item development guidelines 2023

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NUMERACY Item Development Guidelines

2023

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Acknowledgement of Country and Place

ACARA acknowledges the Traditional Owners and Custodians of Country and Place throughout Australia and their continuing connection to land, waters, sky and community. We pay our respects to all Aboriginal and Torres Strait Islander Peoples, histories and cultures, and to Elders past, present and emerging.

2023 Item Development Guidelines, Numeracy 2

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Contents

Acknowledgement of Country and Place .................................................................................... 1

1 Introduction ................................................................................................................................. 5

1.1 Development platform ................................................................................................... 5

2 Test design and specifications ................................................................................................. 6

2.1 NAPLAN overview ......................................................................................................... 6

2.2 Branching and pathways .............................................................................................. 6

2.3 Length of tests ............................................................................................................... 7

2.4 Vertical links between year levels................................................................................ 7

2.5 Difficulty of testlets ....................................................................................................... 8

2.6 Test Content ................................................................................................................... 8

2.7 Proficiency Strands ....................................................................................................... 9

2.8 Content Strands ............................................................................................................. 9

2.9 Calculation demand and calculator use .................................................................... 11

2.10 Item types ..................................................................................................................... 12

2.11 Accessibility ................................................................................................................. 12

3 NAPLAN Numeracy item development 2023 ......................................................................... 13

3.1 Number of items developed ....................................................................................... 13

3.2 Parcel specifications ................................................................................................... 14

3.3 Item difficulty specifications ...................................................................................... 14

3.4 Curriculum year level specifications ......................................................................... 14

3.5 Proficiency specifications .......................................................................................... 15

3.6 Australian curriculum content code specifications ................................................. 15

3.7 Item type specifications .............................................................................................. 15

3.7.1 Multiple-choice(s) items (MC / MCS) ......................................................................... 17

3.7.2 Text entry (TE) ........................................................................................................... 17

3.7.3 Interactive match (drag and drop subtype) (IMDD) ................................................... 18

3.7.4 Interactive match (draw lines subtype) (IMDL) .......................................................... 18


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3.7.5 Interactive match (checkbox subtype) (IMCB)........................................................... 18

3.7.6 Interactive gap match (IGM) ...................................................................................... 19

3.7.7 Hotspot (HS) .............................................................................................................. 19

3.7.8 Select point (SP) ........................................................................................................ 19

3.7.9 Interactive associate (IA) ........................................................................................... 19

3.7.10 Composite (inline choice interaction) (Comp (IC)) ................................................ 19

3.7.11 Composite (multiple interactions) (Comp) ............................................................. 20

3.8 Item metadata ............................................................................................................... 20

3.8.1 Item descriptor: further detail ..................................................................................... 22

3.9 Contexts ....................................................................................................................... 23

3.10 Language ...................................................................................................................... 23

3.10.1 Item prompts for each item type ............................................................................ 24

3.11 Sensitivity and social balance .................................................................................... 25

3.12 Copyright ...................................................................................................................... 25

3.13 Tools ............................................................................................................................. 25

3.14 Images .......................................................................................................................... 26

3.14.1 Image specifications .............................................................................................. 26

3.15 Item workflow, comments and versioning ................................................................ 27

3.16 Naming conventions ................................................................................................... 28

3.16.1 Naming items ......................................................................................................... 28

3.16.2 Naming resources .................................................................................................. 29

4 Formatting ................................................................................................................................. 30

4.1 HTML and MathML ....................................................................................................... 30

4.1.1 HTML shortcuts ......................................................................................................... 30

4.2 Spacing ......................................................................................................................... 32

4.3 Numbers ....................................................................................................................... 32

4.4 Units .............................................................................................................................. 32

4.5 Algebraic conventions: Expressions, equations and inequalities ......................... 33

4.6 Tables ........................................................................................................................... 33

4.7 Graphs, grids and coordinate planes ........................................................................ 34


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4.8 Labelling points and vertices ..................................................................................... 34

4.9 Length measurements ................................................................................................ 34

4.10 Angles ........................................................................................................................... 35

4.11 Maps .............................................................................................................................. 35

4.12 Information boxes ........................................................................................................ 36

4.13 Other formatting conventions .................................................................................... 36

5 Item review checklist ................................................................................................................ 37

5.1 Content and difficulty .................................................................................................. 37

5.2 Context ......................................................................................................................... 37

5.3 Item design ................................................................................................................... 37

5.4 Metadata ....................................................................................................................... 37

5.5 Accessibility ................................................................................................................. 37

5.6 Language ...................................................................................................................... 37

5.7 Formatting .................................................................................................................... 38

5.8 Platform appearance ................................................................................................... 38


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1 Introduction This document has two aims: to set out the specifications and principles underpinning the construction of NAPLAN Numeracy tests; and to guide item development contractors in the construction of online items for those tests.

NAPLAN tests have moved online over a period from 2018 to 2023. This document primarily describes the design of the online Numeracy tests; paper Numeracy tests are constructed as subsets of the online tests.

Section 2 of this document – Test design and specifications – explains the NAPLAN Numeracy tests.

Section 3 – NAPLAN Numeracy item development 2023 – explains the requirements for item development in the 2023 cycle, so that ACARA can use these items to construct trial tests, then assemble trialled items into final tests. This section will refer to, and elaborate on, the test design and specifications.

Section 4 provides more detailed guidance on formatting of Numeracy items.

Section 5 is a brief checklist which summarises the requirements of previous sections, for purposes of internal and external review.

This is one of a suite of documents that informs the development of NAPLAN tests. Other key documents that complement these guidelines are:

• NAPLAN Assessment Framework (https://www.nap.edu.au/docs/default-source/default-document-library/naplan-assessment-framework.pdf?sfvrsn=2) which describes the purposes and the principles that guide the development of NAPLAN.

• Australian Curriculum: Mathematics (https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics) which is the reference for the knowledge, understandings and skills assessed in NAPLAN.

• Guidelines for the development of accessible online items, which describes the principles and procedures for ensuring that all students can access the NAPLAN tests. It is the primary source of information for clear presentation and layout.

These are referenced, as necessary, throughout this document.

1.1 Development platform

NAPLAN Numeracy items and tests are developed in ACARA’s item authoring system, which is a component of the National Assessment Platform (the platform). It is recommended that Chrome or Firefox be used for authoring items within the platform. It is recommended that all items are checked in both Chrome and Firefox before submission to ensure full functionality of all items within the platform for these two browsers.

https://www.nap.edu.au/docs/default-source/default-document-library/naplan-assessment-framework.pdf?sfvrsn=2

https://www.nap.edu.au/docs/default-source/default-document-library/naplan-assessment-framework.pdf?sfvrsn=2

https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics



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2 Test design and specifications 2.1 NAPLAN overview

NAPLAN is an annual full cohort assessment for students in Years 3, 5, 7 and 9. The NAPLAN Numeracy assessments provide schools, teachers, parents and students with detailed information about how they are performing compared to others and diagnostic information which can be used to tailor teaching programs and learning experiences to the needs of students.

The NAPLAN Numeracy tests assess students’ ability to use mathematics in a wide variety of everyday contexts. Students develop the underpinning skills and knowledge for Numeracy in the mathematics learning area, and then apply and refine these skills as they progress through school and interact with others within their daily lives.

