2018 naplan reporting guide · the years 3, 5, 7 and 9 naplan data is available for victorian...
TRANSCRIPT
Test reporting Guide
2018
2018 NATIONAL ASSESSMENT PROGRAM – LITERACY AND NUMERACY (NAPLAN)
REPORTING GUIDE
YEAR 3, YEAR 5, YEAR 7 AND YEAR 9
© 2018
NAPLAN 2018 Reporting Guide ii
Authorised and published by the Victorian Curriculum and Assessment Authority Level 7, 2 Lonsdale Street Melbourne VIC 3000
ISBN: 978-1-925676-75-4
© Victorian Curriculum and Assessment Authority 2018
No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by permission from the VCAA.
For more information go to: www.vcaa.vic.edu.au/Pages/aboutus/policies/policy-copyright.aspx
The VCAA provides the only official, up-to-date versions of VCAA publications. Details of updates can be found on the VCAA website: www.vcaa.vic.edu.au
This publication may contain copyright material belonging to a third party. Every effort has been made to contact all copyright owners. If you believe that material in this publication is an infringement of your copyright, please email the Copyright Officer: [email protected]
Copyright in materials appearing at any sites linked to this document rests with the copyright owner/s of those materials, subject to the Copyright Act. The VCAA recommends you refer to copyright statements at linked sites before using such materials.
The VCAA logo is a registered trademark of the Victorian Curriculum and Assessment Authority.
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CONTACT DETAILS
Freecall 1800 648 637
Fax (03) 9225 2334
Email [email protected]
VCAA website www.vcaa.vic.edu.au
DATES FOR NAPLAN 2019 TESTS
14 May Literacy (Language Conventions, Writing)
15 May Literacy (Reading)
16 May Numeracy
VCAA NAPLAN Helpdesk
A Helpdesk service operates to assist principals and NAPLAN coordinators with queries about NAPLAN. For queries and/or assistance contact the Victorian Curriculum and Assessment Authority (VCAA) on:
DATES FOR NAPLAN ONLINE 2019 TESTS
14 to 24 May Writing, Reading, Conventions of Language and Numeracy
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ContentsVCAA NAPLAN Helpdesk iiiDATES FOR NAPLAN 2019 TESTS iiiIntroduction 1
Privacy Policy 1
NAPLAN Data Service 2 Access to NAPLAN Writing Test Images 2Reports on a National Scale 2Scaled Scores 2National Minimum Standards 3Trend Data and Growth 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 School Comparison Report – Matched Student Group 24 Scaled Score summary table 25School-Student Comparison Report 25Relative Growth Report 27Transitional Relative Growth Report 29
Section 3: Interpretation of Results 30Making Comparisons 30School and Subgroup Comparisons 30Individual Comparisons and Improvement 31
Section 4: NAPLAN Student Reports 32Sample page 1 of the NAPLAN Student Report 33NAPLAN Data Service Reports 34Confidentiality of Results 34Distribution of NAPLAN Student Reports 34Replacement of NAPLAN Student Reports 34Queries about NAPLAN Student Reports 34
Appendix 1: NAPLAN 2018 Question Details 35Year 3 Reading 35Year 5 Reading 37Year 7 Reading 39Year 9 Reading 41Year 3 Language Conventions 43Year 5 Language Conventions 45Year 7 Language Conventions 47Year 9 Language Conventions 49Year 3 Numeracy 51Year 5 Numeracy 53Year 7 Numeracy (Non-Calculator) 55Year 7 Numeracy (Calculator) 55Year 9 Numeracy (Non-Calculator) 58Year 9 Numeracy (Calculator) 58
Appendix 2: NAPLAN 2018 Data Service Report Summary 61Glossary 66Data presentation 66
1NAPLAN 2018 Reporting Guide
IntroductionThe National Assessment Program - Literacy and Numeracy (NAPLAN) conducted in May 2018, assessed Years 3, 5, 7 and 9 students across the nation in literacy and numeracy.
All tests were constructed by the Australian Curriculum, Assessment and Reporting Authority (ACARA), in consultation with all states and territories. For the literacy assessment, Years 3, 5, 7 and 9 students completed three tests consisting of a Reading test, a Writing test and a Language Conventions test. For numeracy, Years 3 and 5 students completed one Numeracy test for which a calculator was not permitted. Years 7 and 9 students completed two Numeracy tests, the first of which permitted the use of a calculator.
The Victorian Curriculum Assessment Authority (VCAA) provides reports on individual student results and school data to all Victorian schools through the secure web-based NAPLAN Data Service.
Privacy Policy
The Victorian Curriculum and Assessment Authority (VCAA) is committed to the protection of student information generated by NAPLAN. All personal information collected during NAPLAN is used in accordance with the Privacy and Data Protection Act 2014.
In order to conduct the NAPLAN tests, the VCAA collects names and achievement data of all students who undertake the Year 3, Year 5, Year 7 and Year 9 tests. The VCAA also collects information on student gender, language background, Aboriginal and Torres Strait Islander (ATSI) status, Victorian Student Number (VSN) and date of birth.
The VCAA supports schools’ privacy compliance with NAPLAN testing requirements by encouraging principals to ensure that their parent communities are aware of the purposes for which NAPLAN data will be used.
The VCAA uses the student information provided by schools to pre-print individual student details on the front cover of the test books and to report to parents on their child’s performance. This data is also provided to the school to assist principals to analyse the effectiveness of their school programs and to identify individual student’s strengths and weaknesses.
Schools across Australia are required to collect background characteristic information for all students participating in NAPLAN. The VCAA, on behalf of the Department of Education and Training (DET), is responsible for the management and supply of this information for national reporting purposes.
The information required for each student is as follows: • parental school education (mother and father as applicable) • parental non-school education (mother and father as applicable) • main language spoken at home (student) • main language spoken at home (mother and father as applicable) • parental occupation • country of birth.
No individual student will be identifiable in the information for release for national reporting purposes.
The principal will ensure that all student details and results are confidential.
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NAPLAN Data ServiceThe Years 3, 5, 7 and 9 NAPLAN data is available for Victorian schools to access online, via the secure NAPLAN Data Service. All student and school results from 2008 to 2018 can be accessed by schools on this website. Schools must use their unique login and security password to access their results. Access to NAPLAN Writing Test Images
Victorian schools can access images of their students’ NAPLAN writing test responses to assist with interpretation of their NAPLAN writing results. Downloaded images of the writing responses are also used by teachers to provide feedback to students on their NAPLAN writing performance.
The Writing test images will be available via the NAPLAN Test Administration website. Access to the images will be provided from 14 August 2018 which will coincide with the release of NAPLAN 2018 reports. The images will be available from the 14 August until the end of Term 4.
Details on how to access the website and instructions on how to download images will be sent to school principals with the NAPLAN school reporting packages.
Please note that schools have access only to images of their own students’ Writing tests and those images are available strictly for internal school use.
Reports on a National Scale
The National Assessment Program scale maps student outcomes onto a ten band continuum. Where appropriate, the NAPLAN Data Service displays results against these bands. National, state and school distributions are presented as box-and-whisker graphs plotted against the bands relevant for the year level as follows:
• Year 3 - results will be reported in Band 1 to Band 6• Year 5 - results will be reported in Band 3 to Band 8• Year 7 - results will be reported in Band 4 to Band 9• Year 9 - results will be reported in Band 5 to Band 10.
Scaled Scores
Scaled scores provide an ability measure of student outcomes. These scores range from 0 to 1000, and form the numeric continuum from which the ten reporting bands are derived. The bands line up against the scaled scores as follows:
• Band 1 - scaled scores ≤ 270 • Band 6 - scaled scores > 478 and ≤ 530• Band 2 - scaled scores > 270 and ≤ 322 • Band 7 - scaled scores > 530 and ≤ 582• Band 3 - scaled scores > 322 and ≤ 374 • Band 8 - scaled scores > 582 and ≤ 634• Band 4 - scaled scores > 374 and ≤ 426 • Band 9 - scaled scores > 634 and ≤ 686• Band 5 - scaled scores > 426 and ≤ 478 • Band 10 - scaled scores > 686
National, state and school summary statistics are provided as scaled scores below the box-and-whisker graphs for the School Summary (National) Report. The tabular form of the Student Achievement Level (National) Report shows results for individual students as a scaled score for each assessment area.
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Scaled scores can be directly compared across time within any given assessment area. However, comparison of scaled scores across different assessment areas is not meaningful and is not recommended.
National Minimum Standards With the introduction of NAPLAN in 2008, single point national benchmarks were replaced with a national minimum standard, defined by a particular band at each year level as follows:
• For Year 3, the national minimum standard is Band 2• For Year 5, the national minimum standard is Band 4• For Year 7, the national minimum standard is Band 5• For Year 9, the national minimum standard is Band 6.
Students with results in these bands have typically demonstrated the basic elements of literacy and numeracy for their year level. Students with results in the lowest band for their year level have not achieved the National Minimum Standard, and are likely to require focused intervention or specialised support to fully participate in schooling.
Details of the general skills associated with the National Minimum Standards are provided, for each domain, on the ACARA website at http://www.nap.edu.au/naplan
Trend Data and Growth
The Five Year Trend Report displays a full five year data set, and provides schools with an opportunity to make comparisons between their NAPLAN results over the five years from 2014 – 2018.
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 2016, and that for the same students in Year 5 (7 or 9) in 2018.
The School-Student Comparison Report shows the relative position of 2016 and 2018 results for a selected student, with respect to national, state and, where applicable, school results.
The Relative Growth Report shows the level of growth for each student relative to students who had the same NAPLAN score two years ago.
The Transitional Relative Growth Report provides grouped results of Year 5 students who sat the NAPLAN tests at the school two years ago and for whom a current Year 7 result can be found.
More detailed information about these reports is provided in Section 2.
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NAPLAN Student Report format
The format of the NAPLAN Student Reports is similar for all states and territories. A sample NAPLAN Student Report for 2018 is provided on page 33.
Release of data
It is likely that some national data will not be available at the time of the Data Service release. In these cases, national results will be withheld and a note will appear indicating that additional data will be provided when available.
Reference Guides for analysing NAPLAN data The VCAA has developed some examples of the ways in which NAPLAN data can be used at the classroom level can be found in the Teacher’s Guide to using NAPLAN data diagnostically at: http://usingassessmentdata.vcaa.vic.edu.au/naplan/
Additionally, a reference guide outlining the structure and function of the new Relative Growth Report is available at: http://www.vcaa.vic.edu.au/Documents/naplan/GuidetoRelativeGrowthReport.pdf
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Section 1: NAPLAN Data Service Access
The NAPLAN 2018 student results and school data are available on the secure NAPLAN Data Service website. Principals should ensure that all personnel who are given access to their school’s data treat that information in a confidential manner.
To access this website, go to: https://naplands.vcaa.vic.edu.au
This screen will appear:
Click on ‘NAPLAN Data Service System Login’.
You will see the login screen.
Enter the school identification login name (User ID) and password, then left click on the ‘Login’ button. Passwords are case sensitive.
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This screen will appear:
Note: When a school logs on to the NAPLAN Data Service, the test frame on the ‘Reports Parameters‘ screen will be customised to the year level and type of tests completed by students at that school. The screen will vary depending on the tests attempted by students in that school in the period from 2008 to 2018.
The drop-down menu options will also match the testing history of the school.
For 2018, the ‘Reporting Years’ menu can offer NAPLAN results for 2008 to 2018. The ‘Report Name’ menu will contain reports relevant to the year level and reporting year for your school. Check the table ‘NAPLAN 2018 Data Service Report Summary’ on page 62 to see which reports relate to the NAPLAN 2018 tests.
Please note: To ensure data security, school passwords are changed annually. Passwords for 2018 are supplied in the letter to principals which accompanies the delivery of NAPLAN student reports. If a password is lost, the principal should send an email to: <[email protected]>. Please include ‘Password Request’ in the subject line.
Changing the password
The school identification login (User ID) is a permanent name which has been programmed for the school and cannot be changed. The password may be changed by accessing the ‘Change Password’ option at the top right of the initial ‘NAPLAN Reports Parameters’ screen.
Note: A password must consist of a minimum of six characters (no spaces), and must include at least one letter and one number. Passwords are case sensitive.
2018
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Accessing a report
Log into the NAPLAN Data Service and from the ‘Report Parameters’ screen:
1. Select the required year level in the ‘Test’ frame2. Select 2018 from the ‘Reporting Year’ drop-down menu3. Select the report required from the ‘Report Name’ drop-down menu.
When a report is selected, additional parameters will be displayed, as shown below for the Group Summary Report.
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2018
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Selection criteria
The selection criteria are the additional options that are available once the Report Name has been selected. The available options will vary for each specific report. Selection criteria may include:
• Group selection
This allows reporting on students by gender, Language Background Other Than English (LBOTE) and Aboriginal and Torres Strait Islander (ATSI) status.
• Class selection
Reporting on a class can be generated by selecting a class from the ‘Class Code’ drop-down menu on the ‘Report Parameters’ screen. See below for details on how to assign students to classes.
• Student selection
Some reports allow reporting on all students or, by selecting the required name from the ‘Student Name’ drop-down menu, one specific student.
Assign Students to Classes function
For 2018 reports, this function can be accessed from all reports except the School Summary Report, the Five Year Trend Report, the School Comparison Report and the School-Student Comparison Report.
The ‘Assign Students to Classes’ function allows the creation of classes and the assigning of students to those classes.
Click on the ‘Assign Students to Classes’ button. This takes you to the ‘Assign Students to Classes’ screen.
A list of the names of the selected group of students will appear on the screen with a ‘Class’ drop-down menu available against each student name.
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If schools provided class information to the VCAA during the enrolment phase, this information will be included in the NAPLAN Data Service next to student names.
Classes can be created using the ‘Create/Delete Classes’ button on the top right hand side of the ‘Assign Students to Classes’ screen. This will open the ‘Create/Delete Classes’ window.
A class can be deleted at any time by clicking the ‘Delete’ column next to the class name.
To create a new class, select the ‘Reporting Test’ required and enter the new class code in the available field, then click on the Save button. Please note that class names can not be greater than 12 characters.
After the required class or classes are created, close this window by clicking on the ‘Close’ link at the top right of this window. You will be returned to the ‘Assign Students to Classes’ screen where the new class will appear in the ‘Class’ drop-down menu next to the student name.
Note: Students do not have to be assigned to a class unless a report is needed for that particular group of students.
Previewing and printing reports
When the required report has been chosen and the appropriate criteria selected for the report, click on the ‘Preview Report’ button located on the bottom left of the screen. This will display the report on the screen.
The following functions are available at the top right of the preview report screen:
Preview All Pages I Print I Export I Close
‘Preview All Pages’ enables you to view all the pages of a longer report on a single screen.
‘Print’ enables you to print out part or all of a report. Check your print page layout before printing the reports. The Student Achievement Level Report, the Group Summary Report and the Writing Summary Report are best printed in portrait layout while all the other reports should be printed in landscape.
‘PDF’ enables the report to be exported to PDF format to allow for storage or printing.
‘Export’ enables you to send the report to MS Word where you can store it or place it in another Microsoft Word or Microsoft Excel document. ‘Export to Microsoft Word’ will only work with versions of Microsoft Word 2002 or later.
‘Close’ closes the ‘Preview Reports’ screen.
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Extract function
The NAPLAN Data Service has an extract function that enables schools to extract report data in a tabular format. The selected data is extracted into a comma separated values (CSV) file format that can either be saved as an MS Excel document or imported into MS Access for further analysis and charting.
Schools are able to extract data at both the school level and student level, and can also extract national and state means and percentiles for outcome scores.
The extract function can be accessed through the ‘Extract’ link located at the top of the initial ‘Report Parameters’ screen.
The ‘Extract’ screen is shown below. Instructions on how to run the extract function can be found in the ‘Help’ link located at the top of the screen.
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Section 2: NAPLAN Data Service Reports The NAPLAN Data Service provides eleven reports covering current year results from NAPLAN testing against the national scale.
Summary of reports available
The following table provides a summary of all NAPLAN Data Service reports, and indicates the year levels for which they are available.
Report Name Year 3 Year 5 Year 7 Year 9School Summary Report 4 4 4 4
Group Summary Report 4 4 4 4
Assessment Area Report 4 4 4 4
Writing Criteria Report 4 4 4 4
Item Analysis Report 4 4 4 4
Student Response Report 4 4 4 4
Student Achievement Level Report 4 4 4 4
Five Year Trend Report 4 4 4 4
School Comparison Report 4 u 4
School-Student Comparison Report 4 u 4
Relative Growth Report u u u
Transitional Relative Growth Report.4 Report is available for NAPLAN results for 2008 to 2018 u Report is available for NAPLAN results from 2012● Report is available for NAPLAN results from 2011. (For Year 5 students from two years prior).
List of reports and functions
For 2018, the NAPLAN ‘Report Name’ menu has the following report options:
• School Summary Report – displays national, state and school distribution data for each test area (Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy). This report presents data displayed against the National Assessment Program Scale. It shows a graphic displaying data in box-and-whisker plots and a table of summary statistics (see page 13).
• Group Summary Report – compares all students and subgroups of students at the school with the same groups for the nation and state (see page 14).
• Assessment Area Report – summarises results for groups of students by test area or dimension and shows where school results vary significantly from the state (see page 15).
• Writing Criteria Report – summarises group performances on the Writing test for each of the ten criteria against which the national Writing test was assessed (see page 16).
• Item Analysis Report – provides distractor analysis, including percentages correct, for each Reading, Spelling, Grammar and Punctuation, and Numeracy item. It also displays data for the National, State and Group cohorts and includes a description of the skill assessed against each item. This report is available in both tabular and graphical format (see page 17-18).
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• Student Response Report – provides detailed information on results for either one student or for a group of students (see page 18-19).
• Student Achievement Level Report – provides summary information on results for either one student or for a group of students. This report can be printed in graphic and tabular formats. This data is displayed against the National Assessment Program Scale (see pages 20-21).
• Five Year Trend Report – presents national, state and school data from 2013 to 2018 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 2018 with their results, if available, for the tests they undertook in Year 3 (5 or 7) in 2014. National, state and (where applicable) school results are also shown for each of the two testing periods (see pages 23-25).
• School–Student Comparison Report – shows, for an individual student, Year 3 (5 or 7) results from 2016 and Year 5 (7 or 9) results from 2018 with respect to the distribution of national, state and (where applicable) school outcomes (see pages 25-26).
• Relative Growth Report – this report shows the level of growth for each student relative to similar ability students. Each student’s level of relative growth is determined by comparing their result to results of Victorian students who had the same NAPLAN score two years ago. The tabular version of the report shows the scaled score outcomes and relative growth category (‘high’, ‘medium’ or ‘low’) for each student at the school that participated in NAPLAN assessment. The graphical version of the report provides a summary of these relative growth levels, and also displays them with respect to achievement levels from two years prior (see pages 27-28). Note: this report is available for Year 5, Year 7 and Year 9.
