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2014 NATIONAL AssessmeNT PrOgrAm – LITerACY AND NUmerACY (NAPLAN)
rePOrTINg gUIDe
YeAr 3, YeAr 5, YeAr 7 AND YeAr 9
© 2014
NAPLAN 2014 Reporting Guide ii
Published by the Victorian Curriculum and Assessment Authority
Level 1, 2 Lonsdale Street, Melbourne, Victoria, Australia 3000
First published 2014
© Victorian Curriculum and Assessment Authority 2014
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 978-1-922082-58-9
iiiNAPLAN 2014 Reporting Guide
CONTACT DeTAILs
Freecall 1800 648 637
Fax (03) 9225 2334
Email vcaa.naplan.help@edumail.vic.gov.au
VCAA website www.vcaa.vic.edu.au
DATes FOr NAPLAN 2015 TesTs
12 May Literacy (Language Conventions, Writing)
13 May Literacy (Reading)
14 May Numeracy
VCAA NAPLAN Helpdesk
A Helpdesk service operates to assist principals and NAPLAN coordinators with queries about NAPLAN. For queries and/or assistance contact the Victorian Curriculum and Assessment Authority (VCAA) on:
NAPLAN 2014 Reporting Guide iv
ContentsVCAA NAPLAN Helpdesk iiiDATES FOR NAPLAN 2015 TESTS iiiIntroduction 1
Privacy Policy 1
NAPLAN Data Service 2 Reporting arrangements in 2014 2Reports on a National Scale 2Important information regarding the reporting of the Writing domain 2Scaled Scores 3National Minimum Standards 3Trend Data and Growth 3NAPLAN Student Report Format 4Release of Data 4Reference Guides for analysing NAPLAN data 4
Section 1: NAPLAN Data Service Access 5Changing the password 6Accessing a report 7Selection criteria 8Assign Students to Classes function 8Previewing and printing reports 9Extract function 10
Section 2: NAPLAN Data Service Reports 11Summary of reports available 11List of Reports and Functions 11School Summary Report 13Group Summary Report 14Assessment Area Report 15Writing Criteria Report 16 Item Analysis Report 17Student Response Report 18Student Achievement Level Report 20Five Year Trend Report 22School Comparison Report – Matched School Group 23 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 2014 Question Details 34Year 3 Reading 34Year 5 Reading 36Year 7 Reading 38Year 9 Reading 40Year 3 Language Conventions 42Year 5 Language Conventions 44Year 7 Language Conventions 46Year 9 Language Conventions 48Year 3 Numeracy 51Year 5 Numeracy 53Year 7 Numeracy (Non-Calculator) 55Year 7 Numeracy (Calculator) 56Year 9 Numeracy (Non-Calculator) 58Year 9 Numeracy (Calculator) 60
Appendix 2: NAPLAN 2014 Data Service Report Summary 62Glossary 67Data presentation 67
1NAPLAN 2014 Reporting Guide
IntroductionThe National Assessment Program - Literacy and Numeracy (NAPLAN) conducted in May 2014, assessed Years 3, 5, 7 and 9 students across the nation in literacy and numeracy.
All tests were constructed by the Australian Curriculum, Assessment and Reporting Authority (ACARA), in consultation with all states and territories. For the literacy assessment, Years 3, 5, 7 and 9 students completed three tests consisting of a Reading test, a Writing test and a Language Conventions test. For numeracy, Years 3 and 5 students completed one Numeracy test for which a calculator was not permitted. Years 7 and 9 students completed two Numeracy tests, the first of which permitted the use of a calculator.
The Victorian Curriculum Assessment Authority (VCAA) provides reports on individual student results and school data to all Victorian schools through the secure web-based NAPLAN Data Service.
Privacy Policy
The VCAA is committed to the protection of student information generated by the NAPLAN. All personal information collected during NAPLAN is used in accordance with the Information Privacy Act 2000.
In order to conduct the NAPLAN tests, the VCAA collects names and achievement data of all students who undertake the Year 3, Year 5, Year 7 and Year 9 tests. The VCAA also collects information on student gender, language background, Aboriginal and Torres Strait Islander (ATSI) status, Victorian Student Number (VSN) and date of birth.
The VCAA supports schools’ privacy compliance with NAPLAN testing requirements by encouraging principals to ensure that their parent communities are aware of the purposes for which NAPLAN data will be used.
The VCAA uses the student information provided by schools to pre-print individual student details on the front cover of the test books and to report to parents on their child’s performance. This data is also provided to the school to assist principals to analyse the effectiveness of their school programs and to identify individual student’s strengths and weaknesses.
Schools across Australia are required to collect background characteristic information for all students participating in NAPLAN. The VCAA, on behalf of all Victorian schools, is responsible for the management and supply of this information for national reporting purposes.
The information required for each student is as follows:
• parental school education (mother and father as applicable)
• parental non-school education (mother and father as applicable)
• main language spoken at home (student)
• main language spoken at home (mother and father as applicable)
• parental occupation
• country of birth.
No individual student will be identifiable in the information for release for national reporting purposes.
The principal will ensure that all student details and results are confidential.
NAPLAN 2014 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 2014 can be accessed by schools on this website. Schools must use their unique login and security password to access their results.
reporting arrangements in 2014
ACARA’s decision to release some NAPLAN data to schools earlier in 2014 has made it possible for the VCAA to provide schools with early access to some reports in the NAPLAN Data Service:
• The first release in early Term 3 will include the Writing Criteria Report, the Student Response Report and the Item Analysis Report.
• The second release will be towards the end of Term 3 and will provide schools with access to all NAPLAN Data Service reports.
reports on a National scale
The National Assessment Program scale maps student outcomes onto a ten band continuum. Where appropriate, the NAPLAN Data Service displays results against these bands. National, state and school distributions are presented as box-and-whisker graphs plotted against the bands relevant for the year level as follows:
• Year 3 - results will be reported in Band 1 to Band 6
• Year 5 - results will be reported in Band 3 to Band 8
• Year 7 - results will be reported in Band 4 to Band 9
• Year 9 - results will be reported in Band 5 to Band 10.
Important information regarding the reporting of 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 2014, 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 and 2014 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.
3NAPLAN 2014 Reporting Guide
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 2010 – 2014.
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 2012, and that for the same students in Year 5 (7 or 9) in 2014.
The Student-School Comparison Report shows the relative position of 2012 and 2014 results for a selected student, with respect to national, state and, where applicable, school results.
NAPLAN 2014 Reporting Guide 4
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 2014 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
5NAPLAN 2014 Reporting Guide
section 1: NAPLAN Data service Access
The NAPLAN 2014 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.
NAPLAN 2014 Reporting Guide 6
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 2014.
The drop-down menu options will also match the testing history of the school.
For 2014, the ‘Reporting Years’ menu can offer NAPLAN results for 2008 to 2014. The ‘Report Name’ menu will contain reports relevant to the year level and reporting year for your school. Check the table ‘NAPLAN 2014 Data Service Report Summary’ on page 64 to see which reports relate to the NAPLAN 2014 tests.
Please note: To enhance data security, school passwords are changed annually. Passwords for 2014 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: <vcaa.naplan.help@edumail.vic.gov.au>. 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.
7NAPLAN 2014 Reporting Guide
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 2014 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.
NAPLAN 2014 Reporting Guide 8
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 2014 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.
9NAPLAN 2014 Reporting Guide
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.
NAPLAN 2014 Reporting Guide 10
extract function
The NAPLAN Data Service has an extract function that enables schools to extract report data in a tabular format. The selected data is extracted into a comma separated values (CSV) file format that can either be saved as an MS Excel document or imported into MS Access for further analysis and charting.
Schools are able to extract data at both the school level and student level, and can also extract national and state means and percentiles for outcome scores.
The extract function can be accessed through the ‘Extract’ link located at the top of the initial ‘Report Parameters’ screen.
The ‘Extract’ screen is shown below. Instructions on how to run the extract function can be found in the ‘Help’ link located at the top of the screen.
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section 2: NAPLAN Data service reports The NAPLAN Data Service provides eleven reports covering current year results from NAPLAN testing against the national scale.
summary of reports available
The following table provides a summary of all NAPLAN Data Service reports, and indicates the year levels for which they are available.
Report Name Year 3 Year 5 Year 7 Year 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 2014
u Report is available for NAPLAN results from 2012
List of reports and functions
For 2014, 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).
NAPLAN 2014 Reporting Guide 12
• 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 2010 to 2014 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 2014 with their results, if available, for the tests they undertook in Year 3 (5 or 7) in 2012. 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 2012 and Year 5 (7 or 9) results from 2014 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.
13NAPLAN 2014 Reporting Guide
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.
NAPLAN 2014 Reporting Guide 14
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).
15NAPLAN 2014 Reporting Guide
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.
NAPLAN 2014 Reporting Guide 16
Writing Criteria report
The Writing Criteria Report shows the frequency of scores for each of the ten criteria against which the Writing test was assessed. This report shows bar graphs for national, state and school data.
Students were asked to write a persuasive text based on a common stimulus and given time to plan, write and edit their work. The same stimulus was given to Years 3, 5, 7 and 9 students.
In 2014, the stimulus was “Change a rule or law”.
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 2014 Writing Stimulus and the 2014 Marking Guide.
example of Writing Criteria report
Click on the links to view the 2014 Writing Stimulus and Marking Guide.
The graphs show the percentage of results for each score.
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Item Analysis report
The tabular version of the Item Analysis Report provides summary information about items in Reading, Spelling, Grammar and Punctuation, and Numeracy. All reports are available by item order or by difficulty order. In addition, Numeracy reports can be run by dimension order. For Years 7 and 9, the Numeracy reports are available either for the calculator and non-calculator tests separately, or as a combined report.
This report provides item distractor analysis information, including the percentage correct for each question for the national, state and school cohorts, and a description of the skill assessed for each item. For multiple choice questions, the percentage for each item response is also given.
A link is provided from each item number (in column 1) to the test item in the relevant NAPLAN 2014 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.
NAPLAN 2014 Reporting Guide 18
A graphical version of the Item Analysis Report is available to complement the tabular report. This report enables item level data for each test to be viewed as a column graph, displaying the percentage of students in the school or selected group who responded correctly to each question. It also provides a comparison to the corresponding state and national percentages.
example of Item Analysis report - graphical format
student response report
This report is a concise summary of each student’s performance. It shows the student’s total score and items answered correctly. The incorrect item responses are given where possible for Reading, Spelling, Grammar and Punctuation, and Numeracy. For Writing, the student’s score for each criterion and the total score is displayed.
The report can be printed for individuals or groups of students. An individual student’s report can also be provided to parents if they require further information about their child’s results.
All reports are available by item order or by difficulty order. In addition, Numeracy reports are available by dimension order. For Years 7 and 9, the non-calculator and calculator reports are provided separately. A combined report displays only the total correct for each of the two tests and a combined total score.
The column graph shows the percentage of students at the school who correctly responded to each test question.
The national and state percentage correct are indicated by the black and yellow lines.
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example of student response report
Note: Letters denote an incorrect response. For example - A, B, C, D and E relate to the first, second, third, fourth or fifth multiple-choice options in a question.
A summary is provided at the end of each report that displays:
• the percentage of correct responses for each item for the Group and for the State, and
• the Group and State median, mean and standard deviation.
Shows the total number of correct items for each student.
NAPLAN 2014 Reporting Guide 20
student Achievement Level report
The Student Achievement Level Report provides individual student results for each test outcome where a result is available.
The report shows the performance of individual students in the school in each area assessed. This report can be printed for all students in a group or for an individual student.
student Achievement Level report - graphical format
This report reflects the information contained in the NAPLAN Student Report. It displays the student’s Achievement Score for each assessment area in relation to the national mean and the middle 60% of national results. The dots indicate the student’s results for each assessment area.
example of student Achievement Level report
The shaded areas show the national range of achievement for the middle 60% of students for the year level.
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student Achievement Level report - tabular format
The tabular form of this report gives the Scaled Score outcome for each student in the group, and for each test for which a result is available.
Reports student achievement in scaled scores.
NAPLAN 2014 Reporting Guide 22
Five Year Trend report
This report provides trend data on groups of students who have completed the NAPLAN tests.
The report shows summary results in the form of box-and-whisker graphs for students in Years 3, 5, 7 and 9 in the areas of Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy. Results are given for the national, state and school groups. The report can be run for the whole group (All), or by Gender, LBOTE or ATSI status.
In addition, a line graph is provided showing the national, state and school mean scaled scores plotted over time. These means are also displayed numerically in a table at the end of the report.
This graph plots the mean of the selected outcome for the national, state and school group for each year of NAPLAN.
This table displays the means as a scaled score and includes a count of students in the school group.
These graphs show the national, state and school distribution of results for the selected outcome for each year of NAPLAN.
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school Comparison report – matched school group
This report provides data on groups of students who completed Year 5, Year 7 or Year 9 tests and reports on Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy.
This report shows the growth between 2012 and 2014 results for students who undertook the 2012 and 2014 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 2012 and the 2014 tests)
These data are longitudinal in nature and are useful for comparing the change in performance of the same groups of students between 2012 and 2014 (e.g. how the performance of Year 3 students in 2012 compares to their performance now they are in Year 5 in 2014). 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 2012 and 2014 tests at the school. (Matched School Group)
NAPLAN 2014 Reporting Guide 24
school Comparison report – matched school group The Matched Student Group version of the School Comparison Report is available for all schools with a Year 7 cohort. P-12 schools can also see this version of the report for Year 5 and Year 9 students. This report is similar to the Matched School Group version described above, but contains the following adjustments:
• There is no ‘School’ group (red) for 2012
• The ‘Matched School’ group (green) is replaced by a ‘Matched Student’ group (orange). This is the group of students who sat the 2014 test at the school and who have a 2012 result from this or another school.
example of Year 7 school Comparison report
For each set of results:
- The first (blue) box-and-whisker shows the distribution of results for all Australian students in the relevant year. (National)
- The second (yellow) box-and-whisker shows the distribution of results for all Victorian students in the relevant year. (State)
- The third (red) box-and-whisker shows the distribution of results for all students who completed the 2014 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 2014 tests at the school, and who have a 2012 result from this or another school. (Matched Student Group)
25NAPLAN 2014 Reporting Guide
school-student Comparison report
This report provides data on individual students who completed Year 5, Year 7 or Year 9 tests and reports on Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy.
For Year 5 and Year 9, this report shows the achievement levels for an individual student in 2012 and 2014, 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 2012 Year 5 ‘School’ distributions cannot be provided, and hence the (red) box-and-whiskers for 2012 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 2012 and 2014 (e.g. how the student’s Year 7 performance in 2012 compares to their performance in Year 9 in 2014). 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 2012 Year 5 ‘School Mean’ is given, and the statistics for the ‘Matched School’ group are replaced with those for the ‘Matched Student’ group.
NAPLAN 2014 Reporting Guide 26
example of Year 9 school–student Comparison report
For each set of results:
- The first (blue) box-and-whisker shows the distribution of results for all Australian students in the relevant year. (National)
- The second (yellow) box-and-whisker shows the distribution of results for all Victorian students in the relevant year. (State)
- The third (red) box-and-whisker shows the distribution of results for all students who completed the test at the school in the relevant year. (School)
Note: The 2012 Year 5 ‘School’ distribution is not provided for Year 7 students, unless there were Year 5 students enrolled at the school in 2012.
These dots show the result for the nominated student for the tests in Year 7 and Year 9 respectively.
27NAPLAN 2014 Reporting Guide
relative growth report
The Relative Growth Report shows the level of growth for each student relative to similar ability students and enables schools to make more informed judgements about a student’s progress between testing periods.
Each student’s level of relative growth is determined by comparing their result to results of Victorian students that had the same NAPLAN score two years ago. If, compared to the current year scores for this group of ‘similar’ students, the student’s current year NAPLAN score is in the:
• highest 25%, their growth is categorised as ‘High’ (Green),
• middle 50%, their growth is categorised as ‘Medium’ (Yellow),
• lowest 25%, their growth is categorised as ‘Low’ (Red).
The tabular version of the report shows the scaled score outcomes and relative growth category (high, medium or low) for each student at the school that participated in NAPLAN assessment.
The report may be ordered by students’ prior or current scores, or by student name, and may be viewed at a class or school level.
A link is provided at the top of the report to a document containing further details about this report and some examples of how it may be used and interpreted.
example of Year 7 relative growth report - tabular format
Link to Reference document
For a given student, ‘similar students’ are those Victorian students that had the same NAPLAN score in 2012.
NAPLAN 2014 Reporting Guide 28
The graphical version of the report provides a summary of these relative growth levels, and also displays them with respect to achievement levels from two years prior.
example of Year 7 relative growth report - graphical format
29NAPLAN 2014 Reporting Guide
section 3: Interpretation of resultsAll reports in the NAPLAN Data Service are provided using the National Assessment Program scale.
NAPLAN results between 2008 and 2014 are based on the scaled scores which form the numeric continuum from which the ten national reporting bands are derived. (See page 2 for further information on scaled scores and national reporting bands.) Reports showing national, state, school or subgroup distributions are generally presented as box-and-whisker graphs and referenced to the national reporting bands. The underlying summary statistics which generate these graphs are displayed, where appropriate, as scaled scores.
Scaled scores can be directly compared across time within any given assessment area. However, comparison of scaled scores across different assessment areas is not meaningful and is not recommended.
