ﬁctitious school that has · participants 32 28087 average score 24.4 24.4 0 test score 40 school...

Using Competition and Assessment Reports

School reports are sent to each participating school. They contain detailed information

about the performance of students at that school compared to participating students

in their region.

This document uses the example of the school report of a fictitious school that has

participated in the International Competitions and Assessments for Schools (ICAS)

in Mathematics. The format of the school report is common to all subject areas. An

explanation is provided for each section of the report.

The reporting format provides schools and teachers with enhanced and accessible

diagnostic information about student strengths and weaknesses both at individual

and cohort levels.

Some information provided in the report is only available to schools that have entered

85% or more of their students in any one year level. Their reports allow comparative

data tracking between each cohort from Years 3 to 12. This type of information for

consecutive years of school is not available from any other assessment program in

Australia.

2011 MathematicsInternational Competitions and Assessments for Schools

ABC Public School

Dear Principal

Thank you for taking part in the 2011 International Competitions and Assessments for Schools - Mathematics. This report provides your

school's results. Details about each year level that participated can be found on subsequent pages.

Year 3School NSW & ACT

Participants 21 23069

Average Score 24.6 25.3

Test Score0 40

School

NSW & ACT




Test Score0 40

School

NSW & ACT




Test Score0 40

School

NSW & ACT




Test Score0 40

School

NSW & ACT

average score performance range excluding the top 10% and bottom 10%

Students in your school received 1 High Distinction, 13 Distinction, 44 Credit and 97 Participation certificates in the 2011 International

Competitions and Assessments for Schools - Mathematics.

A publication, 'Using Competition and Assessment Reports', is available to support your use of this assessment data. You can download

a copy from http://www.eaa.unsw.edu.au/reporting.

Thank you for participating in the 2011 International Competitions and Assessments for Schools.

2006 Mathematics - ABC Public School (1234567)

AWARD OF CERTIFICATESHigh Distinction: top 1% of students in each Year level in each regionDistinction: the next 10% of students in each Year level in each regionCredit: the next 20% of students in each Year level in each regionParticipation: all others.

This section provides information on how this school performed compared with all schools in the region that participated.

The average score achieved by students at this school and by the students from the region. In this example, the average score achieved by Year 4 students at this school was lower than the average score from the region.

This is a graphical comparison of the performance of Year 4 students from the school and the region. The shaded upper bar shows students from this school and the lower white bar shows students from the region.

The length of the bar represents the range of scores achieved by 80% of students with the top 10% and the bottom 10% of scores removed. The vertical line represents the average score.

The bottom 10% is removed because it may include scores of students who have made no serious attempt or who may suffer some serious disadvantage. The upper 10% will include students who are well in advance of their peers. If the highest and lowest achievers are included the resulting graph would stretch from 0% to 100% and would not provide any information about the bulk of students.

NOTEComparative statistics may be misleading if only a small number of students participated in the Assessment. Some statistical procedures are unreliable if the population within a cohort is fewer than twenty so some types of reporting are not available to schools with low entry numbers. Schools that have

five or fewer entries in a Year level do not get any detailed statistics; ten or fewer entries in a Year level do not get 80 per cent ranges (only the average is provided); ten or fewer entries in a Year level do not get Strengths / Weaknesses provided.••

•

Section 1 Year 3 to Year 12

2011 Mathematics - Year 3 to Year 12 - Results on a Common ScaleThe graph below shows all year levels in New South Wales and ACT on a common scale.

Year 12 NSW & ACT

Year 11 NSW & ACT

Year 10 NSW & ACT

Year 9 NSW & ACT

Year 8 NSW & ACT

Year 7 NSW & ACT

Year 6 School

NSW & ACT

Year 5 School

NSW & ACT

Year 4 School

NSW & ACT

Year 3 School

NSW & ACT

Performance on a Common ScaleLow High

average scaled score scaled score range excluding the top 10% and bottom 10%

In the subsequent sections of the report, section 2.7 shows the development of students over time and section 2.8 compares students of a given

year level over time and section 2.9 shows individual student development. These sections are available to schools participating in the Total

Assessment Partnership (TAP). For more details on TAP, please visit our website at http://www.eaa.unsw.edu.au

This section compares the performance of each cohort of students from Year 3 to Year 12 within this school and within the region. The length of the bar represents the range of scores achieved

.devomer serocs fo %01 mottob eht dna %01 pot eht htiw stneduts fo %08 yb trohoc hcae nihtiwThe vertical line represents the average score for the cohort.