• Transitional Relative Growth Report – this report provides the graphical version of the Relative Growth Report for students who sat the NAPLAN tests at the school two years prior to the current test year, for whom current Year 7 result can be found from a different school. This group level report shows the overall percentages of students from the Year 5 cohort two years prior who achieved high, medium or low relative growth in Year 7. This information is also shown with respect to the relevant Year 5 NAPLAN bands results. Note that the report is accessed from the reporting year option for the Year 5 cohort of interest – not from the current reporting year (see page 29).
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School Summary Report
This report provides data on groups of students who completed the Years 3, 5, 7 and 9 NAPLAN tests and reports on Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy. The School Summary Report displays the national, state and school distribution data for each test area on the National Assessment Program scale (National Band results).
The report can be viewed for all students or by subgroup (Girls, Boys, LBOTE and ATSI) and provides a graphic displaying data in box-and-whisker plots. A table showing summary statistics is included below the graphs. For the National Report, these statistics are given as scaled scores.
Example of School Summary Report
Note: Where there are fewer than ten students in the selected group, the box-and-whisker presentation is replaced by a series of dots. Each dot represents a specific student, except when there are students who receive the same result.
These graphs show the distribution of national, state and school results on the (ten band) National scale.
This table provides the scaled score summary statistics at national, state and school levels.
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Group Summary Report
This report graphically displays the national, state and school distribution data separately for each test area (Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy), broken down by subgroup (All Students, Boys, Girls, LBOTE and ATSI). In addition, a summary table for each test area shows the number of students from the school, by subgroup, who obtain results in each achievement level.
Reports on the National Assessment Program scale show the percentage of students who have results ABOVE, AT and BELOW the National Minimum Standard. These percentages do not include students who were absent from the test.
Note: Where there are fewer than ten students in the selected group, the box-and-whisker presentation is replaced by a series of dots. Each dot represents a specific student, except when there are students who receive the same result.
Example of Group Summary Report
These graphs show the distribution of national, state and school results for All Students, Boys, Girls, LBOTE and ATSI students respectively.
When a school group has fewer than ten students, the results are reported as a dot per student (may be superimposed for identical scores).
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Assessment Area Report
The Assessment Area Report groups data by assessment area or dimension, and displays the total percentage of correct responses to items within each assessment area.
Assessment areas reported in Literacy are Reading, Grammar and Punctuation, and Spelling.
Assessment areas reported in Numeracy are Number and Algebra, Measurement and Geometry, and Statistics and Probability in the NAPLAN tests.
The data is displayed as a horizontal bar chart which shows the percentage correct for the school and the state. The report also highlights any area where there is a significant difference between the percentage correct for the school and that for the state. Care should be taken when analysing the results for small groups (see page 30 for further information about interpreting results).
Example of Assessment Area Report
This section lists those areas where the school varied significantly from the state (if applicable).
This figure shows the number of items assessed that contribute to this report.
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Writing Criteria Report
The Writing Criteria Report shows the frequency of scores for each of the ten criteria against which the Writing test was assessed. This report shows bar graphs for national, state and school data.
Students were asked to write a narrative text based on a common stimulus and given time to plan, write and edit their work.
Years 3 and 5 students received a different topic from Years 7 and 9.
3 and 5 stimulus was “My Big Idea”. 7 and 9 stimulus was “New technology”.
Student writing was assessed against the following ten criteria:
Criterion Description Score range
Audience The writer’s capacity to orient, engage and affect the reader 0 – 6Text structure The organisation of the structural components of a persuasive text
(introduction, body and conclusion) into an appropriate and effective textstructure
0 – 4
Ideas The selection, relevance and elaboration of ideas for a persuasive argument 0 – 5Persuasive devices
The use of a range of persuasive devices to enhance the writer’s position and persuade the reader
0 – 4
Vocabulary The range and precision of contextually appropriate language choices 0 – 5Cohesion The control of multiple threads and relationships across the text, achieved
through the use of referring words, ellipsis, text connectives, substitutionsand word associations
0 – 4
Paragraphing The segmenting of text into paragraphs that assists the reader to follow the line of the argument
0 – 3
Sentence structure
The production of grammatically correct, structurally sound and meaningful sentences
0 – 6
Punctuation The use of correct and appropriate punctuation to aid the reading of the text 0 – 5Spelling The accuracy of spelling and the difficulty of the words used 0 – 6
Links are provided at the top of the report to both the 2018 Writing Stimulus and the 2018 Marking Guide.
Example of Writing Criteria Report
Click on the links to view the 2018 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 2018 test paper. A document providing summary information about the test can be accessed via a link above the table in the report.
Example of Item Analysis Report - tabular format
Each item number is a link to the test question.
This link displays a summary document for this test.
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A graphical version of the Item Analysis Report is available to complement the tabular report. This report enables item level data for each test to be viewed as a column graph, displaying the percentage of students in the school or selected group who responded correctly to each question. It also provides a comparison to the corresponding state and national percentages.
Example of Item Analysis Report - graphical format
Student Response Report
This report is a concise summary of each student’s performance. It shows the student’s total score and items answered correctly. The incorrect item responses are given where possible for Reading, Spelling, Grammar and Punctuation, and Numeracy. For Writing, the student’s score for each criterion and the total score is displayed.
The report can be printed for individuals or groups of students. An individual student’s report can also be provided to parents if they require further information about their child’s results.
All reports are available by item order or by difficulty order. In addition, Numeracy reports are available by dimension order. For Years 7 and 9, the non-calculator and calculator reports are provided separately. A combined report displays only the total correct for each of the two tests and a combined total score.
The column graph shows the percentage of students at the school who correctly responded to each test question.
The national and state percentage correct are indicated by the black and yellow lines.
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Example of Student Response Report
Note: Letters denote an incorrect response. For example - A, B, C, D and E relate to the first, second, third, fourth or fifth multiple-choice options in a question.
A summary is provided at the end of each report that displays:
• the percentage of correct responses for each item for the Group and for the State, and • the Group and State median, mean and standard deviation.
Shows the total number of correct items for each student.
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Student Achievement Level Report
The Student Achievement Level Report provides individual student results for each test outcome where a result is available.
The report shows the performance of individual students in the school in each area assessed. This report can be printed for all students in a group or for an individual student.
Student Achievement Level Report - graphical format
This report reflects the information contained in the NAPLAN Student Report. It displays the student’s Achievement Score for each assessment area in relation to the national mean and the middle 60% of national results. The dots indicate the student’s results for each assessment area.
Example of Student Achievement Level Report
The shaded areas show the national range of achievement for the middle 60% of students for the year level.
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Student Achievement Level Report - tabular format
The tabular form of this report gives the Scaled Score outcome for each student in the group, and for each test for which a result is available.
Reports student achievement in scaled scores.
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Five Year Trend Report
This report provides trend data on groups of students who have completed the NAPLAN tests.
The report shows summary results in the form of box-and-whisker graphs for students in Years 3, 5, 7 and 9 in the areas of Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy. Results are given for the national, state and school groups. The report can be run for the whole group (All), or by Gender, LBOTE or ATSI status.
In addition, a line graph is provided showing the national, state and school mean scaled scores plotted over time. These means are also displayed numerically in a table at the end of the report.
This graph plots the mean of the selected outcome for the national, state and school group for each year of NAPLAN.
This table displays the means as a scaled score and includes a count of students in the school group.
These graphs show the national, state and school distribution of results for the selected outcome for each year of NAPLAN.
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School Comparison Report – Matched School Group
This report provides data on groups of students who completed Year 5, Year 7 or Year 9 tests and reports on Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy.
This report shows the growth between 2016 and 2018 results for students who undertook the 2016 and 2018 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 2016 and the 2018 tests)
These data are longitudinal in nature and are useful for comparing the change in performance of the same groups of students between 2016 and 2018 (e.g. how the performance of Year 3 students in 2016 compares to their performance now they are in Year 5 in 2018). 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 2016 and 2018 tests at the school. (Matched School Group)
NAPLAN 2018 Reporting Guide 24
School Comparison Report – Matched Student Group The Matched Student Group version of the School Comparison Report is available for all schools with a Year 7 cohort. P-12 schools can also see this version of the report for Year 5 and Year 9 students. This report is similar to the Matched School Group version described above, but contains the following adjustments:
• There is no ‘School’ group (red) for 2016
• The ‘Matched School’ group (green) is replaced by a ‘Matched Student’ group (orange). This is the group of students who sat the 2018 test at the school and who have a 2016 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 2018 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 2018 tests at the school, and who have a 2016 result from this or another school. (Matched Student Group)
25NAPLAN 2018 Reporting Guide
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 2016 Year 5 ‘School Mean’ is given, and the statistics for the ‘Matched School’ group are replaced with those for the ‘Matched Student’ group.
School-Student Comparison Report
This report provides data on individual students who completed Year 5, Year 7 or Year 9 tests and reports on Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy.
For Year 5 and Year 9, this report shows the achievement levels for an individual student in 2016 and 2018, 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 2016 Year 5 ‘School’ distributions cannot be provided, and hence the (red) box-and-whiskers for 2016 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 2016 and 2018 (e.g. how the student’s Year 7 performance in 2016 compares to their performance in Year 9 in 2018). 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.
NAPLAN 2018 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 2016 Year 5 ‘School’ distribution is not provided for Year 7 students, unless there were Year 5 students enrolled at the school in 2016.
These dots show the result for the nominated student for the tests in Year 7 and Year 9 respectively.
27NAPLAN 2018 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 2016.
NAPLAN 2018 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 2018 Reporting Guide
Transitional Relative Growth Report
The Transitional Relative Growth Report shows the relative growth made by Year 5 students who were at the school two years prior and who have transitioned to a current Year 7 at a different school. The report is available for all test domains (Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy) and shows the percentages of students who achieved High, Medium and Low relative growth (as defined on pages 27-28) in these areas across the transition from Year 5 to a current Year 7.The Transitional Relative Growth report is equivalent to the graphical version of the Year 5 to 7 Relative Growth Report (see page 28), except that
• the school group of interest is the Year 5 cohort from 2 years prior to the current testing year
• the report is accessed from the reporting year option for the Year 5 cohort of interest – not from the current reporting year.
The report does not display results for individual students.
Example of Transitional Relative Growth Report for Year 5 (2 years prior) to a current Year 7.
The report is accessed from the reporting year option for the Year 5 cohort – not current reporting year.
The bands refer to the students’ starting points and reflect Year 5 results from 2 years prior.
NAPLAN 2018 Reporting Guide 30
Section 3: Interpretation of ResultsAll reports in the NAPLAN Data Service are provided using the National Assessment Program scale.
NAPLAN results between 2008 and 2018 are based on the scaled scores which form the numeric continuum from which the ten national reporting bands are derived. (See page 3 for further information on scaled scores and national reporting bands.) Reports showing national, state, school or subgroup distributions are generally presented as box-and-whisker graphs and referenced to the national reporting bands. The underlying summary statistics which generate these graphs are displayed, where appropriate, as scaled scores.
Scaled scores can be directly compared across time within any given assessment area. However, comparison of scaled scores across different assessment areas is not meaningful and is not recommended.
The national data used in the NAPLAN Data Service has been drawn from a large, scientifically constructed sample of results from across Australia. Graphs and tables for state data use results from the full Victorian testing cohorts of over 70,000 students at each of Years 3, 5, 7 and 9, spread across approximately 2,300 primary and secondary schools.
Making comparisons
A number of factors should be taken into account when making comparisons using school, subgroup or individual student data. In particular, schools should consider:
• the size of the group• the size of the difference between groups.
School and subgroup comparisons
Group level achievement data is more stable and more reliable when it is based on large groups. In general, the larger the group, the more reliably representative the data will be. For example, the national and state data presented in the Data Service has been based on very large numbers of students and will accurately reflect general achievement across Australia and Victoria respectively. With the exception of very small schools, school level data is also generally reliable, and meaningful comparisons may be made between the school performances and those of the state or the nation.
For schools with very small student numbers, care must be taken when making such comparisons as the difference may simply reflect the normal variation that occurs whenever student performance is measured. Similarly, in drawing conclusions about subgroup or class differences, consideration must be given to the size of the group. Group level results for a group with fewer than ten students cannot be used to provide accurate or meaningful comparisons.
The data for a complete Five Year Trend Data Report has been supplied, allowing schools to compare results for 2014, 2015, 2016, 2017 and 2018.
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.
31NAPLAN 2018 Reporting Guide
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 2018 it is possible to compare current NAPLAN results with those from Year 3, Year 5 or Year 7 in 2015. 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 2016 to 2018 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.
NAPLAN 2018 Reporting Guide 32
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 2018.
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.
33NAPLAN 2018 Reporting Guide
Sample page 1 of the NAPLAN Student Report
Student report 2018
This report shows the results for How to read the student report
Student report 2018National Assessment Program —
Literacy and Numeracy
Year
7
Year
7
Band
Summary of skills assessedThe skills described in the following table represent those typically assessed in NAPLAN tests for Year 7 students. These skills increase in difficulty from the lowest to the highest band. A student achieving a result in a particular band is likely to have correctly answered questions involving skills in that band and in each band below it.
9
8
7
6
5
4
Reading Writing Language Conventions NumeracyProcesses and interprets ideas that are implicit in a range of complex narrative and informative texts. Analyses and evaluates evidence in persuasive texts and identifies language features to infer an author’s intended purpose and audience.
Incorporates elaborated ideas that reflect a worldwide view of the topic. Makes consistently precise word choices that engage or persuade the reader and enhance the writer’s point of view.Punctuates sentence beginnings and endings correctly and uses other complex punctuation correctly most of the time. Shows control and variety in paragraph construction to pace and direct the reader’s attention.
Identifies errors and correctly spells words with difficult spelling patterns (miniature, severely, technological ).Demonstrates knowledge of grammar and punctuation conventions in more complex texts, such as the correct use of possessive pronouns (its).
Solves complex reasoning problems. Uses square roots and powers. Evaluates algebraic expressions and solves equations and inequalities using substitution. Interprets simple linear graphs. Interrogates data and finds measures of centre. Calculates elapsed time across time zones. Determines angle size, area and volume of polygons and diameter and circumference of circles. Recognises congruence and uses similarity in regular shapes.
Interprets ideas and processes information in a range of complex texts. Understands how character traits and behaviours are used to develop stereotypes. Analyses and interprets persuasive texts to infer a specific purpose and audience. Uses the context to interpret vocabulary specific to a text or topic.
Writes a cohesive text that begins to engage or persuade the reader. Makes deliberate and appropriate word choices to create a rational or emotional response.Attempts to reveal attitudes and values and to develop a relationship with the reader. Constructs most complex sentences correctly. Spells most words, including many difficult words, correctly.
Identifies errors and correctly spells most words with difficult spelling patterns (echoes, principle, angrily, encouraged ).Demonstrates knowledge of grammar and punctuation conventions in more complex texts, such as appropriate sentence structure, the correct use of pronouns, pairs of conjunctions (neither, nor), forms of adverbs (more deeply), complex verb forms and quotation marks for effect.
Solves non-routine problems and compares common fractions, decimals and percentages. Continues linear patterns and identifies non-linear rules. Solves perimeter and area problems. Determines probabilities of outcomes of experiments. Classifies triangles and uses their properties. Identifies transformations of shapes and visualises changes to 3D objects. Determines direction using compass points and angles of turn.
Applies knowledge and understanding of different text types to process ideas, draw conclusions and infer themes and purpose. Identifies details that connect implied ideas across and within texts including character motivation in narrative texts, the writer’s values in persuasive texts and the main ideas in informative texts.
Develops ideas through language choices and effective textual features.Joins and orders ideas using connecting words and maintains clear meaning throughout the text.Correctly spells most common words and some difficult words, including words with less common spelling patterns and silent letters.
Identifies errors and correctly spells words with common spelling patterns and some words with difficult spelling patterns (temporary, ineffective, excellent, circulated ). Demonstrates knowledge of grammar and punctuation conventions in more complex texts, such as the correct use of compound verbs (could have), apostrophes for possession (nobody’s) and quotation marks for speech.
Solves multi-step problems involving relational reasoning. Calculates missing values in equations. Interprets rules and patterns and completes simple inequalities. Finds perimeters and areas of composite shapes. Calculates elapsed times across midday and midnight. Expresses probability as a fraction. Compares and classifies angles and solves problems involving nets. Uses scale to determine distance on maps.
Makes meaning from a range of text types of increasing difficulty and understands different text structures. Recognises the purpose of general text features such as titles and subheadings. Makes inferences by connecting ideas across different parts of texts. Interprets figurative language and identifies the main differences between characters in narrative texts.
Organises a text using paragraphs with related ideas. Uses some effective text features and accurate words or groups of words when developing ideas.Punctuates nearly all sentences correctly with capitals, full stops, exclamation marks and question marks.Correctly uses more complex punctuation markers some of the time.
Identifies errors and correctly spells most words with common spelling patterns (soldiers, address, meant, activity).Demonstrates knowledge of grammar and punctuation conventions in more complex texts, such as appropriate and clear sentence structure and the correct use of varied conjunctions (whether ).
Solves multi-step problems including those involving directed numbers, decimals, fractions and percentages. Continues patterns to higher terms. Finds unknowns in simple equations. Converts between familiar units of measure. Calculates durations of events. Interprets and uses data from a variety of displays. Recognises nets of familiar 3D objects and symmetry in irregular shapes. Interprets maps using scales, legends and coordinate systems.
Uses clearly stated information in familiar text types to draw some conclusions and inferences. Draws conclusions about a character in narrative texts. Connects and sequences ideas in longer informative texts and identifies opinions in persuasive texts.
Structures a text with a beginning, complication and resolution; or with an introduction, body and conclusion. Includes enough supporting detail for the text to be easily understood by the reader, although the conclusion or resolution may be weak or simple. Correctly structures most simple and compound sentences and some complex sentences.
Identifies errors and correctly spells one- and two-syllable words with common spelling patterns (grown, drafting, message).Recognises grammar and punctuation conventions in standard sentences and speech, such as the correct use of verb forms, synonyms, connecting words (however ), brackets and apostrophes for contractions (he’s).
Solves routine problems using a range of strategies. Demonstrates knowledge of fractions and decimals to hundredths. Continues number and spatial patterns. Uses familiar measures to estimate, calculate and compare area or volume. Reads graduated scales. Compares likelihood of outcomes in chance events. Recognises the effect of transformations on 2D shapes. Uses compass points and angles of turn to interpret maps.
Locates clearly stated information in narrative and informative texts to connect ideas and make inferences.Identifies the meaning of some unfamiliar words from their context and finds key information in longer texts including those with tables and diagrams.