All test materials for NAPLAN Numeracy are aligned to the Australian Curriculum: Mathematics (https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics)

2.2 Branching and pathways

The NAPLAN Numeracy online assessment incorporates a multi-stage computer-adaptive test design. The test is composed of six testlets: A, B, C, D, E and F. Students complete three testlets per year level.

Figure 1: NAPLAN online multi-stage computer-adaptive test design for Numeracy

From the testlets shown in Figure 1, students follow one of the seven possible pathways:

• A B C • A B E • A B F



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• A D C • A D E • A D F • A C B

All students initially complete testlet A. Depending on performance in testlet A, the lower-performing group of students follow a path to testlet B, while the higher-performing students follow a path to testlet D.

Based on performance in the first two testlets, the lowest performing cohort of students follow a path to testlet C, the highest performing students follow a path to testlet F, and the remaining students follow a path to testlet E.

Students who achieve a very low ability estimate in testlet A are directed straight to testlet C, and from there progress to testlet B. This ensures that low-ability students attempt questions that are better suited to their ability than encountering the more difficult testlet B earlier in the assessment. This enables them to continue to engage with the test to show the extent of their achievement.

2.3 Length of tests

The number of items and time allotted for the students to complete each test are as follows:

Year 3 Year 5 Year 7 Year 9

Test time (excluding administration time) 45 minutes 50 minutes 65 minutes 65 minutes

Items per complete test 36 42 48 48

Items per testlet 12 14 16 16

Table 1: Length of NAPLAN Numeracy tests

2.4 Vertical links between year levels

A proportion of common items are included in tests at two successive year levels, to determine the relative performance of students in each year group and place all students on the same score scale, regardless of year level or pathway. This process is known as vertical linking.

Approximately 25% of items are linked from one year-level to the next.

Therefore, approximately 25% of items in Year 3 will also be assessed at Year 5, and similarly for Year 5 and Year 7, and Year 7 and Year 9.

Links between Year 5 and Year 7 are constrained by the fact that calculators are not available in the Year 5 test but are available for all except the first half of testlet A in the Year 7 test. All such links must either be classified as Calculation fluency (CF) or Calculation not required (CN) according to the definitions in Table 6.

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2.5 Difficulty of testlets

NAPLAN Numeracy assessments align to the breadth and depth of the Australian Curriculum and engage the full range of students’ abilities, so testlets vary in complexity and difficulty.

The items for each testlet are selected so that the difficulty in logits, and facility rates for the full cohort of students, fall within the range given in Table 2 below.

Items selected for any testlet are ideally uniformly distributed over the allowable range, except for testlets C and F, where fewer items within the testlet are distributed towards the extreme ends of the scale. Within each testlet, items are presented from least to most complex.

The tailored test design does not administer items to the full cohort. So, an item of average difficulty in testlet F might have a facility rate of 20, because 20% of the full cohort would answer the item correctly – but we might expect 50% of the strong students, who are directed to testlet F, to answer the item correctly.

Testlet Logits (low)

Logits (high)

Logits (average)

Facility (high)

Facility (low)

A –3 1 –0.5 95 25

B –2 0.5 –0.8 90 35

D –0.5 2 0.8 65 10

E –1.5 1.5 0 80 20

C –3 –0.5 –2 >95 65

F 0.5 3 1.5

(Median of 1.4)

35 < 5

Table 2: Difficulty ranges for each testlet

Item difficulty is determined by:

• the year level of the content • the cognitive demand • the integration of content from the different content strands and across learning areas. • the degree of generalisation required to solve problems.

All these factors are drawn on in the construction of testlets with the appropriate level of difficulty.

2.6 Test Content

NAPLAN assessments provide schools with detailed information about how they are performing, and diagnostic information they can use to identify strengths and weaknesses which may warrant


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further attention. Items therefore need to cover the breadth and depth of the curriculum, while focusing on the important skills and knowledge that students require to become numerate adults.

NAPLAN Numeracy tests assess students’ application of mathematics knowledge and skills as described within the Australian Curriculum: Mathematics. This curriculum is organised around the interaction of three content strands and four proficiency strands. The content strands are Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiency strands are Understanding, Fluency, Problem solving, and Reasoning.

2.7 Proficiency Strands

The NAPLAN Numeracy test focuses on the numeracy aspects of the Australian Curriculum: Mathematics. These are developed through the proficiencies of Understanding, Fluency, Problem-solving and Reasoning. The proficiencies are interconnected with the Australian Curriculum content descriptions and can be thought of as the way of thinking and working with the content of the curriculum. (https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/key-ideas/)

The proficiencies are related. For example, Fluency cannot be achieved without some form of Understanding. Similarly, Reasoning and Problem-solving are also linked. For the purposes of classifying NAPLAN items, the proficiencies can be summarised as follows:

• Fluency: the primary focus of the item is demonstrating that calculation steps and algorithms can be followed accurately.

• Understanding: the primary focus of the item is demonstrating that a concept has been grasped. Calculation skills should not be a dominant feature, and the context should be simple enough that it does not obscure the primary focus.

• Problem-solving: while understanding or fluency may be required, the context is sufficiently detailed or unfamiliar that students would generally approach the item as a new problem rather than as an example of previously encountered exercises. Some interpretation will often be required.

• Reasoning: while understanding or fluency may be required, and the context may be detailed, the item requires some elements of deduction, lateral thinking, piecing together seemingly different concepts, or other higher-order thinking skills.

Typically, problem-solving and reasoning items may be difficult, and higher proportions of these items will appear in testlets D and F. However, this is not a universal rule. Some fluency items can be very difficult, and some reasoning items may be accessible to students undertaking lower-complexity pathways.

Table 3 shows the ideal percentage of items that have each proficiency as a primary focus. (see also section 3.5)

Fluency Understanding Problem-solving Reasoning

20% 30% 30% 20%

Table 3: Percentage of each proficiency strand in NAPLAN Numeracy tests

2.8 Content Strands

Items are written in such a way as to focus on one main Australian Curriculum: Mathematics content description. However, secondary content descriptions are also used, particularly for

https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/key-ideas/

https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/key-ideas/


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Reasoning or Problem-solving items. In this way, more complex, realistic numeracy-orientated items can be used, exemplifying integration across the mathematics curriculum. Secondary content descriptions may be drawn from the same strand or from a different strand (https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/structure/)

Only the primary content description is reported directly to schools. However, the item descriptor within the metadata (see section 5.4), is also reported to schools, and is used to convey the details of the mathematics content covered and the complexity of the problem within each item. This typically refers to both the primary and secondary skills assessed.

Table 4 shows the percentage of items with primary content descriptions that fall within each of the content strands. The percentages indicate the approximate balance of content within each strand, and their relative importance within NAPLAN Numeracy assessments.

Content strand Percentage of items

Number and algebra 55%

Measurement and geometry 30%

Statistics and probability 15%

Table 4: Percentage of each content strand in NAPLAN Numeracy tests

At Year 9, Number is assessed by 40% of items and Algebra by 15%. This is to ensure that items focus on symbolic reasoning, as indicated by the Australian Curriculum for this year level.