The national data used in the NAPLAN Data Service has been drawn from a large, scientifically constructed sample of results from across Australia. Graphs and tables for state data use results from the full Victorian testing cohorts of over 61,000 students at each of Years 3, 5, 7 and 9, spread across approximately 2,300 primary and secondary schools.
making comparisons
A number of factors should be taken into account when making comparisons using school, subgroup or individual student data. In particular, schools should consider:
• the size of the group
• the size of the difference between groups.
school and subgroup comparisons
Group level achievement data is more stable and more reliable when it is based on large groups. In general, the larger the group, the more reliably representative the data will be. For example, the national and state data presented in the Data Service has been based on very large numbers of students and will accurately reflect general achievement across Australia and Victoria respectively. With the exception of very small schools, school level data is also generally reliable, and meaningful comparisons may be made between the school performances and those of the state or the nation.
For schools with very small student numbers, care must be taken when making such comparisons as the difference may simply reflect the normal variation that occurs whenever student performance is measured. Similarly, in drawing conclusions about subgroup or class differences, consideration must be given to the size of the group. Group level results for a group with fewer than ten students cannot be used to provide accurate or meaningful comparisons.
The data for a complete Five Year Trend Data Report has been supplied, allowing schools to compare results for 2010, 2011, 2012, 2013 and 2014.
As with school or subgroup comparisons made within a testing year, the validity of comparisons made over time will depend on both the size of the group and the size of the observed differences between groups.
If observed differences between groups are large, schools can be confident that they reflect a true disparity. Small differences may occur just by chance, especially when the groups are relatively small. Even for large groups, very small differences are unlikely to be of great practical significance, unless they form a consistent pattern over time.
NAPLAN 2014 Reporting Guide 30
Individual comparisons and improvement
NAPLAN consists of a number of single point-in-time tests designed to complement and confirm other classroom assessments, and should generally provide a very good indication of student ability at an individual level. However, occasional anomalies will occur, and if the test results for an individual student vary considerably from teacher expectations, teachers are encouraged to investigate the performance more closely. It is possible, for example, that the student was unwell on the day of the test and did not perform to the best of his or her ability.
For students in Year 5, Year 7 or Year 9 in 2014 it is possible to compare current NAPLAN results with those from Year 3, Year 5 or Year 7 in 2012. 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 2012 to 2014 for a selected student in any test area and noting whether this is classified as ‘high’, ‘medium’ or ‘low’ with respect to gains made by similar students. (Relative Growth Report).
Both the relative position of a student’s outcome with respect to national, state or school results, and his or her relative growth categorisation, enable schools to make more informed judgements about the student’s progress than can be achieved by just looking at the scaled score differences between testing periods. This is because scaled score differences vary greatly depending on the student’s starting point from two years prior. It must still be remembered however, that individual results are subject to a greater degree of variation than those for larger groups of students, and that, as noted above, anomalies at the individual level will occasionally occur.
31NAPLAN 2014 Reporting Guide
section 4: NAPLAN student reportsA NAPLAN Student Report is provided for the parents for each student who undertook the Years 3, 5, 7 or 9 tests.
The format of the NAPLAN Student Reports is the same for all states and territories and has been set nationally for reporting student achievement results to parents for NAPLAN in 2014.
Each NAPLAN Student Report will include:
• student and school details
• information about the NAPLAN tests
• a ‘How to read the student report’ section
• a pictorial example
• individual student’s achievement results for Reading, Writing, Language Conventions (Spelling, Grammar and Punctuation) and Numeracy on the National Assessment Program scale
• an indicator for each assessment area that shows the national average and the middle 60% of national results
• a written description for each assessment area identifying the types of skills assessed
• a ‘Summary of Skills and Understandings Assessed’ table describing what students are likely to demonstrate in each of the bands.
NAPLAN 2014 Reporting Guide 32
sample page 1 of the NAPLAN student report
NAPLAN 2014 Reporting Guide 32
Sample page 1 of the NAPLAN Student Report
BandReading Persuasive Writing Language Conventions Numeracy
Processes and interprets ideas that are implicit in a range of complex narrative and information texts. Analyses and evaluates evidence in persuasive texts and identifies language features to infer an author’s intended purpose and audience.
Incorporates elaborated ideas that reflect a worldwide view on the topic. Makes consistently precise word choices that engage and persuade the reader and enhance the writer’s point of view. Punctuates sentence beginnings and endings correctly and uses other complex punctuation correctly most of the time. Shows control and variety in paragraph construction to pace and direct the reader’s attention.
Identifies errors and correctly spells words with difficult spelling patterns (miniature, severely, technological).Demonstrates knowledge of grammar and punctuation conventions in more complex texts, such as the correct use of possessive pronouns (its).
Solves complex reasoning problems. Uses square roots and powers. Evaluates algebraic expressions and solves equations and inequalities using substitution. Interprets simple linear graphs. Interrogates data and finds measures of centre. Calculates elapsed time across time zones. Determines angle size, area and volume of polygons and diameter and circumference of circles. Recognises congruence and uses similarity in regular shapes.
Interprets ideas and processes information in a range of complex texts. Understands how character traits and behaviours are used to develop stereotypes. Analyses and interprets persuasive texts to infer a specific purpose and audience. Uses the context to interpret vocabulary specific to a text or topic.
Writes a cohesive text that begins to engage and persuade the reader. Makes deliberate and appropriate word choices to create a rational or emotional response. Attempts to reveal attitudes and values and to develop a relationship with the reader. Constructs most complex sentences correctly. Spells most words, including many difficult words, correctly.
Identifies errors and correctly spells most words with difficult spelling patterns (echoes, principle, angrily, encouraged).Demonstrates knowledge of grammar and punctuation conventions in more complex texts, such as appropriate sentence structure, the correct use of pronouns, pairs of conjunctions (neither, nor), forms of adverbs (more deeply), complex verb forms and quotation marks for effect.
Solves non-routine problems and compares common fractions, decimals and key percentages. Continues linear patterns and identifies non-linear rules. Solves perimeter and area problems. Determines probabilities of outcomes of experiments. Classifies triangles and uses their properties. Identifies transformations of shapes and visualises changes to 3-D objects. Determines direction using compass points and angles of turn.
Applies knowledge and understanding of different text types to process ideas, draw conclusions and infer themes and purpose. Identifies details that connect implied ideas across and within texts including character motivation in narrative texts, the writer’s values in persuasive texts and the main ideas in information texts.
Writes a persuasive text with a developed introduction, an elaborated body and a clear conclusion. Develops plausible arguments through use of logic, language choices and effective persuasive devices. Joins and orders ideas using connecting words and maintains clear meaning throughout the text. Correctly spells most common words and some difficult words, including words with less common spelling patterns and silent letters.
Identifies errors and correctly spells words with common spelling patterns and some words with difficult spelling patterns (temporary, ineffective, excellent, circulated). Demonstrates knowledge of grammar and punctuation conventions in more complex texts, such as the correct use of compound verbs (could have), apostrophes for possession (nobody’s) and quotation marks for speech.
Solves multistep problems involving relational reasoning. Calculates missing values in equations. Interprets rules and patterns and completes simple inequalities. Finds perimeters and areas of composite shapes. Calculates elapsed times across midday and midnight. Expresses probability as a fraction. Compares and classifies angles and solves problems involving nets. Uses scale to determine distance on maps.
Makes meaning from a range of text types of increasing difficulty and understands different text structures. Recognises the purpose of general text features such as titles and subheadings. Makes inferences by connecting ideas across different parts of texts. Interprets figurative language and identifies the main differences between characters in narrative texts.
Organises a persuasive text using focused paragraphs. Uses some effective persuasive devices and accurate words or groups of words when developing points of argument and ideas. Punctuates nearly all sentences correctly with capitals, full stops, exclamation marks and question marks. Correctly uses more complex punctuation markers some of the time.
Identifies errors and correctly spells most words with common spelling patterns (soldiers, address, meant, activity).Demonstrates knowledge of grammar and punctuation conventions in more complex texts, such as appropriate and clear sentence structure and the correct use of varied conjunctions (whether).
Solves multistep problems including those involving directed numbers, decimals, fractions and percentages. Continues patterns to higher terms. Finds unknowns in simple equations. Converts between familiar units of measure. Calculates durations of events. Interprets and uses data from a variety of displays. Recognises nets of familiar 3-D objects and symmetry in irregular shapes. Interprets maps using scales, legends and coordinate systems.
Uses clearly stated information in familiar text types to draw some conclusions and inferences. Draws conclusions about a character in narrative texts. Connects and sequences ideas in longer information texts and identifies opinions in persuasive texts.
Structures a persuasive text to include an introduction and a body containing some related points of argument. Includes enough supporting detail for the writer’s point of view to be easily understood by the reader, although the conclusion may be weak or simple. Correctly structures most simple and compound sentences and some complex sentences.
Identifies errors and correctly spells one- and two-syllable words with common spelling patterns (grown, drafting, message).Recognises grammar and punctuation conventions in standard sentences and speech, such as the correct use of verb forms, synonyms, connecting words (however), brackets and apostrophes for contractions (he’s).
Solves routine problems using a range of strategies. Demonstrates knowledge of fractions and decimals to hundredths. Continues number and spatial patterns. Uses familiar measures to estimate, calculate and compare area or volume. Reads graduated scales. Compares likelihood of outcomes in chance events. Recognises the effect of transformations on 2-D shapes. Uses compass points and angles of turn to interpret maps.
Locates clearly stated information in factual and narrative texts to connect ideas and make inferences. Identifies the meaning of some unfamiliar words from their context and finds key information in longer texts including those with tables and diagrams.
Writes a persuasive text in which paragraphs are used to group like ideas and persuasive devices are used to attempt to convince a reader. Correctly punctuates some sentences with both capital letters and full stops. May demonstrate correct use of capitals for names and some other punctuation. Correctly spells most common words.
Identifies errors and correctly spells some one- and two-syllable words with common spelling patterns.Recognises grammar and punctuation conventions in standard sentences and speech, such as consistency within sentences, the correct use of verb forms and appropriate order of phrases.
Solves problems involving unit fractions, combinations of addition and subtraction of two-digit numbers and number facts to 10 x 10. Identifies division as the inverse of multiplication. Interprets timetables and calendars and reads time on clocks to the quarter hour. Locates information in tables and graphs. Recognises familiar 2-D shapes after a transformation and identifies a line of symmetry. Visualises 3-D objects from different viewpoints.
Summary of skills assessedThe skills described in the following table represent those typically assessed in NAPLAN tests for Year 7 students. These skills increase in difficulty from the lowest to the highest band. A student achieving a result in a particular band is likely to have correctly answered questions involving skills in that band and in each band below it.
Year
7
Year
7
The National Assessment Program — Literacy and NumeracyIn May 2014, national literacy and numeracy assessments were administered to students in Years 3, 5, 7 and 9 throughout Australia.
This report shows your child’s achievement in those assessments.
The information contained in this report should be considered together with school-based assessments and reports.
Literacy AssessmentThe literacy assessment tasks measured student achievement in reading, persuasive writing and language conventions.
ReadingStudents were required to read a range of texts similar to those used in Year 7 classrooms and answer questions of varying difficulty to show their understanding of the material.
Persuasive WritingStudents were directed to write in response to stimulus material. This writing task required students to generate and organise ideas and demonstrate their skills in vocabulary use, sentence structure, spelling and punctuation.
Language ConventionsStudents were required to identify and correct spelling errors and answer multiple-choice questions on aspects of grammar and punctuation.
Numeracy AssessmentThe two numeracy assessment tasks measured student achievement across number; algebra, function and pattern; measurement, chance and data; and space. Questions required students to apply mathematical knowledge, skills and understandings in a variety of contexts.
A student’s result is shown on an achievement scale for each assessment area.
Results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in the assessments.
Results for Year 7 are reported across the range of Band 4 to Band 9, with Band 5 representing the national minimum standard for this year level.
The national average and the range of achievement for Year 7 students are also shown on the scale.
Your child’s results are shown on the inside pages of this report.
How to read the student report
Band 9
Band 8
Band 7
Band 6
Band 5
Band 4
If a student’s result is here, it means the result is well above the expected level of achievement for Year 7 students.
Year 7 students with results in Band 4 are below the national minimum standard.
The lightly shaded area shows the range of achievement for the middle 60% of Year 7 students in Australia.
The triangle shows the national average for Year 7 students.
The dot shows an individual student’s result.
This report shows the results for
Student Report 2014National Assessment Program
— Literacy and Numeracy
Student Report 2013 Student Report 2012National Assessment Program
— Literacy and Numeracy
Band
6
5
4
3
2
1
Reading Persuasive Writing Language Conventions NumeracyMakes meaning from a range of text types and understands how they are structured. Recognises the purpose of general text features such as titles and headings. Makes inferences by connecting ideas across different parts of texts. Draws conclusions about the feelings and motivations of characters and sequences events and information.
Organises a persuasive text using focussed paragraphs. Uses some effective persuasive devices and accurate words or groups of words when developing points of argument and ideas. Punctuates nearly all sentences correctly with capitals, full stops, exclamation marks and question marks. Correctly uses more complex punctuation marks some of the time.
Identifieserrorsandcorrectlyspells most words with common spelling patterns (gloves, collect, hungry, comfortable).Demonstrates knowledge of grammar and punctuation conventions in longer sentences and speech, such as the correct use of commas to separate phrases and apostrophes for contractions (we’ll).
Applies suitable strategies to solve problems using skills including: doubling and halving, simple multiplication and division and reading a centimetre scale. Demonstrates spatial awareness using an irregular repeating pattern.
Applies some knowledge of texts, makes inferences and processes information to understand the main idea in texts. Draws conclusions about a character in narrative texts. Connects and sequences ideas in short information texts.
Structures a persuasive text to include an introduction and a body containing some related points of argument. Includes enough supporting detail for the writer’s point of view to be easily understood by the reader, although the conclusion may be weak or simple. Correctly structures most simple and compound sentences and some complex sentences.
Identifieserrorsandcorrectlyspells one- and two-syllable words with common spelling patterns (spill, locked, pleasing, benches).Recognises grammar and punctuation conventions in standard sentences and speech, such as the correct use of adjectives, compound verbs (could have), capital letters for compound proper nouns and commas in lists.
Applies a small range of strategies to solve simple problems including: adding money and calculating change, using information from a graph for simple calculations and calculating time using analogue anddigitalclocks.Identifiesa3-Dobject from the shape of its faces.
Connects events and interprets the behaviour of characters in stories.Identifiesthemeaningof some unfamiliar words from theircontextandfindsspecificinformation in short factual texts and diagrams.
Writes a persuasive text in which paragraphs are used to group like ideas and persuasive devices are used to attempt to convince a reader. Correctly punctuates some sentences with both capital letters and full stops. May demonstrate correct use of capitals for names and some other punctuation. Correctly spells most common words.
Identifieserrorsandcorrectlyspells most one- and two-syllable words with common spelling patterns (clear, mail, brick, won).Recognises grammar and punctuation conventions in short sentences and speech, such as the correct use of groups of adjectives, referring pronouns (those) and capital letters for simple proper nouns.
Uses addition and subtraction of 2-digit numbers and simple multiplication to solve problems. Continues number patterns. Visualises a 3-D model from a different perspective. Reads a centimetrescale.Identifiesalineof symmetry in a 2-D shape.
Makes meaning from simple texts with familiar content and themes. Makes some connections between ideas that are not clearly stated.Identifiessimplecauseand effect. Makes some simple inferences and conclusions, such as identifying the main idea of a text.
Attempts to write a persuasive text containing a few related ideas or points of argument, although these are usually not elaborated. Correctly orders the words in most simple sentences. May experiment with using compound and complex sentences but with limited success. Orders and joins ideas using a few connecting words but the links are not always clear or correct.
Identifieserrorsandcorrectlyspells one-syllable words with simple spelling patterns (out, feet, rain, hose, would). Recognises grammar and punctuation conventions in short sentences, such as the correct use of linking and coordinating words (that, but), modifying or describing words, capital letters to begin a sentence, full stops and question marks.
Selects the most likely outcome in a simple chance event. Adds and subtracts 2-digit numbers. Reads time to the half-hour on ananalogueclockandidentifiesweekly intervals on a calendar.
Makes some meaning from short texts, such as simple reports and stories, which have some visual support. Makes connections between pieces of clearly stated information.
Shows some audience awareness by the use of simple persuasive language; for example, I think ... because ... and by providing some information to support reader understanding. Uses some capital letters and full stops correctly. Correctly spells most simple words used in the writing. Some other one- and two-syllable words may also be correct.
Identifieserrorsandcorrectlyspells some words with simple spelling patterns. Recognises grammar and punctuation conventions in short sentences, such as the correct use of pronouns (herself).
Locates a position of an object on asimpleplan.Identifiesthevalueof a 3-digit number. Matches a 3-D object to a 2-D view. Uses simple language of chance and simple language of time in familiar contexts.
Makes some meaning from simple texts with familiar content. Texts have short sentences, common words and pictures to support the reader. Finds clearly stated information.
Writes a small amount of simple content that can be read. May express an opinion and/or a reason. May write the words for some simple sentences in the correct order, but full stops and capital letters are usually missing or incorrect. Correctly spells a few simple words.