Writes a text in which characters or setting are briefly described; or in which ideas on topics are briefly elaborated.Correctly punctuates some sentences with both capital letters and full stops. May demonstrate correct use of capitals for names and some other punctuation.Correctly spells most common words.
Identifies errors and correctly spells some one- and two-syllable words with common spelling patterns.Recognises grammar and punctuation conventions in standard sentences and speech, such as consistency within sentences, the correct use of verb forms and appropriate order of phrases.
Solves problems involving unit fractions, combinations of addition and subtraction of two-digit numbers and number facts to 10 x 10. Identifies division as the inverse of multiplication. Interprets timetables and calendars and reads time on clocks to the quarter hour. Locates information in tables and graphs. Recognises familiar 2D shapes after a transformation and identifies a line of symmetry. Visualises 3D objects from different viewpoints.
A student’s result is shown on an achievement scale for each assessment area. Results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.
The achievement scale represents increasing levels of knowledge, understanding and skills demonstrated in the assessments. Results for Year 7 are reported across the range of Band 4 to Band 9, with Band 5 representing the national minimum standard for this year level.
The national average and the range of achievement for Year 7 students are also shown on the scale.
Your child’s results are shown on the inside pages of this report.
In May 2018, national literacy and numeracy assessments were administered to students in Years 3, 5, 7 and 9 throughout Australia. This report shows your child’s achievement in those assessments.
These assessments provide a snapshot of your child’s achievement at a point in time. The information contained in this report should be considered together with school-based assessments and reports.
From 2018 to 2020, NAPLAN is moving from a paper test to an online test to provide more accurate and precise information about what students know and can do. This means that during this period some students take NAPLAN on paper, while others sit the tests online.
Student results for both online and paper tests are comparable and are reported on the same NAPLAN assessment scale. NAPLAN results should always be interpreted with care. Your child’s teacher will have the best insight into your child’s educational progress.
Literacy assessmentThe literacy assessments measured student achievement in reading, writing and language conventions.
ReadingStudents were required to read a range of texts similar to those used in Year 7 classrooms and answer questions of varying difficulty to show their understanding of the material.
WritingStudents were instructed to respond to a writing prompt. This writing task required students to generate and organise ideas and demonstrate their skills in vocabulary use, sentence structure, spelling and punctuation.
Language ConventionsStudents were required to identify and correct spelling errors and answer questions on aspects of grammar and punctuation.
Numeracy assessmentThe numeracy assessment measured student achievement across number and algebra; measurement and geometry; and statistics and probability. Questions required students to apply mathematical knowledge, skills and understanding in a variety of contexts.
Band 9
Band 8
Band 7
Band 6
Band 5
Band 4
If a student’s result is here, it means the result is well above the expected level of achievement for Year 7 students.
Year 7 students with results in Band 4 are below the national minimum standard.
The lightly shaded area shows the range of achievement for the middle 60% of Year 7 students in Australia.
The triangle shows the national average for Year 7 students.
The dot shows an individual student’s result.
NAPLAN 2018 Reporting Guide 34
NAPLAN Data Service Reports
The NAPLAN Data Service Reports can be used to supplement information in the NAPLAN Student Reports. Teachers are advised to become familiar with the content of the reports so they can answer parents’ questions about particular aspects of their children’s results.
Confidentiality of results
When discussing NAPLAN Student Reports with parents, teachers should point out that the information about each child is confidential to the child’s parents, the teacher and the school.
Distribution of NAPLAN Student Reports
It is important that teachers be fully informed of the detailed results of each student and of the results for their class as a whole, and that parents have the opportunity to discuss the results with the school.
The results sent to the school provide detailed information about the achievement of each student.
This information can be used to place the NAPLAN Student Reports in a wider context that enables strategies and suggestions for learning improvement to be discussed with parents.
Parental interest in NAPLAN results is very high and it is essential that NAPLAN Student Reports are delivered as soon as possible after their arrival at the school. NAPLAN Student Reports are confidential documents that contain personal information about each student and, given the need for confidentiality, the VCAA asks all schools to consider a direct mail out to parents or to issue the reports directly, through, for example, an information night or by collection from the school by parents.
Schools should retain evidence of distribution of reports to parents at the school, for example, a letter addressed to parents or notification in the school newsletter, and schools are strongly advised to make a copy of each report and retain it at the school.
Replacement of NAPLAN Student Reports
The VCAA provides only one set of Student Reports to the school for distribution. Schools may photocopy the printed report sent to the school or access a similar report through the NAPLAN Data Service (see the Student Achievement Level Report on page 20).
NAPLAN Student Reports which carry an incorrect name as a result of incorrect information provided by the school may be replaced on request.
Queries about NAPLAN Student Reports
Parents who contact the VCAA with queries about their child’s report will, in most circumstances, be referred to the school. If the school has queries about results for particular students, it should contact the NAPLAN Helpdesk on freecall 1800 648 637 or email: [email protected]
35NAPLAN 2018 Reporting Guide
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36 NAPLAN 2018 Reporting Guide
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e sho
uld
care
abou
t Ant
arct
ic kr
illId
entifi
es th
e aut
hor's
inte
nt in
a pe
rsua
sive d
iscus
sion
27Lo
st an
d fo
und
in sp
ace
Iden
tifies
the a
udien
ce o
f a m
agaz
ine a
rticle
28Lo
st an
d fo
und
in sp
ace
Iden
tifies
the p
urpo
se o
f a co
mpa
rison
in a
mag
azin
e arti
cle
29Lo
st an
d fo
und
in sp
ace
Iden
tifies
caus
e and
effec
t rela
tions
hip
indi
cate
d in
a m
agaz
ine a
rticle
30Lo
st an
d fo
und
in sp
ace
Eval
uate
s the
pur
pose
of a
subh
eadi
ng in
a m
agaz
ine a
rticle
31Lo
st an
d fo
und
in sp
ace
Iden
tifies
a w
riter
’s pe
rspe
ctiv
e fro
m v
ocab
ular
y in
a m
agaz
ine a
rticle
32Lo
st an
d fo
und
in sp
ace
Inte
rpre
ts vo
cabu
lary
choi
ces i
n co
ntex
t in
a mag
azin
e arti
cle
33Em
ailin
g Gr
anCo
mpa
res d
etai
ls to
iden
tify
diffe
renc
es in
a pa
ir of
emai
ls
34Em
ailin
g Gr
anA
naly
ses t
he p
urpo
se o
f an
info
rmal
emai
l gre
etin
g
35Em
ailin
g Gr
anIn
terp
rets
a cha
ract
er’s
opin
ion
of a
plot
even
t in
a pai
r of e
mai
ls
36Em
ailin
g Gr
anIn
fers
the e
ffect
of a
char
acte
r’s ac
tions
as d
escr
ibed
in a
pair
of em
ails
37Em
ailin
g Gr
anId
entifi
es tr
ue/f
alse
stat
emen
ts ba
sed
on ev
iden
ce in
a pa
ir of
emai
ls
37NAPLAN 2018 Reporting Guide
Ye
ar
5 R
ea
din
g
Ques
tion
Text
title
Skill
ass
esse
d
1Le
tter f
rom
cam
pLo
cate
s dire
ctly
stat
ed in
form
atio
n in
a pe
rson
al le
tter
2Le
tter f
rom
cam
pLi
nks d
irect
ly st
ated
info
rmat
ion
acro
ss p
arag
raph
s in
a per
sona
l let
ter
3Le
tter f
rom
cam
pLo
cate
s dire
ctly
stat
ed in
form
atio
n in
a pe
rson
al le
tter
4Le
tter f
rom
cam
pIn
terp
rets
dire
ctly
stat
ed in
form
atio
n in
a pe
rson
al le
tter
5Le
tter f
rom
cam
pId
entifi
es th
e pur
pose
of d
escr
iptiv
e lan
guag
e in
a per
sona
l let
ter
6Le
tter f
rom
cam
pId
entifi
es th
e mai
n pu
rpos
e of a
per
sona
l let
ter
7Th
e pro
cess
ion
Iden
tifies
the s
ettin
g fo
r a n
arra
tive
8Th
e pro
cess
ion
Eval
uate
s a ch
arac
ter t
rait
from
beh
avio
ur in
a na
rrat
ive
9Th
e pro
cess
ion
Loca
tes d
irect
ly st
ated
info
rmat
ion
in a
narr
ativ
e
10Th
e pro
cess
ion
Loca
tes d
irect
ly st
ated
info
rmat
ion
in a
narr
ativ
e
11Th
e pro
cess
ion
Iden
tifies
the p
urpo
se o
f a p
arag
raph
in a
narr
ativ
e
12Th
e pro
cess
ion
Inte
rpre
ts di
rect
ly st
ated
info
rmat
ion
in a
narr
ativ
e
13W
hy w
e sho
uld
care
abou
t Ant
arct
ic kr
illId
entifi
es th
e mai
n id
ea o
f a p
ersu
asiv
e disc
ussio
n
14W
hy w
e sho
uld
care
abou
t Ant
arct
ic kr
illIn
terp
rets
a pro
noun
refe
renc
e in
a per
suas
ive d
iscus
sion
15W
hy w
e sho
uld
care
abou
t Ant
arct
ic kr
illId
entifi
es co
ntra
sted
info
rmat
ion
in a
pers
uasiv
e disc
ussio
n
16W
hy w
e sho
uld
care
abou
t Ant
arct
ic kr
illIn
terp
rets
dire
ctly
stat
ed in
form
atio
n in
a pe
rsua
sive d
iscus
sion
17W
hy w
e sho
uld
care
abou
t Ant
arct
ic kr
illId
entifi
es th
e aut
hor's
per
spec
tive a
t the
end
of a
pers
uasiv
e disc
ussio
n
18W
hy w
e sho
uld
care
abou
t Ant
arct
ic kr
illId
entifi
es th
e mai
n id
ea o
f a p
ersu
asiv
e disc
ussio
n
19W
hy w
e sho
uld
care
abou
t Ant
arct
ic kr
illId
entifi
es th
e aut
hor's
inte
nt in
a pe
rsua
sive d
iscus
sion
20W
ave-
driv
en g
ener
ator
Iden
tifies
the p
urpo
se o
f a d
iagr
am in
an in
form
atio
n te
xt
21W
ave-
driv
en g
ener
ator
Inte
rpre
ts a d
iagr
am in
an in
form
atio
n te
xt
22W
ave-
driv
en g
ener
ator
Inte
rpre
ts di
rect
ly st
ated
info
rmat
ion
in an
info
rmat
ion
text
23W
ave-
driv
en g
ener
ator
Inte
rpre
ts di
rect
ly st
ated
info
rmat
ion
in an
info
rmat
ion
text
24W
ave-
driv
en g
ener
ator
Iden
tifies
the p
urpo
se o
f a su
b-he
adin
g in
an in
form
atio
n te
xt
25W
ave-
driv
en g
ener
ator
Ana
lyse
s inf
orm
atio
n to
mak
e an
infe
renc
e in
an in
form
atio
n te
xt
38 NAPLAN 2018 Reporting Guide
26W
ave-
driv
en g
ener
ator
Iden
tifies
a di
ffere
nce b
etw
een
an in
form
atio
n te
xt an
d a p
ersu
asiv
e tex
t
27Ti
tani
cId
entifi
es th
e pur
pose
of t
he te
xt la
yout
in an
adve
rtise
men
t
28Ti
tani
cIn
terp
rets
a dev
ice u
sed
to en
gage
read
ers o
f an
adve
rtise
men
t
29Ti
tani
cId
entifi
es ev
alua
tive l
angu
age t
o m
atch
a th
eme i
n an
adve
rtise
men
t
30Ti
tani
cIn
terp
rets
voca
bula
ry th
at co
ntrib
utes
to th
e ton
e of a
n ad
verti
sem
ent
31Ti
tani
cId
entifi
es d
irect
ly st
ated
info
rmat
ion
in an
adve
rtise
men
t
32Ti
tani
cId
entifi
es an
auth
or's
assu
mpt
ion
in an
adve
rtise
men
t
33Ti
tani
cId
entifi
es th
e aut
hor's
per
spec
tive i
n an
adve
rtise
men
t
34Au
stral
ia's r
ares
t ins
ect g
oes g
loba
lLi
nks i
nfor
mat
ion
from
the t
ext t
o th
e titl
e of a
n in
form
atio
n te
xt
35Au
stral
ia's r
ares
t ins
ect g
oes g
loba
lId
entifi
es h
ow p
ersu
asio
n is
used
in th
e ope
ning
par
agra
ph o
f an
info
rmat
ion
text
36Au
stral
ia's r
ares
t ins
ect g
oes g
loba
lIn
fers
the r
easo
n fo
r an
outco
me i
n an
info
rmat
ion
text
37Au
stral
ia's r
ares
t ins
ect g
oes g
loba
lLo
cate
s dire
ctly
stat
ed d
etai
ls in
an in
form
atio
n te
xt
38Au
stral
ia's r
ares
t ins
ect g
oes g
loba
lIn
terp
rets
the m
eani
ng o
f figu
rativ
e lan
guag
e in
an in
form
atio
n te
xt
39Au
stral
ia's r
ares
t ins
ect g
oes g
loba
lId
entifi
es th
e sig
nific
ance
of a
n ev
ent i
n an
info
rmat
ion
text
40Au
stral
ia's r
ares
t ins
ect g
oes g
loba
lIn
terp
rets
dire
ctly
stat
ed in
form
atio
n in
an in
form
atio
n te
xt
39NAPLAN 2018 Reporting Guide
Ye
ar
7 R
ea
din
g
Ques
tion
Text
title
Skill
ass
esse
d
1M
ovin
g on
Infe
rs th
e mea
ning
of d
escr
iptiv
e det
ails
in a
narr
ativ
e
2M
ovin
g on
Iden
tifies
the r
easo
n fo
r the
use
of r
epet
ition
in a
narr
ativ
e
3M
ovin
g on
Iden
tifies
det
ails
abou
t the
setti
ng fr
om d
ialo
gue i
n a n
arra
tive
4M
ovin
g on
Inte
rpre
ts a c
hara
cter
's ou
tlook
in a
narr
ativ
e
5M
ovin
g on
Inte
rpre
ts a s
tate
men
t in
cont
ext i
n a n
arra
tive
6M
ovin
g on
Inte
rpre
ts in
form
atio
n to
mak
e an
infe
renc
e in
a nar
rativ
e
7A
ll yo
u ev
er w
ante
d to
kno
w ab
out c
hew
ing
gum
Iden
tifies
the m
ain
purp
ose o
f an
info
rmat
ive w
ebpa
ge
8A
ll yo
u ev
er w
ante
d to
kno
w ab
out c
hew
ing
gum
Loca
tes d
irect
ly st
ated
info
rmat
ion
in an
info
rmat
ive w
ebpa
ge
9A
ll yo
u ev
er w
ante
d to
kno
w ab
out c
hew
ing
gum
Iden
tifies
the p
urpo
se o
f cap
ital l
ette
rs in
an in
form
ativ
e web
page
10A
ll yo
u ev
er w
ante
d to
kno
w ab
out c
hew
ing
gum
Loca
tes d
irect
ly st
ated
info
rmat
ion
in an
info
rmat
ive w
ebpa
ge
11A
ll yo
u ev
er w
ante
d to
kno
w ab
out c
hew
ing
gum
Inte
rpre
ts di
rect
ly st
ated
info
rmat
ion
an in
form
ativ
e web
page
12A
ll yo
u ev
er w
ante
d to
kno
w ab
out c
hew
ing
gum
Inte
rpre
ts th
e int
entio
n of
imag
es in
an in
form
ativ
e web
page
13W
ave-
driv
en g
ener
ator
Iden
tifies
the p
urpo
se o
f a d
iagr
am in
an in
form
atio
n te
xt
14W
ave-
driv
en g
ener
ator
Inte
rpre
ts a d
iagr
am in
an in
form
atio
n te
xt
15W
ave-
driv
en g
ener
ator
Inte
rpre
ts di
rect
ly st
ated
info
rmat
ion
in an
info
rmat
ion
text
16W
ave-
driv
en g
ener
ator
Inte
rpre
ts di
rect
ly st
ated
info
rmat
ion
in an
info
rmat
ion
text
17W
ave-
driv
en g
ener
ator
Iden
tifies
the p
urpo
se o
f a su
b-he
adin
g in
an in
form
atio
n te
xt
18W
ave-
driv
en g
ener
ator
Ana
lyse
s inf
orm
atio
n to
mak
e an
infe
renc
e in
an in
form
atio
n te
xt
19W
ave-
driv
en g
ener
ator
Iden
tifies
a di
ffere
nce b
etw
een
an in
form
atio
n te
xt an
d a p
ersu
asiv
e tex
t
20Ti
tani
cId
entifi
es th
e pur
pose
of t
he te
xt la
yout
in an
adve
rtise
men
t
21Ti
tani
cIn
terp
rets
a dev
ice u
sed
to en
gage
read
ers o
f an
adve
rtise
men
t
22Ti
tani
cId
entifi
es ev
alua
tive l
angu
age t
o m
atch
a th
eme i
n an
adve
rtise
men
t
23Ti
tani
cIn
terp
rets
voca
bula
ry th
at co
ntrib
utes
to th
e ton
e of a
n ad
verti
sem
ent
24Ti
tani
cId
entifi
es d
irect
ly st
ated
info
rmat
ion
in an
adve
rtise
men
t
40 NAPLAN 2018 Reporting Guide
25Ti
tani
cId
entifi
es an
auth
or's
assu
mpt
ion
in an
adve
rtise
men
t
26Ti
tani
cId
entifi
es th
e aut
hor's
per
spec
tive i
n an
adve
rtise
men
t
27Th
e for
ging
Inte
rpre
ts th
e pur
pose
of t
ext s
truct
ures
and
lang
uage
feat
ures
in a
narr
ativ
e
28Th
e for
ging
Inte
rpre
ts fig
urat
ive l
angu
age i
n a n
arra
tive
29Th
e for
ging
Inte
rpre
ts te
chni
cal l
angu
age i
n a n
arra
tive
30Th
e for
ging
Iden
tifies
a ch
arac
ter's
moo
d ch
ange
acro
ss a
narr
ativ
e
31Th
e for
ging
Synt
hesis
es in
form
atio
n fro
m d
ialo
gue a
nd d
escr
iptio
n in
a na
rrat
ive
32Th
e for
ging
Inte
rpre
ts di
alog
ue in
the fi
nal t
wo
para
grap
hs o
f a n
arra
tive
33Th
e for
ging
Iden
tifies
the s
eque
nce o
f eve
nts i
n a n
arra
tive
34Re
wild
ing:
Shou
ld w
olve
s be r
eint
rodu
ced
in B
ritai
n?In
fers
the p
urpo
se o
f an
intro
duct
ory
para
grap
h in
a pe
rsua
sive d
iscus
sion
35Re
wild
ing:
Shou
ld w
olve
s be r
eint
rodu
ced
in B
ritai
n?In
terp
rets
a met
apho
r in
a per
suas
ive d
iscus
sion
36Re
wild
ing:
Shou
ld w
olve
s be r
eint
rodu
ced
in B
ritai
n?In
terp
rets
emot
ive l
angu
age i
n a p
ersu
asiv
e disc
ussio
n
37Re
wild
ing:
Shou
ld w
olve
s be r
eint
rodu
ced
in B
ritai
n?In
fers
the a
utho
r’s p
oint
of v
iew at
the e
nd o
f a p
ersu
asiv
e disc
ussio
n
38Re
wild
ing:
Shou
ld w
olve
s be r
eint
rodu
ced
in B
ritai
n?Id
entifi
es a
seco
ndar
y th
eme i
n a p
ersu
asiv
e disc
ussio
n
39Lo
st fo
r wor
dsId
entifi
es h
ow a
title
refle
cts a
spec
ts of
a sp
eech
with
inte
rnal
com
men
tary
40Lo
st fo
r wor
dsIn
fers
a ch
arac
ter's
per
spec
tive i
n a s
peec
h w
ith in
tern
al co
mm
enta
ry
41Lo
st fo
r wor
dsA
naly
ses t
he eff
ect o
f lan
guag
e dev
ices i
n a s
peec
h w
ith in
tern
al co
mm
enta
ry
42Lo
st fo
r wor
dsIn
terp
rets
an al
lusio
n in
the m
iddl
e of a
spee
ch w
ith in
tern
al co
mm
enta
ry
43Lo
st fo
r wor
dsId
entifi
es a
char
acte
r's p
ersp
ectiv
e in
a spe
ech
with
inte
rnal
com
men
tary
44Lo
st fo
r wor
dsIn
terp
rets
an im
plied
mea
ning
in a
spee
ch w
ith in
tern
al co
mm
enta
ry
45Sa
ffron
: the
true
cost
Inte
rpre
ts th
e effe
ct o
f voc
abul
ary
choi
ces t
o in
fluen
ce m
eani
ng in
a de
taile
d in
form
atio
n te
xt
46Sa
ffron
: the
true
cost
Eval
uate
s the
tone
of a
rhet
orica
l que
stion
in a
deta
iled
info
rmat
ion
text
47Sa
ffron
: the
true
cost
Iden
tifies
the p
urpo
se o
f ita
lics i
n a d
etai
led in
form
atio
n te
xt
48Sa
ffron
: the
true
cost
Inte
rpre
ts a p
hras
e usin
g co
ntex
t in
a det
ailed
info
rmat
ion
text
49Sa
ffron
: the
true
cost
Eval
uate
s the
val
idity
of s
tate
men
ts us
ing
info
rmat
ion
from
acro
ss a
deta
iled
info
rmat
ion
text
50Sa
ffron
: the
true
cost
Iden
tifies
how
a se
nten
ce si
gnal
s a co
nclu
sion
in a
deta
iled
info
rmat
ion
text
41NAPLAN 2018 Reporting Guide
Ye
ar
9 R
ea
din
g
Ques
tion
Text
title
Skill
ass
esse
d
1De
ar M
r Mitc
hell
Iden
tifies
the a
utho
r of a
per
suas
ive l
ette
r
2De
ar M
r Mitc
hell
Inte
rpre
ts a c
ohes
ive r
efer
ence
use
d in
a pe
rsua
sive l
ette
r
3De
ar M
r Mitc
hell
Loca
tes d
irect
ly st
ated
info
rmat
ion
in a
pers
uasiv
e let
ter
4De
ar M
r Mitc
hell
Eval
uate
the p
urpo
se fo
r the
use
of i
talic
s in
a per
suas
ive l
ette
r
5De
ar M
r Mitc
hell
Inte
rpre
ts te
chni
ques
use
d by
an au
thor
to p
ositi
on a
read
er in
a pe
rsua
sive l
ette
r
6De
ar M
r Mitc
hell
Inte
rpre
ts a r
heto
rical
dev
ice in
a pe
rsua
sive l
ette
r
7O
ur w
orld
of w
eird
and
won
derfu
l pla
nts
Iden
tifies
the r
eade
r's ex
pect
ed re
actio
n in
an in
form
atio
n te
xt
8O
ur w
orld
of w
eird
and
won
derfu
l pla
nts
Iden
tifies
the w
ay th
e writ
er in
trodu
ces a
n in
form
atio
n te
xt
9O
ur w
orld
of w
eird
and
won
derfu
l pla
nts
Iden
tifies
the w
riter
's fo
cus i
n a s
ectio
n of
an in
form
atio
n te
xt
10O
ur w
orld
of w
eird
and
won
derfu
l pla
nts
Iden
tifies
info
rmat
ion
not g
iven
in an
info
rmat
ion
text
11O
ur w
orld
of w
eird
and
won
derfu
l pla
nts
Iden
tifies
an ex
cept
ion
from
com
paris
ons i
n an
info
rmat
ion
text
12O
ur w
orld
of w
eird
and
won
derfu
l pla
nts
Iden
tifies
a de
finiti
on in
an in
form
atio
n te
xt
13Gr
affiti
- is i
t art?