To allow this comparison to be made, the scores of all students are placed on a common scale using a statistical process known as equating. This process requires the use of questions that are common to two or more examination papers, called link items. This allows a series of pair-wise comparisons to be made between cohorts to place each cohort on a common scale.

This graph shows that, as we would expect, the average score increases for each successive cohort. Thus the average score for Year 5 students in the region is higher than the average score for Year 4 students, and the average score for Year 4 students is higher than for Year 3, and so on.

Section 2.1 Year 6

2011 Mathematics - Year 6 - Summary


The graph below shows the performance of your Year 6 students in comparison to Year 6 students in New South Wales and ACT, expressed in raw scores.

School NSW & ACTNumber Of Questions 40 40Participants 32 28087Average Score 24.4 24.4Standard Deviation 3.9 5.5Highest Score 32 40

Test Score0 40

School

NSW & ACT

Section 2.2 Year 6

2011 Mathematics - Year 6 - Analysis By Skill AreaThe graphs below show the performance of your Year 6 students in each of the different areas assessed.

Number & ArithmeticSchool NSW & ACT

Number Of Questions 12 12Average Score 11.4 11.1Highest Score 12 12

Questions 2, 3, 8, 13, 14, 15, 18, 22, 23, 25, 26, 27

Score in Number & Arithmetic0 12

School

NSW & ACT

Measures & UnitsSchool NSW & ACT


Questions 4, 9, 10, 11, 21, 24, 29, 37

Score in Measures & Units0 8

School

NSW & ACT

Chance & DataSchool NSW & ACT


Questions 5, 17, 20, 33, 40

Score in Chance & Data0 5

School

NSW & ACT

Algebra & PatternsSchool NSW & ACT


Questions 28, 31, 34, 38, 39

Score in Algebra & Patterns0 5

School

NSW & ACT

Space & GeometrySchool NSW & ACT


Questions 1, 6, 7, 12, 16, 19, 30, 32, 35, 36

Score in Space & Geometry0 10

School

NSW & ACT


2011 Mathematics - ABC Public School (1234567) Page 27 of 33

This section compares your students’ performances in each of the skill areas assessed with the performance of all students who participated. Year 6 Mathematics assesses skills in five areas: Number & Arithmetic, Measures & Units, Chance & Data, Space & Geometry and Algebra & Patterns. These skill areas will be different for each subject.

The standard deviation is a measure of the spread of students’ scores. For a normal distribution, 68% of all scores lie within the range average plus or minus the standard deviation.In this case, 68% of the school’s scores fall within the range 20.5 (24.4-3.9=20.5) to 28.3 (24.4+3.9=28.3), while for the region 68% of all scores fall within the range 18.9 to 29.9.

This table compares the performance in the Space & Geometry skill area, of students from this school with the performance of students from the region. The average score for this school (5.7) was slightly lower than for the region (5.9), and the highest score for this school (8) was lower than the highest score for the region (10). The difference between the average scores is probably too small to be significant.

This graph compares the performance in the Space & Geometry skill area, of students from this school with the performance of students from the region. In this example the region shows more students with higher scores while the average score for both the school and the region is almost equal. This probably indicates that the number of high-scoring students is very small and that the school’s performance is actually comparable to the rest of the region.