As the NAPLAN test is conducted early in the academic year, items will be drawn primarily from the preceding year levels of the Australian Curriculum. Items which will be included in less complex testlets, such as C or B, may be drawn from curriculum years several levels below the year of the test. However, NAPLAN caters for the full range of student capabilities, so content which is best mapped to the curriculum at or above the year level of the test may be included, providing the item can be solved with logical reasoning and is not dependent on curriculum coverage of new concepts.

Table 5 shows the overall balance of items across curriculum years. Items with a curriculum year level above the year level of the test are included only in testlet F. Items with a curriculum year level at the year level of the test are generally included only in testlets D or F. This ensures that only high-performing students will encounter items that may contain non-routine content.

Curriculum year level Percentage of items

Above year level of test ≤ 5%

At year level of test ≤ 10%

Below year level of test ≥ 85%

Table 5: Curriculum year level of NAPLAN Numeracy tests

The proportions of content are maintained across all testlets at all year levels, where possible.

https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/structure/


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The possible exception is in testlet A at Years 7 and 9, where calculator availability dictates that the first half of the testlet is composed almost entirely of Number and Algebra items. The overall balance of content in the test is still as in Table 4.

2.9 Calculation demand and calculator use

To be numerate, students need to be able to deal with the quantitative demands of their lives. Part of this involves the ability to proficiently perform calculations mentally. To assess this, the NAPLAN Numeracy tests aim to have approximately 1/6 of all Number and Algebra items in all years, which require students to perform a calculation, without the need of a calculator. These items are classified as calculation fluency (CF) in all years.

Students in Years 3 and 5 do not have access to a calculator at any time during the NAPLAN test.

Students in Years 7 and 9 are expected to be able to answer items both with and without the use of a calculator. These students have access to a calculator during the second part of the first testlet, and all other testlets in each test. The first half of the first testlet is a non-calculator section designed to assess the ability of a student to perform a calculation mentally. In the following sections of the test, students are expected to make decisions on whether they need to perform a calculation at all, or whether they can answer a question with a calculator, without a calculator mentally, or by using a written algorithm

Other items in the tests can be categorised as calculation not required (CN) or calculator inactive (CI) in Years 3 and 5, and as either calculation not required (CN) or Calculator active (CA) in Years 7 and 9.

As described in section 2.4, links between Year 5 and Year 7 are constrained by the fact that calculators are not available in the Year 5 test but are available for all except the first half of testlet A in the Year 7 test. All such links must either be classified as Calculation fluency (CF) or Calculation not required (CN).

Items are categorised by their calculation demands as shown in Table 6.

Calculation demand Location Description

Calculation not required

(CN)

Any section of any test

The item does not require calculation therefore the availability of a calculator is immaterial to the skill assessed.

Calculation fluency (CF)

Year 3 and 5 tests; non-calculator sections of Year 7 and 9 tests

The item primarily assesses students’ ability to fluently perform calculation without a calculator. One-sixth of Number and Algebra items.

For all other items Calculator inactive (IN) Year 3 and 5 tests Calculation without a calculator is required to answer the

item but is not the primary skill assessed. Calculator active

(AC) Calculator-allowed sections of Year 7 and 9 tests

Many students would be expected to need a calculator to answer the item. OR The item is best administered with a calculator, because the primary skill assessed by the item is not calculation.

Table 6: Calculation demand in NAPLAN Numeracy tests


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These calculator requirements may impose some constraints on other specifications; these are discussed as necessary in subsequent sections.

2.10 Item types

The platform supports several item types, which can be broadly categorised as: text entry; multiple-choice(s); interactive item types.

NAPLAN Numeracy paper tests use only Multiple-choice(s) and text entry items. In years when NAPLAN Numeracy tests will be administered in both online and paper modes, with the paper test constructed as a subset of the online test, it is necessary that the number of interactive items be constrained to allow comparability.

In 2023, the proportion of items in each category will be approximately as shown in Table 7. More details are given at section 3.7.

Item type Proportion

Multiple-choice(s) 65%

Text entry 15%

Interactive item types 20%

Table 7: Item types in NAPLAN Numeracy 2023

2.11 Accessibility

NAPLAN tests are designed to be universally accessible to all students, including students with motor, visual or auditory disabilities.

The principles underpinning accessibility in NAPLAN, and the procedures for assuring that the tests are accessible, are described in the Guidelines for the development of accessible NAPLAN online items.

It is vital that both graphic designers and authors are familiar with these guidelines as they create graphics and text for items.


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3 NAPLAN Numeracy item development 2023 3.1 Number of items developed

A total of 662 items are being procured, in five parcels.

• Parcel 1 comprises all the Number and Algebra items for a single stream plus additional high- and low-cognitive items and extra link items.

• Parcel 2 comprises all the Measurement and Geometry for a single stream plus additional high- and low-cognitive items and extra link items.

• Parcel 3 comprises all the Statistics and Probability items for a single stream plus additional high- and low-cognitive items and extra link items.

• Parcel 4 comprises all the Number and Algebra items for a half stream. • Parcel 5 comprises all the Measurement and Geometry and Statistics and Probability

items for a half stream.

The number of items in each year level is shown in Table 8.

  Parcel 1 Parcel 2 Parcel 3 Parcel 4 Parcel 5

 

Number and Algebra

Measurement and Geometry

Statistics and Probability

Number and Algebra

Measurement and Geometry

Statistics and Probability

Year 3 main 45 25 12 16 9 4 Year 3/5 links 8 4 2 4 2 1

Batch 1 Year 3 total 53 29 14 20 11 5 Year 3/5 links 9 5 3 5 3 1 Year 5 main 44 23 11 13 7 4 Year 5/7 links 9 5 3 5 3 1

Batch 2 Year 5 total 62 33 17 23 13 6 Year 5/7 links 16 8 4 7 4 2 Year 7 main 49 26 13 17 8 5 Year 7/9 links 11 6 3 5 3 1

Batch 3 Year 7 total 76 40 20 29 15 8 Year 7/9 links 11 6 3 9 3 1

Year 7/9 extra calculation fluency links 8          

Year 9 main 60 32 16 22 11 6 Batch 4 Year 9 total 79 38 19 31 14 7 Total per parcel 270 140 70 103 53 26

Table 8: Number of items developed for NAPLAN Numeracy 2023

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3.2 Parcel specifications

Items developed in each parcel must meet defined specifications for:

• Item difficulty (section 3.3) • Content: curriculum year level (section 3.4) • Content: proficiency strand (section 3.5) • Item type (section 3.7)

In addition, reports must be provided showing specifications for:

• Calculation demand specifications (section 2.10) • Content: Australian Curriculum code (section 3.6)

Details of these specifications are elaborated in the stated sections.

3.3 Item difficulty specifications

For ACARA to meet the overall difficulty specifications for all testlets in NAPLAN Numeracy tests, items at each year level must be developed so that the estimated difficulty of items falls within the ranges shown in Table 9.

Estimated facility range Ideal proportion Minimum Maximum

Q1: 5 ≤ facility < 25 25% 22% 28%

Q2: 26 ≤ facility < 50 25% 22% 28%

Q3: 51 ≤ facility < 75 25% 22% 28%

Q4: 76 ≤ facility < 95 25% 22% 28%

Table 9: Difficulty specifications for NAPLAN Numeracy 2023

3.4 Curriculum year level specifications

At each test year level, the curriculum year level of items must meet the specifications set out in Table 5, reproduced below. See section 2.8 for further details.