Iden
tifies
the r
easo
ning
beh
ind
an au
thor
's po
int o
f view
in an
argu
men
t
14Gr
affiti
- is i
t art?
Iden
tifies
a pe
rsua
sive t
echn
ique
in an
argu
men
t
15Gr
affiti
- is i
t art?
Iden
tifies
evid
ence
use
d to
supp
ort a
conc
lusio
n in
an ar
gum
ent
16Gr
affiti
- is i
t art?
Iden
tifies
an ex
ampl
e of e
mot
ive l
angu
age i
n an
argu
men
t17
Graffi
ti - i
s it a
rt?Id
entifi
es a
belie
f in
an ar
gum
ent
18Gr
affiti
- is i
t art?
Com
pare
s atti
tude
s rep
rese
nted
in tw
o ar
gum
ents
19Th
e hig
h lif
eId
entifi
es th
e rea
son
for i
nfor
mat
ion
in b
rack
ets i
n a f
actu
al d
escr
iptio
n
20Th
e hig
h lif
eIn
terp
rets
dire
ctly
stat
ed in
form
atio
n in
a fa
ctua
l des
crip
tion
21Th
e hig
h lif
eIn
terp
rets
info
rmat
ion
in a
fact
ual d
escr
iptio
n
22Th
e hig
h lif
eId
entifi
es th
e effe
ct o
f an
inte
nsifi
er in
a fa
ctua
l des
crip
tion
23Th
e hig
h lif
eIn
terp
rets
info
rmat
ion
in a
fact
ual d
escr
iptio
n
24Th
e hig
h lif
eIn
terp
rets
info
rmat
ion
in a
fact
ual d
escr
iptio
n
42 NAPLAN 2018 Reporting Guide
25Th
e for
ging
Inte
rpre
ts th
e pur
pose
of t
ext s
truct
ures
and
lang
uage
feat
ures
in a
narr
ativ
e
26Th
e for
ging
Inte
rpre
ts fig
urat
ive l
angu
age i
n a n
arra
tive
27Th
e for
ging
Inte
rpre
ts te
chni
cal l
angu
age i
n a n
arra
tive
28Th
e for
ging
Iden
tifies
a ch
arac
ter's
moo
d ch
ange
acro
ss a
narr
ativ
e
29Th
e for
ging
Synt
hesis
es in
form
atio
n fro
m d
ialo
gue a
nd d
escr
iptio
n in
a na
rrat
ive
30Th
e for
ging
Inte
rpre
ts di
alog
ue in
the fi
nal t
wo
para
grap
hs o
f a n
arra
tive
31Th
e for
ging
Iden
tifies
the s
eque
nce o
f eve
nts i
n a n
arra
tive
32Co
mpu
ter g
amin
g: sp
ort o
r not
?Ev
alua
tes t
he ce
ntra
l arg
umen
t in
a disc
ussio
n tra
nscr
ipt
33Co
mpu
ter g
amin
g: sp
ort o
r not
?Id
entifi
es su
ppor
ting
evid
ence
in a
disc
ussio
n tra
nscr
ipt
34Co
mpu
ter g
amin
g: sp
ort o
r not
?Id
entifi
es a
spea
ker’s
argu
men
t in
a disc
ussio
n tra
nscr
ipt
35Co
mpu
ter g
amin
g: sp
ort o
r not
?A
naly
ses h
ow a
spea
ker u
ses p
ersu
asio
n in
a di
scus
sion
trans
crip
t
36Co
mpu
ter g
amin
g: sp
ort o
r not
?Id
entifi
es h
ow a
spea
ker u
ses p
ersu
asio
n in
a di
scus
sion
trans
crip
t
37Co
mpu
ter ga
min
g: sp
ort o
r not
?Sy
nthe
sises
info
rmat
ion
from
acro
ss a
text
in a
disc
ussio
n tra
nscr
ipt
38Lo
st fo
r wor
dsId
entifi
es h
ow a
title
refle
cts a
spec
ts of
a sp
eech
with
inte
rnal
com
men
tary
39Lo
st fo
r wor
dsIn
fers
a ch
arac
ter's
per
spec
tive i
n a s
peec
h w
ith in
tern
al co
mm
enta
ry
40Lo
st fo
r wor
dsA
naly
ses t
he eff
ect o
f lan
guag
e dev
ices i
n a s
peec
h w
ith in
tern
al co
mm
enta
ry
41Lo
st fo
r wor
dsIn
terp
rets
an al
lusio
n in
the m
iddl
e of a
spee
ch w
ith in
tern
al co
mm
enta
ry
42Lo
st fo
r wor
dsId
entifi
es a
char
acte
r's p
ersp
ectiv
e in
a spe
ech
with
inte
rnal
com
men
tary
43Lo
st fo
r wor
dsIn
terp
rets
an im
plied
mea
ning
in a
spee
ch w
ith in
tern
al co
mm
enta
ry
44N
onse
nse r
ules
!A
naly
ses t
he eff
ect o
f how
the w
riter
intro
duce
s a to
pic i
n a c
ompl
ex es
say
45N
onse
nse r
ules
!Ex
tract
s the
mea
ning
of l
ess f
amili
ar v
ocab
ular
y in
the m
iddl
e of a
com
plex
essa
y
46N
onse
nse r
ules
!Ex
tract
s key
info
rmat
ion
and
idea
s fro
m th
e mid
dle o
f a co
mpl
ex es
say
47N
onse
nse r
ules
!Id
entifi
es th
e writ
er’s
opin
ion
of th
e sub
ject o
f a co
mpl
ex es
say
48N
onse
nse r
ules
!Ap
plies
und
ersta
ndin
g of
com
plica
ted
idea
s fro
m a
com
plex
essa
y
49N
onse
nse r
ules
!Id
entifi
es th
e val
idity
of k
ey in
form
atio
n fro
m ac
ross
a co
mpl
ex es
say
50N
onse
nse r
ules
!In
fers
mul
tiple
mea
ning
s fro
m th
e titl
e of a
com
plex
essa
y
43NAPLAN 2018 Reporting Guide
Ye
ar
3 L
ang
uag
e C
onve
nti
on
s
Ques
tion
Mis
spel
t wo
rdSk
ill a
sses
sed
1ba
bey
Corr
ectly
spel
ls 2-
sylla
ble w
ord
with
cons
onan
t -y
endi
ng.
2joi
Corr
ectly
spel
ls 1-
sylla
ble w
ord
with
-oy.
3fla
ping
Corr
ectly
spel
ls 2-
sylla
ble w
ord
with
dou
bled
fina
l con
sona
nt b
efor
e -in
g.
4Fa
rst
Corr
ectly
spel
ls 1-
sylla
ble w
ord
endi
ng in
-ast.
5sn
ale
Corr
ectly
spel
ls 1-
sylla
ble w
ord
with
-ai-.
6to
othb
rush
sCo
rrec
tly sp
ells
3-sy
llabl
e plu
ral c
ompo
und
wor
d en
ding
in -e
s.
7se
nse
Corr
ectly
spel
ls 1-
sylla
ble h
omop
hone
star
ting
with
ce-.
8to
wl
Corr
ectly
spell
s 1-sy
llabl
e wor
d en
ding
in -e
l.
9im
agin
airy
Corr
ectly
spel
ls m
ultis
ylla
ble w
ord
endi
ng in
-ary
.
10m
ickst
ure
Corr
ectly
spel
ls 2-
sylla
ble w
ord
with
-x-.
11tri
ptCo
rrec
tly sp
ells
1-sy
llabl
e wor
d w
ith d
oubl
ed co
nson
ant b
efor
e -ed
.
12w
eath
erCo
rrec
tly sp
ells
2-sy
llabl
e hom
opho
ne st
artin
g w
ith w
h-.
13hi
ttId
entifi
es &
corr
ects
erro
r in
1-sy
llabl
e wor
d en
ding
in a
vow
el an
d co
nson
ant.
14lee
nId
entifi
es &
corr
ects
erro
r in
1-sy
llabl
e wor
d w
ith -e
e-.
15to
nite
Iden
tifies
& co
rrec
ts er
ror i
n 2-
sylla
ble w
ord
with
-igh
-.
16bu
terfl
yId
entifi
es &
corr
ects
erro
r in
3-sy
llabl
e com
poun
d w
ord
with
-tt-.
17sh
ert
Iden
tifies
& co
rrects
erro
r in
1-syl
lable
word
with
-ir-.
18kr
ooke
dId
entifi
es &
corr
ects
erro
r in
2-sy
llabl
e wor
d sta
rting
with
cr-.
19re
cord
arId
entifi
es &
corr
ects
erro
r in
3-sy
llabl
e wor
d en
ding
in -e
r.
20ca
nsel
Iden
tifies
& co
rrec
ts er
ror i
n 2-
sylla
ble w
ord
with
-ce-.
21de
llive
red
Iden
tifies
& co
rrec
ts er
ror i
n 3-
sylla
ble w
ord
starti
ng w
ith d
el-.
22qu
aliti
eId
entifi
es &
corre
cts er
ror i
n 3-
sylla
ble w
ord
endi
ng in
-ty.
23liq
udId
entifi
es &
corr
ects
erro
r in
2-sy
llabl
e wor
d en
ding
in -i
d.
24flo
wer
Iden
tifies
& co
rrec
ts er
ror i
n 1-
sylla
ble h
omop
hone
endi
ng in
-our
.
25va
lubl
eId
entifi
es &
corr
ects
erro
r in
mul
tisyl
labl
e wor
d en
ding
in -u
able.
44 NAPLAN 2018 Reporting Guide
Ques
tion
Curri
culu
m A
rea
Skill
ass
esse
d
26Gr
amm
arId
entifi
es co
rrec
t con
junc
tion
to jo
in 2
mai
n cla
uses
to fo
rm co
mpo
und
sent
ence
.
27Gr
amm
arId
entifi
es th
e cor
rect
pro
noun
subj
ect f
or a
verb
in a
simpl
e sen
tenc
e.
28Pu
nctu
atio
nId
entifi
es a
sent
ence
that
nee
ds a
full
stop.
29Gr
amm
arId
entifi
es th
e cor
rect
use
of t
he ar
ticle
an w
ith a
wor
d sta
rting
with
h-.
30Pu
nctu
atio
nId
entifi
es th
e cor
rect
cont
ract
ion
of sh
ould
not
.
31Gr
amm
arId
entifi
es th
e cor
rect
ver
b to
ensu
re su
bjec
t-ver
b ag
reem
ent i
n fo
ur se
nten
ces.
32Gr
amm
arId
entifi
es th
e cor
rect
pre
posit
ion
for a
pre
posit
iona
l phr
ase.
33Gr
amm
arId
entifi
es th
e ver
b in
a sim
ple s
ente
nce.
34Pu
nctu
atio
nId
entifi
es th
e rea
son
for t
he u
se o
f a ca
pita
l let
ter i
n a s
impl
e sen
tenc
e.
35Gr
amm
arId
entifi
es a
com
plet
e sen
tenc
e.
36Pu
nctu
atio
nId
entifi
es th
e sen
tenc
e bou
ndar
y be
twee
n tw
o sim
ple s
ente
nces
.
37Gr
amm
arId
entifi
es th
at a
sent
ence
has
nar
rativ
e tex
t fea
ture
s.
38Pu
nctu
atio
nId
entifi
es th
e cor
rect
pun
ctua
tion
of a
list i
n a s
impl
e sen
tenc
e.
39Gr
amm
arId
entifi
es th
at a
sent
ence
expr
esse
s an
opin
ion.
40Gr
amm
arId
entifi
es th
e pas
t ten
se o
f a p
rese
nt te
nse c
ompl
ex se
nten
ce.
41Gr
amm
arId
entifi
es th
at a
sent
ence
in a
recip
e is a
com
man
d.42
Gram
mar
Iden
tifies
that
a no
un is
miss
ing
from
a sim
ple s
ente
nce.
43Gr
amm
arId
entifi
es th
e adv
erb
in a
simpl
e sen
tenc
e.
44Gr
amm
arId
entifi
es th
e act
ion
verb
in a
simpl
e sen
tenc
e.
45Pu
nctu
atio
nId
entifi
es w
hy in
dire
ct sp
eech
doe
s not
nee
d qu
otat
ion
mar
ks.
46Pu
nctu
atio
nId
entifi
es th
e rea
son
for t
he u
se o
f an
apos
troph
e in
a sim
ple s
ente
nce.
47Gr
amm
arId
entifi
es th
e ord
er o
f eve
nts i
n a c
ompl
ex se
nten
ce.
48Gr
amm
arId
entifi
es th
e pro
noun
in a
simpl
e sen
tenc
e.
49Gr
amm
arId
entifi
es th
e cor
rect
ver
bs fo
r agr
eem
ent i
n a c
ompo
und
sent
ence
.
50Pu
nctu
atio
nId
entifi
es w
hich
wor
d w
ith an
apos
troph
e gra
mm
atica
lly m
atch
es a
sent
ence
.
45NAPLAN 2018 Reporting Guide
Ye
ar
5 L
ang
uag
e C
onve
nti
on
s
Ques
tion
Mis
spel
t wor
dSk
ill a
sses
sed
1sis
tar
Corr
ectly
spel
ls 2-
sylla
ble w
ord
endi
ng in
-er.
2sh
rugg
Corr
ectly
spel
ls 1-
sylla
ble w
ord
endi
ng in
a vo
wel
and
cons
onan
t.
3sn
ale
Corr
ectly
spel
ls 1-
sylla
ble w
ord
with
-ai-.
4m
icrap
hone
Corr
ectly
spel
ls 3-
sylla
ble w
ord
starti
ng w
ith m
icro-
.