Section 2.3 Year 6

2011 Mathematics - Year 6 - Question AnalysisThe table below lists all questions in order of difficulty.

Diff

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t Que

stio

ns

Eas

y Q

uest

ions

Question content Area assessed Que

stio

n nu

mbe

r

Cor

rect

ans

wer

Scho

olpe

rcen

tage

cor

rect

NSW

& A

CT

perc

enta

ge c

orre

ct

Stre

ngth

/ w

eakn

ess

Solve a complex word problem Chance & Data 40 15 0 5Complete a number pattern that grows by an increasing amount Algebra & Patterns 38 56 0 8 WSolve a complicated number puzzle Algebra & Patterns 39 25 9 8Solve a complex measurement problem Measures & Units 37 36 3 11Identify shapes that are the same Space & Geometry 36 14 9 18Solve a space problem Space & Geometry 32 B 22 29Solve a difficult number problem Number & Arithmetic 27 B 34 31Calculate the total of a sequence of numbers in a pattern Algebra & Patterns 34 D 25 34Solve a complex word problem Space & Geometry 35 A 34 35Use a scale to calculate a distance Space & Geometry 19 C 19 36 WCalculate area Measures & Units 29 C 34 43Find the fraction an area is of another Space & Geometry 30 D 44 48Read the scale on a tape measure Measures & Units 24 C 47 51Order numbers on number line Number & Arithmetic 25 B 53 54Solve a perimeter problem Measures & Units 21 C 38 55 WSolve pre-algebra number problem Algebra & Patterns 31 A 59 56Calculate the chance of an event Chance & Data 17 D 75 60 SRead and interpret a column graph Chance & Data 20 B 66 61Select shapes with rotational symmetry Space & Geometry 16 C 66 63Calculate expected outcomes of event Chance & Data 33 C 69 63Add decimal, whole and mixed numbers Number & Arithmetic 26 D 69 64Compare the capacities of vessels Measures & Units 10 B 66 65Identify right angle in shape Space & Geometry 12 D 78 70Solve a number puzzle involving dates Algebra & Patterns 28 C 84 70 SEstimate the mass of everyday items Measures & Units 4 A 72 71Tell the time on an analog clock Measures & Units 11 D 78 73Complete a number pattern Number & Arithmetic 18 C 78 75Division with remainders Number & Arithmetic 23 B 81 81Solve a number problem Number & Arithmetic 14 B 88 85Read a scale Measures & Units 9 A 84 86Select operators to obtain an answer Number & Arithmetic 22 D 84 87Solve a number problem Number & Arithmetic 15 A 94 89Change easy percentage to fraction Number & Arithmetic 2 A 100 91 SSubtract 3-digit numbers Number & Arithmetic 13 A 88 91Compare regions on a diagram Chance & Data 5 B 94 93Identify missing picture in a pattern Space & Geometry 6 D 100 95Identify a multiple of a number Number & Arithmetic 3 C 97 95Multiply 3-digit by 1-digit number Number & Arithmetic 8 B 100 97Identify the faces of a solid Space & Geometry 7 A 100 99Identify shapes in different positions Space & Geometry 1 D 100 99

Understanding Question Difficulty, Strengths and Weaknesses

Question difficulty is determined by the number of students in New South Wales and ACT who answer the questions correctly. Strength in a question (indicated by 'S') means that students in your school performed significantly better on that question compared to the performance of students in New South Wales and ACT. Weakness in a question (indicated by 'W') means that students in your school performed poorly in comparison. Strengths and weaknesses are not shown if fewer than 10 students from your school participated.

For more details on result analysis please visit our website at http://www.eaa.unsw.edu.au/reporting2011 Mathematics - ABC Public School (1234567)Page 28 of 33

The Question content column lists the skill each question is assessing.

The Area assessed column lists the broader skill area which each question is assessing. There are five skill areas in Year 6 Mathematics. Other subjects will have different skill areas.

The Correct answer column lists the correct answers, A, B, C or D for multiple-choice questions while the actual answers are given for free response questions.

The Question number column lists each question with the most difficult at the top and the least difficult at the bottom.

The most difficult question was Q40 with only 5% of .51 ,rewsna tcerroc eht gnivig noiger eht ni stneduts

No student at this school gave a correct answer for this question. The least difficult question was Q1 with 99% of students from the region and 100% of students at this school giving the correct response, D.