Identifieserrorsandcorrectlyspells a few words with simple spelling patterns. Recognises a small range of grammar and punctuation conventions in short sentences, such as the correct use of simple conjunctions (because) and common verbs (will go).
Names common 3-D objects. Selects the next number in a simple number pattern. Finds information in a simple table or graph. Understands simple place value. Completes simple addition tasks. Shows some understanding of spatial position.
Summary of skills assessed
The skills described in the following table represent those typically assessed in NAPLAN tests for Year 3 students. These skills increase in difficulty from the lowest to the highest band. A student achieving a result in a particular band is likely to have correctly answered questions involving skills in that band and in each band below it.
1730
2Ye
ar 3
Year
3
The National Assessment Program — Literacy and Numeracy
In May 2012, national literacy and numeracy assessments were administered to students in Years 3, 5, 7 and 9 throughout Australia.
This report shows your child’s achievement in those assessments.
The information contained in this report should be considered together with school-based assessments and reports.
Literacy AssessmentThe literacy assessment tasks measured student achievement in reading, persuasive writing and language conventions.
ReadingStudents were required to read a range of texts similar to those used in Year 3 classrooms and answer questions of varying difficulty to show their understanding of the material.
Persuasive WritingStudents were directed to write in response to stimulus material. This writing task required students to generate and organise ideas and demonstrate their skills in vocabulary use, sentence structure, spelling and punctuation.
Language ConventionsStudents were required to identify and correct spelling errors and answer multiple-choice questions on aspects of grammar and punctuation.
Numeracy AssessmentThe numeracy assessment task measured student achievement across number; function and pattern; measurement, chance and data; and space. Questions required students to apply mathematical knowledge, skills and understandings in a variety of contexts.
A student’s result is shown on an achievement scale for each assessment area.
Results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in the assessments.
Results for Year 3 are reported across the range of Band 1 to Band 6, with Band 2 representing the national minimum standard for this year level.
The national average and the range of achievement for Year 3 students are also shown on the scale.
Your child’s results are shown on the inside pages of this report.
How to read the student report
Band 6
Band 5
Band 4
Band 3
Band 2
Band 1
If a student’s result is here, it means the result is well above the expected level of achievement for Year 3 students.
Year 3 students with results in Band 1 are below the national minimum standard.
The lightly shaded area shows the range of achievement for the middle 60% of Year 3 students in Australia.
The triangle shows the national average for Year 3 students.
The dot shows an individual student’s result.
Band 3
This report shows the results for
Student Report 2012
17
89
9
9
8
7
6
5
4
33NAPLAN 2014 Reporting Guide
NAPLAN Data service reports
The NAPLAN Data Service Reports can be used to supplement information in the NAPLAN Student Reports. Teachers are advised to become familiar with the content of the reports so they can answer parents’ questions about particular aspects of their children’s results.
Confidentiality of results
When discussing NAPLAN Student Reports with parents, teachers should point out that the information about each child is confidential to the child’s parents, the teacher and the school.
Distribution of NAPLAN student reports
It is important that teachers be fully informed of the detailed results of each student and of the results for their class as a whole, and that parents have the opportunity to discuss the results with the school.
The results sent to the school provide detailed information about the achievement of each student.
This information can be used to place the NAPLAN Student Reports in a wider context that enables strategies and suggestions for learning improvement to be discussed with parents.
Parental interest in NAPLAN results is very high and it is essential that NAPLAN Student Reports are delivered as soon as possible after their arrival at the school. NAPLAN Student Reports are confidential documents that contain personal information about each student and, given the need for confidentiality, the VCAA asks all schools to consider a direct mail out to parents or to issue the reports directly, through, for example, an information night or by collection from the school by parents.
Schools should retain evidence of distribution of reports to parents at the school, for example, a letter addressed to parents or notification in the school newsletter, and schools are strongly advised to make a copy of each report and retain it at the school.
replacement of NAPLAN student reports
The VCAA provides only one set of Student Reports to the school for distribution. Schools may photocopy the printed report sent to the school or access a similar report through the NAPLAN Data Service (see the Student Achievement Level Report on page 20).
NAPLAN Student Reports which carry an incorrect name as a result of incorrect information provided by the school may be replaced on request.
Queries about NAPLAN student reports
Parents who contact the VCAA with queries about their child’s report will, in most circumstances, be referred to the school. If the school has queries about results for particular students, it should contact the NAPLAN Helpdesk on freecall 1800 648 637 or email: vcaa.naplan.help@edumail.vic.gov.au
34 NAPLAN 2014 Reporting Guide
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tes
dire
ctly
-sta
ted
info
rmat
ion
in th
e op
enin
g se
nten
ce o
f a si
mpl
e na
rrat
ive
3M
ax's
idea
TLI
Loca
tes
info
rmat
ion
in a
sim
ple
narr
ativ
e
4M
ax's
idea
TLI
Loca
tes
dire
ctly
-sta
ted
info
rmat
ion
in a
sim
ple
narr
ativ
e
5M
ax's
idea
TLI
Loca
tes
info
rmat
ion
from
a s
eque
nce
in a
sim
ple
narr
ativ
e
6M
ax's
idea
TLI
Sequ
ence
s ev
ents
in o
rder
in a
sim
ple
narr
ativ
e
7Th
e be
st sm
elle
rsTL
IId
entifi
es th
e m
ain
idea
in a
n in
form
atio
n te
xt
8Th
e be
st sm
elle
rsTL
IIn
terp
rets
impl
ied
info
rmat
ion
in a
n in
form
atio
n te
xt
9Th
e be
st sm
elle
rsTL
ILo
cate
s di
rect
ly-s
tate
d in
form
atio
n in
an
info
rmat
ion
text
10Th
e be
st sm
elle
rsTL
IIn
terp
rets
dir
ectly
-sta
ted
info
rmat
ion
in a
n in
form
atio
n te
xt
11Th
e be
st sm
elle
rsTL
ILi
nks
info
rmat
ion
acro
ss p
arts
of a
n in
form
atio
n te
xt
12Th
e be
st sm
elle
rsTL
IIn
terp
rets
dir
ectly
-sta
ted
info
rmat
ion
in a
n in
form
atio
n te
xt
13Th
e be
st sm
elle
rsC
UId
entifi
es th
e na
ture
of i
nfor
mat
ion
in a
n in
form
atio
n te
xt
14G
eron
imo
Zero
TLI
Iden
tifies
the
focu
s of
a p
oste
r
15G
eron
imo
Zero
TLI
Loca
tes
info
rmat
ion
in a
pos
ter u
sing
a sy
nony
mou
s m
atch
16G
eron
imo
Zero
TLI
Link
s in
form
atio
n ac
ross
a p
oste
r
17G
eron
imo
Zero
TLI
Loca
tes
dire
ctly
-sta
ted
info
rmat
ion
in a
pos
ter
18G
eron
imo
Zero
TLI
Loca
tes
dire
ctly
-sta
ted
info
rmat
ion
in a
pos
ter
19G
eron
imo
Zero
TLI
Iden
tifies
a p
ersu
asiv
e te
chni
que
used
in a
pos
ter
35NAPLAN 2014 Reporting Guide
20Tr
umpe
t tro
uble
sC
UIn
fers
the
purp
ose
of a
lite
rary
des
crip
tion
in th
e fir
st p
arag
raph
in a
nar
rativ
e
21Tr
umpe
t tro
uble
sTL
IIn
terp
rets
a c
hara
cter
’s fe
elin
gs in
a n
arra
tive
22Tr
umpe
t tro
uble
sTL
IIn
terp
rets
figu
rativ
e la
ngua
ge in
a n
arra
tive
23Tr
umpe
t tro
uble
sTL
IIn
terp
rets
a re
ason
in a
nar
rativ
e
24Tr
umpe
t tro
uble
sTL
IIn
terp
rets
info
rmat
ion
in a
nar
rativ
e
25Tr
umpe
t tro
uble
sTL
KIn
terp
rets
the
use
of a
shor
t exc
lam
atio
n in
a n
arra
tive
26C
hoco
late
tree
sTL
KId
entifi
es th
e pu
rpos
e of
hea
ding
s in
an
info
rmat
ion
text
27C
hoco
late
tree
sTL
ILo
cate
s a
deta
il th
at is
not
stat
ed d
irec
tly in
an
info
rmat
ion
text
28C
hoco
late
tree
sTL
IId
entifi
es th
e co
rrec
t ord
er o
f ste
ps in
a p
roce
ss in
an
info
rmat
ion
text
29C
hoco
late
tree
sTL
ILo
cate
s di
rect
ly-s
tate
d in
form
atio
n in
an
info
rmat
ion
text
30C
hoco
late
tree
sTL
IIn
terp
rets
a p
roce
ss d
escr
ibed
in a
n in
form
atio
n te
xt
31C
hoco
late
tree
sC
UId
entifi
es th
e in
form
atio
n th
at is
mis
sing
from
an
info
rmat
ion
text
32C
hoco
late
tree
sTL
IIn
terp
rets
a d
etai
l in
an in
form
atio
n te
xt
33M
amm
oth
surp
ise
TLI
Use
s co
ntex
tual
clu
es to
iden
tify
the
met
apho
rica
l mea
ning
of a
wor
d in
a re
port
34M
amm
oth
surp
ise
TLI
Infe
rs th
e ca
use
of a
n ev
ent i
n a
repo
rt
35M
amm
oth
surp
ise
TLI
Dra
ws
on c
lues
acr
oss
the
text
to m
ake
an in
fere
nce
in a
repo
rt
36M
amm
oth
surp
ise
TLI
Iden
tifies
the
mai
n id
ea in
a c
ompl
ex e
xpla
natio
n in
a re
port
37M
amm
oth
surp
ise
TLK
Infe
rs th
e pu
rpos
e of
incl
udin
g a
nam
e in
a re
port
38M
amm
oth
surp
ise
TLK
Iden
tifies
the
purp
ose
of th
e da
te u
nder
the
head
ing
of a
repo
rt
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.
36 NAPLAN 2014 Reporting Guide
Ye
ar
5 r
ea
din
g
Qu
esti
on
Te
xt
titl
eS
ub
-str
and
Ski
ll as
sess
ed
1O
n yo
ur b
ike!
TLI
Iden
tifies
the
mai
n id
ea in
a si
mpl
e in
form
atio
n te
xt
2O
n yo
ur b
ike!
TLI
Loca
tes
dire
ctly
-sta
ted
info
rmat
ion
in a
sim
ple
info
rmat
ion
text
3O
n yo
ur b
ike!
TLI
Mak
es a
sim
ple
infe
renc
e fr
om a
sim
ple
info
rmat
ion
text
4O
n yo
ur b
ike!
TLI
Link
s in
form
atio
n ac
ross
two
step
s in
a si
mpl
e in
form
atio
n te
xt
5O
n yo
ur b
ike!
TLI
Link
s a
pict
ure
to a
step
in a
sim
ple
info
rmat
ion
text
6O
n yo
ur b
ike!
TLI
Inte
rpre
ts th
e m
eani
ng o
f the
fina
l ste
p in
a si
mpl
e in
form
atio
n te
xt
7G
eron
imo
Zero
TLI
Iden
tifies
the
focu
s of
a p
oste
r
8G
eron
imo
Zero
TLI
Loca
tes
info
rmat
ion
in a
pos
ter u
sing
a sy
nony
mou
s m
atch
9G
eron
imo
Zero
TLI
Link
s in
form
atio
n ac
ross
a p
oste
r
10G
eron
imo
Zero
TLI
Loca
tes
dire
ctly
-sta
ted
info
rmat
ion
in a
pos
ter
11G
eron
imo
Zero
TLI
Loca
tes
dire
ctly
-sta
ted
info
rmat
ion
in a
pos
ter
12G
eron
imo
Zero
TLI
Iden
tifies
a p
ersu
asiv
e te
chni
que
used
in a
pos
ter
13Tr
umpe
t tro
uble
sC
UIn
fers
the
purp
ose
of a
lite
rary
des
crip
tion
in th
e fir
st p
arag
raph
in a
nar
rativ
e
14Tr
umpe
t tro
uble
sTL
IIn
terp
rets
a c
hara
cter
’s fe
elin
gs in
a n
arra
tive
15Tr
umpe
t tro
uble
sTL
IIn
terp
rets
figu
rativ
e la
ngua
ge in
a n
arra
tive
16Tr
umpe
t tro
uble
sTL
IIn
terp
rets
a re
ason
in a
nar
rativ
e
17Tr
umpe
t tro
uble
sTL
IIn
terp
rets
info
rmat
ion
in a
nar
rativ
e
18Tr
umpe
t tro
uble
sTL
KIn
terp
rets
the
use
of a
shor
t exc
lam
atio
n in
a n
arra
tive
19Tr
umpe
t tro
uble
sTL
IU
ses
cont
ext t
o in
fer t
he m
eani
ng o
f a w
ord
in a
nar
rativ
e
20Br
ahm
iny
Kite
TLI
Sum
mar
ises
a st
anza
of a
poe
m to
indi
cate
pur
pose
21Br
ahm
iny
Kite
TLI
Inte
rpre
ts th
e im
ager
y in
a p
oem
22Br
ahm
iny
Kite
TLK
Inte
rpre
ts th
e ef
fect
of l
ayou
t in
a po
em
23Br
ahm
iny
Kite
TLI
Sequ
ence
s a
chan
ge in
moo
d in
a p
oem
24Br
ahm
iny
Kite
TLI
Inte
rpre
ts m
eani
ng fr
om im
ager
y in
a p
oem
25Fo
od m
iles
CU
Inte
rpre
ts in
form
atio
n in
an
onlin
e di
scus
sion
37NAPLAN 2014 Reporting Guide
26Fo
od m
iles
CU
Iden
tifies
the
purp
ose
of in
form
atio
n in
an
onlin
e di
scus
sion
27Fo
od m
iles
TLI
Inte
rpre
ts th
e m
eani
ng o
f a p
hras
e in
an
onlin
e di
scus
sion
28Fo
od m
iles
TLK
Reco
gnis
es th
e st
ruct
ure
of a
n on
line
disc
ussi
on
29Fo
od m
iles
TLK
Iden
tifies
the
purp
ose
of sh
ort s
tate
men
ts in
an
onlin
e di
scus
sion
30Fo
od m
iles
TLI
Inte
rpre
ts a
wri
ter’s
com
men
ts in
an
onlin
e di
scus
sion
31Fo
od m
iles
CU
Inte
rpre
ts th
e m
eani
ng o
f a c
omm
ent i
n an
onl
ine
disc
ussi
on
32A
dven
ture
by
moo
nlig
htTL
IId
entifi
es th
e se
quen
ce o
f eve
nts
in a
nar
rativ
e
33A
dven
ture
by
moo
nlig
htTL
IId
entifi
es th
e re
ason
for c
hara
cter
s' ac
tions
in a
nar
rativ
e
34A
dven
ture
by
moo
nlig
htTL
ILo
cate
s an
d in
terp
rets
a d
escr
iptio
n in
a n
arra
tive
35A
dven
ture
by
moo
nlig
htTL
ILo
cate
s an
d in
terp
rets
a d
escr
iptio
n in
a n
arra
tive
36A
dven
ture
by
moo
nlig
htTL
KId
entifi
es a
pro
noun
refe
renc
e in
a n
arra
tive
37A
dven
ture
by
moo
nlig
htTL
IIn
terp
rets
a fi
gura
tive
desc
ript
ion
in a
nar
rativ
e
38A
dven
ture
by
moo
nlig
htC
UId
entifi
es th
e at
mos
pher
e cr
eate
d in
a n
arra
tive
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.