5im
agin
airy
Corr
ectly
spel
ls m
ultis
ylla
ble w
ord
endi
ng in
-ary
.
6m
isjug
edCo
rrec
tly sp
ells
2-sy
llabl
e wor
d w
ith -d
ge-.
7ap
pruv
alCo
rrec
tly sp
ells
3-sy
llabl
e wor
d w
ith -p
rov-
.
8m
ickst
ure
Corr
ectly
spel
ls 2-
sylla
ble w
ord
with
-x-.
9m
achi
nary
Corr
ectly
spel
ls a m
ultis
ylla
ble w
ord
with
the s
uffix -
ery.
10ex
citem
int
Corr
ectly
spel
ls 3-
sylla
ble w
ord
with
the s
uffix -
men
t.
11or
kwar
dly
Corr
ectly
spel
ls 3-
sylla
ble w
ord
starti
ng w
ith aw
k-.
12ar
ticle
Corr
ectly
spel
ls 3-
sylla
ble w
ord
endi
ng in
-le.
13re
cow
ntId
entifi
es &
corr
ects
erro
r in
2-sy
llabl
e wor
d w
ith -o
u-.
14sh
ert
Iden
tifies
& co
rrec
ts er
ror i
n 1-
sylla
ble w
ord
with
-ir-.
15kr
ooke
dId
entifi
es &
corr
ects
erro
r in
2-sy
llabl
e wor
d sta
rting
with
cr-.
16ca
nsel
Iden
tifies
& co
rrec
ts er
ror i
n 2-
sylla
ble w
ord
with
-ce-.
17de
llive
red
Iden
tifies
& co
rrec
ts er
ror i
n 3-
sylla
ble w
ord
starti
ng w
ith d
el-.
18w
epon
sId
entifi
es &
corr
ects
erro
r in
2-sy
llabl
e wor
d w
ith -e
a-.
19ra
diat
sId
entifi
es &
corr
ects
erro
r in
3-sy
llabl
e wor
d en
ding
in -a
tes.
20sp
ecta
culer
Iden
tifies
& co
rrec
ts er
ror i
n m
ultis
ylla
ble w
ord
endi
ng in
-ar.
21w
ither
dId
entifi
es &
corr
ects
erro
r in
2-sy
llabl
e wor
d en
ding
in -e
d.
22co
urte
sey
Iden
tifies
& co
rrec
ts er
ror i
n 3-
sylla
ble w
ord
endi
ng in
-esy
.
23co
nten
ceId
entifi
es &
corr
ects
erro
r in
2-sy
llabl
e wor
d en
ding
in -e
nts.
24sim
path
etic
Iden
tifies
& co
rrects
erro
r in
mul
tisyl
lable
word
star
ting w
ith sy
m-.
25re
joyce
dId
entifi
es &
corr
ects
erro
r in
2-sy
llabl
e wor
d w
ith-o
i-.
46 NAPLAN 2018 Reporting Guide
Ques
tion
Curri
culu
m A
rea
Skill
ass
esse
d
26Gr
amm
arId
entifi
es su
bord
inat
ing
conj
unct
ion
that
corr
ectly
com
plet
es a
com
plex
sent
ence
.
27Gr
amm
arId
entifi
es th
e cor
rect
use
of t
he ar
ticle
an w
ith a
wor
d sta
rting
with
h-.
28Pu
nctu
atio
nId
entifi
es a
sent
ence
that
requ
ires a
que
stion
mar
k.
29Gr
amm
arId
entifi
es a
wor
d th
at co
hesiv
ely li
nks t
wo
parts
of a
com
plex
sent
ence
(syn
onym
y).
30Gr
amm
arId
entifi
es th
e sen
tenc
e bou
ndar
y be
twee
n tw
o sim
ple s
ente
nces
.
31Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of c
apita
l let
ters
for a
geo
grap
hica
l pla
ce n
ame.
32Gr
amm
arId
entifi
es th
at a
sent
ence
has
nar
rativ
e tex
t fea
ture
s.
33Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of c
laus
e com
mas
in a
com
plex
sent
ence
.
34Gr
amm
arId
entifi
es th
e cor
rect
ver
b to
ensu
re su
bjec
t-ver
b ag
reem
ent i
n fo
ur se
nten
ces.
35Gr
amm
arId
entifi
es th
at a
sent
ence
expr
esse
s an
opin
ion.
36Gr
amm
arId
entifi
es th
e sen
tenc
e whi
ch co
rrec
tly co
mbi
nes i
nfor
mat
ion
from
two
sent
ence
s.
37Gr
amm
arId
entifi
es a
cont
ract
ion
that
gra
mm
atica
lly m
atch
es a
sent
ence
.
38Gr
amm
arId
entifi
es th
e cor
rect
use
of a
conn
ectiv
e to
crea
te a
cohe
rent
sent
ence
.
39Gr
amm
arId
entifi
es th
e sen
tenc
e bou
ndar
y be
twee
n tw
o se
nten
ces.
40Gr
amm
arId
entifi
es th
e act
ion
verb
in a
simpl
e sen
tenc
e.
41Pu
nctu
atio
nId
entifi
es th
e rea
son
for t
he u
se o
f an
apos
troph
e in
a sim
ple s
ente
nce.
42Gr
amm
arId
entifi
es th
e ord
er o
f eve
nts i
n a c
ompl
ex se
nten
ce.
43Pu
nctu
atio
nId
entifi
es co
rrec
t loc
atio
n of
quo
tatio
n m
arks
for d
irect
spee
ch.
44Gr
amm
arId
entifi
es th
e sub
ordi
nate
clau
se in
a se
nten
ce.
45Gr
amm
arId
entifi
es a
sent
ence
that
lack
s a m
ain
claus
e.
46Gr
amm
arId
entifi
es an
adve
rbia
l phr
ase i
n a s
ente
nce.
47Pu
nctu
atio
nId
entifi
es th
e sen
tenc
e usin
g co
ntra
ctio
ns co
rrec
tly.
48Gr
amm
arId
entifi
es th
e abs
tract
nou
n in
a sim
ple s
ente
nce.
49Gr
amm
arId
entifi
es th
e inc
orre
ct n
oun/
pron
oun
agre
emen
t in
a com
plex
sent
ence
.
50Gr
amm
arId
entifi
es th
e cor
rect
subj
ect/
verb
agre
emen
t in
four
sent
ence
s.
47NAPLAN 2018 Reporting Guide
Ye
ar
7 L
ang
uag
e C
onve
nti
on
s
Ques
tion
Mis
spel
t wor
dSk
ill a
sses
sed
1su
ger
Corr
ectly
spel
ls 2-
sylla
ble w
ord
endi
ng in
-ar.
2m
icrap
hone
Corr
ectly
spel
ls 3-
sylla
ble w
ord
starti
ng w
ith m
icro-
.
3su
bscr
ibtio
nCo
rrec
tly sp
ells
3-sy
llabl
e wor
d w
ith -s
crip
-.
4m
isjug
edCo
rrec
tly sp
ells
2-sy
llabl
e wor
d w
ith -d
ge-.
5m
achi
nary
Corr
ectly
spel
ls a m
ultis
ylla
ble w
ord
with
the s
uffix -
ery.
6fa
mill
arCo
rrec
tly sp
ells
3-sy
llabl
e wor
d en
ding
in -l
iar.
7ex
citem
int
Corr
ectly
spel
ls 3-
sylla
ble w
ord
with
the s
uffix -
men
t.
8or
kwar
dly
Corr
ectly
spel
ls 3-
sylla
ble w
ord
starti
ng w
ith aw
k-.
9se
rial
Corr
ectly
spel
ls 3-
sylla
ble h
omop
hone
star
ting
with
ce-.
10di
stres
tCo
rrec
tly sp
ells
2-sy
llabl
e wor
d en
ding
in -s
sed.
11ca
tago
ryCo
rrec
tly sp
ells
a mul
tisyl
labl
e wor
d en
ding
with
-ego
ry.
12re
noun
edCo
rrec
tly sp
ells
2-sy
llabl
e wor
d w
ith -o
w-.
13to
xick
Iden
tifies
& co
rrec
ts er
ror i
n 2-
sylla
ble w
ord
endi
ng in
-ic.
14co
ntin
nued
Iden
tifies
& co
rrec
ts er
ror i
n 3-
sylla
ble w
ord
with
-nn-
.
15ex
pres
ion
Iden
tifies
& co
rrec
ts er
ror i
n 3-
sylla
ble w
ord
with
-ss-.
16w
izdo
mId
entifi
es &
corr
ects
erro
r in
2-sy
llabl
e wor
d w
ith -i
s-.17
ridiat
sId
entifi
es &
corr
ects
erro
r in
3-sy
llabl
e wor
d en
ding
in -a
tes.
18w
ither
dId
entifi
es &
corr
ects
erro
r in
2-sy
llabl
e wor
d en
ding
in -e
d.
19ap
prop
riet
Iden
tifies
& co
rrec
ts er
ror i
n m
ultis
ylla
ble w
ord
endi
ng in
-ate
.
20ca
sulty
Iden
tifies
& co
rrec
ts er
ror i
n 3-
sylla
ble w
ord
endi
ng in
-ual
ty.
21tre
atey
sId
entifi
es &
corr
ects
erro
r in
2-sy
llabl
e plu
ral w
ord
endi
ng in
-ies
.
22se
nario
Iden
tifies
& co
rrec
ts er
ror i
n m
ultis
yllab
le w
ord
starti
ng w
ith sc
-.
23ju
vani
leId
entifi
es &
corr
ects
erro
r in
3-sy
llabl
e wor
d en
ding
in -e
nile.
24eq
uipt
Iden
tifies
& co
rrec
ts er
ror i
n 2-
sylla
ble w
ord
with
dou
ble c
onso
nant
bef
ore -
ed.
25co
ntra
vers
ial
Iden
tifies
& co
rrec
ts er
ror i
n m
ultis
ylla
ble w
ord
with
-tro
v-.
48 NAPLAN 2018 Reporting Guide
Ques
tion
Curri
culu
m A
rea
Skill
ass
esse
d
26Gr
amm
arId
entifi
es th
e cor
rect
artic
le fo
r a w
ord
begi
nnin
g w
ith an
uns
ound
ed h
-.
27Gr
amm
arId
entifi
es a
wor
d th
at co
hesiv
ely li
nks t
wo
parts
of a
com
plex
sent
ence
(syn
onym
y).
28Gr
amm
arId
entifi
es th
at a
sent
ence
has
the t
ext f
eatu
res o
f a p
roce
dure
.
29Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of c
laus
e com
mas
in a
com
plex
sent
ence
.30
Gram
mar
Iden
tifies
the r
efer
ence
for a
pro
noun
in a
shor
t pas
sage
.31
Punc
tuat
ion
Iden
tifies
a sim
ple s
ente
nce t
hat n
eeds
quo
tatio
n m
arks
.
32Gr
amm
arId
entifi
es th
e sen
tenc
e whi
ch co
rrec
tly co
mbi
nes i
nfor
mat
ion
from
two
sent
ence
s.
33Gr
amm
arId
entifi
es a
com
plet
e sen
tenc
e.
34Gr
amm
arId
entifi
es th
e cor
rect
ver
b fo
rm fo
r a se
nten
ce w
ith te
nse s
tagi
ng.
35Gr
amm
arId
entifi
es th
e cor
rect
use
of a
conn
ectiv
e to
crea
te a
cohe
rent
sent
ence
.
36Gr
amm
arId
entifi
es th
e sen
tenc
e con
tain
ing
an ad
verb
of m
anne
r.37
Gram
mar
Iden
tifies
the s
ente
nce b
ound
ary
betw
een
two
sent
ence
s.
38Gr
amm
arId
entifi
es th
e sen
tenc
e exp
ress
ing
the g
reat
est c
erta
inty
.39
Gram
mar
Iden
tifies
a pa
rticip
le us
ed as
an ad
jectiv
e in
a com
plex
sent
ence
.
40Gr
amm
arId
entifi
es th
e cor
rect
use
of a
colo
n.
41Pu
nctu
atio
nId
entifi
es th
e cor
rect
pla
cem
ent o
f com
mas
in a
list w
ith si
ngle
item
s.
42Gr
amm
arId
entifi
es an
adve
rb in
a co
mpl
ex se
nten
ce.
43Gr
amm
arId
entifi
es th
e sim
ple s
ente
nce c
onta
inin
g a n
omin
alisa
tion.
44Pu
nctu
atio
nId
entifi
es co
rrec
t loc
atio
n of
quo
tatio
n m
arks
for d
irect
spee
ch.
45Gr
amm
arId
entifi
es co
rrec
t pro
noun
in fo
ur se
nten
ces.
46Pu
nctu
atio
nId
entifi
es co
rrec
t apo
strop
hes o
f pos
sess
ion
in tw
o w
ords
.
47Gr
amm
arId
entifi
es th
e ver
b th
at ag
rees
with
the s
ubjec
t of t
he m
ain
claus
e.
48Gr
amm
arId
entifi
es an
adve
rbia
l phr
ase i
n a s
ente
nce.
49Gr
amm
arId
entifi
es a
com
plet
e sen
tenc
e.
50Gr
amm
arId
entifi
es th
e wor
d cla
ss o
f a n
oun
and
the a
djec
tive f
orm
ed fr
om it
.
49NAPLAN 2018 Reporting Guide
Ye
ar
9 L
ang
uag
e C
onve
nti
on
s
Ques
tion
Mis
spel
t wor
dSk
ill a
sses
sed
1ga
rarg
eCo
rrec
tly sp
ells
2-sy
llabl
e wor
d en
ding
in -a
ge.
2re
serc
hCo
rrec
tly sp
ells
2-sy
llabl
e wor
d w
ith -e
ar-.
3su
bscr
ibtio
nCo
rrec
tly sp
ells
3-sy
llabl
e wor
d w
ith -s
crip
-.
4fa
mill
arCo
rrec
tly sp
ells
3-sy
llabl
e wor
d en
ding
in -l
iar.
5in
cred
able
Corr
ectly
spel
ls m
ultis
ylla
ble w
ord
endi
ng in
-ibl
e.
6se
rial
Corr
ectly
spel
ls 3-
sylla
ble h
omop
hone
star
ting
with
ce-.
7di
stres
tCo
rrec
tly sp
ells
2-sy
llabl
e wor
d en
ding
in -s
sed.
8m
onite
red
Corr
ectly
spel
ls 3-
sylla
ble w
ord
endi
ng in
-ore
d .
9fu
deCo
rrec
tly sp
ells
1-sy
llabl
e wor
d w
ith -e
u-.
10m
aint
anen
ceCo
rrec
tly sp
ells
3-sy
llabl
e wor
d en
ding
in -e
nanc
e.
11ajo
inin
gCo
rrec
tly sp
ells
3-sy
llabl
e wor
d sta
rting
with
adj-.
12gr
ieven
ces
Corr
ectly
spel
ls 3-
sylla
ble w
ord
endi
ng in
-anc
es.
13te
lasc
ope
Corr
ectly
spel
ls 3-
sylla
ble w
ord
starti
ng w
ith te
le-.
14w
izdo
mId
entifi
es &
corr
ects
erro
r in
2-sy
llabl
e wor
d w
ith -i
s-.
15sp
ecia
lest
Iden
tifies
& co
rrec
ts er
ror i
n 3-
sylla
ble w
ord
endi
ng in
the s
uffix -
ist.
16in
fect
ius
Iden
tifies
& co
rrec
ts er
ror i
n 3-
sylla
ble w
ord
endi
ng in
the s
uffix -
ious
.17
casu
ltyId
entifi
es &
corr
ects
erro
r in
3-sy
llabl
e wor
d en
ding
in -u
alty
.
18su
burb
enId
entifi
es &
corr
ects
erro
r in
3-sy
llabl
e wor
d en
ding
in -a
n.
19se
nario
Iden
tifies
& co
rrec
ts er
ror i
n m
ultis
ylla
ble w
ord
starti
ng w
ith sc
-.
20ju
vani
leId
entifi
es &
corr
ects
erro
r in
3-sy
llabl
e wor
d en
ding
in -e
nile.
21di
satis
fact
ion
Iden
tifies
& co
rrec
ts er
ror i
n m
ultis
ylla
ble w
ord
with
the p
refix
dis-
.
22in
trepe
dId
entifi
es &
corr
ects
erro
r in
3-sy
llabl
e wor
d en
ding
in -i
d.
23ga
rent
eeId
entifi
es &
corr
ects
erro
r in
3-sy
llabl
e wor
d sta
rting
with
gu-
.
24in
disp
ensib
leId
entifi
es &
corr
ects
erro
r in
mul
tisyl
labl
e wor
d en
ding
in -a
ble.
25pl
agur
ismId
entifi
es &
corr
ects
erro
r in
mul
tisyl
labl
e wor
d w
ith -i
ar-.
50 NAPLAN 2018 Reporting Guide
Ques
tion
Curri
culu
m A
rea
Skill
ass
esse
d
26Gr
amm
arId
entifi
es su
bord
inat
ing
conj
unct
ion
to co
mpl
ete a
com
plex
sent
ence
.
27Gr
amm
arId
entifi
es a
sent
ence
from
a re
view
cont
aini
ng an
opi
nion
.
28Pu
nctu
atio
nId
entifi
es a
simpl
e sen
tenc
e tha
t nee
ds q
uota
tion
mar
ks.
29Gr
amm
arId
entifi
es a
com
plet
e sen
tenc
e.30
Gram
mar
Iden
tifies
the r
efer
ence
for a
pro
noun
in a
shor
t pas
sage
.31
Gram
mar
Iden
tifies
a se
nten
ce w
ith an
embe
dded
clau
se er
ror.
32Pu
nctu
atio
nId
entifi
es th
e cor
rect
pun
ctua
tion
of q
uote
d sp
eech
with
inte
rnal
attri
butio
n.
33Gr
amm
arId
entifi
es th
e sen
tenc
e exp
ress
ing
certa
inty
.
34Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of a
colo
n.
35Pu
nctu
atio
nId
entifi
es th
e cor
rect
pla
cem
ent o
f com
mas
in a
list w
ith si
ngle
item
s.
36Gr
amm
arId
entifi
es se
nten
ce th
at co
rrec
tly co
mbi
nes i
nfor
mat
ion
from
3 se
para
te se
nten
ces.
37Gr
amm
arId
entifi
es a
prep
ositi
on in
a sim
ple s
ente
nce.
38Gr
amm
arId
entifi
es a
sent
ence
with
out a
par
allel
cons
truct
ion
erro
r.
39Gr
amm
arId
entifi
es an
adve
rb in
a sim
ple s
ente
nce.
40Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of a
postr
ophe
s of p
osse
ssio
n fo
r plu
ral n
ouns
.
41Gr
amm
ar
Iden
tifies
an ad
verb
in a
com
plex
sent
ence
.