Section 2.4 Year 6

2011 Mathematics - Year 6 - Student Response AnalysisThe table below provides a detailed description of the skill assessed by each question and the percentage of your students who chose each response option. The correct answer is the white, unshaded option.

Question content Area assessed

School percentage

A B C D Non

atte

mpt

1 Identify shapes in different positions Space & Geometry 0 0 0 100 02 Change easy percentage to fraction Number & Arithmetic 100 0 0 0 03 Identify a multiple of a number Number & Arithmetic 0 0 97 3 04 Estimate the mass of everyday items Measures & Units 72 3 25 0 05 Compare regions on a diagram Chance & Data 0 94 3 3 06 Identify missing picture in a pattern Space & Geometry 0 0 0 100 07 Identify the faces of a solid Space & Geometry 100 0 0 0 08 Multiply 3-digit by 1-digit number Number & Arithmetic 0 100 0 0 09 Read a scale Measures & Units 84 3 13 0 010 Compare the capacities of vessels Measures & Units 3 66 28 3 011 Tell the time on an analog clock Measures & Units 0 19 3 78 012 Identify right angle in shape Space & Geometry 0 22 0 78 013 Subtract 3-digit numbers Number & Arithmetic 88 9 3 0 014 Solve a number problem Number & Arithmetic 3 88 9 0 015 Solve a number problem Number & Arithmetic 94 3 3 0 016 Select shapes with rotational symmetry Space & Geometry 9 13 66 13 017 Calculate the chance of an event Chance & Data 16 9 0 75 018 Complete a number pattern Number & Arithmetic 6 6 78 9 019 Use a scale to calculate a distance Space & Geometry 22 34 19 25 020 Read and interpret a column graph Chance & Data 9 66 22 3 021 Solve a perimeter problem Measures & Units 3 3 38 56 022 Select operators to obtain an answer Number & Arithmetic 6 3 6 84 023 Division with remainders Number & Arithmetic 6 81 9 3 024 Read the scale on a tape measure Measures & Units 22 9 47 22 025 Order numbers on number line Number & Arithmetic 9 53 28 9 026 Add decimal, whole and mixed numbers Number & Arithmetic 3 3 25 69 027 Solve a difficult number problem Number & Arithmetic 9 34 3 53 028 Solve a number puzzle involving dates Algebra & Patterns 0 6 84 9 029 Calculate area Measures & Units 25 38 34 3 030 Find the fraction an area is of another Space & Geometry 9 19 28 44 031 Solve a number puzzle involving dates Algebra & Patterns 59 16 16 9 032 Solve a space problem Space & Geometry 38 22 31 9 033 Calculate expected outcomes of event Chance & Data 0 16 69 16 034 Calculate the total of a sequence of numbers in a pattern Algebra & Patterns 6 31 38 25 035 Solve a complex word problem Space & Geometry 34 22 16 28 036 Identify shapes that are the same Space & Geometry Free Response 037 Solve a complex measurement problem Measures & Units Free Response 338 Complete a number pattern that grows by an increasing amount Algebra & Patterns Free Response 039 Solve a rate problem Number & Arithmetic Free Response 640 Solve a complex word problem Chance & Data Free Response 0

Understanding Student Response Analysis

For each multiple choice question there are four response options. The correct answer is the white, unshaded option. Incorrect options are called distractors and are shown in grey. Examining the distractors can give a useful insight into the type of assistance needed by students who have answered a question incorrectly. For example, if a number of students answered 'B' where the correct response was 'A', examining the distractor 'B' can help identify a lack of skill or understanding that led the students to the wrong response.

For more details on result analysis please visit our website at http://www.eaa.unsw.edu.au/reporting2011 Mathematics - ABC Public School (1234567) Page 29 of 33

These columns list the responses, both correct and incorrect, to the multiple-choice questions of students from this school. The correct answer to each multiple-choice question is found in a white, un-shaded cell. Each multiple choice question has only one correct response (the key). The incorrect responses (the distractors) are in the shaded cells. The non-attempt cell lists the percentage of students who did not select one of A, B, C or D.