38 NAPLAN 2014 Reporting Guide
Ye
ar
7 r
ea
din
g
Qu
esti
on
Te
xt
titl
eS
ub
-str
and
Ski
ll as
sess
ed
1Le
eche
sTL
ILo
cate
s di
rect
ly-s
tate
d in
form
atio
n in
an
info
rmat
ion
text
2Le
eche
sTL
IIn
fers
cau
se a
nd e
ffec
t acr
oss
an in
form
atio
n te
xt
3Le
eche
sTL
ILo
cate
s di
rect
ly-s
tate
d de
tails
in a
n in
form
atio
n te
xt
4Le
eche
sTL
IId
entifi
es a
n as
sum
ed re
spon
se to
the
intr
oduc
tion
of a
n in
form
atio
n te
xt
5Le
eche
sTL
ILo
cate
s di
rect
ly-s
tate
d in
form
atio
n in
an
info
rmat
ion
text
6Le
eche
sTL
IU
nder
stan
ds th
e lin
k be
twee
n sy
nony
ms
in a
n in
form
atio
n te
xt
7G
loba
l bat
htub
TLI
Loca
tes
dire
ctly
-sta
ted
info
rmat
ion
in th
e fir
st p
arag
raph
of a
n in
form
atio
n te
xt
8G
loba
l bat
htub
TLI
Loca
tes
dire
ctly
-sta
ted
info
rmat
ion
in th
e se
cond
par
agra
ph o
f an
info
rmat
ion
text
9G
loba
l bat
htub
TLI
Inte
rpre
ts a
map
and
lege
nd in
an
info
rmat
ion
text
10G
loba
l bat
htub
TLI
Infe
rs th
e m
otiv
e of
a g
roup
of p
eopl
e in
an
info
rmat
ion
text
11G
loba
l bat
htub
TLI
Loca
tes
dire
ctly
-sta
ted
info
rmat
ion
in a
n in
form
atio
n te
xt
12G
loba
l bat
htub
TLK
Iden
tifies
the
stru
ctur
al p
urpo
se o
f the
last
par
agra
ph in
an
info
rmat
ion
text
13Br
ahm
iny
Kite
TLI
Sum
mar
ises
a st
anza
of a
poe
m to
indi
cate
pur
pose
14Br
ahm
iny
Kite
TLI
Inte
rpre
ts th
e im
ager
y in
a p
oem
15Br
ahm
iny
Kite
TLK
Inte
rpre
ts th
e ef
fect
of l
ayou
t in
a po
em
16Br
ahm
iny
Kite
TLI
Sequ
ence
s a
chan
ge in
moo
d in
a p
oem
17Br
ahm
iny
Kite
TLI
Inte
rpre
ts m
eani
ng fr
om im
ager
y in
a p
oem
18Fo
od m
iles
CU
Inte
rpre
ts in
form
atio
n in
an
onlin
e di
scus
sion
19Fo
od m
iles
CU
Iden
tifies
the
purp
ose
of in
form
atio
n in
an
onlin
e di
scus
sion
20Fo
od m
iles
TLI
Inte
rpre
ts th
e m
eani
ng o
f a p
hras
e in
an
onlin
e di
scus
sion
21Fo
od m
iles
TLK
Reco
gnis
es th
e st
ruct
ure
of a
n on
line
disc
ussi
on
22Fo
od m
iles
TLK
Iden
tifies
the
purp
ose
of sh
ort s
tate
men
ts in
an
onlin
e di
scus
sion
23Fo
od m
iles
TLI
Inte
rpre
ts a
wri
ter’s
com
men
ts in
an
onlin
e di
scus
sion
24Fo
od m
iles
CU
Inte
rpre
ts th
e m
eani
ng o
f a c
omm
ent i
n an
onl
ine
disc
ussi
on
25O
utsi
de th
e tr
iang
leTL
IIn
fers
the
reas
on fo
r a c
hara
cter
's ac
tion
in a
nar
rativ
e
39NAPLAN 2014 Reporting Guide
26O
utsi
de th
e tr
iang
leTL
IU
nder
stan
ds th
e re
ason
s fo
r a c
hara
cter
's fe
elin
gs in
a n
arra
tive
27O
utsi
de th
e tr
iang
leTL
IRe
cogn
ises
the
reas
on fo
r a c
hara
cter
's ac
tion
in a
nar
rativ
e
28O
utsi
de th
e tr
iang
leTL
IIn
terp
rets
info
rmat
ion
in a
nar
rativ
e
29O
utsi
de th
e tr
iang
leTL
IIn
fers
the
reas
on fo
r a c
hara
cter
's re
spon
se in
a n
arra
tive
30O
utsi
de th
e tr
iang
leTL
IIn
terp
rets
imag
ery
in a
nar
rativ
e
31O
utsi
de th
e tr
iang
leTL
KId
entifi
es th
e tu
rnin
g po
int i
n a
narr
ativ
e
32A
nim
als
and
eart
hqua
kes
TLI
Inte
rpre
ts th
e im
plic
atio
n of
par
enth
etic
al in
form
atio
n in
a p
ersu
asiv
e te
xt
33A
nim
als
and
eart
hqua
kes
TLK
Link
s th
e re
fere
nts
of a
djec
tives
in a
per
suas
ive
text
34A
nim
als
and
eart
hqua
kes
TLI
Reco
gnis
es th
e ro
le o
f an
illus
trat
ive
exam
ple
in a
per
suas
ive
text
35A
nim
als
and
eart
hqua
kes
TLI
Gen
eral
ises
from
des
crip
tions
of p
eopl
e's b
ehav
iour
in a
per
suas
ive
text
36A
nim
als
and
eart
hqua
kes
TLI
Inte
rpre
ts th
e re
ason
for a
reco
mm
enda
tion
in a
per
suas
ive
text
37A
nim
als
and
eart
hqua
kes
CU
Iden
tifies
the
sour
ce o
f a w
rite
r's c
redi
bilit
y in
a p
ersu
asiv
e te
xt
38A
nim
als
and
eart
hqua
kes
CU
Com
pare
s to
ne a
cros
s pa
ragr
aphs
in a
per
suas
ive
text
39Er
ik, t
he b
oat r
ace,
and
the
inno
vativ
e pr
opel
ler
CU
Inte
rpre
ts a
cha
ract
er’s
mot
ivat
ion
in a
nar
rativ
e
40Er
ik, t
he b
oat r
ace,
and
the
inno
vativ
e pr
opel
ler
TLI
Infe
rs th
e pu
rpos
e of
a w
rite
r’s c
omm
ent i
n a
narr
ativ
e
41Er
ik, t
he b
oat r
ace,
and
the
inno
vativ
e pr
opel
ler
TLI
Infe
rs th
e m
eani
ng o
f a w
rite
r’s c
omm
ent i
n a
narr
ativ
e
42Er
ik, t
he b
oat r
ace,
and
the
inno
vativ
e pr
opel
ler
CU
Use
s in
form
atio
n in
a n
arra
tive
to m
ake
a ju
dgem
ent
43Er
ik, t
he b
oat r
ace,
and
the
inno
vativ
e pr
opel
ler
TLI
Inte
rpre
ts a
n ex
pres
sion
in a
nar
rativ
e
44Er
ik, t
he b
oat r
ace,
and
the
inno
vativ
e pr
opel
ler
TLK
Reco
gnis
es th
e us
e of
poi
nts
of e
llips
is fo
r sur
pris
e ef
fect
in a
nar
rativ
e
45Sq
uare
Kilo
met
re A
rray
TLI
Refe
renc
es b
ack
acro
ss a
par
agra
ph to
inte
rpre
t voc
abul
ary
in a
n in
form
atio
n te
xt
46Sq
uare
Kilo
met
re A
rray
TLK
Reco
gnis
es th
e ef
fect
of p
unct
uatio
n on
read
ers'
resp
onse
s to
an
info
rmat
ion
text
47Sq
uare
Kilo
met
re A
rray
TLI
Iden
tifies
exp
licitl
y-st
ated
info
rmat
ion
in a
n in
form
atio
n te
xt
48Sq
uare
Kilo
met
re A
rray
TLI
Inte
rpre
ts th
e m
eani
ng o
f a te
chni
cal t
erm
use
d in
an
info
rmat
ion
text
49Sq
uare
Kilo
met
re A
rray
TLI
Inte
rpre
ts e
mbe
dded
det
ails
in a
n in
form
atio
n te
xt
50Sq
uare
Kilo
met
re A
rray
CU
Iden
tifies
the
purp
ose
of a
n in
form
atio
n 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.
40 NAPLAN 2014 Reporting Guide
Ye
ar
9 r
ea
din
g
Qu
esti
on
Te
xt
titl
eS
ub
-str
and
Ski
ll as
sess
ed
1A
re y
ou m
y m
othe
r?TL
ILo
cate
s di
rect
ly-s
tate
d in
form
atio
n in
an
info
rmat
ion
text
2A
re y
ou m
y m
othe
r?TL
IId
entifi
es c
ause
and
eff
ect i
n an
info
rmat
ion
text
3A
re y
ou m
y m
othe
r?TL
IId
entifi
es a
syno
nom
ous
phra
se fo
r wor
ds fo
und
in a
n in
form
atio
n te
xt
4A
re y
ou m
y m
othe
r?TL
IIn
terp
rets
the
mea
ning
of a
phr
ase
in a
n in
form
atio
n te
xt
5A
re y
ou m
y m
othe
r?TL
ILi
nks
info
rmat
ion
acro
ss p
arag
raph
s to
iden
tify
a sc
ient
ific
met
hodo
logy
in a
n in
form
atio
n te
xt
6O
lym
pics
spor
ts -
then
and
now
TLI
Loca
tes
dire
ctly
-sta
ted
info
rmat
ion
in a
n in
form
atio
n te
xt
7O
lym
pics
spor
ts -
then
and
now
CU
Infe
rs th
e m
eani
ng o
f an
expr
essi
on in
an
info
rmat
ion
text
8O
lym
pics
spor
ts -
then
and
now
TLI
Inte
rpre
ts th
e m
eani
ng o
f an
expr
essi
on in
an
info
rmat
ion
text
9O
lym
pics
spor
ts -
then
and
now
TLI
Loca
tes
a fa
ct in
an
info
rmat
ion
text
10O
lym
pics
spor
ts -
then
and
now
TLK
Iden
tifies
the
purp
ose
of th
e in
trod
ucto
ry p
arag
raph
in a
n in
form
atio
n te
xt
11O
lym
pics
spor
ts -
then
and
now
CU
Iden
tifies
the
wri
ter’s
pur
pose
in a
n in
form
atio
n te
xt
12C
han
and
the
wat
erfa
llTL
KId
entifi
es th
e ri
sing
tens
ion
in a
nar
rativ
e
13C
han
and
the
wat
erfa
llTL
IIn
terp
rets
info
rmat
ion
in a
nar
rativ
e
14C
han
and
the
wat
erfa
llTL
IIn
terp
rets
info
rmat
ion
to id
entif
y a
char
acte
r's fe
elin
gs in
a n
arra
tive
15C
han
and
the
wat
erfa
llTL
IId
entifi
es th
e se
ttin
g of
the
open
ing
para
grap
h of
a n
arra
tive
16C
han
and
the
wat
erfa
llTL
IIn
fers
the
emot
ions
of a
cha
ract
er in
a n
arra
tive
17C
han
and
the
wat
erfa
llTL
IU
nder
stan
ds sh
iftin
g vi
ewpo
ints
in a
nar
rativ
e
18Ic
eber
gsTL
KId
entifi
es st
ruct
ural
com
pone
nts
in a
fact
ual d
escr
iptio
n
19Ic
eber
gsC
UId
entifi
es th
e pu
rpos
e of
a fa
ctua
l des
crip
tion
20Ic
eber
gsTL
IId
entifi
es th
e te
rm u
sed
for a
pro
cess
in a
fact
ual d
escr
iptio
n
21Ic
eber
gsTL
ILo
cate
s di
rect
ly-s
tate
d in
form
atio
n in
a fa
ctua
l des
crip
tion
22Ic
eber
gsTL
ILo
cate
s in
form
atio
n in
a fa
ctua
l des
crip
tion
23Ic
eber
gsTL
IIn
terp
rets
info
rmat
ion
abou
t phy
sica
l cha
ract
eris
tics
in a
fact
ual d
escr
iptio
n
24O
utsi
de th
e tr
iang
leTL
IIn
fers
the
reas
on fo
r a c
hara
cter
's ac
tion
in a
nar
rativ
e
25O
utsi
de th
e tr
iang
leTL
IU
nder
stan
ds th
e re
ason
s fo
r a c
hara
cter
's fe
elin
gs in
a n
arra
tive
26O
utsi
de th
e tr
iang
leTL
IRe
cogn
ises
the
reas
on fo
r a c
hara
cter
's ac
tion
in a
nar
rativ
e
41NAPLAN 2014 Reporting Guide
27O
utsi
de th
e tr
iang
leTL
IIn
terp
rets
info
rmat
ion
in a
nar
rativ
e
28O
utsi
de th
e tr
iang
leTL
IIn
fers
the
reas
on fo
r a c
hara
cter
's re
spon
se in
a n
arra
tive
29O
utsi
de th
e tr
iang
leTL
IIn
terp
rets
imag
ery
in a
nar
rativ
e
30O
utsi
de th
e tr
iang
leTL
KId
entifi
es th
e tu
rnin
g po
int i
n a
narr
ativ
e
31A
nim
als
and
eart
hqua
kes
TLI
Inte
rpre
ts th
e im
plic
atio
n of
par
enth
etic
al in
form
atio
n in
a p
ersu
asiv
e te
xt
32A
nim
als
and
eart
hqua
kes
TLK
Link
s th
e re
fere
nts
of a
djec
tives
in a
per
suas
ive
text
33A
nim
als
and
eart
hqua
kes
TLI
Reco
gnis
es th
e ro
le o
f an
illus
trat
ive
exam
ple
in a
per
suas
ive
text
34A
nim
als
and
eart
hqua
kes
TLI
Gen
eral
ises
from
des
crip
tions
of p
eopl
e's b
ehav
iour
in a
per
suas
ive
text
35A
nim
als
and
eart
hqua
kes
TLI
Inte
rpre
ts th
e re
ason
for a
reco
mm
enda
tion
in a
per
suas
ive
text
36A
nim
als
and
eart
hqua
kes
CU
Iden
tifies
the
sour
ce o
f a w
rite
r's c
redi
bilit
y in
a p
ersu
asiv
e te
xt
37A
nim
als
and
eart
hqua
kes
CU
Com
pare
s to
ne a
cros
s pa
ragr
aphs
in a
per
suas
ive
text
38Be
yond
the
beac
hes
TLI
Iden
tifies
the
first
eve
nt in
a n
arra
tive
39Be
yond
the
beac
hes
CU
Iden
tifies
cha
nges
in a
cha
ract
er’s
moo
d ac
ross
a n
arra
tive
40Be
yond
the
beac
hes
TLI
Inte
rpre
ts a
n in
trod
ucto
ry d
escr
iptio
n of
the
sett
ing
in a
nar
rativ
e
41Be
yond
the
beac
hes
TLI
Inte
rpre
ts c
hara
cter
s' ac
tions
in a
nar
rativ
e
42Be
yond
the
beac
hes
TLI
Iden
tifies
the
mea
ning
of a
nou
n in
a n
arra
tive
43Be
yond
the
beac
hes
TLI
Inte
rpre
ts th
e re
ason
fact
ual i
nfor
mat
ion
appe
ars
in a
nar
rativ
e
44Be
yond
the
beac
hes
CU
Inte
rpre
ts a
them
atic
cod
a to
the
acco
unt o
f a m
eetin
g in
a n
arra
tive
45Th
eir r
ight
ful p
lace
CU
Infe
rs th
e pu
rpos
e of
a p
ersu
asiv
e te
xt
46Th
eir r
ight
ful p
lace
TLK
Iden
tifies
and
com
pare
s th
e st
ruct
ural
feat
ures
of a
n ar
gum
ent i
n a
pers
uasi
ve te
xt
47Th
eir r
ight
ful p
lace
TLK
Reco
gnis
es th
e fo
rmal
eff
ect o
f nom
inal
isat
ion
in a
per
suas
ive
text
48Th
eir r
ight
ful p
lace
CU
Infe
rs th
e pu
rpos
e of
a p
arag
raph
in a
per
suas
ive
text
49Th
eir r
ight
ful p
lace
CU
Eval
uate
s in
form
atio
n to
infe
r the
wri
ter’s
att
itude
in a
per
suas
ive
text
50Th
eir r
ight
ful p
lace
CU
Sum
mar
ises
and
inte
rpre
ts in
form
atio
n in
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.
42 NAPLAN 2014 Reporting Guide
Ye
ar
3 L
ang
uag
e C
onve
nti
on
s
Qu
esti
on
M
issp
elt
wo
rdS
kill
asse
ssed
1hi
lId
entifi
es a
n er
ror i
n a
one-
sylla
ble
wor
d w
ith th
e te
rmin
al d
oubl
e le
tters
-ll.
2te
eId
entifi
es a
n er
ror i
n a
one-
sylla
ble
wor
d w
ith th
e lo
ng v
owel
dig
raph
-ea.
3bl
akId
entifi
es a
n er
ror i
n a
one-
sylla
ble
wor
d w
ith th
e te
rmin
al p
losi
ve -c
k.
4hu
jeC
orre
ctly
spel
ls a
one
-syl
labl
e w
ord
with
the
affr
icat
ive
patte
rn -g
e.
5ba
rth
Cor
rect
ly sp
ells
a o
ne-s
ylla
ble
wor
d w
ith th
e lo
ng v
owel
-a.
6hu
ney
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
shor
t vow
el s
ound
u re
pres
ente
d by
-o.
7th
erd
Cor
rect
ly sp
ells
a o
ne-s
ylla
ble
wor
d w
ith th
e -r
influ
ence
d lo
ng v
owel
-i.
8no
ckC
orre
ctly
spel
ls a
one
-syl
labl
e w
ord
with
the
initi
al si
lent
con
sona
nt -k
.
9ro
seC
orre
ctly
spel
ls a
one
-syl
labl
e ho
mop
hone
with
the
diph
thon
g di
grap
h –o
w.
10si
gnel
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
endi
ng -a
l.
11ri
bben
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
endi
ng -o
n.
12ha
lfsC
orre
ctly
spel
ls a
one
-syl
labl
e w
ord
with
the
plur
al fo
rm re
quir
ing
a ch
ange
to th
e ba
se w
ord
(f to
ve)
.
13sk
wir
tsC
orre
ctly
spel
ls a
one
-syl
labl
e w
ord
with
the
sem
i-vow
el -q
u.
14tis
hues
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
fric
ativ
e pa
ttern
-ss.
15ra
nebo
wId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a tw
o-sy
llabl
e co
mpo
und
wor
d w
ith th
e di
phth
ong
diag
raph
-ai.
16de
apId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a o
ne-s
ylla
ble
wor
d w
ith th
e lo
ng v
owel
-ee
.
17br
ushs
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
two-
sylla
ble
wor
d w
ith th
e in
flect
iona
l end
ing
-es.