42Pu
nctu
atio
nId
entifi
es a
colo
n as
the c
orre
ct p
unct
uatio
n re
quire
d in
a co
mpl
ex se
nten
ce.
43Pu
nctu
atio
nId
entifi
es th
e cor
rect
use
of d
ashe
s for
a lis
t in
a sim
ple s
ente
nce.
44Gr
amm
arId
entifi
es an
embe
dded
adjec
tival
clau
se.
45Gr
amm
arId
entifi
es ja
rgon
in a
com
poun
d se
nten
ce.
46Gr
amm
arId
entifi
es th
at a
verb
is m
issin
g in
a sim
ple s
ente
nce.
47Pu
nctu
atio
nId
entifi
es se
mico
lons
as co
rrec
t pun
ctua
tion
to se
para
te ex
tend
ed it
ems i
n a l
ist.
48Gr
amm
arId
entifi
es th
e non
-fini
te v
erb
to co
mpl
ete a
com
plex
sent
ence
.
49Gr
amm
arId
entifi
es fo
ur se
nten
ces a
s bei
ng in
activ
e or p
assiv
e voi
ce.
50Gr
amm
arId
entifi
es a
noun
phr
ase i
n a c
ompl
ex se
nten
ce.
51NAPLAN 2018 Reporting Guide
Ye
ar
3 N
um
era
cy
Ques
tion
Shor
t Des
crip
tion
Curri
culu
m
Area
Skill
ass
esse
d
1A
li as
ked
his f
riend
s to
choo
se th
e hol
iday
SPIn
terp
ret a
sim
ple t
able
to ch
oose
a pa
rticu
lar e
ntry
2W
hich
of t
hese
coin
s has
the g
reat
est v
alue
?N
Reco
gnise
s the
val
ue o
f Aus
tralia
n co
ins
3W
hich
of t
hese
hol
ds ab
out t
he sa
me a
mou
ntM
GCo
mpa
res t
he ca
pacit
y of
fam
iliar
obj
ects
4Th
is pi
ctur
e gra
ph sh
ows t
he fa
vour
iteSP
Inte
rpre
ts a p
ictur
e gra
ph w
here
ther
e is a
one
to o
ne co
rres
pond
ence
5Pe
nny
starts
coun
ting
at 7.
NCo
ntin
ues a
pat
tern
that
incr
ease
s by
two
each
tim
e
6Jo
hn b
uys t
hese
item
s at t
he co
rner
stor
e:N
Uses
addi
tion
to ca
lculat
e the
tota
l cos
t of p
urch
asin
g th
ree i
tem
s
7Ki
m n
otice
s tha
t tw
o sm
all c
ubes
MG
Calcu
lates
the h
eight
of o
ne o
bjec
t giv
en th
e rela
tive h
eight
of a
noth
er
8Za
ra h
as so
me b
lock
s.SP
Desc
ribes
like
lihoo
d of
an o
utco
me a
s lik
ely, u
nlik
ely, c
erta
in o
r im
poss
ible
9A
lan
and
Trav
is fo
und
17 g
umnu
tsN
Solv
es a
diffe
renc
e (su
btra
ctio
n) p
robl
em in
volv
ing
smal
l num
bers
10Pe
te li
ves o
n th
is isl
and.
MG
Selec
ts th
e grid
loca
tion
for a
pos
ition
on
a map
11Th
e car
ds in
a ga
me a
re w
orth
thes
e poi
nts:
NSo
lves
a pr
oblem
invo
lvin
g ad
ditio
n an
d m
ultip
licat
ion
12A
pet
shop
has
2 br
own
dogs
.N
Calcu
lates
'thr
ee ti
mes
as m
any'
to so
lve a
pro
blem
13N
eil i
s sta
ckin
g to
y bl
ocks
MG
Uses
visu
alisa
tion
to ca
lculat
e the
num
ber o
f blo
cks n
eede
d to
fill
a box
14W
hat i
s the
larg
est n
umbe
r tha
t can
be m
ade
NM
akes
the l
arge
st tw
o-di
git n
umbe
r giv
en th
ree p
ossib
le di
gits
15Je
n re
cord
s the
num
ber o
f ite
ms
SPCo
unts
the t
otal
from
a ta
lly ta
ble
16In
a so
ccer
com
petit
ion
a tea
m w
on 8
gam
esN
Uses
the c
onne
ctio
n be
twee
n ad
ditio
n an
d su
btra
ctio
n to
writ
e a n
umbe
r sen
tenc
e17
Wha
t num
ber n
eeds
to b
e add
ed to
3008
NUs
es p
lace
val
ue to
solv
e an
addi
tion
prob
lem
18Pe
ter h
as 36
shel
ls.N
Rear
rang
es te
ns an
d on
es to
facil
itate
easie
r cal
culat
ion
19Th
e tab
le sh
ows t
he d
istan
ce (i
n m
etre
s)SP
Choo
ses a
suita
ble s
cale
to d
escr
ibe t
he d
ata o
n a c
olum
n gr
aph
20W
rite a
num
ber i
n th
e box
to m
ake t
his n
umbe
rN
Dete
rmin
es a
miss
ing
num
ber t
o m
ake a
num
ber s
ente
nce t
rue
21Sa
rah
wak
es u
p at
7:09
am.
MG
Tell
time t
o th
e min
ute,
conn
ectin
g di
gita
l tim
e to
anal
ogue
cloc
k
22Jim
wan
ts to
mak
e thi
s pris
mM
GId
entifi
es th
e fac
es u
sed
to m
ake a
pris
m
23Th
ere a
re 42
chai
rs in
the s
choo
l hal
l.N
Solv
es a
simpl
e div
ision
pro
blem
24Ea
ch o
f the
se fl
ower
s has
5 pe
tals.
NSe
lects
two
num
ber s
ente
nces
that
repr
esen
t a m
ultip
licat
ion
scen
ario
52 NAPLAN 2018 Reporting Guide
25O
wen
bre
aks t
his b
ig cr
acke
r int
o 8 s
mal
l cr
acke
rsN
Iden
tifies
a qu
arte
r of a
who
le su
bdiv
ided
into
8 pa
rts
26W
hich
two
shap
es fi
t tog
ethe
r,M
GId
entif
y th
e tw
o sh
apes
that
fit t
oget
her t
o m
ake a
squa
re
27W
hich
lette
r cor
rect
ly sh
ows w
here
18N
Iden
tifies
the p
ositi
on o
f an
inte
ger o
n a n
umbe
r lin
e with
lim
ited
grad
uatio
ns
28Ja
na b
uys 1
8 gol
dfish
.N
Selec
ts th
e app
ropr
iate d
ivisi
on n
umbe
r sen
tenc
e to
repr
esen
t a p
robl
em
29Av
ril b
uys s
ome p
lant
s for
her
gar
den.
NUs
es re
ason
ing
to so
lve a
pro
blem
invo
lvin
g gr
oupi
ng an
d m
ultip
licat
ion
by 2
30Se
lect t
he tw
o sh
apes
MG
Com
pare
s the
area
s of s
hape
s by
coun
ting
who
le an
d ha
lf sq
uare
s
31Lu
cy's
birth
day
was
on
the 3
rdM
GUs
es a
calen
dar t
o id
entif
y a g
iven
dat
e
32H
olly
rolls
a sta
ndar
d di
ce o
nce.
SPId
entifi
es p
ossib
le ou
tcom
e of r
ollin
g a d
ice o
nce
33De
rek
wor
ks at
an an
imal
resc
ue ce
ntre
.M
GRe
ads t
wo
scal
es an
d ca
lculat
es th
e diff
eren
ce in
mas
s
34A
nn an
d Pa
t eac
h ha
ve a
buck
et o
f fish
NSo
lves
an eq
ualis
e pro
blem
usin
g ad
ditio
n an
d su
btra
ctio
n
35Ti
m lo
oks a
t the
men
u.N
Selec
t tw
o m
ultip
licat
ion
num
ber s
ente
nces
to re
pres
ent a
com
bina
tions
pro
blem
36M
olly
use
s an
even
num
ber
NUs
es k
now
ledge
of a
ddin
g ev
en an
d od
d nu
mbe
rs to
solv
e a v
isual
pro
blem
KEY
N
= N
umbe
r and
Alg
ebra
MG
= M
easu
rem
ent a
nd G
eom
etry
SP =
Sta
tistic
s and
Pro
babi
lity
53NAPLAN 2018 Reporting Guide
Ye
ar
5 N
um
era
cy
Ques
tion
Shor
t Des
crip
tion
Curri
culu
m
Area
Skill
ass
esse
d
1W
hich
of t
hese
coin
s has
the g
reat
est v
alue
?N
Reco
gnise
s the
val
ue o
f Aus
tralia
n co
ins
2W
hich
of t
hese
hol
ds ab
out t
he sa
me a
mou
ntM
GCo
mpa
res t
he ca
pacit
y of
fam
iliar
obj
ects
3W
hat i
s the
larg
est n
umbe
r tha
t can
be m
ade
NM
akes
the l
arge
st tw
o-di
git n
umbe
r giv
en th
ree p
ossib
le di
gits
4Je
n re
cord
s the
num
ber o
f ite
ms
SPCo
unts
the t
otal
from
a ta
lly ta
ble
5In
a so
ccer
com
petit
ion
a tea
m w
on 8
gam
esN
Uses
the c
onne
ctio
n be
twee
n ad
ditio
n an
d su
btra
ctio
n to
writ
e a n
umbe
r sen
tenc
e
6Th
e tab
le sh
ows t
he d
istan
ce (i
n m
etre
s)SP
Choo
ses a
suita
ble s
cale
to d
escr
ibe t
he d
ata o
n a c
olum
n gr
aph
7W
rite a
num
ber i
n th
e box
to m
ake t
his n
umbe
rN
Dete
rmin
es a
miss
ing
num
ber t
o m
ake a
num
ber s
ente
nce t
rue
8H
enry
is u
sing
mat
chsti
cks t
o m
ake a
pat
tern
NCo
ntin
ues a
num
ber p
atte
rn in
volv
ing
repe
ated
addi
tion
or m
ultip
licat
ion
9Jim
wan
ts to
mak
e thi
s pris
mM
GId
entifi
es th
e fac
es u
sed
to m
ake a
pris
m
10Ad
am is
at th
e zoo
look
ing
at th
e sea
ls.M
GUs
es d
irect
iona
l lan
guag
e to
desc
ribe a
rout
e on
a bas
ic m
ap
11Jo
sie b
uys 3
bra
celet
s for
$1.50
each
NCa
lculat
es th
e cha
nge r
equi
red
for a
sim
ple t
rans
actio
n
12Th
ere a
re 10
bal
ls, n
umbe
red
from
1 to
10SP
Iden
tifies
an ev
ent w
here
one
cann
ot h
appe
n if
the o
ther
hap
pens
13Ja
sper
dra
ws a
shap
e on
som
e grid
pap
er.
MG
Iden
tifies
a sh
ape a
fter a
rota
tion
14Ja
ns is
in y
ear 5
.SP
Selec
ts ap
prop
riate
met
hods
for d
ata c
ollec
tion
15N
ick is
140 c
entim
etre
s tal
l.M
GCo
mpa
res a
nd es
timat
es o
bjec
ts us
ing
met
ric u
nits
of le
ngth
16Th
ere a
re 42
chai
rs in
the s
choo
l hal
l.N
Solv
es a
simpl
e div
ision
pro
blem
17Sa
mir
uses
som
e blo
cks t
o m
ake 2
cube
s.M
GCo
unts
the n
umbe
r of b
lock
s to
calcu
late t
he v
olum
e of c
ubes
18Bi
lly h
ad so
me f
ooty
card
s.N
Solv
es a
mul
ti-ste
p pr
oblem
invo
lvin
g ad
ditio
n an
d su
btra
ctio
n us
ing
a num
ber l
ine
19O
n a s
choo
l trip
, eac
h ch
ild ch
ose o
ne ac
tivity
.SP
Inte
rpre
ts a s
impl
e tw
o-w
ay d
ata t
able
20O
n M
onda
y, To
m w
as g
iven
a lis
t of 2
5 new
sp
ellin
g w
ords
.N
Solv
es a
prob
lem in
volv
ing
divi
sion
resu
lting
in a
rem
aind
er
21O
wen
bre
aks t
his b
ig cr
acke
r int
o 8 s
mal
lN
Iden
tifies
a qu
arte
r of a
who
le su
bdiv
ided
into
8 pa
rts
22At
cam
p st
uden
ts ca
n ta
ke ap
ples
from
the
kitc
hen.
NAp
plies
pla
ce v
alue
kno
wled
ge to
solv
e a su
btra
ctio
n pr
oblem
54 NAPLAN 2018 Reporting Guide
23Th
e pict
ure g
raph
show
s how
man
y to
nnes
SPIn
terp
rets
pict
ure g
raph
s whe
re o
ne p
ictur
e rep
rese
nts m
any
data
val
ues
24A
libr
aria
n un
pack
s 12 b
oxes
NSo
lves
a tw
o-ste
p w
ord
prob
lem in
volv
ing
mul
tiplic
atio
n an
d di
visio
n25
Seni
n's ca
r is 2
.75 m
etre
s lon
g.N
Calcu
lates
the l
engt
h of
an o
bjec
t by
subt
ract
ing
decim
al m
etric
uni
ts26
Frey
a is m
owin
g th
e law
n.M
GCo
nver
ts lit
res t
o m
illili
tres t
o so
lve a
capa
city
prob
lem
27W
hat i
s the
diff
eren
ce b
etw
een
the t
empe
ratu
reM
GUs
es sc
aled
ther
mom
eter
s to
com
pare
tem
pera
ture
s
28H
olly
rolls
a sta
ndar
d di
ce o
nce.
SPId
entifi
es p
ossib
le ou
tcom
e of r
ollin
g a d
ice o
nce
29Ke
lly is
trav
ellin
g fro
m M
elbou
rne t
o M
acka
y in
Q
ueen
sland
.M
GUs
es a
timet
able
to so
lve a
pro
blem
invo
lvin
g du
ratio
n of
tim
e
30A
lan
lists
the a
rt su
pplie
s nee
ded
for a
pro
ject.
NEs
timat
es to
tal c
ost b
y ro
undi
ng am
ount
s to
the n
eare
st do
llar
31M
im d
rew
this
shap
e on
som
e grid
pap
er.
MG
Com
pare
s the
area
of i
rreg
ular
pol
ygon
s
32Ti
m lo
oks a
t the
men
u.N
Selec
t tw
o m
ultip
licat
ion
num
ber s
ente
nces
to re
pres
ent a
com
bina
tions
pro
blem
33Ka
te is
writ
ing
a num
ber p
atte
rn.
NId
entifi
es ex
pres
sions
whi
ch co
uld
be u
sed
to co
ntin
ue a
num
ber p
atte
rn
34Ja
ckie
has 1
2 fish
.N
Repr
esen
ts a p
robl
em as
a nu
mbe
r sen
tenc
e inv
olvi
ng m
ultip
licat
ion
and
addi
tion
35Th
is gr
aph
show
s the
num
ber o
f adu
ltSP
Inte
rpre
ts a s
ide-
by-si
de co
lum
n gr
aph
to co
mpa
re ca
tego
rical
var
iabl
es
36Li
la li
ves i
n a l
and
whe
re th
ere a
re n
o cu
rves
.M
GCo
mpa
res a
ngles
with
in co
mpl
ex sh
apes
and
iden
tifies
thos
e tha
t are
acut
e
37W
hat i
s the
val
ue o
f A?
NRe
pres
ents
num
bers
to th
ree d
ecim
al p
lace
s on
a num
ber l
ine
38Ca
ra h
as 72
wat
er b
ottle
s to
hand
NId
entifi
es fa
ctor
s of a
num
ber a
nd u
ses t
hem
to so
lve a
pro
blem
39Ja
nine
is w
ritin
g a l
ist o
f num
bers
NId
entifi
es th
e five
-dig
it nu
mbe
rs th
at sa
tisfy
a gi
ven
rule
40M
aggi
e loo
ked
at th
e cal
enda
rM
GUs
es a
calen
dar t
o de
term
ine t
he d
ay o
f the
wee
k of
a pa
rticu
lar d
ate
41Jo
read
s 60 p
ages
of a
n 80
-pag
e boo
k.N
Iden
tifies
equi
valen
t fra
ctio
ns u
sed
in co
ntex
t
42D
urin
g th
e wee
k, a
bake
ry se
lls p
ies fo
r $42
.00N
Calcu
lates
the c
ost o
f an
item
afte
r a p
erce
ntag
e disc
ount
KEY
N
= N
umbe
r and
Alg
ebra
MG
= M
easu
rem
ent a
nd G
eom
etry
SP =
Sta
tistic
s and
Pro
babi
lity
55NAPLAN 2018 Reporting Guide
Ye
ar
7 N
um
era
cy (
No
n-C
alc
ula
tor)
Ques
tion
Shor
t Des
crip
tion
Curri
culu
m
Area
Skill
ass
esse
d
1Jo
sie b
uys 3
bra
celet
s for
$1.50
each
.N
Calcu
lates
the c
hang
e req
uire
d fo
r a si
mpl
e tra
nsac
tion
2At
cam
p, st
uden
ts ca
n ta
ke ap
ples
from
the k
itche
n.N
Appl
ies p
lace
val
ue k
now
ledge
to so
lve a
subt
ract
ion
prob
lem
3A
libr
aria
n un
pack
s 12 b
oxes
NSo
lves
a tw
o-ste
p w
ord
prob
lem in
volv
ing
mul
tiplic
atio
n an
d di
visio
n
4Se
nin's
car i
s 2.75
met
res l
ong.
NCa
lculat
es th
e len
gth
of an
obj
ect b
y su
btra
ctin
g de
cimal
met
ric u
nits
5A
lan
lists
the a
rt su
pplie
s nee
ded
for a
pro
ject.
NEs
timat
es to
tal c
ost b
y ro
undi
ng am
ount
s to
the n
eare
st do
llar
6At
the s
ports
carn
ival
, the
top
thre
e par
ticip
ants
NSo
lves
a pr
oblem
invo
lvin
g th
e com
bina
tion
of m
ultip
les o
f 3, 7
and
9
7Ja
nine
is w
ritin
g a l
ist o
f num
bers
NId
entifi
es th
e five
-dig
it nu
mbe
rs th
at sa
tisfy
a gi
ven
rule
8A
larg
e com
pany
was
buy
ing
a new
com
pute
rN
Calcu
lates
the c
ost o
f an
item
afte
r a p
erce
ntag
e disc
ount
Ye
ar
7 N
um
era
cy (
Ca
lcu
lato
r)
Ques
tion
Shor
t Des
crip
tion
Curri
culu
m
Area
Skill
ass
esse
d
1Su
e has
a do
g ca
lled
Max
.M
GCh
oose
s the
mos
t app
ropr
iate u
nit o
f mea
sure
men
t
2Th
ere a
re 10
bal
ls, n
umbe
red
from
1 to
10SP
Iden
tifies
an ev
ent w
here
one
cann
ot h
appe
n if
the o
ther
hap
pens
3Ja
sper
dra
ws a
shap
e on
som
e grid
pap
er.