Curriculum year level Percentage of items

Above year level of test ≤ 5%

At year level of test ≤ 10%

Below year level of test ≥ 85%

Table 5: Curriculum year level of NAPLAN Numeracy tests


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3.5 Proficiency specifications

The number of items at each year level associated with each proficiency strand must fall into the ranges shown in Table 10. Due to the interdependent nature of these categories, wider ranges are specified. See section 2.7 for further details.

Proficiency Strand Ideal proportion Minimum Maximum

Fluency 20% 15% 25%

Understanding 30% 25% 35%

Problem solving 30% 25% 35%

Reasoning 20% 15% 25%

Table 10: Proficiency specifications for each year level

3.6 Australian curriculum content code specifications

Items should be developed to assess as broad as possible a range of curriculum content. Repetition of content is discouraged. Where two items at a year level assess the same curriculum content description, the item demands should be clearly distinguishable.

For each year level, content descriptions should be reported in compliance tables, according to Table 11.

AC code AC Content Year Number of items

[List AC content codes]

e.g. ACMMG111

Year 5

Table 11: AC content code specifications for each year level

3.7 Item type specifications

The items used in NAPLAN Numeracy 2023, and brief descriptions of their uses, are shown in Table 12. The item types are elaborated in sections 3.7.1 to 3.7.10.

Item type Details

Multiple-choice Select one of up to six options.

Multiple-choices Select more than one option.


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Item type Details

Text entry (TE) Numerical responses only: integer or decimal.

Interactive match (drag and drop)

(IMDD)

Used for ordering or classification.

Interactive match (draw line) (IMDL) Used for classification or matching between two

specified sets of images or text

Interactive match (checkbox) (IMCB) Used for classification or matching

Interactive gap match (IGM) Used for completion of sentences, operations,

equations or inequalities.

Interactive associate (IA) Used for classification or matching pairs from a set of

given images or text

Hotspot (HS) Used to select a region on a diagram, graph, map or

other image.

Select point (SP) Used to select a point on a diagram, graph, map or

other image.

Composite (inline choice interaction)

(Comp (IC))

Used for cloze-type items.

Composite (multiple interactions)

(Comp)

Used to include two or more interactions of the above

types, all of which must be completed correctly for the

item to be considered correct.

Table 12: Item types in NAPLAN Numeracy 2023

The number of items of each type at each year level, must fall into the ranges specified below.

Item type Ideal proportion

Minimum Maximum

Multiple-choice(s) 65% 55% 75%

Text entry 15% 10% 20%

Interactive item types: (IMDD, IMCB, HS, IMDL, IGM, Comp (IC), Comp, SP, IA) 20% 15% 25%

Table 13: Item type specifications for each year level


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3.7.1 Multiple-choice(s) items (MC / MCS)

Multiple-choice items have a single correct answer, while the multiple-choices item type should be used where more than one correct answer is required.

Item options should be ordered logically. The options should represent common misconceptions and be of similar length. Options of unequal length need to be arranged in echalon form.

Options should be laid out vertically if this can be achieved without scrolling. If options are placed in horizontal form to reduce scrolling, they can be arranged in a 1 × 4, 2 × 2 or 2 × 3 array. Clarity and readability need to be considered for options which contain fractions or indices.

In both the stem and options, complete sentences should be punctuated with a capital to start and a full stop to end.

Incomplete option text begins with a lower-case letter and has no final punctuation.

Options which complete the stem should not begin with a capital but should end with a full stop.

The number of options to be selected in multiple-choices items cannot be constrained within the platform; clear instructions should be given as to how many options are to be selected. Bold text should be used for emphasis. The Year 3 and 5 items must state the number of options to be chosen within the item, as in ‘Choose two’. Years 7 and 9 may use ‘Choose all’.

3.7.2 Text entry (TE)

Text entry items have a stem and an interaction box in which to type the answer. The interaction box should be inserted directly below the stem without any additional spacing.

If the answer is in SI units, currency or common cooking units, the appropriate unit (Years 3 and Year 5), or its abbreviation (Year 7 and Year 9) should be used outside the box, with a space between the border of the box and the unit. The dollar symbol, percent symbol and the degree symbol need to be inserted in larger font size (+2), with a non-breaking space between the symbol and the box, for accessibility.

If the text box is a count of objects other than usual measures, such as shells, then the text box should stand alone with no addition of the informal units.

Input restrictions should be set to ‘integer’ or ‘decimals’ for numeracy. A decimal interaction must have a limit on the number of decimal places required. This is specified as part of the input restriction and should be explained as an instruction in the item. For example: ‘Give your answer to two decimal places.’

The text entry interaction should be set with expected length equal to the length of the correct response, with a minimum expected length of 4. The character limit must also be specified in the relevant box. This number should be less than or equal to the expected length of the response. Exceptions may be made where space is constrained by the item layout, and where restricting the width does not compromise the full visibility of a correct response.

The scoring type box should show Correct/Incorrect for integers, and show: Numeric range – Correct/Incorrect for decimals. The Match boxes for the numeric range items should show the same correct response. This allows scoring of all decimal variants of the same magnitude.


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3.7.3 Interactive match (drag and drop subtype) (IMDD)

Interactive match (drag and drop) items show the options as a collection of sources that can be dragged and dropped into a destination table. Sources can be text or images. The destinations should be configured using their Match Max attribute to hold just one or multiple sources. The Match Max attribute of the sources should also be set to allow options to be used only once or multiple times.

This item type works well for items requiring matching, sorting or sequencing. For example, ‘Match these nets to the objects they represent.’, or ‘Place these numbers in order from smallest to largest’.

When this item type is used for ordering, the destinations associated with the largest and smallest categories should be clearly labelled (for example, “Most likely”, ‘Least likely’), and a full stop used for all intermediate destinations. These labels, including the full stops, should be in sentence case and bold.

3.7.4 Interactive match (draw lines subtype) (IMDL)

Interactive match (draw lines) items display as two columns of options that can be connected by drawing lines from an option in the first column (source) to an option in the second column (destination). Options for this item type are typically images, numbers, single words or descriptions. While the authoring system can be set to allow options in each column to connect multiple times to options in the other column, this item type works best where each source is connected to only one destination.

The stem of this item type should provide an instruction to match the options in the source category to the correct option in the destination category. For example, ‘Match each person to the number of goals they scored’.

3.7.5 Interactive match (checkbox subtype) (IMCB)

Interactive match (checkbox) items show the options as a series of checkboxes within a table. The subtype is functionally identical to the drag and drop subtype, except that sources are shown as table row headings and destinations are shown as table column heading. The item can be configured by setting Match Max attributes to allow one or many options to be chosen in any row or column of the table.

This item type works well for items where multiple responses are required using a dichotomous scale (for example, odd/even). Checkbox can also be used effectively for items comparing aspects or properties of two or more concepts against two or more criteria. The destination fields form the columns of the table and hold the criteria.

As the destination fields are the headings for the table, the headings should be in bold and in sentence case.

The horizontal space available for each item should be considered in its design. The space must accommodate the longest row heading (source name) and all column headings (the names of all destinations).


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3.7.6 Interactive gap match (IGM)

This item type is used to complete a passage of text or to insert text or graphics onto a background image. This is achieved by dragging one of a set of sources into one or more response gaps. If more than one gap is used, the same set of sources will be used for each gap.