18pl
anne
tsId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
med
ial n
asal
-n.
19po
oshe
dId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a o
ne-s
ylla
ble
wor
d w
ith th
e lo
ng v
owel
-u.
20lit
ehou
seId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a tw
o-sy
llabl
e co
mpo
und
wor
d w
ith th
e pa
ttern
-igh
t.
21m
emm
ory
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
thre
e-sy
llabl
e w
ord
with
the
med
ial n
asal
-m.
22flo
ting
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
two-
sylla
ble
wor
d w
ith th
e di
phth
ong
digr
aph
-oa.
23sp
icey
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
two-
sylla
ble
adje
ctiv
e w
ith th
e de
riva
tiona
l end
ing
-y re
quir
ing
a ch
ange
to th
e ba
se
wor
d (e
dro
p).
24sk
elet
enId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a th
ree-
sylla
ble
wor
d w
ith th
e en
ding
-on.
25si
ssor
sId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
fric
ativ
e di
grap
h -s
c.
43NAPLAN 2014 Reporting Guide
Qu
esti
on
Cu
rric
ulu
m A
rea
Ski
ll as
sess
ed
26G
ram
mar
Iden
tifies
the
corr
ect p
rono
un in
a c
ompl
ex s
ente
nce.
27Pu
nctu
atio
nId
entifi
es th
e co
rrec
t cau
sal c
onju
nctio
n in
a c
ompl
ex s
ente
nce.
28G
ram
mar
Iden
tifies
the
corr
ect c
onju
nctio
n in
a c
ompo
und
sent
ence
.
29G
ram
mar
Iden
tifies
a c
ompa
rativ
e ad
ject
ive
in a
com
poun
d se
nten
ce.
30G
ram
mar
Iden
tifies
the
corr
ect p
repo
sitio
n to
intr
oduc
e a
prep
ositi
onal
phr
ase
in a
sim
ple
sent
ence
.
31Pu
nctu
atio
nId
entifi
es a
sim
ple
sent
ence
with
cor
rect
bou
ndar
y pu
nctu
atio
n.
32G
ram
mar
Iden
tifies
the
corr
ect p
repo
sitio
n in
a c
ompl
ex s
ente
nce.
33G
ram
mar
Iden
tifies
the
sent
ence
con
tain
ing
a si
ngul
ar su
bjec
t to
agre
e w
ith th
e ve
rb w
as.
34G
ram
mar
Iden
tifies
the
corr
ect p
rono
un fo
r a c
ompo
und
obje
ct in
a si
mpl
e se
nten
ce.
35Pu
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.
36G
ram
mar
Iden
tifies
an
actio
n ve
rb in
a si
mpl
e se
nten
ce.
37G
ram
mar
Iden
tifies
the
corr
ect s
ubje
ct-v
erb
agre
emen
t in
a si
mpl
e se
nten
ce.
38Pu
nctu
atio
nId
entifi
es th
e co
rrec
t ter
min
atin
g pu
nctu
atio
n fo
r an
excl
amat
ion.
39G
ram
mar
Iden
tifies
the
corr
ect u
se o
f the
re in
a c
ompl
ex s
ente
nce.
40Pu
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.
41Pu
nctu
atio
nId
entifi
es th
e co
rrec
t sen
tenc
e bo
unda
ry p
unct
uatio
n be
twee
n tw
o si
mpl
e se
nten
ces.
42Pu
nctu
atio
nId
entifi
es th
e co
rrec
t pla
cem
ent o
f spe
ech
mar
ks fo
r spe
ech
with
an
attr
ibut
ion.
43G
ram
mar
Iden
tifies
an
adve
rb in
a si
mpl
e se
nten
ce.
44Pu
nctu
atio
nId
entifi
es th
e co
rrec
t lis
t pun
ctua
tion
in a
com
plex
sen
tenc
e.
45G
ram
mar
Iden
tifies
the
auxi
liary
ver
b in
dica
ting
futu
re te
nse
in a
sim
ple
sent
ence
.
46G
ram
mar
Iden
tifies
the
noun
in a
com
plex
sen
tenc
e.
47G
ram
mar
Iden
tifies
the
refe
renc
e fo
r a p
rono
un in
a c
ompl
ex s
ente
nce.
48Pu
nctu
atio
nId
entifi
es th
e co
rrec
t use
of a
n ap
ostr
ophe
of c
ontr
actio
n in
a si
mpl
e se
nten
ce.
49G
ram
mar
Iden
tifies
the
corr
ect i
ndefi
nite
art
icle
for a
nou
n be
ginn
ing
with
a v
owel
.
50Pu
nctu
atio
nId
entifi
es th
e co
rrec
tly p
unct
uate
d co
ntra
ctio
n in
a si
mpl
e se
nten
ce.
51G
ram
mar
Iden
tifies
an
adve
rb o
f tim
e in
a c
ompo
und
sent
ence
.
44 NAPLAN 2014 Reporting Guide
Ye
ar
5 L
ang
uag
e C
onve
nti
on
s
Qu
esti
on
M
issp
elt
wo
rdS
kill
asse
ssed
1un
wel
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
term
inal
dou
ble
lette
rs -l
l.
2hu
ney
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
shor
t vow
el s
ound
u re
pres
ente
d by
-o.
3th
erd
Cor
rect
ly sp
ells
a o
ne-s
ylla
ble
wor
d w
ith th
e -r
influ
ence
d lo
ng v
owel
-i.
4th
owsa
ndC
orre
ctly
spel
ls a
two-
sylla
ble
wor
d w
ith th
e di
phth
ong
digr
aph
-ou.
5tr
uble
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
shor
t vow
el d
igra
ph -o
u.
6di
rtye
rC
orre
ctly
spel
ls a
thre
e-sy
llabl
e co
mpa
rativ
e ad
ject
ive
requ
irin
g a
chan
ge to
the
base
wor
d (y
to i)
.
7si
gnel
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
endi
ng -a
l.
8ri
bben
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
endi
ng -o
n.
9um
brel
ler
Cor
rect
ly sp
ells
a th
ree-
sylla
ble
wor
d w
ith th
e sh
ort v
owel
end
ing
-a.
10en
orm
usC
orre
ctly
spel
ls a
thre
e-sy
llabl
e w
ord
with
the
schw
a -o
u.
11sk
wir
tsC
orre
ctly
spel
ls a
one
-syl
labl
e w
ord
with
the
sem
i-vow
el -q
u.
12be
rry
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e ho
mop
hone
.
13dr
orC
orre
ctly
spel
ls a
one
-syl
labl
e w
ord
with
the
long
vow
el d
igra
ph -a
wer
.
14ke
eId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a o
ne-s
ylla
ble
wor
d w
ith th
e lo
ng v
owel
-ey.
15lit
ehou
seId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a tw
o-sy
llabl
e co
mpo
und
wor
d w
ith th
e pa
ttern
-igh
t.
16pa
wse
dId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a o
ne-s
ylla
ble
wor
d w
ith th
e lo
ng v
owel
dig
raph
-au.
17flo
ting
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
two-
sylla
ble
wor
d w
ith th
e di
phth
ong
digr
aph
-oa.
18br
ige
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
one
-syl
labl
e w
ord
with
the
affr
icat
ive
-dge
.
19w
eelb
arro
wId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a th
ree-
sylla
ble
com
poun
d w
ord
with
the
cons
onan
t dig
raph
wh-
.
20sk
elet
enId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a th
ree-
sylla
ble
wor
d w
ith th
e en
ding
-on.
21so
ssag
eId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
shor
t vow
el d
igra
ph –
au a
nd th
e si
ngle
-s a
t the
sylla
ble
junc
ture
.
22di
spos
ible
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
four
-syl
labl
e w
ord
with
the
endi
ng -a
ble.
23sp
inic
hId
entifi
es a
n er
ror,
then
corr
ectly
spel
ls a
two-
sylla
ble
wor
d w
ith th
e sh
ort v
owel
soun
d i r
epre
sent
ed b
y –a
.
24ag
gres
ive
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
thre
e-sy
llabl
e w
ord
with
the
doub
le le
tters
-ss
at th
e sy
llabl
e ju
nctio
n.
25ca
tapi
llar
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
four
-syl
labl
e w
ord
with
the
schw
a -e
r.
45NAPLAN 2014 Reporting Guide
Qu
esti
on
Cu
rric
ulu
m A
rea
Ski
ll as
sess
ed
26G
ram
mar
Iden
tifies
a c
ompa
rativ
e ad
ject
ive
in a
com
poun
d se
nten
ce.
27G
ram
mar
Iden
tifies
the
corr
ect m
odal
adv
erb
in a
com
plex
sen
tenc
e.
28G
ram
mar
Iden
tifies
the
corr
ect p
repo
sitio
n in
a c
ompl
ex s
ente
nce.
29G
ram
mar
Iden
tifies
the
sent
ence
con
tain
ing
a si
ngul
ar su
bjec
t to
agre
e w
ith th
e ve
rb w
as.
30G
ram
mar
Iden
tifies
the
corr
ect s
ubje
ct-v
erb
agre
emen
t in
a si
mpl
e se
nten
ce.
31G
ram
mar
Iden
tifies
the
corr
ect a
uxili
ary
verb
for p
ast p
erfe
ct te
nse
in a
com
plex
sen
tenc
e.
32Pu
nctu
atio
nId
entifi
es th
e co
rrec
t ter
min
atin
g pu
nctu
atio
n fo
r an
excl
amat
ion.
33G
ram
mar
Iden
tifies
the
com
plex
sen
tenc
e co
ntai
ning
a th
inki
ng v
erb.
34Pu
nctu
atio
nId
entifi
es th
e co
rrec
t sen
tenc
e bo
unda
ry p
unct
uatio
n be
twee
n tw
o si
mpl
e se
nten
ces.
35Pu
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 c
ompl
ex s
ente
nce.
36Pu
nctu
atio
nId
entifi
es th
e co
rrec
tly p
unct
uate
d co
ntra
ctio
n in
a c
ompl
ex s
ente
nce.
37G
ram
mar
Iden
tifies
the
corr
ect m
ain
clau
se in
a c
ompl
ex s
ente
nce.
38G
ram
mar
Iden
tifies
a c
ompl
ete
sim
ple
sent
ence
.
39G
ram
mar
Iden
tifies
sep
arat
e se
nten
ces
wri
tten
with
mis
sing
bou
ndar
y pu
nctu
atio
n.
40Pu
nctu
atio
nId
entifi
es th
e co
rrec
t lis
t pun
ctua
tion
in a
com
plex
sen
tenc
e.
41G
ram
mar
Iden
tifies
the
corr
ect p
air o
f con
nect
ives
in a
com
plex
sen
tenc
e.
42G
ram
mar
Iden
tifies
the
com
poun
d se
nten
ce c
onta
inin
g tw
o ac
tion
verb
s.
43G
ram
mar
Iden
tifies
the
com
plex
sen
tenc
e co
ntai
ning
an
adje
ctiv
e.
44Pu
nctu
atio
nId
entifi
es th
e w
ord
need
ing
an a
post
roph
e of
con
trac
tion
in a
com
plex
sen
tenc
e.
45G
ram
mar
Iden
tifies
the
com
plex
sen
tenc
e w
ith th
e co
rrec
t seq
uenc
ing
of te
nses
.
46Pu
nctu
atio
nId
entifi
es th
e co
rrec
t use
of a
n ap
ostr
ophe
of c
ontr
actio
n in
a si
mpl
e se
nten
ce.
47G
ram
mar
Iden
tifies
the
com
plex
sen
tenc
e w
hich
cor
rect
ly c
ombi
nes
info
rmat
ion
from
thre
e sh
ort s
ente
nces
.
48G
ram
mar
Iden
tifies
the
last
eve
nt in
a s
erie
s in
a c
ompl
ex s
ente
nce.
49Pu
nctu
atio
nId
entifi
es th
e co
rrec
t bou
ndar
y pu
nctu
atio
n fo
r tw
o si
mpl
e se
nten
ces.
50G
ram
mar
Iden
tifies
a s
ente
nce
with
cor
rect
use
of a
n ob
ject
pro
noun
.
51G
ram
mar
Iden
tifies
the
adve
rb o
f tim
e in
a si
mpl
e se
nten
ce.
46 NAPLAN 2014 Reporting Guide
Ye
ar
7 L
ang
uag
e C
onve
nti
on
s
Qu
esti
on
M
issp
elt
wo
rdS
kill
asse
ssed
1au
tam
atic
Cor
rect
ly sp
ells
a fo
ur-s
ylla
ble
wor
d w
ith th
e et
ymol
ogic
al e
lem
ent a
uto-
.
2ta
ddpo
les
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
sing
le –
d at
the
sylla
ble
junc
ture
3w
arm
ist
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
infle
ctio
nal e
ndin
g -e
st.
4tr
uble
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
shor
t vow
el d
igra
ph -o
u.
5di
rtye
rC
orre
ctly
spel
ls a
thre
e-sy
llabl
e co
mpa
rativ
e ad
ject
ive
requ
irin
g a
chan
ge to
the
base
wor
d (y
to i)
.
6lir
ics
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
shor
t vow
el -y
.
7ur
nC
orre
ctly
spel
ls a
one
-syl
labl
e ho
mop
hone
with
the
long
vow
el p
atte
rn e
ar-.
8im
pres
ion
Cor
rect
ly sp
ells
a th
ree-
sylla
ble
wor
d w
ith th
e do
uble
lette
rs-s
s at
the
sylla
ble
junc
ture
9fa
wlty
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
shor
t vow
el d
igra
ph -a
u.
10al
ligat
ers
Cor
rect
ly sp
ells
a fo
ur-s
ylla
ble
wor
d w
ith th
e en
ding
–or
s
11yo
rnin
gC
orre
ctly
spel
ls a
two-
sylla
ble
wor
d w
ith th
e lo
ng v
owel
dig
raph
-aw
.
12an
kor
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
plos
ive
digr
aph
-ch.
13ge
niou
sC
orre
ctly
spel
ls a
thre
e-sy
llabl
e w
ord
with
the
schw
a -u
.
14ne
umon
iaC
orre
ctly
spel
ls a
four
-syl
labl
e w
ord
with
the
sile
nt in
itial
lette
r -p.
15de
ppo
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
sing
le –
p at
the
sylla
ble
junc
ture
and
the
sile
nt te
rmin
al le
tter –
t.
16fo
rmat
tId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
endi
ng w
ith th
e pl
osiv
e -t.
17br
ige
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
one
-syl
labl
e w
ord
with
the
affr
icat
ive
-dge
.
18w
eelb
arro
wId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a th
ree-
sylla
ble
com
poun
d w
ord
with
the
cons
onan
t dig
raph
wh-
.
19ju
rnal
sId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
-r in
fluen
ced
long
vow
el d
igra
ph -o
u.
20so
ssag
eId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
shor
t vow
el d
igra
ph –
au a
nd th
e si
ngle
-s a
t the
sylla
ble
junc
ture
.
21co
nsum
tion
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
thre
e-sy
llabl
e w
ord
with
a m
uted
–p
befo
re th
e -ti
on e
ndin
g.
22di
spos
ible
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
four
-syl
labl
e w
ord
with
the
endi
ng -a
ble.
23an
tese
ptic
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
thre
e-sy
llabl
e w
ord
with
the
prefi
x an
ti-.
24sp
inic
hId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
shor
t vow
el s
ound
i re
pres
ente
d by
–a.
25ag
gres
ive
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
thre
e-sy
llabl
e w
ord
with
the
doub
le le
tters
-ss
at th
e sy
llabl
e ju
nctio
n.
26am
phib
eous
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
thre
e-sy
llabl
e w
ord
with
the
endi
ng -i
ous.
47NAPLAN 2014 Reporting Guide
27ex
cerc
ises
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
four
-syl
labl
e w
ord
with
x re
pres
entin
g tw
o so
und
valu
es.
28em
bara
ssed
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
thre
e-sy
llabl
e w
ord
with
the
doub
le le
tters
-rr a
t a sy
llabl
e ju
nctu
re.
29bu
sslin
gId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
sile
nt m
edia
l let
ter -
t.
30no
isel
yId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a th
ree-
sylla
ble
wor
d w
ith th
e su
ffix
-ly re
quir
ing
a ch
ange
to th
e ba
se w
ord
(y to
i).
Qu
esti
on
Cu
rric
ulu
m A
rea
Ski
ll as
sess
ed
31G
ram
mar
Iden
tifies
the
corr
ect m
odal
adv
erb
in a
com
plex
sen
tenc
e.
32G
ram
mar
Iden
tifies
the
corr
ect c
onju
nctio
n in
a c
ompl
ex s
ente
nce.
33G
ram
mar
Iden
tifies
the
corr
ect a
uxili
ary
verb
for p
ast p
erfe
ct te
nse
in a
com
plex
sen
tenc
e.
34G
ram
mar
Iden
tifies
the
corr
ect a
uxili
ary
verb
for a
com
poun
d su
bjec
t in
a si
mpl
e se
nten
ce.
35G
ram
mar
Iden
tifies
the
role
of a
n ad
verb
ial p
hras
e in
a si
mpl
e se
nten
ce.
36G
ram
mar
Iden
tifies
the
corr
ect r
elat
ive
pron
oun
in a
com
plex
sen
tenc
e.