MG
Iden
tifies
a sh
ape a
fter a
rota
tion
4W
hich
of t
hese
show
s the
top
view
MG
Iden
tifies
the t
op v
iew o
f a co
llect
ion
of cy
linde
rs
5Th
e ent
ry fe
es to
visi
t a re
ptile
par
k ar
e $20
NSo
lves
a m
ulti-
step
prob
lem in
volv
ing
mul
tiplic
atio
n an
d di
visio
n of
who
le nu
mbe
rs
6La
ra an
d Ry
an as
ked
thei
r frie
nds w
hat t
hey
thou
ght
SPCo
mpa
res d
ata i
n a c
olum
n gr
aph
and
a pict
ure g
raph
7Sa
mir
uses
som
e blo
cks t
o m
ake 2
cube
s.M
GCo
unts
the n
umbe
r of b
lock
s to
calcu
late t
he v
olum
e of c
ubes
8M
aria
is 4
year
s old
er th
an tw
ice h
er co
usin
's ag
e.N
Uses
a va
riabl
e to
repr
esen
t a v
alue
in an
expr
essio
n
9Ja
ne sp
ins t
he ar
row
of t
his s
pinn
er 24
tim
es.
SPSe
lects
the m
ost l
ikely
resu
lts in
a sp
inne
r exp
erim
ent
10Fr
eya i
s mow
ing
the l
awn.
MG
Conv
erts
litre
s to
mill
ilitre
s to
solv
e a ca
pacit
y pr
oblem
11Le
onie
lives
in C
airn
s.N
Calcu
lates
the d
iffer
ence
bet
wee
n tw
o in
tege
rs
56 NAPLAN 2018 Reporting Guide
12O
n M
onda
y, A
mel
ia sa
w 24
bird
s.N
Uses
an ex
pres
sion
to so
lve a
mul
tiplic
ativ
e pro
blem
invo
lvin
g a u
nit f
ract
ion
13Th
is Ve
nn d
iagra
m sh
ows t
he nu
mbe
r of a
thlet
esSP
Inte
rpre
ts a V
enn
diag
ram
to so
lve a
pro
blem
14M
ia m
akes
thre
e lam
ps fo
r a to
tal c
ost o
f $10
0.N
Calcu
lates
the p
rofit
mad
e in
a sim
ple fi
nanc
ial p
lan
15Ja
ck h
as 25
bag
s of c
lay.
NCa
lculat
es a
fract
ion
of a
quan
tity
in co
ntex
t
16Ke
lly is
trav
ellin
g fro
m M
elbou
rne t
o M
acka
yM
GUs
es a
timet
able
to so
lve a
pro
blem
invo
lvin
g du
ratio
n of
tim
e17
Stev
e is p
layin
g go
lf w
ith 4
frien
ds.
MG
Loca
tes t
he re
lativ
e pos
ition
of a
poi
nt o
n a g
rid g
iven
com
pass
dire
ctio
ns
18D
iane
wor
ks fo
r an
adve
rtisin
g co
mpa
ny.
SPSe
lects
the a
ppro
priat
e met
hod
to co
llect
the r
equi
red
data
19Fa
tima h
as 10
00 ap
ples
to p
ack
into
box
es.
NSo
lves
a di
visio
n pr
oblem
to d
eter
min
e the
rem
aind
er
20Th
e tab
le be
low
com
pare
s the
appr
oxim
ate
popu
latio
nsN
Subt
ract
s dec
imal
s and
mul
tiplie
s by
one m
illio
n
21M
im d
rew
this
shap
e on
som
e grid
pap
er.
MG
Com
pare
s the
area
of i
rreg
ular
pol
ygon
s
22Lu
ke p
icks o
ne o
f the
se 5
T-sh
irts a
t ran
dom
.SP
Indi
cate
s the
pro
babi
lity
of an
even
t on
a 0 to
1 sc
ale
23O
ff Tr
ack
Biki
ng ch
arge
s an
hour
ly ra
te fo
r m
ount
ain
bike
less
ons
NEv
alua
tes a
n al
gebr
aic e
xpre
ssio
n by
subs
titut
ing
a val
ue in
to th
e equ
atio
n
24A
lice f
olds
this
net i
nto
a cub
e.M
GId
entifi
es th
e fac
e opp
osite
a gi
ven
face
on
the n
et o
f a cu
be
25Sa
nn is
mak
ing
a num
ber p
atte
rn u
sing
piles
of
coun
ters
.N
Follo
ws a
pat
tern
to co
ntin
ue a
num
ber s
eque
nce i
nvol
ving
dou
blin
g
26W
hat i
s the
val
ue o
f A?
NRe
pres
ents
num
bers
to th
ree d
ecim
al p
lace
s on
a num
ber l
ine
27A
my
mea
sure
d th
e mas
s of t
he b
ooks
in h
er
scho
olN
Solv
es a
prob
lem u
sing
simpl
e rat
ios a
nd th
e add
ition
and
subt
ract
ion
of d
ecim
als
28A
teac
her h
as a
box o
f spo
rts eq
uipm
ent.
SPA
ssig
ns p
roba
bilit
ies o
f eve
nts w
ithou
t rep
lace
men
t and
des
crib
e usin
g pe
rcen
tage
s
29Av
a cal
culat
es an
amou
nt, i
n do
llars
, on
her
calcu
lator
.N
Roun
ds a
cost,
expr
esse
d in
dol
lars
, to
the n
eare
st fiv
e cen
ts
30Ja
ke p
aint
s a p
ictur
e on
a squ
are p
iece o
f ca
rdbo
ard
MG
Calcu
lates
the p
erim
eter
of a
shap
e giv
en th
e are
a
31Th
ere a
re ap
prox
imat
ely 14
000 p
eopl
e liv
ing
in
a cou
ntry
tow
n.N
Selec
ts th
e app
ropr
iate o
rder
of o
pera
tions
to g
ive a
corr
ect e
xpre
ssio
n
32W
hat i
s the
val
ue o
f x in
this
diag
ram
?M
GUs
es p
rope
rties
of s
traig
ht li
nes a
nd an
gles
to ca
lculat
e an
unkn
own
angl
e
33A
fish
tank
in th
e sha
pe o
f a cu
beM
GCa
lculat
es th
e vol
ume o
f a cu
be an
d co
nver
ts to
litre
s\, t
o de
term
ine
capa
city
34Th
e tot
al am
ount
of e
dgin
g fo
r a re
ctan
gula
rM
GSo
lves
a pr
oblem
invo
lvin
g pe
rimet
er
35A
bra
nd o
f bre
akfa
st ce
real
is so
ld in
two
NCo
mpa
res i
tem
s of d
iffer
ent s
ize b
y de
term
inin
g th
e uni
t pric
e of e
ach
57NAPLAN 2018 Reporting Guide
36Th
is gr
aph
disp
lays t
he m
onth
ly ra
infa
lls in
Sy
dney
SPCo
mpa
res d
ata i
n a s
ide-
by-si
de co
lum
n gr
aph
37Ly
n, T
ran
and
Erin
are t
rain
ing
for a
team
race
.N
Solv
es a
mul
ti-ste
p ad
ditio
n an
d su
btra
ctio
n pr
oblem
invo
lvin
g de
cimal
s
38Sa
m w
rites
819 a
s the
pro
duct
of i
ts pr
ime
fact
ors c
orre
ctly.
NId
entifi
es th
e pro
duct
of p
ower
s of p
rime f
acto
rs fo
r a g
iven
who
le nu
mbe
r
39Jim
has
thre
e kin
ds o
f bui
ldin
g bl
ocks
.M
GSo
lves
a pr
oblem
invo
lvin
g th
e con
vers
ion
of g
ram
s to
kilo
gram
s
40Li
la an
d Ka
tie ar
e pla
nnin
g a h
olid
ay fo
r 6 d
ays
NUs
es al
l fou
r ope
ratio
ns to
solv
e a m
ulti-
step
finan
cial p
lan
with
who
le nu
mbe
rs
KEY
N
= N
umbe
r and
Alg
ebra
MG
= M
easu
rem
ent a
nd G
eom
etry
SP =
Sta
tistic
s and
Pro
babi
lity
58 NAPLAN 2018 Reporting Guide
Ye
ar
9 N
um
era
cy (
No
n-C
alc
ula
tor)
Ques
tion
Shor
t Des
crip
tion
Curri
culu
m
Area
Skill
ass
esse
d
1Jm
has
bee
n aw
arde
d a r
atin
g of
4.9 o
ut o
f 5N
Div
ides
a de
cimal
by
a who
le nu
mbe
r
2Th
e fra
ctio
n of
bird
spec
ies th
at ar
e con
sider
edN
Conv
erts
betw
een
fract
ions
and
perc
enta
ges
3At
Sara
h's sc
hool
, 5/6
of t
he st
uden
ts ow
n a p
et.
NCa
lculat
es a
simpl
e fra
ctio
n of
a qu
antit
y w
here
the r
esul
t is a
who
le nu
mbe
r
4At
the s
ports
carn
ival
, the
top
thre
e par
ticip
ants
NSo
lves
a pr
oblem
invo
lvin
g th
e com
bina
tion
of m
ultip
les o
f 3, 7
and
9
5H
ayde
n ha
s $15
0 to
buy
cloth
ing
for h
is pa
rt-tim
e job
.N
Mul
tiplie
s, ad
ds an
d su
btra
cts d
ecim
als w
ithou
t dig
ital t
echn
olog
ies
6A
larg
e com
pany
was
buy
ing
a new
com
pute
r sys
tem
w
orth
$3 57
0 000
.N
Calcu
lates
the c
ost o
f an
item
afte
r a p
erce
ntag
e disc
ount
7At
the s
choo
l can
teen
, a b
ottle
of j
uice
and
a san
dwich
NAp
plies
the l
aws a
nd p
rope
rties
of a
rithm
etic
to al
gebr
aic t
erm
s and
expr
essio
ns
8Th
e allo
y, ro
se g
old,
is co
mpo
sed
of si
lver
, cop
per a
nd
gold
NSo
lves
a pr
oblem
invo
lvin
g di
vidi
ng a
quan
tity
in a
give
n ra
tio
Ye
ar
9 N
um
era
cy (
Ca
lcu
lato
r)
Ques
tion
Shor
t Des
crip
tion
Curri
culu
m
Area
Skill
ass
esse
d
1W
hich
of t
hese
show
s the
top
view
MG
Iden
tifies
the t
op v
iew o
f a co
llect
ion
of cy
linde
rs
2Ol
iver
, Nei
l and
Eliz
abet
h ea
ch m
easu
re
MG
Conv
erts
mea
sure
men
ts to
a co
mm
on u
nit t
o co
mpa
res l
engt
hs
3Th
is da
ta sh
ows h
ow lo
ng so
me s
tude
nts
SPDe
scrib
es th
e effe
ct o
f rem
ovin
g an
out
lier o
n th
e mea
n of
a se
t of d
ata
4Ja
ne sp
ins t
he ar
row
of t
his s
pinn
erSP
Selec
ts th
e mos
t lik
ely re
sults
in a
spin
ner e
xper
imen
t
5Le
onie
lives
in C
airn
s. O
ne d
ay th
e tem
pera
ture
NCa
lculat
es th
e diff
eren
ce b
etw
een
two
inte
gers
6M
ia m
akes
thre
e lam
ps fo
r a to
tal c
ost o
f $10
0.N
Calcu
lates
the p
rofit
mad
e in
a sim
ple fi
nanc
ial p
lan
7Ev
a liv
es in
Blig
h. S
he is
trav
ellin
g by
bus
MG
Solv
es a
timet
able
prob
lem in
volv
ing
24-h
our t
ime
8St
epha
nie s
pend
s $14
7.50 o
n co
ncer
t tick
ets
ND
ivid
es an
d m
ultip
lies a
dec
imal
by
who
le nu
mbe
rs in
cont
ext
9Lo
ri ha
s a w
ax ca
ndle
that
is 10
cm h
igh.
NSe
lects
a gra
ph sh
owin
g a c
onsta
nt ra
te o
f dec
reas
e to
mat
ch a
real
situ
atio
n
59NAPLAN 2018 Reporting Guide
10Th
e tw
o sh
orte
r sid
es o
n Ry
der's
kite
MG
Calcu
lates
the p
erim
eter
of a
kite
from
one
side
leng
th an
d th
e rat
io o
f its
sides
11Th
is ye
ar St
an w
ill v
isit h
is pa
rent
s in
Darw
in.
NUs
es m
ultip
les o
f who
le nu
mbe
rs to
solv
e a p
robl
em in
cont
ext
12St
eve i
s play
ing
golf
with
4 fri
ends
.M
GLo
cate
s the
relat
ive p
ositi
on o
f a p
oint
on
a grid
giv
en co
mpa
ss d
irect
ions
13Fa
tima h
as 10
00 ap
ples
to p
ack
into
box
es.
NSo
lves
a di
visio
n pr
oblem
to d
eter
min
e the
rem
aind
er
14Th
e tab
le be
low
com
pare
s the
appr
oxim
ate
NSu
btra
cts d
ecim
als a
nd m
ultip
lies b
y on
e mill
ion
15O
ff Tr
ack
Biki
ng ch
arge
s an
hour
ly ra
te fo
r m
ount
ain
bike
NEv
alua
tes a
n al
gebr
aic e
xpre
ssio
n by
subs
titut
ing
a val
ue in
to th
e equ
atio
n
16A
lice f
olds
this
net i
nto
a cub
e.M
GId
entifi
es th
e fac
e opp
osite
a gi
ven
face
on
the n
et o
f a cu
be
17A
ferr
y lea
ves f
rom
the w
harf
on H
ope I
sland
MG
Calcu
lates
the s
ize o
f ang
les u
sing
prop
ertie
s of a
ngles
on
para
llel l
ines
18A
teac
her w
ants
to ca
rry
out a
surv
ey ab
out t
he
scho
olSP
Iden
tifies
the m
ost r
epre
sent
ativ
e sam
plin
g str
ateg
y
19Ka
tie as
ked
75 cu
stom
ers w
hat t
ype o
f fru
itSP
Calcu
late t
he p
roba
bilit
y of
the c
ompl
emen
t of a
n ev
ent u
sing
a Ven
n di
agra
m
20Tw
ins E
lla an
d Et
han
race
each
oth
er h
ome
NAd
ds an
d su
btra
cts f
ract
ions
with
unl
ike d
enom
inat
ors i
n co
ntex
t
21A
my
mea
sure
d th
e mas
s of t
he b
ooks
NSo
lves
a pr
oblem
usin
g sim
ple r
atio
s and
the a
dditi
on an
d su
btra
ctio
n of
dec
imal
s
22W
hat i
s the
equa
tion
for t
he li
ne sh
own?
NDe
term
ines
the r
ule f
or a
linea
r rela
tions
hip
on th
e Car
tesia
n pl
ane
23Th
ere a
re ap
prox
imat
ely 14
000 p
eopl
e liv
ing
in a
coun
try to
wn.
NSe
lects
the a
ppro
priat
e ord
er o
f ope
ratio
ns to
giv
e a co
rrec
t exp
ress
ion
2425
peo
ple s
tart
a new
fitn
ess p
rogr
am.
SPId
entifi
es th
e med
ian
from
a ste
m-a
nd-le
af p
lot
25Th
ere a
re 48
stud
ents
who
chos
e to
stud
y eit
her
Art,
NUs
es al
gebr
aic r
easo
ning
to so
lve a
pro
blem
invo
lvin
g th
e fou
r ope
ratio
ns
26Be
ccy's
snar
e dru
m h
as a
diam
eter
MG
Calcu
lates
the c
ircum
fere
nce o
f a ci
rcle
give
n its
dia
met
er
27A
bra
nd o
f bre
akfa
st ce
real
is so
ldN
Com
pare
s ite
ms o
f diff
eren
t siz
e by
dete
rmin
ing
the u
nit p
rice o
f eac
h
28Bi
ndi c
opies
this
trian
gle f
our t
imes
MG
Iden
tifies
the t
riang
le co
ngru
ent t
o a g
iven
tria
ngle
and
corr
ectly
labe
lled
29In
tota
l the
re ar
e 240
Yea
r 9 st
uden
tsSP
Uses
dat
a fro
m a
sam
ple t
o pr
edict
the m
ost l
ikely
resu
lts fo
r a p
opul
atio
n
30Su
san
mak
es a
rect
angu
lar p
rism
MG
Calcu
lates
the v
olum
e of a
solid
giv
en th
e are
a of i
ts fa
ces
31A
n ou
tdoo
r spa
tub
is in
the s
hape
MG
Calcu
lates
the c
apac
ity o
f a cy
linde
r to
solv
e a p
robl
em in
volv
ing
rate
s
60 NAPLAN 2018 Reporting Guide
32Q
uadr
ilate
ral P
QRS
is dr
awn
on a
Carte
sian
plan
e.M
GRo
tate
s and
refle
cts a
kite
on
the C
arte
sian
plan
e and
iden
tifies
its p
rope
rties
33A
lf is
desig
ning
a fra
me f
or a
phot
o.M
GCa
lculat
es th
e len
gth
of a
diag
onal
of a
rect
angl
e usin
g m
ultip
licat
ive r
easo
ning
34Bo
b is
driv
ing
alon
g a r
oad
at 70
km
/h.
NIn
terp
rets
a non
-line
ar g
raph
to so
lve a
mul
ti-ste
p pr
oblem
35A
swim
min
g te
am h
as 25
swim
mer
sSP
Calcu
lates
the p
roba
bilit
y of
a tw
o-ste
p ex
perim
ent u
sing
a tre
e dia
gram
36Se
lect a
ll ex
pres
sions
that
are e
quiv
alen
tN
Appl
ies th
e ind
ex la
ws t
o a n
umer
ical e
xpre
ssio
n w
ith in
tege
r ind
ices
37A
lice r
ecor
ds th
e res
ults
of ro
lling
a sta
ndar
dSP
Uses
com
plem
enta
ry ev
ents
and
the s
um o
f pro
babi
lities
to so
lve a
pro
blem
38O
ne si
de o
f a st
eel b
ridge
is in
the s
hape
MG
Solv
es a
prob
lem u
sing
the p
erim
eter
of a
trap
eziu
m an
d pa
ralle
l lin
es p
rope
rties
39Ja
ck d
epos
its $3
000 i
nto
a sav
ings
acco
unt
NCa
lculat
es th
e sim
ple i
nter
est r
ate g
iven
the p
rincip
al, t
ime a
nd am
ount
accr
ued
40To
m m
akes
and
sells
woo
d-fir
ed b
read
.N
Uses
dire
ct p
ropo
rtion
to so
lve a
pro
blem
invo
lvin
g pr
ofit
KEY
N
= N
umbe
r and
Alg
ebra
MG
= M
easu
rem
ent a
nd G
eom
etry
SP =
Sta
tistic
s and
Pro
babi
lity
61NAPLAN 2018 Reporting Guide
Ap
pe
nd
ix 2
: N
AP
LA
N 2
018
Da
ta S
erv
ice
Re
po
rt S
um
ma
ry
Rep
ort n
ame
Rep
ort f
unct
ion
Rep
ort c
rite
ria
Pos
sibl
e us
es fo
r re
port
Sch
ool S
umm
ary
Rep
ort
Disp
lays n
atio
nal,
state
and
scho
ol
resu
lts fr
om N
APL
AN
testi
ng in
2018
.Re
ports
for:
• a y
ear l
evel
• gr
oups
of s
tude
nts s
uch
as g
irls,
boys
, LB
OTE
or A
TSI s
tude
nts.
