual

stud

ents

)

• gr

aphi

cal f

orm

at (p

rovi

des

sum

mar

y

info

rmat

ion

abou

t the

per

cent

age

of

st

uden

ts in

eac

h gr

owth

cat

egor

y).

Repo

rts

for:

• al

l stu

dent

s

• in

divi

dual

cla

sses

• st

uden

ts fr

om a

sel

ecte

d gr

owth

cate

gory

.

Repo

rts

on:

• Re

adin

g, S

pelli

ng, G

ram

mar

and

Punc

tuat

ion,

and

Num

erac

y.

Can

be

orde

red

by:

• 20

13 st

uden

t sco

re

• 20

15 st

uden

t sco

re

• st

uden

t nam

e.

• C

ompa

re st

uden

t gro

wth

bet

wee

n N

APL

AN

test

ing

peri

ods

with

that

of

sim

ilar s

tude

nts.

• Id

entif

y if

ther

e ar

e pa

rtic

ular

stud

ent

abili

ty g

roup

s w

here

hig

h re

lativ

e gr

owth

ha

s be

en a

chie

ved

com

pare

d to

sim

ilar

stud

ents

.•

Iden

tify

if th

ere

are

part

icul

ar st

uden

ts

or st

uden

t abi

lity

grou

ps w

here

onl

y lo

w re

lativ

e gr

owth

has

bee

n ac

hiev

ed

com

pare

d to

sim

ilar s

tude

nts.


Glossary

Data presentation

Scaled scores and the National Assessment Program scale

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

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




• Year 9 - results will be reported in Band 5 to Band 10.

Box-and-whisker (box plot) format

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

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

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

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

Median

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

Mean

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

Standard deviation

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


Standard error (se) of the mean

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