37G
ram
mar
Iden
tifies
the
corr
ect g
ram
mat
ical
con
stru
ctio
ns to
com
plet
e a
com
plex
sen
tenc
e.
38G
ram
mar
Iden
tifies
the
corr
ect m
ain
clau
se in
a c
ompl
ex s
ente
nce.
39G
ram
mar
Iden
tifies
the
corr
ect g
ram
mat
ical
con
text
for t
he a
dver
b w
ell i
n a
com
poun
d se
nten
ce.
40G
ram
mar
Iden
tifies
the
corr
ect p
rono
un re
fere
nce
in a
shor
t tex
t.
41G
ram
mar
Iden
tifies
the
corr
ect c
onst
ruct
ion
of a
con
trac
ted
rela
tive
pron
oun
and
verb
.
42G
ram
mar
Iden
tifies
the
corr
ect p
air o
f con
nect
ives
in a
com
plex
sen
tenc
e.
43G
ram
mar
Iden
tifies
the
com
poun
d se
nten
ce c
onta
inin
g tw
o ac
tion
verb
s.
44G
ram
mar
Iden
tifies
the
corr
ect p
rono
uns
in a
com
plex
sen
tenc
e.
45Pu
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.
46G
ram
mar
Iden
tifies
a c
ompo
und
sent
ence
.
47Pu
nctu
atio
nId
entifi
es th
e co
rrec
t use
of a
com
ma
befo
re a
poe
m ti
tle in
a si
mpl
e se
nten
ce.
48G
ram
mar
Iden
tifies
the
pres
ent p
artic
iple
bei
ng u
sed
as a
n ad
ject
ive
in a
com
plex
sen
tenc
e.
49Pu
nctu
atio
nId
entifi
es th
e ap
ostr
ophe
of p
osse
ssio
n in
a si
mpl
e se
nten
ce.
50G
ram
mar
Iden
tifies
the
com
plex
sen
tenc
e w
hich
cor
rect
ly c
ombi
nes
info
rmat
ion
from
thre
e sh
ort s
ente
nces
.
51G
ram
mar
Iden
tifies
the
last
eve
nt in
a s
erie
s in
a c
ompl
ex s
ente
nce.
52Pu
nctu
atio
nId
entifi
es th
e co
rrec
t use
of a
col
on in
a si
mpl
e se
nten
ce.
48 NAPLAN 2014 Reporting Guide
53Pu
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.
54G
ram
mar
Iden
tifies
the
inco
rrec
tly p
unct
uate
d te
xt re
quir
ing
a fu
ll st
op o
r sem
icol
on.
55Pu
nctu
atio
nId
entifi
es th
e co
rrec
t dep
ende
nt c
laus
e in
firs
t pos
ition
in a
com
plex
sen
tenc
e.
56Pu
nctu
atio
nId
entifi
es th
e co
rrec
t use
of a
hyp
hen
to c
reat
e an
adj
ectiv
e in
a si
mpl
e se
nten
ce.
57G
ram
mar
Iden
tifies
the
corr
ect p
unct
uatio
n of
a sh
ort t
ext c
onta
inin
g di
rect
and
indi
rect
spee
ch.
58G
ram
mar
Iden
tifies
the
corr
ect p
rono
un in
a c
ompo
und
obje
ct in
a c
ompl
ex s
ente
nce.
Ye
ar
9 L
ang
uag
e C
onve
nti
on
s
Qu
esti
on
M
issp
elt
wo
rdS
kill
asse
ssed
1fr
ozer
nC
orre
ctly
spel
ls a
two-
sylla
ble
wor
d w
ith th
e en
ding
-en.
2fa
reC
orre
ctly
spel
ls a
one
-syl
labl
e ho
mop
hone
with
the
long
vow
el p
atte
rn -a
ir.
3lir
ics
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
shor
t vow
el -y
.
4la
rfte
rC
orre
ctly
spel
ls a
two-
sylla
ble
wor
d w
ith th
e lo
ng v
owel
pat
tern
-aug
h.
5fa
wlty
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
shor
t vow
el d
igra
ph -a
u.
6di
dgits
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
affr
icat
ive
-g.
7al
ligat
ers
Cor
rect
ly sp
ells
a fo
ur-s
ylla
ble
wor
d w
ith th
e en
ding
–or
s
8yo
rnin
gC
orre
ctly
spel
ls a
two-
sylla
ble
wor
d w
ith th
e lo
ng v
owel
dig
raph
-aw
.
9m
olac
ule
Cor
rect
ly sp
ells
a th
ree-
sylla
ble
wor
d w
ith th
e m
edia
l sch
wa
-e.
10ge
niou
sC
orre
ctly
spel
ls a
thre
e-sy
llabl
e w
ord
with
the
schw
a -u
.
11ci
nam
onC
orre
ctly
spel
ls a
thre
e-sy
llabl
e w
ord
with
the
doub
le le
tters
-nn
at th
e sy
llabl
e ju
nctu
re.
12va
igC
orre
ctly
spel
ls a
one
-syl
labl
e w
ord
with
the
patte
rn -a
gue
13de
ppo
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
sing
le –
p at
the
sylla
ble
junc
ture
and
the
sile
nt te
rmin
al le
tter –
t.
14co
unte
rfit
Cor
rect
ly sp
ells
a th
ree-
sylla
ble
wor
d w
ith th
e lo
ng v
owel
-ei
.
15hy
erar
chy
Cor
rect
ly sp
ells
a fo
ur-s
ylla
ble
wor
d w
ith th
e lo
ng v
owel
–i.
16ba
zaar
Cor
rect
ly sp
ells
a tw
o-sy
llabl
e ho
mop
hone
with
the
shor
t vow
el –
i and
the
endi
ng –
arre
.
17fo
rmat
tId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
endi
ng w
ith th
e pl
osiv
e -t.
49NAPLAN 2014 Reporting Guide
18di
vide
ing
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
thre
e-sy
llabl
e w
ord
with
the
endi
ng –
ing,
req
uiri
ng a
cha
nge
to th
e ba
se w
ord
(dro
p e)
.
19ju
rnal
sId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a tw
o-sy
llabl
e w
ord
with
the
-r in
fluen
ced
long
vow
el d
igra
ph -o
u.
20ba
rria
rId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a th
ree-
sylla
ble
wor
d w
ith th
e en
ding
–ie
r.
21ec
onum
yId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a fo
ur-s
ylla
ble
wor
d w
ith th
e sc
hwa
-o.
22co
nfru
nted
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
two-
sylla
ble
wor
d w
ith th
e sh
ort v
owel
sou
nd u
repr
esen
ted
by –
o.
23an
tese
ptic
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
thre
e-sy
llabl
e w
ord
with
the
prefi
x an
ti-.
24si
gnifi
gant
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
four
-syl
labl
e w
ord
with
the
med
ial p
losi
ve -c
.
25ev
entu
llyId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a fi
ve-s
ylla
ble
wor
d w
ith th
e co
mpo
und
suffi
x –u
ally
.
26si
mm
etry
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
thre
e-sy
llabl
e w
ord
with
the
shor
t vow
el -y
.
27co
rrid
oor
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
thre
e-sy
llabl
e w
ord
with
the
endi
ng -o
r.
28em
bara
ssed
Iden
tifies
an
erro
r, th
en c
orre
ctly
spel
ls a
thre
e-sy
llabl
e w
ord
with
the
doub
le le
tters
-rr a
t a sy
llabl
e ju
nctu
re.
29he
mes
pher
esId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a th
ree-
sylla
ble
wor
d w
ith th
e pr
efix
hem
i-.
30aq
uain
tanc
esId
entifi
es a
n er
ror,
then
cor
rect
ly sp
ells
a fo
ur-s
ylla
ble
wor
d w
ith th
e pl
osiv
e pa
ttern
-cqu
.
Qu
esti
on
C
urr
icu
lum
Are
aS
kill
asse
ssed
31G
ram
mar
Iden
tifies
the
corr
ect s
eque
ntia
l adv
erbs
in a
com
poun
d se
nten
ce.
32G
ram
mar
Iden
tifies
the
corr
ect f
orm
of a
com
poun
d ve
rb.
33G
ram
mar
Iden
tifies
the
corr
ect m
odal
adj
ectiv
e in
a c
ompl
ex s
ente
nce.
34G
ram
mar
Iden
tifies
the
corr
ect g
ram
mat
ical
con
stru
ctio
ns to
com
plet
e a
com
plex
sen
tenc
e.
35G
ram
mar
Iden
tifies
the
corr
ect fi
rst p
ositi
on a
dver
bial
cla
use
to m
atch
a m
ain
clau
se.
36G
ram
mar
Iden
tifies
the
corr
ect g
ram
mat
ical
con
text
for t
he a
dver
b w
ell i
n a
com
poun
d se
nten
ce.
37G
ram
mar
Iden
tifies
the
corr
ect p
rono
un re
fere
nce
in a
shor
t tex
t.
38G
ram
mar
Iden
tifies
the
corr
ect p
rono
uns
in a
com
plex
sen
tenc
e.
39G
ram
mar
Iden
tifies
the
mod
al a
djec
tive
in a
com
poun
d se
nten
ce.
40Pu
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.
41G
ram
mar
Iden
tifies
the
corr
ect s
ubor
dina
ting
conj
unct
ion
in a
com
plex
sen
tenc
e.
42G
ram
mar
Iden
tifies
the
adje
ctiv
es in
a sh
ort t
ext.
50 NAPLAN 2014 Reporting Guide
43G
ram
mar
Iden
tifies
the
com
plex
sen
tenc
e w
ritte
n in
the
past
tens
e.
44G
ram
mar
Iden
tifies
the
pres
ent p
artic
iple
bei
ng u
sed
as a
n ad
ject
ive
in a
com
plex
sen
tenc
e.
45G
ram
mar
Iden
tifies
the
corr
ect s
ubje
ct-v
erb
agre
emen
t in
a co
mpl
ex s
ente
nce.
46Pu
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.
47G
ram
mar
Iden
tifies
the
corr
ect s
ubje
ct-v
erb
agre
emen
t in
a co
mpl
ex s
ente
nce
whi
ch b
egin
s w
ith a
dum
my
subj
ect.
48G
ram
mar
Iden
tifies
the
corr
ect p
rono
uns
for c
ohes
ion
in a
com
plex
sen
tenc
e.
49Pu
nctu
atio
nId
entifi
es th
e co
rrec
t use
of a
col
on in
a si
mpl
e se
nten
ce.
50Pu
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.
51G
ram
mar
Iden
tifies
the
corr
ect p
refix
to fo
rm a
n an
tony
m in
a s
ente
nce.
52G
ram
mar
Iden
tifies
the
mai
n cl
ause
of a
com
plex
sen
tenc
e.
53Pu
nctu
atio
nId
entifi
es th
e er
ror i
n th
e us
e of
cap
ital l
ette
rs fo
r a c
omm
on n
oun
in a
com
plex
sen
tenc
e.
54G
ram
mar
Iden
tifies
the
corr
ect u
se o
f pas
t as
a pr
epos
ition
in a
com
poun
d se
nten
ce.
55Pu
nctu
atio
nId
entifi
es th
e co
rrec
t pun
ctua
tion
of a
shor
t tex
t con
tain
ing
dire
ct a
nd in
dire
ct sp
eech
.
56Pu
nctu
atio
nId
entifi
es th
e co
rrec
t bou
ndar
y pu
nctu
atio
n fo
r tw
o si
mpl
e se
nten
ces.
57Pu
nctu
atio
nId
entifi
es th
e co
rrec
t use
of a
n ap
ostr
ophe
of p
osse
ssio
n in
a si
mpl
e se
nten
ce.
58G
ram
mar
Iden
tifies
the
num
ber o
f cla
uses
cor
rect
ly in
a c
ompl
ex s
ente
nce.
51NAPLAN 2014 Reporting Guide
Ye
ar
3 N
um
era
cy
Qu
esti
on
S
ho
rt D
escr
ipti
on
Cu
rric
ulu
m A
rea
Ski
ll as
sess
ed
1W
hich
robo
t is
the
talle
st?
MC
DC
ompa
res
heig
hts
to d
eter
min
e w
hich
robo
t is
the
talle
st
2Fo
ur c
hild
ren
are
wal
king
SId
entifi
es p
erso
n in
sec
ond
posi
tion
from
the
top
3Th
is is
a m
ap o
f par
tS
Iden
tifies
shor
test
rout
e on
sim
ple
map
4To
m is
cou
ntin
g do
wn
AFP
Iden
tifies
nex
t num
ber i
n de
scen
ding
cou
ntin
g pa
ttern
5M
ary
has
som
e pa
cket
sN
Com
bine
s te
ns a
nd o
nes
to fo
rm a
2-d
igit
num
ber
6M
itch
toss
ed a
coi
nM
CD
Iden
tifies
tally
mar
ks th
at m
odel
giv
en si
tuat
ion
7Le
ah tr
avel
led
14 k
ilom
etre
sN
Solv
es a
wor
d pr
oble
m in
volv
ing
addi
tion
of 2
-dig
it nu
mbe
rs w
ith c
arry
ing
8W
hich
of t
hese
bik
esN
Iden
tifies
leas
t 3- d
igit
num
ber (
with
sam
e di
gits
) in
set o
f fou
r
9W
hich
clo
ck sh
ows
half
MC
DId
entifi
es o
’cloc
k tim
e to
nea
rest
hal
f hou
r on
digi
tal c
lock
10W
hich
of t
hese
will
look
SV
isua
lises
con
stru
ctio
n of
fam
iliar
3D
obj
ect
11Be
n ha
s st
arte
d to
mak
eS
Vis
ualis
es th
e nu
mbe
r of m
issi
ng e
dges
in a
cub
e
1211
+?=3
4A
FPId
entifi
es s
olut
ion
to n
umbe
r sen
tenc
e in
the
form
of a
+ ?
= b
13Su
e ne
eds
to b
uy 1
6 ha
tsN
Find
s th
e nu
mbe
r of w
hole
pac
kets
of o
bjec
ts n
eede
d to
mak
e at
leas
t a g
iven
qua
ntity
that
is n
ot a
n ex
act
mul
tiple
14Em
ma
is u
sing
pap
ercl
ips
MC
DId
entifi
es p
erim
eter
of s
hape
usi
ng in
form
al u
nits
15Li
ly c
ut s
ome
who
leN
Cal
cula
tes
the
who
le n
umbe
r equ
ival
ent t
o a
visu
al re
pres
enta
tion
of a
num
ber o
f qua
rter
s
16C
lair
e is
look
ing
at s
ome
SId
entifi
es a
side
vie
w o
f thr
ee re
ctan
gula
r pri
sms
17W
hat n
umbe
r is
mar
ked
NId
entifi
es th
e m
issi
ng n
umbe
r on
a nu
mbe
r lin
e
18Th
e ta
ble
show
s th
eN
Iden
tifies
a h
eigh
t tha
t is
shor
ter b
y a
give
n am
ount
than
ano
ther
hei
ght
19K
ate
shad
ed th
ese
4M
CD
Iden
tifies
shap
e on
gra
ph p
aper
with
leas
t sha
ded
area
20Lu
ke's
birt
hday
is 4
MC
DC
ount
s ba
ck d
ays
usin
g a
cale
ndar
21M
ike
had
a ci
rcul
arS
Iden
tifies
the
shap
e m
ade
by fo
ldin
g an
d cu
ttin
g a
disc
22Th
is ta
ble
show
how
M
CD
Iden
tifies
true
stat
emen
t abo
ut d
ata
in a
2-c
olum
n ta
ble
23Ti
m h
as th
is p
ictu
reM
CD
Iden
tifies
cha
nges
in w
idth
and
hei
ght f
or a
shap
e
24Th
is g
raph
show
how
MC
DIn
terp
rets
info
rmat
ion
in a
col
umn
grap
h
52 NAPLAN 2014 Reporting Guide
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
pace25
Sam
has
$1.
20 in
NSo
lves
mon
ey p
robl
em re
quir
ing
mul
tiplic
ativ
e th
inki
ng
26Je
n pu
t one
shap
e on
SId
entifi
es tw
o sh
apes
that
ove
rlap
to m
ake
a gi
ven
shap
e
27Je
sse
hang
s 3
T-sh
irts
AFP
Solv
es a
num
ber p
robl
em u
sing
a n
umbe
r pat
tern
28Ja
ke c
uts
a 12
-cen
timet
reA
FPSo
lves
a n
umbe
r pro
blem
invo
lvin
g pr
opor
tion
29A
shop
sel
ls c
upca
kes
NSo
lves
mul
ti-st
ep p
robl
em in
volv
ing
reas
onin
g an
d m
ultip
licat
ion
30Th
is ta
ble
show
s th
e m
onth
sM
CD
Det
erm
ines
the
type
of s
eed
that
shou
ld n
ot to
be
plan
ted
in w
inte
r
31O
scar
had
a w
oode
nS
Det
erm
ines
the
num
ber o
f edg
es in
an
obje
ct
32Lu
cy b
uys
an a
pple
AFP
Iden
tifies
pro
cess
es re
quir
ed to
sol
ve a
mul
ti-st
ep p
robl
em in
volv
ing
mon
ey
33O
liver
has
thes
e ca
rds.