In Numeracy, the passage of text may be an equation, expression, inequality or operation. Examples of background images could include a map, grid, graph, Venn diagram, blueprint, design etc.

When used to insert text or graphics into response gaps overlaying a background image, the background image and position of the gaps need to be set using html.

3.7.7 Hotspot (HS)

The hotspot item type allows for the selection of a region or regions within a background image. Hotspot items display the options as outlined shapes (rectangles, circle or polygons). The item type is useful for selecting areas on a map, grid or image.

3.7.8 Select point (SP)

The select point item type allows for the selection of a point within a background image. Select point items display the option as a concentric circle. The item type is useful for selecting points on a map, grid or image.

3.7.9 Interactive associate (IA)

This item type functions in a similar way to Interactive match (draw line) items. The difference is that all options are presented in a source section and need to be matched into pairs. Options for this item type are typically images, numbers, single words or descriptions.

The stem of this item type should provide instruction to match the options into pairs. The number of pairs should also be stated, and bold text used for emphasis. This is usually a main sentence followed by a short instruction. For example, ‘Match the fraction of strawberries with the number of strawberries eaten. Make three pairs.’

3.7.10 Composite (inline choice interaction) (Comp (IC))

These items allow students to choose an answer from a drop-down menu.

Options in the drop-down menu are typically numbers, single words or an expression that would rarely be longer than two or three words. As these items are composite items, it is acceptable for an item to contain several inline choices.

This item type can also be used effectively where multiple responses are required using semantic differential scale (e.g. impossible/unlikely/likely/certain) or a dichotomous scale (e.g. true/false).

The number of options within the drop-down menu should be limited to at most six options, and each option should be of a similar length.


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An instruction preceding an item of this type would be a statement such as, “Choose the correct word to complete the sentence.” For example, ‘The chance of selecting a blue cube is {impossible, unlikely, highly likely, certain}’.

3.7.11 Composite (multiple interactions) (Comp)

Many of the item types above can be used as interactions within a composite item. However, use of composite items should be restricted to:

• single inline choice interactions (which cannot be authored as standalone items); • items containing more than one interaction.

Do not author a composite item containing a single interaction unless that interaction is inline choice.

All composite items should have scoring type set to Single Correct Response, so that students must respond correctly to all interactions to be awarded a single score point.

Multiple-interaction composite items should be used only when the interactions are related conceptually, as parts of a whole. The use of multiple interactions with identical cognitive demand is discouraged as this increases the time taken to respond without eliciting any further information about student ability.

3.8 Item metadata

Metadata must be entered into the platform for each item, either manually or by spreadsheet upload. The platform automatically generates an item ID at the time the item is created; this is not entered as metadata.

The fields required are summarised in Table 14.

Description Example(s)

Item name

Unique name of item. Short and memorable, so that the item can readily be identified in a list.

The name should be in sentence case, beginning with a capital and not containing a full stop.

Perimeter pattern

Animal calculation

Contractor name

Abbreviation for contractor name

NFER; ACER, UoM, ACARA

Test cycle

The year of NAPLAN testing for which the item is being developed.

2023


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Batch

Numbered sequentially

1, 2, 3, 4

Mathematics AC strand Measurement and geometry

Number and algebra

Statistics and probability

AC code ACMMG111

AC content year

Year level of the AC code

5

AC code secondary

Required when the item assesses two codes

Blank

or

ACMNA074

Mathematics proficiency strand Fluency, Understanding,

Problem solving, Reasoning

Calculator CR, CF, CN, AC

Item descriptor

Elaborated in section 3.9.1.

Calculates the perimeter of a composite shape

MC option [A-F]: (maximum six options)

For MC item types only.

Lists the options in full, and, in brackets, provides a reason why the student chose that option (or the key) based on common misconceptions.

The reason begins with a verb and is in lower case.

The reason for the key has a lower case ‘key’ inside the bracket.

Where the option is an image, it should be described within square brackets.

MC Option A: 0.04 (key)

MC Option B: 0.104 (chooses the decimal with the smallest digit in the tenths place)

Or

MC Option A: [image – obtuse angle] (chooses the corresponding angle)

MC Option B: [image – acute angle] (key)


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Targeted year

Targeted test year(s) level for the item.

Option is given to specify suitability for link items 3/5, 5/7 or 7/9

3, 3/5, 5, 5/7, 7, 7/9, 9

Item facility [Year 3, Year 5, Year 7, Year 9]

The expected percentage of students in the full year level cohort who would get this item correct, given to the nearest 5%, from 5 to 95. Items should not be expected to have difficulties of 0 or 100.

5 – 95

Floating field: Leave blank Blank

Exemplar item ID: Leave blank Blank

Item Released Status: Leave blank Blank

Table 14: Numeracy item metadata

3.8.1 Item descriptor: further detail

Each item will be aligned to the Australian Curriculum: Mathematics content description codes. The mathematics skills or understanding will be summarised into a concise Content Descriptor. The item content descriptor encapsulates the essence of what the item is asking of the students. It describes the mathematics content within the item and gives an understanding of the cognitive demand required. This will allow teachers to see why items which appear to assess the same Australian Curriculum content can be either easy or hard, simple or complex.

The reports generated from the NAPLAN tests for individual students, class groups, and schools will include the Australian Curriculum: Mathematics content description code and the content descriptor. Therefore, the content descriptor is of critical importance as it indicates the mathematics that students need to learn.

The Australian Curriculum: Mathematics content description code and the content descriptors will also be used to ensure the balance and diversity of the tests.

The language used within the content descriptor should be clearly linked to the language of the Australian Curriculum but should be not a repetition of the Australian Curriculum content description. Generally, it will contain more detailed information than is given by the content description. The item descriptors are limited to 82 characters.

In format, descriptors should start with a capital letter and have no full stop at the end of the statement. The first word of the descriptor should be an active verb in present tense.


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3.9 Contexts

NAPLAN Numeracy tests assess student’s application of mathematics knowledge and skills within everyday contexts. Therefore, it is expected that most items will be embedded within a context. Contextual information includes problem scenarios, explanations, instructions and background text. As with content, repetition of contexts is discouraged. Contexts could be drawn from across the range of curriculum content areas such as history or science contexts, or by integrating the strands of mathematics. For example, a measurement context could be used in a statistics and probability item.

Contexts should be:

• accessible for the full range of student population • meaningful to the mathematics being assessed • realistic and appropriate for the year level assessed • the minimum necessary to frame the problem.

Recency, accuracy and relevance are essential. Reference to any years and calendars should relate to the year of the NAPLAN test, or be sufficiently recent, to be relevant to the cohort of students.

The Australian Curriculum’s cross-curriculum priorities of Aboriginal and Torres Strait Islander Histories and Culture*, Asia and Australia’s Engagement with Asia and Sustainability could be a reference for some of the contexts across the tests.

The requirement that the item be set within a context is independent of the classification of the item by its proficiency strand. An item assessing Understanding or Fluency can, and should still, be presented in a context, if interpretation of the context does not obscure the primary demand of the item.

*Subject to Indigenous Cultural and Intellectual property protocols

3.10 Language

Dictionaries need to be set to Standard Australian English and the Macquarie Dictionary used as a reference, with the first spelling accepted. Every attempt should be made to ensure that the language of the test items is accessible to all students, including students for whom English is an additional language or dialect. The language level of the item should not exceed the level of difficulty of the skill that is being tested, or impose unnecessary literacy demands on the students.