In this example, the correct answer to Question 33 is C. The correct answer was chosen by 69% of students in this school. The distractors B and D each drew 16% of students, but distractor A appealed to none of the students at this school. No students made a non-attempt.

Distractors are plausible but incorrect options that are designed to appeal to the unprepared candidate. Distractor analysis is a powerful tool made available to teachers in this report. An analysis of the reasons students had for choosing a distractor could point to specific weaknesses in student understanding of the subject. Analysis of the number of non-attempts may also be useful.

Each question is listed in order from 1 to 40. The Question content column lists a detailed descriptor of the skill assessed by each question. The skill area assessed by the question is listed in the Area assessed column.

Section 2.5 Year 6

2011 Mathematics - Year 6 - Student Results - Class OrderThe table below lists all students ordered by class (if provided) and then by name.

Student Reports

Individual student reports and certificates can be found at the end of this school report. The student report number is printed in the bottom right corner of each student report so you can easily find the report (the student reports are in descending order). Each student has an individual TAP-ID and PIN. They are listed here for your reference only and should be held securely. The TAP-ID and PIN are printed on the student letter and can be used by parents to login to online reports for students.

For more details on result analysis please visit our website at http://www.eaa.unsw.edu.au/reporting

Class Student Name Score Award Schoolpercentile

NSW & ACT percentile TAP-ID PIN

ANDERSON, APPLE 22 Participation 34 35 0123-4567-89 123432

ATILLA, LACHLAN 27 Credit 78 71 0123-4567-89 123431

BLACK, JANELLE 22 Participation 34 35 0123-4567-89 123430

CAREY, LUISE 25 Participation 56 57 0123-4567-89 123429

CRAWFORD, PAUL 20 Participation 16 23 0123-4567-89 123428

DONOVAN, CHRISTINA 30 Credit 97 87 0123-4567-89 123427

DUNNING, DAVID 29 Credit 94 82 0123-4567-89 123426

FARROW, JODY 32 Distinction 100 93 0123-4567-89 123425

FLAIRE, LUKE 22 Participation 34 35 0123-4567-89 123424

FORD, MARY 23 Participation 44 42 0123-4567-89 123423

FOX, INGRID 27 Credit 78 71 0123-4567-89 123422

GARDENER, RONALD 29 Credit 94 82 0123-4567-89 123421

GOLDREI, ROBERT 21 Participation 22 29 0123-4567-89 123420

HENDERSON, KARL 22 Participation 34 35 0123-4567-89 123419

HERNANDEZ, AARON 20 Participation 16 23 0123-4567-89 123418

HUO, MARK 17 Participation 17 11 0123-4567-89 123417

JOHNSON, MARIA 23 Participation 44 42 0123-4567-89 123416

JONES, CHRIS 28 Credit 84 77 0123-4567-89 123415

KERR, ROSIE 21 Participation 22 29 0123-4567-89 123414

LEE, KAREN 24 Participation 53 50 0123-4567-89 123413

MILLER, SARAH 27 Credit 78 71 0123-4567-89 123412

NGUYEN, KATRINA 20 Participation 16 23 0123-4567-89 123411

PEARSON, KYLIE 27 Credit 78 71 0123-4567-89 123410

ROBERTSON, JENNIFER 28 Credit 84 77 0123-4567-89 12349

ROBINSON, NICOLE 15 Participation 3 6 0123-4567-89 12348

ROSEVELT, RICKY 23 Participation 44 42 0123-4567-89 12347

RUSSELL, ANDREW 24 Participation 53 50 0123-4567-89 12346

SMITH, SOPHIE 29 Credit 94 82 0123-4567-89 12345

SMITHSON, BRENDA 27 Credit 78 71 0123-4567-89 12344

VITA, LOUSIE 27 Credit 78 71 0123-4567-89 12343

WHITE, HELEN 26 Participation 59 64 0123-4567-89 12342

WILSON, MISHA 24 Participation 53 50 0123-4567-89 12341

2011 Mathematics - ABC Public School (1234567)Page 30 of 33

Percentile rank indicates where each student is placed in relation to other students both from this school and its region. Students receive awards based on their percentile rank in the region.