NA
rran
ges
a se
t of f
our n
umbe
rs a
s an
add
ition
to fi
nd th
e bi
gges
t tot
al
34M
eg h
as b
lock
s w
ith tw
oM
CD
Use
s m
easu
rem
ents
on
two
diag
ram
s to
ded
uce
unkn
own
heig
ht
35Th
is is
a m
ap o
f Kay
la's
SU
ses
scal
e to
cal
cula
te d
ista
nce
head
ing
east
53NAPLAN 2014 Reporting Guide
Ye
ar
5 N
um
era
cy
Que
stio
n S
hort
Des
crip
tion
Cur
ricu
lum
Are
aS
kill
asse
ssed
1Ja
ke is
cou
ntin
g up
AFP
Iden
tifies
nex
t num
ber i
n a
sim
ple
num
ber s
eque
nce
2M
itch
toss
ed a
coi
nM
CD
Iden
tifies
tally
mar
ks th
at m
odel
giv
en si
tuat
ion
3Th
ere
are
70 c
ats,
NId
entifi
es s
olut
ion
to m
ulti-
step
pro
blem
requ
irin
g ad
ditio
n of
2- a
nd 3
-dig
it nu
mbe
rs
4W
hich
clo
ck sh
ows
half
MC
DId
entifi
es o
’cloc
k tim
e to
nea
rest
hal
f hou
r on
digi
tal c
lock
5D
an h
as $
4 m
ore
AFP
Inte
rpre
ts a
sim
ple
alge
brai
c re
latio
nshi
p
6Be
n ha
s st
arte
d to
mak
eS
Vis
ualis
es th
e nu
mbe
r of m
issi
ng e
dges
in a
cub
e
7Su
e ne
eds
to b
uy 1
6 ha
tsN
Find
s th
e nu
mbe
r of w
hole
pac
kets
of o
bjec
ts n
eede
d to
mak
e at
leas
t a g
iven
qua
ntity
that
is n
ot a
n ex
act m
ultip
le
8W
hich
obj
ect i
s no
tS
Sele
cts
the
obje
ct th
at d
oes
not b
elon
g w
ith s
ome
pyra
mid
s
9C
lair
e is
look
ing
at s
ome
SId
entifi
es a
side
vie
w o
f thr
ee re
ctan
gula
r pri
sms
10In
whi
ch o
ne o
f the
seN
Reco
gnis
es p
lace
val
ue o
f a d
igit
in a
4-d
igit
num
ber
11W
hat n
umbe
r is
mar
ked
NId
entifi
es th
e m
issi
ng n
umbe
r on
a nu
mbe
r lin
e
12K
ate
shad
ed th
ese
4M
CD
Iden
tifies
shap
e on
gra
ph p
aper
with
leas
t sha
ded
area
13Za
k ha
s $7
9.N
Solv
es a
wor
d pr
oble
m u
sing
add
ition
or s
ubtr
actio
n to
det
erm
ine
a m
oney
am
ount
14M
att a
nd h
is fr
iend
sN
Solv
es a
div
isio
n pr
oble
m w
hich
incl
udes
roun
ding
dow
n
15O
n M
onda
y K
ai m
easu
red
MC
DM
atch
es in
form
atio
n in
a ta
ble
to a
line
gra
ph
16Li
am st
icks
2 tr
iang
les,
SD
eter
min
es re
vers
e vi
ew o
f com
bina
tion
of o
verla
ppin
g sh
apes
17Lu
ke's
birt
hday
is 4
MC
DC
ount
s ba
ck d
ays
usin
g a
cale
ndar
18Be
lla n
ees
one
mor
e pi
ece
SId
entifi
es a
puz
zle
piec
e by
app
lyin
g a
quar
ter t
urn
anti-
cloc
kwis
e
19M
ike
had
a ci
rcul
arS
Iden
tifies
the
shap
e m
ade
by fo
ldin
g an
d cu
ttin
g a
disc
20Te
d us
es st
icks
toA
FPEx
tend
s vi
sual
pat
tern
to id
entif
y a
futu
re te
rm
21G
race
pou
red
half
MC
DId
entifi
es h
alf a
litr
e in
mill
ilitr
es
22Ti
m h
as th
is p
ictu
reM
CD
Iden
tifies
cha
nges
in w
idth
and
hei
ght f
or a
shap
e
23Je
n pu
t one
shap
e on
SId
entifi
es tw
o sh
apes
that
ove
rlap
to m
ake
a gi
ven
shap
e
24W
hich
one
of t
hese
isS
Iden
tifies
the
larg
est a
ngle
in a
dia
gram
54 NAPLAN 2014 Reporting Guide
25Th
is g
raph
show
s th
e re
sults
MC
DId
entifi
es a
spin
ner t
hat c
ould
hav
e ge
nera
ted
a gr
aphi
cal r
epre
sent
atio
n of
dat
a
26Li
ly sh
aded
par
t of t
heN
Mat
ches
a fr
actio
n to
the
shad
ed a
rea
of a
shap
e
2720
0 ÷
? =
40A
FPSo
lves
a n
umbe
r sen
tenc
e of
the
form
a/?
=b
28W
hat i
s th
e te
mpe
ratu
reM
CD
Read
s th
e te
mpe
ratu
re o
n a
ther
mom
eter
whe
n no
t all
units
are
mar
ked
29O
liver
has
thes
e ca
rds.
NA
rran
ges
a se
t of f
our n
umbe
rs a
s an
add
ition
to fi
nd th
e bi
gges
t tot
al
30A
nna
adds
mon
ey to
a ja
rM
CD
Cal
cula
tes
the
diff
eren
ce in
val
ue b
etw
een
two
adja
cent
col
umns
on
a gr
aph
31H
arry
use
d 40
0 gr
ams
NSo
lves
a w
ord
prob
lem
invo
lvin
g pr
opor
tiona
l rea
soni
ng
32W
hich
of t
hese
has
the
sam
eN
Reco
gnis
es d
iffer
ent r
epre
sent
atio
n of
a n
umbe
r with
two
deci
mal
pla
ces
33Le
vi w
alke
d so
uth
alon
gS
Follo
ws
dire
ctio
ns o
n a
sim
ple
road
map
34In
a g
ame,
eac
h bl
ack
AFP
Use
s nu
mer
ical
rela
tions
hips
bet
wee
n tw
o un
know
ns to
sol
ve a
pro
blem
35M
eg h
as b
lock
s w
ith tw
oM
CD
Use
s m
easu
rem
ents
on
two
diag
ram
s to
ded
uce
unkn
own
heig
ht
36?
- 38
+ 1
6= 3
4N
Cal
cula
tes
the
mis
sing
val
ue in
a n
umbe
r sen
tenc
e
37La
st y
ear,
Emm
a's ti
me
MC
DC
alcu
late
s ne
w ti
me
give
n pr
evio
us ti
me
and
impr
ovem
ent i
n m
inut
es a
nd s
econ
ds
38Th
is d
raw
ing
show
s ho
wS
Inte
rpre
ts a
2D
repr
esen
tatio
n of
a 3
D o
bjec
t and
cal
cula
tes
tota
l num
ber o
f fac
es
39N
adia
mea
sure
d th
eN
Find
s th
e di
ffer
ence
bet
wee
n tw
o va
lues
wri
tten
to 2
dec
imal
pla
ces
40Th
e pi
ctur
es sh
ow th
e fr
ont
SIn
terp
rets
top,
fron
t and
side
vie
ws
to d
eter
min
e th
e nu
mbe
r of c
ubes
in a
3D
obj
ect
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
55NAPLAN 2014 Reporting Guide
Ye
ar
7 N
um
era
cy (
No
n-C
alc
ula
tor)
Que
stio
n S
hort
Des
crip
tion
Cur
ricu
lum
Are
aS
kill
asse
ssed
1To
geth
er L
uke
and
Emily
AFP
Cal
cula
tes
the
amou
nt s
aved
from
the
tota
l sav
ings
2Th
e sc
reen
of a
lapt
opM
CD
Iden
tifies
a ri
ght a
ngle
in a
n ev
eryd
ay o
bjec
t
3Za
k ha
s $7
9.N
Solv
es a
wor
d pr
oble
m u
sing
add
ition
or s
ubtr
actio
n to
det
erm
ine
a m
oney
am
ount
4M
att a
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is fr
iend
sN
Solv
es a
div
isio
n pr
oble
m w
hich
incl
udes
roun
ding
dow
n
5M
ax p
ut o
ne b
lock
SId
entifi
es to
p vi
ew o
f com
posi
te s
olid
obj
ect,
give
n fr
ont a
nd si
de v
iew
s
6O
n M
onda
y K
ai m
easu
red
MC
DM
atch
es in
form
atio
n in
a ta
ble
to a
line
gra
ph
7W
hich
of t
hese
pat
tern
sA
FPId
entifi
es s
eque
nce
mat
chin
g lin
ear p
atte
rn g
iven
in w
ords
8Te
d us
es st
icks
toA
FPEx
tend
s vi
sual
pat
tern
to id
entif
y a
futu
re te
rm
9G
race
pou
red
half
MC
DId
entifi
es h
alf a
litr
e in
mill
ilitr
es
10W
hich
obj
ect i
s a
pris
m?
SRe
cogn
ises
a s
quar
e-ba
sed
pyra
mid
is n
ot c
lass
ified
as
a pr
ism
11Sa
ndra
can
run
5 ki
lom
etre
sN
Iden
tifies
sol
utio
n to
pro
blem
requ
irin
g pr
opor
tiona
l rea
soni
ng in
volv
ing
dist
ance
and
tim
e
12W
hich
rect
angl
e ha
sN
Iden
tifies
a re
ctan
gle
with
one
-thir
d sh
aded
13Th
ere
wer
e 22
peo
ple
AFP
Iden
tifies
pro
cess
es re
quir
ed to
sol
ve a
pro
blem
invo
lvin
g m
ixed
ope
ratio
ns
14Th
is c
ylin
der c
an h
old
MC
DC
alcu
late
s th
e am
ount
of l
iqui
d in
a c
onta
iner
15Th
e Ye
ar 7
cla
sses
NId
entifi
es th
e pa
ir o
f dec
imal
num
bers
that
mak
es th
e gr
eate
st m
ass
by c
ompa
ring
and
est
imat
ion
16Th
is ta
ble
show
s ho
w m
any
MC
DId
entifi
es li
kelih
ood
of ra
ndom
eve
nt in
a fa
mili
ar c
onte
xt
17W
hich
of t
hese
val
ues
ofA
FPIn
terp
rets
and
sol
ves
a si
mpl
e in
equa
lity
18Th
e sh
aded
rect
angl
e w
illS
Det
erm
ines
whe
re a
ver
tex
of a
rect
angl
e m
oves
aft
er fo
ldin
g al
ong
a di
agon
al
19Th
is g
raph
show
s th
e re
sults
MC
DId
entifi
es a
spin
ner t
hat c
ould
hav
e ge
nera
ted
a gr
aphi
cal r
epre
sent
atio
n of
dat
a
20Sh
ape
1 is
rota
ted
SId
entifi
es th
e si
ze a
nd d
irec
tion
of a
rota
tion
21H
arry
use
d 40
0 gr
ams
NSo
lves
a w
ord
prob
lem
invo
lvin
g pr
opor
tiona
l rea
soni
ng
22Le
vi w
alke
d so
uth
alon
gS
Follo
ws
dire
ctio
ns o
n a
sim
ple
road
map
23A
nna's
fam
ily sp
ends
NC
alcu
late
s 12
0 tim
es 5
2 in
con
text
24Th
is sh
ape
is m
ade
SId
entifi
es th
e fr
actio
n sh
aded
in a
shap
e co
mpo
sed
of h
exag
ons
and
rhom
buse
s
56 NAPLAN 2014 Reporting Guide
25Th
is d
raw
ing
show
s ho
w
SIn
terp
rets
a 2
D re
pres
enta
tion
of a
3D
obj
ect a
nd c
alcu
late
s to
tal n
umbe
r of f
aces
26Ja
mes
pla
ces
one
box
AFP
Find
s a
quan
tity
give
n a
tota
l and
a d
iffer
ence
27W
hich
frac
tion
is h
alfw
ayN
Iden
tifies
the
mid
poin
t of t
wo
frac
tions
on
a nu
mbe
r lin
e
28W
hich
of t
hese
is c
lose
stA
FPId
entifi
es a
ppro
xim
ate
valu
e of
mis
sing
num
ber i
n a
num
ber s
ente
nce
invo
lvin
g de
cim
als a
nd
brac
kets
29Th
e le
ngth
of t
his
rect
angl
eM
CD
Find
s th
e ar
ea o
f a re
ctan
gle
give
n th
e re
lativ
e si
zes
of it
s le
ngth
and
hei
ght a
nd it
s pe
rim
eter
30Fi
ve st
uden
ts m
easu
red
aM
CD
Iden
tifies
sol
utio
n to
pro
blem
invo
lvin
g pr
opor
tiona
l rea
soni
ng a
nd m
etri
c co
nver
sion
31Th
e pi
ctur
es sh
ow th
e fr
ont,
SIn
terp
rets
top,
fron
t and
side
vie
ws
to d
eter
min
e th
e nu
mbe
r of c
ubes
in a
3D
obj
ect
32Th
e fr
actio
n 1/
8 eq
uals
NW
rite
s 1/
16 a
s a
deci
mal
frac
tion
give
n 1/
8 as
a d
ecim
al fr
actio
n
Ye
ar
7 N
um
era
cy (
Ca
lcu
lato
r)
Que
stio
n S
hort
Des
crip
tion
Cur
ricu
lum
Are
aS
kill
asse
ssed
1A
tota
l of 3
01 6
17 b
abie
sN
Iden
tifies
sol
utio
n to
a p
robl
em in
volv
ing
subt
ract
ion
of tw
o si
x-di
git n
umbe
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ith a
cces
s to
a
calc
ulat
or
2Th
is ta
ble
show
s so
me
MC
DLo
cate
s da
ta in
two-
way
tabl
e an
d id
entifi
es d
iffer
ence
bet
wee
n re
quir
ed v
alue
s in
con
text
, with
acc
ess
to a
cal
cula
tor
3W
hat t
ime
is sh
own
MC
DRe
ads
the
time
from
an
anal
og c
lock
4Li
sa is
mak
ing
anS
Iden
tifies
a p
air o
f im
ages
that
are
out
of s
eque
nce
in s
erie
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pic
ture
s di
spla
ying
an
even
t
5Sa
rah
rolls
a st
anda
rdM
CD
Iden
tifies
mos
t lik
ely
outc
ome
of o
ne ro
ll of
a st
anda
rd d
ie
6In
whi
ch o
ne o
f the
seS
Iden
tifies
con
grue
nt tr
iang
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form
ed b
y th
e di
agon
als
in q
uadr
ilate
rals
7N
eela
bou
ght 3
loav
esA
FPId
entifi
es th
e m
eani
ng o
f a te
rm in
a n
umer
ical
exp
ress
ion
8Sa
m p
lotte
d so
me
SId
entifi
es a
pai
r of p
aral
lel p
aths
9Sw
imm
ing
pool
ent
ryN
Solv
es a
div
isio
n pr
oble
m w
hich
incl
udes
roun
ding
dow
n
10To
m is
at t
he M
ary
Riv
erS
Iden
tifies
cor
rect
dir
ectio
ns fo
r giv
en ro
ute
on ro
ad m
ap
11W
heel
chai
r acc
ess
ram
psS
Iden
tifies
sol
utio
n to
pro
blem
requ
irin
g pr
opor
tiona
l rea
soni
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rela
tion
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mila
r tri
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ith
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alcu
lato
r
12W
hich
of t
hese
is n
ot a
net
SRe
cogn
ises
that
a s
quar
e py
ram
id h
as d
iffer
ent n
ets
57NAPLAN 2014 Reporting Guide
13W
hich
of t
hese
list
s con
tain
sN
Iden
tifies
gro
up o
f num
bers
as
prim
e
14Su
e ha
s on
ly 1
0-ce
nt,
NId
entifi
es th
e sm
alle
st n
umbe
r of c
oins
nee
ded
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ake
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ven
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l
15Pa
ul ta
kes
part
in a
AFP
Iden
tifies
sol
utio
n to
mul
ti-st
ep p
robl
em in
volv
ing
info
rmal
alg
ebra
ic re
ason
ing,
with
acc
ess
to a
ca
lcul
ator
16W
hat i
s th
who
le n
umbe
rN
Iden
tifies
inte
ger c
lose
st to
squ
are
of a
num
ber w
ith o
ne d
ecim
al p
lace
, with
acc
ess
to a
cal
cula
tor
17W
hich
of t
he a
ngle
sM
CD
Iden
tifies
the
inte
rior
ang
le o
f pol
ygon
clo
sest
to g
iven
size
18W
hich
of t
hese
is a
hex
agon
?S
Iden
tifies
irre
gula
r sha
pe a
s he
xago
n
19Th
is in
dica
tor m
easu
res
MC
DRe
ads
scal
e w
here
div
isio
ns o
n sc
ale
are
0.2
units
20O
n th
is m
ap th
e di
stan
ceS
Use
s m
ap s
cale
and
map
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tanc
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tify
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with
acc
ess
to a
cal
cula
tor
21A
shop
sel
ls fr
uit d
rink
sA
FPId
entifi
es th
e co
rrec
t alg
rebr
aic
rela
tion
betw
een
two
quan
titie
s gi
ven
valu
e of
diff
eren
ces
22D
an p
lans
to le
ave
Alic
eM
CD
Iden
tifies
arr
ival
tim
e gi
ven
depa
rtur
e tim
e an
d se
vera
l ela
psed
tim
es, w
ith a
cces
s to
a c
alcu
lato
r
23In
this
pat
tern
, the
num
ber
AFP
Reco
gnis
es a
nd u
ses
a lin
ear r
elat
ions
hip
in a
geo
met
ric
patte
rn, w
ith a
cces
s to
a c
alcu
lato
r
24Th
e ru
le d
epth
= 4
.9A
FPId
entifi
es s
olut
ion
to a
wor
d pr
oble
m in
volv
ing
subs
titut
ion
into
an
alge
brai
c fu
nctio
n w
ritte
n in
form
ally
, with
acc
ess
to a
cal
cula
tor
25A
nnie
's ph
one
plan
cos
tsN
Cal
cula
tes
the
mon
thly
cos
t of a
spec
ial o
ffer
giv
en th
e to
tal c
ost p
er y
ear
26Te
n pa
perc
lips
have
NSo
lves
mul
ti-st
ep p
robl
em in
volv
ing
prop
ortio
nal r
easo
ning
, with
acc
ess
to a
cal
cula
tor
27Ja
mie
reco
rded
the
num
ber
MC
DIn
terp
rets
the
scal
e on
the
vert
ical
axi
s of a
colu
mn
grap
h
28M
andy
is a
goa
l sho
oter
NC
alcu
late
s a
final
sco
re b
ased
on
two
succ
essi
ve p
erce
ntag
e in
crea
ses,
with
acc
ess
to a
cal
cula
tor
29M
ike
drew
all
the
lines
SFi
nds
the
num
ber o
f sid
es o
f a re
gula
r pol
ygon
giv
en a
n an
gle
betw
een
its li
nes
of sy
mm
etry
30A
lex
has
a re
ctan
gula
r roo
m,
MC
DC
alcu
late
s th
e nu
mbe
r of p
acks
of t
iles
need
ed to
cov
er a
rect
angu
lar a
rea
give
n di
men
sion
s of
tile
s an
d ar
ea, w
ith a
cces
s to
a c
alcu
lato
r
31O
ne li
tre
of fr
uit
NSo
lves
mul
ti-st
ep p
robl
em re
quir
ing
prop
ortio
nal r
easo
ning
and
met
ric
conv
ersi
on, w
ith a
cces
s to
a
calc
ulat
or
32D
avid
cou
nted
the
bird
sN
Solv
es a
pro
blem
invo
lvin
g th
e di
ffer
ence
of f
ract
ions
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
58 NAPLAN 2014 Reporting Guide
Ye
ar
9 N
um
era
cy (
No
n-C
alc
ula
tor)
Qu
esti
on
S
ho
rt D
escr
ipti
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Cu
rric
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m A
rea
Ski
ll as
sess
ed
1Th
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D sh
ape
SId
entifi
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apes
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posi
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ape
2To
geth
er L
uke
and
Emily
AFP
Cal
cula
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the
amou
nt s
aved
from
the
tota
l sav
ings
3Th
e le
ngth
of a
mov
ieM
CD
Iden
tifies
fini
sh ti
me
give
n st
art t
ime
and
dura
tion
4H
ow m
any
cent
imet
res
MC
DC
hang
es m
etre
s to
cen
timet
res
5W
hich
of t
hese
exp
ress
ions
AFP
Iden
tifies
a c
orre
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xpre
ssio
n eq
uiva
lent
to m
4
6Th
ere
wer
e 22
peo
ple
AFP
Iden
tifies
pro
cess
es re
quir
ed to
sol
ve a
pro
blem
invo
lvin
g m
ixed
ope
ratio
ns
7Si
mon
has
720
mL
of Ju
ice.