Items will:

• include the mathematics content in the stem • contain only short sentences • contain simple language and avoid the use of unnecessary information • have a positively worded stem, avoiding negatives • use present tense and active voice, where possible • use high-frequency words and avoid colloquialisms • use similar key words in the stem and distractors.

Both sentence completion and direct question stems may be used. Direct questions will be preferred but sentence completion may be used if it allows for simpler language to be employed.

In general, embedding the mathematical content in tables, diagrams, photographs or pictures can reduce the complexity of the language required.


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3.10.1 Item prompts for each item type

A variety of language can be used to elicit a student response. However, a degree of consistency is preferable. Table 15 shows a selection of language that has been used in recent NAPLAN items, for each item type.

Item type Item prompt

MC Which … is/ does/ can/ shows/ has/ describes/ should/ displays/ represents/ … How is/ much/ far/ many/ does/ long … How many more … By how much will ... What is/ was/ are … For what … When/ Where is/ was … Use the online ruler/protractor to measure… *Sometimes can begin with ‘In total,’ or ‘Altogether’ before the question.

MCS Choose two … Which two of these/the following … Which three… Choose all / every … Specify the number of options to choose in Years 3 and 5.

TE Type … in the box … Type the number … Which/ What number … How much/many … Complete the table … Solve the following … Round the … shown … Use the online ruler to measure the …

IMDD IGM

Place each of these objects … Place the … into the/each box(es) … to show … Complete the table … Place the … in order from ... to … Place a number … Order the/ these ... from ... to … Rearrange these numbers …

IM(CB) IM(DL) /IA

Match each/ these … with … Choose one … in each row … In which ... should ... place …

HS/SP Choose the … which … Choose the ... that …

IA Match the … with the … Make four pairs. Match each … with the corresponding … Make three pairs.


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Item type Item prompt

Comp (IC) Choose … What are … Complete the/each sentence … (Sometimes it is just a ‘complete the sentence’ format with no further instruction)

Table 15: Example prompt language

3.11 Sensitivity and social balance

Diversity of representations should be included in visual images, names, family situations, locations, and so on. Any names used should be short, easy to read and pronounce, and proportionally distributed across common cultural groups and genders. Representations of individuals and groups should be positive and constructive.

Contexts that are potentially offensive, contentious, or controversial must be avoided. Sensitive social issues such as gambling, smoking and sugar-rich foods or alcohol should be avoided as should be any reference to sensitive personal issues such as the weight/mass difference of individuals.

Item should allow equity of access for students of different genders and from diverse cultures and language backgrounds. In keeping with MCEECDYA’s Aboriginal and Torres Strait Islander Education Action Plan 2010-2014, test developers must ensure that NAPLAN tests are not culturally biased against Aboriginal and Torres Strait Islander students. Similarly, in compliance with Sex Discrimination Amendment (Sexual orientation, gender identity and intersex status) Bill 2013, the assumption that there just two categories of gender, girls and boys, is invalid. Items cannot rely on using a dichotomous notion of gender as the basis for categories.

Contexts that are commonly reported in the media may be appropriate, as are ‘real-world’ tables and graphs that come (or appear to come) from the media. However, information relating to illness, accidents or mortality rates must be avoided. Every attempt should be made to ensure that the contextual information does not interfere with the mathematics being assessed or become a barrier to the students’ ability to demonstrate their mathematical knowledge.

3.12 Copyright

Material which requires copyright permission should not be used if possible. If material requiring copyright permission is used, then it is the responsibility of the item authors to obtain this permission and to acknowledge this by recording it in the IPENDO copyright management system.

ACARA has revised the graphics of the Australian currency. These graphics will be supplied to successful contractors to include in relevant items, without the need for copyright permission. The currency graphics have universal design, so are accessible to all students online.

3.13 Tools

The platform has three stationery tools that can be used in items:

• calculator • ruler • protractor.


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These tools are enabled by ACARA at the testlet level.

The protractor and ruler are enabled for all items.

The calculator is enabled only in Years 7 and 9, after the first, non-calculator section. Calculator status and usage should be signaled to ACARA within the item metadata.

3.14 Images

Images such as pictures, photographs, charts and diagrams may be incorporated in NAPLAN Numeracy items. These can be used:

• where the key skill or understanding assessed by the item requires that information be presented graphically.

• to increase the accessibility of the item by reducing the reading load for students or illustrating mathematical concepts in the text.

They must be:

• appropriate to the year level. • consistent with the words and expectations of the text.

Context graphics, which are illustrative only and provide no scaffolding of the mathematical concepts in the item, are not to be used.

Image should be drawn to scale where possible. Diagrams not drawn to scale are acceptable only when the nature of the skill required by the item is not compromised. These items should include the text ‘not to scale’ to the lower right of the graphic.

Graphics should have transparent backgrounds wherever possible.

The Guidelines for the development of accessible online items describes the principles for the design of images. The information outlined in this document should be read in conjunction with these Item Development Guidelines.

3.14.1 Image specifications

The file size for a single graphic within an item should not exceed 10 kB wherever possible, and the size of all graphics for any one item should not exceed 40 kB. Any variation on this should be separately negotiated with ACARA. The text within an item needs to be at least the same size as the text in the stem of the item (16 pt Arial). Lines used in graphics need to be at least 1 pt black.

While the height and width of images can be set within the platform, this is not recommended. Maximum control over image specifications is achieved by authoring the image to its correct size, in pixels, before uploading.

Source files for images should be provided in both Adobe Illustrator (.ai) format, constructed in CS5 or later, and as a scaled vector graphic (SVG).

Where a graphic has been created as a PNG, it will need to be converted to SVG and inserted into the item by overwriting the resource directly. Before saving the PNG graphic from Illustrator to SVG, all text should be outlined. When saving, the 'responsive' box should be left unchecked, as this will create an SVG with a fixed height and width.


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A graphic may only be presented as a PNG in canvas-type items (hotspots) or where the size of the graphics exceed the 40 kB limit when rendered as SVG. Transparent backgrounds are required except when the graphic is too complex. This occurs in some items with graphs, coordinate axes and Cartesian planes.

Interlaced or progressive graphics should not be used.

All items should be previewed in both Chrome and Firefox before submission to ensure compliance with these image guidelines.

3.15 Item workflow, comments and versioning

An item passes through several workflow states as it is developed, from Draft to Accepted.

Contractors can edit items in states Draft, Internal Review, Requires Modification and Modification Review. Contractors can also add comments to items – for ACARA’s information, to seek clarification, or as a record of decisions.

Items are submitted to ACARA by moving them to Management Review. This increments the major version of the item. The first submission is v1.00, the second is v2.00, and so on. Edits made within each major version will increment the minor version, for example to 0.04 or 2.07.

Items requiring edits will be returned from ACARA to the contractor by moving the items to state Requires Modification. The edits required will be clearly explained in ACARA comments.

Typically, nearly all items will require at least one round of edits. Items requiring only small edits should be expected to be Accepted by version 2.00. Most items should be Accepted by version 3.00. Only items requiring substantial re-working should require more than three submissions.

The workflow states, and their uses, are summarised in Table 16.