Repo
rts o
n:•
Read
ing,
Writ
ing,
Spel
ling,
Gra
mm
ar
and
Punc
tuat
ion,
and
Num
erac
y.
• C
ompa
re th
e per
form
ance
of Y
ears
3, 5,
7 an
d 9 s
tude
nts i
n th
e sch
ool w
ith th
at o
f st
uden
ts ac
ross
the n
atio
n an
d th
e sta
te.
• C
ompa
re th
e per
form
ance
of s
tude
nt
achi
evem
ent i
n on
e ass
essm
ent a
rea w
ith
perfo
rman
ce in
oth
er ar
eas.
Gro
up S
umm
ary
Rep
ort
Sum
mar
ises r
esul
ts fo
r gro
ups o
f st
uden
ts in
Rea
ding
, Writ
ing,
Spel
ling,
Gr
amm
ar an
d Pu
nctu
atio
n, an
d
Num
erac
y.
Repo
rts fo
r:•
a yea
r lev
el•
indi
vidu
al cl
ass.
Repo
rts o
n:•
Read
ing,
Writ
ing,
Spel
ling,
Gra
mm
ar
and
Punc
tuat
ion,
and
Num
erac
y.
• C
ompa
re th
e res
ults
of st
uden
ts in
the
scho
ol, c
lass
or g
roup
with
nat
iona
l and
sta
te re
sults
for e
ach
asse
ssm
ent a
rea.
• A
naly
se th
e res
ults
of th
e sch
ool,
class
or
grou
p w
ith re
spec
t to
gend
er, L
BOTE
and
ATSI
stat
us in
each
asse
ssm
ent a
rea.
Ass
essm
ent A
rea
Rep
ort
Sum
mar
ises r
esul
ts by
asse
ssm
ent
area
or d
imen
sion
for g
roup
s of
stud
ents
usin
g pe
rcen
tage
corr
ect
com
paris
ons.
Repo
rts fo
r:•
a yea
r lev
el•
indi
vidu
al cl
ass
• ot
her g
roup
s of s
tude
nts s
uch
as g
irls,
boys
, LBO
TE o
r ATS
I stu
dent
s.Re
ports
on:
• Re
adin
g, Sp
ellin
g, G
ram
mar
and
Punc
tuat
ion,
Num
ber a
nd A
lgeb
ra,
Mea
sure
men
t and
Geo
met
ry, S
tatis
tics
and
Prob
abili
ty.
• C
ompa
re th
e per
cent
age o
f que
stion
s an
swer
ed co
rrec
tly b
y th
e sch
ool o
r se
lecte
d gr
oup
in sp
ecifi
c ass
essm
ent
area
s and
dim
ensio
ns w
ith co
rres
pond
ing
perc
enta
ges f
or th
e sta
te.
• Id
entif
y ar
eas w
here
ther
e is a
sign
ifica
nt
diffe
renc
e bet
wee
n th
e per
cent
age c
orre
ct
for t
he sc
hool
or s
elect
ed g
roup
and
that
fo
r the
stat
e.
NAPLAN 2018 Reporting Guide 62
Rep
ort n
ame
Rep
ort f
unct
ion
Rep
ort c
rite
ria
Pos
sibl
e us
es fo
r re
port
Wri
ting
Cri
teri
a R
epor
tSu
mm
arise
s gro
up p
erfo
rman
ces o
n th
e Writ
ing
test.
Bar
gra
phs s
how
th
e Writ
ing
scor
e dist
ribut
ion
for
the g
roup
for e
ach
of th
e ten
crite
ria
agai
nst w
hich
the W
ritin
g te
st w
as
asse
ssed
.
Repo
rts fo
r:•
a yea
r lev
el•
indi
vidu
al cl
ass
• ot
her g
roup
s of s
tude
nts s
uch
as g
irls,
b
oys,
LBO
TE o
r ATS
I stu
dent
s.
Repo
rts o
n:•
Audi
ence
, Tex
t Stru
ctur
e, Id
eas,
P
ersu
asiv
e dev
ices,
Voca
bula
ry,
Coh
esio
n, P
arag
raph
ing,
Sen
tenc
e S
truct
ure,
Punc
tuat
ion
and
Spel
ling.
• Co
mpa
re th
e dist
ribut
ion
of sc
hool
scor
es
with
the d
istrib
utio
n of
nat
iona
l and
stat
e-
wid
e sco
res f
or ea
ch o
f the
ten
asse
ssed
w
ritin
g cr
iteria
. •
Prov
ide d
ata f
or an
alys
ing
stud
ent w
ritin
g b
y cr
iterio
n, an
d id
entif
y ar
eas o
f rela
tive
stre
ngth
or w
eakn
ess.
Item
Ana
lysi
s R
epor
tPr
ovid
es d
istra
ctor
anal
ysis,
inclu
ding
pe
rcen
tage
corr
ect a
nd d
escr
iptio
ns o
f sk
ill as
sess
ed fo
r eac
h ite
m.
The r
epor
t can
now
be a
cces
sed
both
in
tabu
lar a
nd g
raph
ical f
orm
ats.
Repo
rts fo
r:•
a yea
r lev
el•
indi
vidu
al cl
ass
• ot
her g
roup
s of s
tude
nts s
uch
as g
irls,
b
oys,
LBO
TE o
r ATS
I stu
dent
s.
Repo
rts o
n:•
Read
ing,
Spel
ling,
Gra
mm
ar an
d
Pun
ctua
tion,
and
Num
erac
y. Ca
n be
ord
ered
by:
• Ite
m n
umbe
r•
% co
rrec
t Nat
iona
l•
% co
rrec
t Sta
te•
% co
rrec
t Gro
up•
Skill
.
• Fo
r eac
h te
st ite
m, c
ompa
re th
e per
cent
age
of s
tude
nts i
n th
e sele
cted
scho
ol
gro
up w
ho an
swer
ed co
rrec
tly w
ith
the
corr
espo
ndin
g na
tiona
l and
stat
e p
erce
ntag
es.
• Co
mpa
re th
e dist
ribut
ion
of re
spon
ses
fro
m st
uden
ts in
the s
elect
ed sc
hool
g
roup
to ea
ch it
em ac
ross
all a
ltern
ativ
es in
m
ultip
le ch
oice
item
s to
the c
orre
spon
ding
d
istrib
utio
ns fo
r the
nat
ion
and
the s
tate
. •
Prov
ide d
ata f
or an
alys
ing
parti
cula
r a
reas
of r
elativ
e stre
ngth
or w
eakn
ess f
or
ind
ivid
ual s
tude
nts o
r gro
ups o
f stu
dent
s b
y di
men
sion
or b
y sk
ill as
sess
ed.
63NAPLAN 2018 Reporting Guide
Rep
ort n
ame
Rep
ort f
unct
ion
Rep
ort c
rite
ria
Pos
sibl
e us
es fo
r re
port
Stu
dent
Res
pons
e R
epor
tId
entifi
es co
rrec
t and
inco
rrec
t re
spon
ses t
o in
divi
dual
item
s for
each
st
uden
t in
a gro
up b
y di
men
sion.
Su
mm
arise
s gro
up p
erfo
rman
ces o
n in
divi
dual
item
s.
Repo
rts fo
r:•
an in
divi
dual
stud
ent
• a y
ear l
evel
• in
divi
dual
clas
ses
• ot
her g
roup
s of s
tude
nts s
uch
as g
irls,
boys
, LBO
TE o
r ATS
I stu
dent
s.
Repo
rts o
n:•
Read
ing,
Spel
ling,
Gra
mm
ar an
d Pu
nctu
atio
n, an
d N
umer
acy.
• Id
entif
y ite
ms a
nsw
ered
corr
ectly
and
inco
rrec
tly b
y in
divi
dual
stud
ents.
• Id
entif
y pa
ttern
s of i
ncor
rect
resp
onse
s for
in
divi
dual
stud
ents
or g
roup
s of s
tude
nts
to h
ighl
ight
curr
iculu
m ar
eas w
hich
may
ne
ed at
tent
ion.
• A
naly
se st
uden
t res
pons
es to
help
di
agno
se u
nder
stand
ing
of p
artic
ular
co
ncep
ts.•
Pro
vide
evid
ence
bas
ed in
form
atio
n to
he
lp te
ache
rs in
form
par
ents
abou
t the
ir ch
ild’s
gras
p of
par
ticul
ar co
ncep
ts or
cu
rricu
lum
area
s.S
tude
nt A
chie
vem
ent
Leve
l Rep
ort
Sum
mar
ises a
chiev
emen
t lev
els f
or
indi
vidu
al st
uden
ts by
out
com
es an
d re
flect
s inf
orm
atio
n on
the p
aren
t re
ports
.
This
can
be in
:•
grap
hica
l for
mat
(box
plo
ts)•
tabu
lar f
orm
at (l
ists n
umer
ic va
lues
).
Repo
rts fo
r:•
an in
divi
dual
stud
ent
• a y
ear l
evel
• in
divi
dual
clas
ses
• ot
her g
roup
s of s
tude
nts s
uch
as g
irls,
boys
, LBO
TE o
r ATS
I stu
dent
s.
Repo
rts o
n:•
Read
ing,
Writ
ing,
Spel
ling,
Gra
mm
ar
and
Punc
tuat
ion,
and
Num
erac
y.
• C
ompa
re th
e ach
ievem
ent o
f ind
ivid
ual
stud
ents
acro
ss al
l ass
essm
ent a
reas
.•
Iden
tify
whe
re in
divi
dual
stud
ents’
resu
lts
fit w
ith re
spec
t to
the d
istrib
utio
n of
re
sults
acro
ss th
e nat
ion.
• P
rovi
de a
subs
titut
e Stu
dent
Rep
ort f
or
pare
nts i
f req
uire
d. T
he re
port
mus
t be
run
on th
e nat
iona
l sca
le fo
r “A
ll”
stud
ents
for t
his t
o re
flect
the a
ctua
l St
uden
t Rep
ort.
Five
Yea
r Tr
end
Rep
ort
Disp
lays n
atio
nal,
state
and
scho
ol
resu
lts fo
r NA
PLA
N te
sts o
ver t
ime
(201
4 - 20
18).
Repo
rts fo
r:•
a yea
r lev
el•
grou
ps o
f stu
dent
s suc
h as
girl
s, bo
ys,
LBO
TE o
r ATS
I stu
dent
s.
Repo
rts o
n:
• Re
adin
g, W
ritin
g, Sp
ellin
g, G
ram
mar
an
d Pu
nctu
atio
n, an
d N
umer
acy.
• C
ompa
re th
e dist
ribut
ion
of n
atio
nal,
state
an
d sc
hool
NA
PLA
N re
sults
ove
r tim
e•
Com
pare
nat
iona
l, sta
te an
d sc
hool
scal
ed
scor
e mea
ns o
ver t
ime.
• Id
entif
y tre
nds i
n na
tiona
l, sta
te an
d sc
hool
NA
PLA
N re
sults
ove
r tim
e.
NAPLAN 2018 Reporting Guide 64
Rep
ort n
ame
Rep
ort f
unct
ion
Rep
ort c
rite
ria
Pos
sibl
e us
es fo
r re
port
Sch
ool C
ompa
riso
n R
epor
tD
isplay
s 201
6 to
2018
gro
wth
dat
a at
natio
nal,
state
and
scho
ol le
vels.
Inclu
des a
sum
mar
y ta
ble s
how
ing
aver
age 2
016 -
2018
scal
ed sc
ore
diffe
renc
es at
nat
iona
l, sta
te an
d sc
hool
lev
els.
Repo
rts fo
r:•
a yea
r lev
el•
grou
ps o
f stu
dent
s suc
h as
girl
s, bo
ys,
L
BOTE
or A
TSI s
tude
nts.
Repo
rts o
n:•
Read
ing,
Writ
ing,
Spel
ling,
Gra
mm
ar
and
Pun
ctua
tion,
and
Num
erac
y.
• Co
mpa
re th
e cha
nge i
n pe
rform
ance
of t
he
sam
e coh
orts
of st
uden
ts be
twee
n 20
16 an
d
201
8 (i.e
. how
the p
erfo
rman
ce o
f Yea
r
3, Y
ear 5
or Y
ear 7
stud
ents
in 20
16
com
pare
d to
thei
r cur
rent
per
form
ance
in
Yea
r 5, Y
ear 7
or Y
ear 9
in 20
18).
• In
vesti
gate
the r
ate o
f pro
gres
s of a
coho
rt
of s
tude
nts o
ver t
ime r
elativ
e to
othe
r s
tude
nts i
n th
e sta
te an
d na
tiona
lly.
Sch
ool–
Stu
dent
C
ompa
riso
n R
epor
tD
isplay
s 201
6 and
2018
resu
lts fo
r an
indi
vidu
al st
uden
t, w
ith re
spec
t to
corr
espo
ndin
g re
sults
at n
atio
nal,
state
an
d sc
hool
leve
ls.
Repo
rts fo
r ind
ivid
ual s
tude
nts c
ompa
red
to:
• al
l stu
dent
s or
• gr
oups
of s
tude
nts s
uch
as g
irls,
boys
,
LBO
TE o
r ATS
I stu
dent
s.
Repo
rts o
n:•
Read
ing,
Writ
ing,
Spel
ling,
Gra
mm
ar
and
Pun
ctua
tion,
and
Num
erac
y.
• De
term
ine t
he ch
ange
in in
divi
dual
s
tude
nts’
perfo
rman
ce b
etw
een
2016
and
2
018 (
i.e. h
ow th
e stu
dent
s’ Ye
ar 7
2016
r
esul
ts co
mpa
re to
thei
r per
form
ance
in
Yea
r 9 in
2018
).•
Dete
rmin
e a st
uden
t’s ra
te o
f pro
gres
s ove
r t
ime r
elativ
e to
othe
r stu
dent
s in
the s
tate
a
nd n
atio
nally
.
65NAPLAN 2018 Reporting Guide
Rep
ort n
ame
Rep
ort f
unct
ion
Rep
ort c
rite
ria
Pos
sibl
e us
es fo
r re
port
Rel
ativ
e G
row
th R
epor
tD
isplay
s 201
6 to
2018
com
para
tive
grow
th (H
igh,
Med
ium
or L
ow) f
or
each
stud
ent w
ith re
spec
t to
‘sim
ilar
stud
ents’
(tho
se w
ith th
e sam
e 201
6 sc
ore).
Th
e rep
ort i
s ava
ilabl
e in:
• ta
bula
r for
mat
(list
s ind
ivid
ual
stu
dent
s)•
grap
hica
l for
mat
(pro
vide
s sum
mar
y i
nfor
mat
ion
abou
t the
per
cent
age o
f s
tude
nts i
n ea
ch g
row
th ca
tego
ry).
Repo
rts fo
r:•
all s
tude
nts
• in
divi
dual
clas
ses
• st
uden
ts fro
m a
selec
ted
grow
th
cat
egor
y.
Repo
rts o
n:•
Read
ing,
Writ
ing,
Spel
ling,
Gra
mm
ar
and
Pun
ctua
tion,
and
Num
erac
y.
Can
be o
rder
ed b
y:•
2016
stud
ent s
core
• 20
18 st
uden
t sco
re
• st
uden
t nam
e.
• C
ompa
re st
uden
t gro
wth
bet
wee
n N
APL
AN
testi
ng p
erio
ds w
ith th
at o
f sim
ilar s
tude
nts.
• Id
entif
y if
ther
e are
par
ticul
ar st
uden
t ab
ility
gro
ups w
here
hig
h re
lativ
e gro
wth
ha
s bee
n ac
hiev
ed co
mpa
red
to si
mila
r st
uden
ts.•
Iden
tify
if th
ere a
re p
artic
ular
stud
ents
or st
uden
t abi
lity
grou
ps w
here
onl
y lo
w re
lativ
e gro
wth
has
bee
n ac
hiev
ed
com
pare
d to
sim
ilar s
tude
nts.
Tran
sitio
nal R
elat
ive
Gro
wth
Rep
ort
Show
s 201
6 to
2018
relat
ive g
row
th
cate
gorie
s (H
igh,
Med
ium
or L
ow) f
or
the s
choo
l coh
ort o
f Yea
r 5 st
uden
ts at
the s
choo
l in
2016
who
hav
e tra
nsiti
oned
to Y
ear 7
at a
diffe
rent
sc
hool
.Th
e rep
ort i
s ava
ilabl
e in
• gr
aphi
cal f
orm
at o
nly
The r
epor
t is a
cces
sed
from
the 2
016
Year
5 m
enu.
Repo
rts fo
r•
Year
5 gr
oup
level
only
Repo
rts o
n:
• Re
adin
g, W
ritin
g, Sp
ellin
g, G
ram
mar
a
nd P
unct
uatio
n, an
d N
umer
acy.
• R
eview
and
asse
ss th
e sch
ool’s
Yea
r 5 an
d 6 T
each
ing
and
Lear
ning
pro
gram
s with
re
spec
t the
relat
ive g
row
th ac
hiev
ed in
cu
rren
t NA
PLA
N re
sults
by
the g
roup
of
stud
ents
who
hav
e rec
ently
tran
sitio
ned
to
Year
7 at
a di
ffere
nt sc
hool
.
NAPLAN 2018 Reporting Guide 66
Glossary
Data presentation
Scaled scores and the National Assessment Program scale
Nationally, student outcomes are provided as a scaled score. These scores range from 0 to 1000, and form the numeric continuum from which the ten national reporting bands are derived (see page 3).
Where appropriate, the NAPLAN Data Service displays summary statistics and individual student outcomes as scaled scores, and the distribution of results as box-and-whisker graphs plotted against the reporting bands.
• Year 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.
67NAPLAN 2018 Reporting Guide
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).