Awards are granted to students who are placed in the following percentile bands:High Distinction (99% to 100%)Distinction (89% to 98%)Credit (69% to 88%)Participation (0% to 68%)

Jennifer Robertson is placed at the 84th percentile in her school (an achievement higher than or equal to 84% of fellow students) and at the 77th percentile for the region. She was awarded a Credit.

Students placed at the 100th percentile are students who have achieved the highest scores*. Students are ranked according to their scores so that those who are placed in the lowest percentile will have scores lower than the rest of their peers.

*Students who fall within the 100th percentile may not necessarily be eligible for medals. Teachers should seek confirmation from EAA.

Students are listed in order of achievement, from highest to lowest score.

The questions are listed from easiest to most difficult, with the easiest questions on the left and the most difficult questions on the right.

All students were able to answer Question 1.

Only 3 students were able to answer Question 39.

Only about half of all students were able to answer Question 25.

Most students (23 out of 32) were able to answer Question 4.

2011

2011

11

11

11

1

09

11

This graph compares the performance over a number of years of one group/Year level in this school* with corresponding students in the region. In this example the current Year 6 students in this school are compared with their performance in 2010 (when they were in Year 5) and in 2009 (when they were in Year 4). The average performance of all students measured on the same scale has improved over time.

This graph compares the performance over a number of years of different groups/Year levels in this school with corresponding students in the region. In this example the performance of Year 6 students in the school are compared to all Year 6 participants in the region for 2009, 2010 and 2011. This allows you to answer questions like ‘Is this year’s Year 6 doing as well as last year’s Year 6?’

*The performance of any group from one year to another may not be strictly comparable because exactly the same students may not be present in successive years due to transfers and absences, but broad comparisons can be made.

11

11

1

9

11

The table lists all students from a single cohort within this school. The students are ordered from highest raw score at the top of the table down to lowest raw score.

The graph shows the performance of each individual student over a number of years. The vertical lines show the average performance for the region for each year. In this case the lines show the averages for NSW and the ACT for 2009 when these students were in Year 4, 2010 when they were in Year 5 and 2011 when they are in Year 6.

Individual student’s performance is indicated by a circle which should be compared to the regional average performance for that year.

By contrast Nicole Robinson was below average for NSW and the ACT in 2009 and 2010, and in 2011 her performance has fallen well behind that of her cohort.

In 2009 Ronald Gardener was in Year 4 and was performing just below the average for NSW and the ACT. By 2010, when he was in Year 5 he was somewhat above average for the region and in 2011, in Year 6, he is well above average.

11

11 International Competitions and Assessments for Schools - Mathematics. You scored 22 out of 40.

11

11

2

31

46

5

This section compares Jody’s performance in each of the skill areas assessed with the performance of all students who sat ICAS-Mathematics in NSW & ACT. The graph indicates which areas may be strengths and weaknesses for Jody.

Jody performed significantly below average in the skill area of Number & Arithmetic. This result may indicate an area of weakness for Jody.

Jody performed above average in the skill area of Chance & Data. This result may indicate an area of strength for Jody.

This section tracks Jody’s performances on the assessment in previous years. This allows for the measurement of Jody’s progress over time, relative to the other students in Jody’s year.

This graph compares Jody’s performance on this year’s assessment to the performance of the other Year 6 students.

This section compares Jody’s performance on the assessment in previous years. Jody has shown significant progression since Year 4. When she was in Year 4 she was in the bottom 10% of participating students. In Year 5 she improved moderately but was still well below average. In Year 6 she has shown significant improvement and is now only slightly below the average.

for the last eight years).

ﬁctitious school that has · participants 32 28087 average score 24.4 24.4 0 test score 40 school...

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