Workflow state

Actor Details

Draft Contractor This is the initial state of all items.

Items in Draft state can be deleted by the contractor if required.

Items in Draft state can be moved to Internal Review or Management Review

Internal Review

Contractor Contractors can optionally use this state to manage internal quality assurance processes before an item is submitted.

Items in Internal Review state can be moved back to Draft, or to Management Review

Management Review

ACARA Items are moved into this state when submitting or resubmitting to ACARA.


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Workflow state

Actor Details

Expert Review External This state provides visibility to ACARA’s external expert reviewers.

Adjudication ACARA Items are moved into this state for ACARA to collate and assess expert review comments.

Requires Modification

Contractor Items reviewed by ACARA or external reviewers and which require further edits are moved to this state for contractors to make the requested edits.

Necessary edits will be set out in ACARA comments.

Items in this state cannot be deleted by contractors. Where an item cannot easily be fixed, it can be marked for deletion by ACARA by renaming as DELETE.

Items in this state can be moved to Modification Review or Management Review

Modification Review

Contractor This state is an analogue of Internal Review. Contractors can optionally use this state to manage internal quality assurance processes before an item is resubmitted.

Items in this state can be moved back to Requires Modification, or to Management Review.

Accepted ACARA ACARA moves items to this state once all edits are made successfully.

Rejected ACARA Not used. Prefer to mark items for deletion.

Table 16: Platform workflow states

3.16 Naming conventions

3.16.1 Naming items

Items should be given unique, short and memorable names, so that they can readily be identified in a list. The item name should be written in sentence case. The names can draw on the skills required or the context of the item.

For example: Perimeter pattern; Animal calculation.

Do not include any metadata (year level, intended testlet, curriculum strand) within the item name. This will be managed by maintaining accurate metadata.


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3.16.2 Naming resources

Note that there are three ways to refer to a graphic within the platform:

• the resource ID (automatically generated by the platform) • the image filename (created outside the platform) • the resource name (which you should ensure is the same as the image filename, without

filename extension)

The names of resources within the system should include the item ID and a number to distinguish one image from another.

For example:

• x00067584-01 • x00067584-02 • x00067584-03

• x00171654-01 • x00171654-02

The most efficient way to update an image is to create a new image file outside the platform with the same name as the original. Then open the resource, edit it, and select the updated image. This will overwrite the existing image file within the platform module and reduce the possibility of confusion between the two versions.

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4 Formatting Items should be created within the platform, in the Item Stem section. Do not use the Prompt section, even in the item element which poses a question directly to the student. While this item element is often described as the prompt, it should be authored in the Stem section of the item.

4.1 HTML and MathML

The platform supports use of HTML in most elements of the item. Depending on the item element, editing can be achieved:

• using the native tinyMCE editing interface • viewing and editing the HTML source code • typing the markup language directly into the item element

After the initial construction of an item, further editing by directly typing the change in the item may result in additional, unwanted code. This needs to be checked using the source code. The platform also allows use of MathML to control the rendering of mathematical expressions.

While there are many external editors which can generate MathML, we have found it easier to author directly in the HTML source code.

ACARA has constructed a library of items within the platform containing examples of HTML and MathML for use as NAPLAN templates.

4.1.1 HTML shortcuts

Special characters and arithmetic symbols (e.g. addition and division symbols, decimal points, fractions) should be made clearly distinguishable by bolding or using a slightly larger font size.

Symbols which are not readily available on the keyboard should be added using HTML source codes. Some useful codes are shown in Table 17.

Effect HTML tag

Italics text

Bold text

Larger font Usually text

Line break 

Paragraph text

Formatted apostrophe ’

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Effect HTML tag

Non-breaking space

Addition +

Plus/minus ±

Multiplication ×

Division ÷

Equals =

Not equal to ≠

Greater than or equal to ≥

Less than or equal to ≤

Degrees °

Superscript text

Ellipsis …

Angle &ang;

Square root √

Delta (as triangle symbol) Δ

Pi π

Table 17: Useful HTML codes


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4.2 Spacing

Default line spacing is applied within the system.

A line break should be inserted above and below any graphic or table and between the stem and the prompt/question for an item.

4.3 Numbers

Numbers with more than four digits require a space between each set of three digits. E.g., between the thousands and hundreds place in 27 545. This can be inserted using the space bar.

This is also added between any group of more than four numbers to the right of a decimal point. For example, 0.112 345

In numbers with exactly four digits, the use of the space is optional and depends on the size of the other numbers in the item.

Negative numbers should use the en dash for the negative symbol. This can be inserted using the HTML code ‘−’.

Abbreviations for ordinal numbers are acceptable and should use regular font, without superscripts. i.e. 3rd. It may also be acceptable to use the words ‘third’ except when this might introduce confusion with fractional quantities. Note: Dates do not use the ordinal abbreviations. For example, 25 April 2023.

Numbers that are to be used as part of a calculation, should appear as digits, even if they are less than ten. Otherwise, single-digit numbers and numbers beginning a sentence are to be written in words and other numbers be written with digits. The use of digits or words for numbers should reflect the context of the item, the question structure and the skill assessed.

Compound word numbers are hyphenated when written as a word. For example, twenty-two, one-third, three-quarters.

Fractions should be inserted using MathML. Examples of simple fractions, as well as more complicated expressions, are available in ACARA’s Sample testlet/module.

4.4 Units

Most measurements are given in SI units, with exceptions of informal units and cooking measures, such as cups and tablespoons.

Standard units should be written in full for Years 3 and 5. Abbreviations may be used in Years 7 and 9, depending on the context of the item. Abbreviated units with superscripts, such as cm2 may be used only at Year 9, with the superscript however, the full name of the unit, such as ‘square centimetres’, avoids any difficulty in reading the superscript.

Rates are shown with a forward slash rather than negative indices. For example: metres per second as m/s.

Where the units follow an answer box, the full word(s) should be used for Years 3, 5 and 7 (millilitres, square metres) and abbreviations (mm rather than millimetres) for Year 9 if the meaning is clear from the item. The exception is where the stem has only words for units, and not their abbreviations.

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Insert a space between a number and a unit of measure.

Insert a space between the number and the following degree symbol for measure of temperature. However, when writing the size of an angle, no space should be placed between the number and the degree symbol.

When a degree symbol follows a text box, a space should be added, and the font size increased using °.

Both 12- and 24-hour time are expressed with a colon separating hours and minutes.

• 12-hour time has a space between the time and either am or pm, as appropriate. • 24-hour time has four digits in total and no units.

Money is written in cents when the amount is less than one dollar, and in dollars when there are whole dollars, but dollars and cents when there is a mixture of both dollars and cents. There is no space between the number and the unit of currency. For example, 75c, $150, $27.50. Large amounts of money can be expressed in millions, using either the whole word or the abbreviation ‘m’. For example: $3 million or ‘$3m’.

When a dollar symbol precedes a text box, the dollar symbol needs to be increased in font size, using $, and there should be a space between the symbol and the text box.

4.5 Algebraic conventions: Expressions, equations and inequalities

Algebraic variables and expressions, equations and inequalities require the use of sans serif font text. The variables should be italicised.

Simple expressions can be managed by HTML; MathML is preferred for any complex formatting. In HTML the italics are inserted using text.

When using HTML, an extra one-character space is added before and after algebraic variables, expressions, equations and inequalities. MathML will manage spacing automatically.