ND
ivid
es a
3 d
igit
num
ber b
y 9
and
roun
ds o
r est
imat
es th
e an
swer
8C
athy
buy
s 1
litre
NId
entifi
es c
hang
e fr
om $
20 n
ote
give
n co
st o
f tw
o ite
ms
9W
hich
of t
hese
is 4
6.71
8N
Cor
rect
s a
num
ber t
o 2
deci
mal
pla
ces
10Th
is c
ylin
der c
an h
old
MC
DC
alcu
late
s th
e am
ount
of l
iqui
d in
a c
onta
iner
11Th
e Ye
ar 7
cla
sses
NId
entifi
es th
e pa
ir o
f dec
imal
num
bers
that
mak
es th
e gr
eate
st m
ass
by c
ompa
ring
and
est
imat
ion
12Th
e sh
aded
rect
angl
e w
illS
Det
erm
ines
whe
re a
ver
tex
of a
rect
angl
e m
oves
aft
er fo
ldin
g al
ong
a di
agon
al
13Jim
pic
ks o
ne w
hite
bal
lM
CD
Cal
cula
tes
the
mos
t lik
ely
outc
ome
in a
n ex
peri
men
t
14Ja
ne h
as $
5 m
ore
AFP
Reco
gnis
es a
n al
gebr
aic
rela
tions
hip
as a
n eq
uatio
n
1520
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as th
e fir
st le
apA
FPId
entifi
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rm in
a fa
mili
ar s
eque
nce
in c
onte
xt
16A
larg
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ock
of la
ndN
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com
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gion
is o
f who
le re
gion
on
grid
17W
hich
of t
hese
can
fold
SId
entifi
es n
et o
f cub
e
18K
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rew
a p
oint
SSe
lect
s th
e dr
awin
g m
ade
whe
n al
l poi
nts
are
draw
n a
give
n di
stan
ce a
way
from
a g
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poi
nt
19Th
is sh
ape
is m
ade
SId
entifi
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e fr
actio
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aded
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exag
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and
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buse
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20W
hat i
s th
e si
ze o
fM
CD
Iden
tifies
the
size
of a
refle
x an
gle
give
n a
sem
i-cir
cula
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trac
tor
21Th
is m
ap i
s to
sca
le.
SId
entifi
es sh
orte
st ro
ute
on a
map
22Sa
lly h
as 1
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ns.
NId
entifi
es s
olut
ion
to m
ulti-
step
pro
blem
invo
lvin
g pr
opor
tiona
l rea
soni
ng
59NAPLAN 2014 Reporting Guide
23Th
is p
rism
is h
alf
SId
entifi
es th
e ty
pe o
f tri
angl
e fo
rmed
by
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of a
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are-
base
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24N
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ved
the
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tion
AFP
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whi
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of w
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the
corr
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25Th
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ble
show
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hip
AFP
Inte
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ew p
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the
othe
r va
lue
26Th
is ta
ble
show
s th
e nu
mbe
rM
CD
Inte
rpre
ts a
two-
way
tabl
e an
d id
entifi
es a
rela
ted
perc
enta
ge
27W
hich
of t
hese
is c
lose
stA
FPId
entifi
es a
ppro
xim
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valu
e of
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sing
num
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n a
num
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invo
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join
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ksS
Solv
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dge
leng
ths
of a
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e fr
actio
n 1/
8 eq
uals
NW
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s 1/
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s a
deci
mal
frac
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give
n 1/
8 as
a d
ecim
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actio
n
30H
alf o
f Cal
eb's
mon
eyA
FPSo
lves
a n
umbe
r pro
blem
invo
lvin
g pr
opor
tion
31Li
sa m
easu
red
the
tem
pera
ture
NC
alcu
late
s a
tem
pera
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by
findi
ng th
e si
ze o
f a te
mpe
ratu
re in
crea
se
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onno
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velle
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om h
ome
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alcu
late
s th
e av
erag
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eed
give
n di
stan
ces
and
times
for a
two-
part
jour
ney
KE
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AFP
= A
lgeb
ra, f
unct
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and
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tern
(Str
uctu
re)
N =
Num
ber
MC
D =
Mea
sure
men
t, ch
ance
and
dat
aS
= S
pace
60 NAPLAN 2014 Reporting Guide
Ye
ar
9 N
um
era
cy (
Ca
lcu
lato
r)
Qu
esti
on
S
ho
rt D
escr
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on
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rric
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Ski
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tota
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17 b
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tifies
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Pred
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the
num
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ble
show
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DLo
cate
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ta in
two-
way
tabl
e an
d id
entifi
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iffer
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bet
wee
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quir
ed v
alue
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con
text
, with
ac
cess
to a
cal
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tor
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ng th
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Find
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unit
5In
whi
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seS
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6W
hich
num
ber s
how
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onve
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a nu
mbe
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thre
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size
of i
nter
ior a
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of i
rreg
ular
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9In
Aus
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oad
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AFP
Use
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info
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fam
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n un
fam
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10In
dra
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uare
sS
App
lies
line
sym
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com
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2-D
pat
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11W
hich
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bes
tM
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Mat
ches
a n
umer
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val
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psS
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tifies
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l rea
soni
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tion
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mila
r tri
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with
acc
ess
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cal
cula
tor
13Su
e ha
s on
ly 1
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nt,
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umbe
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a gi
ven
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l
14Pa
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part
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tifies
sol
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Sele
cts
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expr
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hing
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ashi
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giv
en n
umbe
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16Th
is in
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tor m
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17O
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ceS
Use
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cale
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cula
tor
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ran
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volv
ing
an in
crea
se in
tim
e
61NAPLAN 2014 Reporting Guide
19Th
ese
tria
ngle
s ar
e no
tM
CD
Iden
tifies
tria
ngle
s w
ith th
e sa
me
area
, giv
en d
iffer
ent s
hape
s an
d di
men
sion
s, w
ith a
cces
s to
a
calc
ulat
or
20Th
is ta
ble
give
info
rmat
ion
MC
DSo
lves
a m
ultis
tep
prob
lem
invo
lvin
g a
frac
tion,
con
vers
ion
and
num
bers
to th
ree
deci
mal
pla
ces,
with
acc
ess
to a
cal
cula
tor
21Bi
ll is
stan
ding
5 m
etre
sS
Iden
tifies
the
num
ber o
f deg
ree
need
to tu
rn fr
om a
wes
t to
nort
h-ea
st
22Th
is c
alcu
latio
n gi
ves
the
NEv
alua
tes
a co
mpl
ex a
rith
met
ic e
xpre
ssio
n in
volv
ing
Pi a
nd a
n ex
pone
nt, w
ith a
cces
s to
a
calc
ulat
or
2310
0 - 8
5 +
132
NEv
alua
tes
a co
mpl
ex a
rith
met
ic e
xpre
ssio
n, w
ith a
cces
s to
a c
alcu
lato
r
24A
bout
40
000
skin
cel
lsN
Iden
tifies
sol
utio
n to
a p
robl
em w
here
the
solu
tion
is e
xpre
ssed
in s
cien
tific
form
, with
acc
ess
to a
ca
lcul
ator
25Th
e ru
le fo
r the
gra
phA
FPIn
terp
rets
non
-line
ar g
raph
to fi
nd th
e co
nsta
nt in
the
rule
for t
he g
raph
of t
he fo
rm y
= x
^2/k
, w
ith a
cces
s to
a c
alcu
lato
r
26D
an w
orke
d fo
r 7 h
ours
ND
eter
min
es n
orm
al ra
te o
f pay
giv
en th
e to
tal p
ay in
clud
ing
time-
and-
a-ha
lf
27A
lex
has
a re
ctan
gula
r roo
m,
MC
DC
alcu
late
s the
num
ber o
f pac
ks o
f tile
s nee
ded
to co
ver a
rect
angu
lar a
rea
give
n di
men
sion
s of t
iles
and
area
, with
acc
ess t
o a
calc
ulat
or
28A
BDE
is a
squ
are.
SU
ses
geom
etri
c pr
oper
ties
of tw
o co
mm
on sh
apes
to id
entif
y an
gle
in a
com
poun
d sh
ape,
with
ac
cess
to a
cal
cula
tor
292/
35 =
1/30
+ 1/
AFP
Solv
es e
quat
ion
invo
lvin
g un
it fr
actio
ns, w
ith a
cces
s to
a c
alcu
lato
r
30D
avid
cou
nted
the
bird
sN
Solv
es a
pro
blem
invo
lvin
g th
e di
ffer
ence
of f
ract
ions
31Th
is is
a d
raw
ing
ofM
CD
Cal
cula
tes
capa
city
of a
pri
sm in
litr
es, g
iven
are
a of
cro
ss-s
ectio
n, w
ith a
cces
s to
a c
alcu
lato
r
32A
cub
e is
cut
SC
ompa
res
the
surf
ace
area
s of
a c
ube
and
half
a cu
be
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
62 NAPLAN 2014 Reporting Guide
Ap
pe
nd
ix 2
: N
AP
LA
N 2
014
Da
ta s
erv
ice
re
po
rt s
um
ma
ry
Rep
ort
nam
e
Rep
ort
fu
ncti
on
Rep
ort
cri
teri
aP
os
sib
le u
se
s f
or
rep
ort
Sc
ho
ol
Su
mm
ary
Re
po
rt
Dis
play
s na
tiona
l, st
ate
and
scho
ol
resu
lts fr
om N
APL
AN
test
ing
in 2
014.
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 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.
As
se
ss
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.
63NAPLAN 2014 Reporting Guide
Rep
ort
nam
e
Rep
ort
fu
ncti
on
Rep
ort
cri
teri
aP
os
sib
le u
se
s f
or
rep
ort
Wri
tin
g C
rite
ria
Re
po
rtSu
mm
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 t
he
grou
p fo
r eac
h of
then
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.
NAPLAN 2014 Reporting Guide 64
Rep
ort
nam
e
Rep
ort
fu
ncti
on
Rep
ort
cri
teri
aP
os
sib
le u
se
s f
or
rep
ort
Stu
de
nt
Re
sp
on
se
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
ve
me
nt
Le
ve
l R
ep
ort
Sum
mar
ises
ach
ieve
men
t lev
els
for
indi
vidu
al st
uden
ts b
y ou
tcom
es a
nd
refle
cts
info
rmat
ion
on th
e pa
rent
re
port
s.
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 Tre
nd
Re
po
rtD
ispl
ays
natio
nal,
stat
e an
d sc
hool
re
sults
for N
APL
AN
test
s ov
er ti
me
(201
0 - 2
014)
.
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.
65NAPLAN 2014 Reporting Guide
Rep
ort
nam
e
Rep
ort
fu
ncti
on
Rep
ort
cri
teri
aP
os
sib
le u
se
s f
or
rep
ort
Sc
ho
ol
Co
mp
ari
so
n
Re
po
rtD
ispl
ays
2012
to 2
014
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
12 -
2014
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
12 a
nd
20
14 (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
2
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
014)
.
• 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
12 a
nd 2
014
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
12 a
nd
20
14 (i
.e. h
ow th
e st
uden
ts’ Y
ear 7
201
2
re
sults
com
pare
to th
eir p
erfo
rman
ce in
Year
9 in
201
4).
• 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
.
NAPLAN 2014 Reporting Guide 66
Rep
ort
nam
e
Rep
ort
fu
ncti
on
Rep
ort
cri
teri
aP
os
sib
le u
se
s f
or
rep
ort
Re
lati
ve
G
row
th R
ep
ort
Dis
play
s 20
12 to
201
4 co
mpa
rativ
e gr
owth
(Hig
h, M
ediu
m o
r Low
) for
ea
ch st
uden
t with
resp
ect t
o ‘si
mila
r st
uden
ts’ (
thos
e w
ith th
e sa
me
2012
sc
ore)
.
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
12 st
uden
t sco
re
• 20
14 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.
67NAPLAN 2014 Reporting Guide
glossary
Data presentation
scaled scores and the National Assessment Program scale
Nationally, student outcomes are provided as a scaled score. These scores range from 0 to 1000, and form the numeric continuum from which the ten national reporting bands are derived (see page 2).
Where appropriate, the NAPLAN Data Service displays summary statistics and individual student outcomes as scaled scores, and the distribution of results as box-and-whisker graphs plotted against the reporting bands.
• Year 3 - results will be reported in Band 1 to Band 6
• Year 5 - results will be reported in Band 3 to Band 8
• Year 7 - results will be reported in Band 4 to Band 9
• Year 9 - results will be reported in Band 5 to Band 10.
Box-and-whisker (box plot) format
Some NAPLAN reports use a box-and-whisker format to represent the range of student achievement in the specified criterion.
The shaded box represents the middle 50 per cent of the student scores for the particular group. The middle score (median) for the group is shown by the black bar.
The box plus line segments (whiskers) show the range of scores achieved by the middle 80 per cent of the group.
‘Percentile’ refers to ranking a group on a 0 to 100 (percentage) scale. Students in the 90th percentile will have a performance which is equal to or better than 90 per cent of the particular group to which the data refers.
median
The median or mid-score (50th percentile) is the value where half the scores are above it and half below it (e.g. the median of 8, 9, 11, 14, 15, 16, 18 is 14).
mean
The mean (or average) is the total of scores for all members of the group divided by the number of members in that group (e.g. the mean of 8, 9, 11, 14, 15, 16, 18 is 13).
standard deviation
Standard deviation (SD) is a measure of the spread of scores around the mean. A larger SD indicates a wider spread of scores. The range of + or – one SD either side of the mean contains about 68 per cent of scores, and + or – two SDs either side of the mean contains about 95 per cent of scores.
NAPLAN 2014 Reporting Guide 68
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).
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