Where expressions, equations and inequalities appear in the stem or options of an item, the font should be increased so that students can easily discern the symbols, and indices, where required.

To increase font size in HTML for single variables, use text and for expressions, equations and inequalities use text 

To increase font size in MathML use <mstyle mathsize=”125%”>. In some instances,150% may even be useful.

4.6 Tables

Where possible, tables should be created in the platform using HTML. The exception would be when images are contained in table cells, when it is often preferable to present the entire table as an image.

Headings in tables are in bold text and are generally centred, vertically and horizontally. Headings in the left column may be left-justified.

Text within the cells of a table is in normal font. Alignment (centred or left) of table entries depends on content type.


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The background-color attribute for the headings should be set to #cfedfa. If a second, darker heading is required, then use #bae3f5.

The columns should be at least 30 px in height, depending on what is included in the table. (interactions / images / text).

Sufficient spacing must be used within cells of a table to ensure the borders do not interfere with the text within the cells. This is achieved using two non-breaking spaces ( ) in the source code before the text.

Titles may be omitted if the introductory text in the stem provides clear detail of the table/graph.

Where a cell is to be marked with a question mark, the cell is to be shaded blue (#cfedfa) with a question mark increased in font size (“+2”) and centred within the cell.

4.7 Graphs, grids and coordinate planes

Graph headings should generally be omitted, and the context made clear from the introductory text or stem of the item. Headings may be included if this is unworkable.

Labels on axes are to be positioned according to standard mathematical conventions for the type of graph, grid or coordinate plane and in accord with the Australian Curriculum: Mathematics. In particular, the variables on the axes of a Cartesian plane need to be italicised, lower case letters.

Where necessary, axes may have arrowheads at either end and use style number 9 from the Illustrator library with the arrowhead at 100%.

No arrows are used on the horizontal axis for graphs of discrete data.

Graphs of continuous data require an arrow on the horizontal axis showing that the data continues.

There should be arrows at the ends of the axes of graphs on the coordinate plane.

There should, in general, be arrows on the graphs of functions, unless the mathematical content of the item dictates that they be represented as line segments.

4.8 Labelling points and vertices

Points in geometric figures are referred to using capitals and italics. Geometric shapes and objects are named, in order, by their vertices. E.g. point A, quadrilateral PQRS.

Points on the Cartesian plane are enclosed within brackets, with a comma and a space between coordinates. E.g. (–2, 3)

4.9 Length measurements

When arrows or measure bars are used to show lengths, the preferred conventions are as shown below, depending on the magnitude of the length and whether the length is inside or outside of a shape.


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Position Appearance

When outside a shape

When inside a shape

4.10 Angles

Angles should be described between lines of weight 1 pt and marked with a shaded (#cfedfa) arc.

Where required, arrowheads are used at the ends of the lines, using style number 4 from the Illustrator library for the arrowhead

Numbers or letters (variables) referring to the angles should be placed inside the shaded arcs where possible. If space does not permit, the number may be outside the arc with an arrow pointing inside the arc.

Arrowheads are used to represent parallel lines. Arrowheads are to use style number 9 from the Illustrator library.

4.11 Maps

Grid references should use letters on the horizontal axis and numbers on the vertical axis.

Place names should be written in sentence case.

The abbreviations used for compass directions, including intermediate compass directions (N, NE), should be in capital letters. Compass directions in words are in lower case (north-east).

A compass rose showing at least N, S, E and W should be on the map for Years 3, 5 and 7, while a North pointing arrow is sufficient for Year 9.

Scale may appear either on the map or in a key. The key should be shown to the right of the map.

Keys for graphs and diagrams are drawn as a table of two rows: one for the heading and one for the key detail. The heading ‘Key’ is bold, in sentence case, and centred against a shaded background with hexadecimal RGB code #cfedfa.

E.g. Key

2|7 stands for 27


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4.12 Information boxes

Where either a series of numbers or a conversion fact is given in the stem of an item, these are enclosed in a box.

The box is constructed using a table, with minimum height 30 px and with a 1 px black outline and shaded background with hexadecimal RGB code #cfedfa.

E.g.

35, 39, 43, 47…

1 cubic centimetre = 1 millilitre

The numbers may have increased font size (“+2”) and/or may be bolded for emphasis.

4.13 Other formatting conventions

• Decimal points and commas should be on the line.

• Apostrophes are added using the HTML code ‘’’, to differentiate them from the dash

used in transformations and complements in probability.

• Images which are in three dimensions are named ‘objects’ or ‘3D objects’, while 2D images

are named ‘shapes’. For example, ‘similar figures have the same shape but not necessarily

the same size’.

• Tally convention: four vertical lines with a diagonal line through them from top right to bottom

left.

• Do not use full stops in acronyms, such as NASA, am.

• Abbreviations for days of the week: Mon, Tues, Wed, Thurs, Fri, Sat, Sun.

• Abbreviations for months of the year: Jan, Feb, Mar, Apr, May, June, July, Aug, Sep, Oct,

Nov, Dec.

• Quotations should be inserted using ‘‘ [text ] ’’


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5 Item review checklist All items should be carefully previewed within the platform before submission. The checklist here sets out the criteria that will be used by all reviewers to assess the suitability of items. These checks should also be incorporated into the item development workflow.

5.1 Content and difficulty

• Does the item assess an important concept, or a combination of important concepts? • Is the content and level of difficulty at the appropriate year level for the testlet/year level

of the test?

5.2 Context

• Is it in a numeracy context rather than assessing mathematics? • Is the context suitable for the year level? • Are different cultural groups represented? • Is there gender balance in names and item contexts?

5.3 Item design

• Is the chosen item type appropriate for the content being assessed? • Do the options include likely/possible misconceptions? • Are MC options/distractors well matched in style and length so as not to draw attention to

one that may mislead students into selecting it for the wrong reason? • Is there only one correct answer? (unless it is a multiple-choices item)? • Are all possible formats of an answer scoring correctly? • In composite items, is the scoring type set to Single Correct Response?

5.4 Metadata

• Does the item descriptor give a clear, succinct description of the mathematics assessed by the item?

• Is the AC code/proficiency a match to the mathematics assessed? • Is the predicted difficulty level well justified?

5.5 Accessibility

Are the graphics clear and appropriate for access by students with visual impairment? (See Guidelines for the development of accessible online items)

5.6 Language

• Is the literacy level at the appropriate level? • Is the sentence structure clear, and in a logical order? • Does the wording within the item stem match the wording in the question, and in the

options? • Are familiar mathematical words used and is Australian (English) spelling applied

throughout?

OFFICIAL

5.7 Formatting

• Has each item been reviewed in the source code to eliminate extraneous codes? • Is the item clearly set out, with text spacing around each sentence and 

spacing before and after graphics and tables, and before the prompt? • Is there sufficient space between item elements, such as graphics and text? • Can the item be accessed without scrolling, or can the scrolling be minimised? • Are mathematics conventions for units and number representations used? • Is bolding needed/used for emphasis, e.g. ‘Select all …’ or ‘Choose two…’ in multiple-

choices items?

5.8 Platform appearance

• Has the item been checked for appearance and functionality in Firefox? • Has the item been checked for appearance and functionality in Chrome?

item development guidelines 2023

Documents