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NAPLAN Online test reporting guide 20192019
V I C T O R I A N C U R R I C U L U MA N D A S S E S S M E N T A U T H O R I T Y
NAPLAN Online testreporting guide
2019 NATIONAL ASSESSMENT PROGRAM – LITERACY AND NUMERACY (NAPLAN)
ONLINE REPORTING GUIDE
YEAR 3, YEAR 5, YEAR 7 AND YEAR 9
© 2019
NAPLAN Online 2019 Reporting Guide ii
Authorised and published by the Victorian Curriculum and Assessment Authority Level 7, 2 Lonsdale Street Melbourne VIC 3000
ISBN: 978-1-74010-392-3
© Victorian Curriculum and Assessment Authority 2019
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.
iiiNAPLAN Online 2019 Reporting Guide
CONTACT DETAILS
Freecall 1800 648 637
Fax (03) 9225 2334
Email [email protected]
VCAA website www.vcaa.vic.edu.au
DATES FOR NAPLAN PAPER 2020 TESTS
12 May Literacy (Language Conventions, Writing)
13 May Literacy (Reading)
14 May Numeracy
VCAA NAPLAN Helpdesk
A Helpdesk service operates to assist principals and NAPLAN coordinators with queries about NAPLAN. For queries and/or assistance contact the Victorian Curriculum and Assessment Authority (VCAA) on:
DATES FOR NAPLAN ONLINE 2020 TESTS
12 to 22 May Writing, Reading, Conventions of Language and Numeracy
NAPLAN Online 2019 Reporting Guide iv
ContentsVCAA NAPLAN Helpdesk iii
DATES FOR NAPLAN 2020 TESTS iii
Introduction 1
Privacy Policy 1 NAPLAN Data Service 2 Student and School Summary Report 2Access to NAPLAN writing test images 3A note about 2019 writing results 3Reports on a national scale 3Scaled scores 4National minimum standards 4Trend data and growth 5Individual student report format 5Release of data 5Reference guides for analysing NAPLAN data 5
Section 1: NAPLAN Data Service Access 6
Changing the password 7Accessing a report 8Selection criteria 9Assign Students to Classes function 9Previewing and printing reports 10Extract function 11
Section 2: SSSR Download 12
Section 3: NAPLAN Data Service Reports 15
Summary of reports available for online results 15List of reports and functions 15School Summary Report 17Group Summary Report 18Writing Criteria Report 19 Student Response Report by writing criteria 20Student Achievement Level Report 22Five Year Trend Report 24School Comparison Report – matched school group 25 School Comparison Report – matched student group 26 Scaled score summary table 27School-Student Comparison Report 27Relative Growth Report 29Transitional Relative Growth Report 31
Section 4: Interpretation of Results 32
Making comparisons 32School and subgroup comparisons 32Individual comparisons and improvement 33
Section 5: Individual Student Reports 34
Sample page 1 of the Individual Student Report 35NAPLAN Data Service reports 36Confidentiality of results 36Distribution of Individual Student Reports 36Replacement of Individual Student Reports 36Queries about Individual Student Reports 36
Appendix 1: SSSR 37
Appendix 2: NAPLAN 2019 Data Service Report Summary 47
Glossary 51Data presentation 51
1NAPLAN Online 2019 Reporting Guide
IntroductionThis year the National Assessment Program – Literacy and Numeracy (NAPLAN) continued the transition from a paper based to an online assessment. The Australian Curriculum, Assessment and Reporting Authority (ACARA) has responsibility for the central management of NAPLAN and is leading the transition nationally. The transition is being facilitated in Victoria by the Victorian Curriculum and Assessment Authority (VCAA), in collaboration with the government, Catholic, and independent sectors.
In 2019 NAPLAN Online was delivered to schools via the online National Assessment Platform (‘Platform’). Students completed the tests via a secure locked down browser (LDB) on a suitable device (such as a computer or tablet). The LDB prevented students from accessing the internet and other functionality (such as spelling and grammar checks).
NAPLAN Online delivers numerous benefits including:
• Innovative use of technology, including a more engaging test design and a wider range of item types
• A ‘tailored test’ design that adapts to correct and incorrect student responses providing more precise understanding of student achievement, especially for students at the bottom and top of the scale.
• The extension of the ‘test window’ to two weeks, allowing schools greater opportunity to schedule the tests at times that suit them best and increasing student participation.
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 load student details onto the online National Assessment Platform, to pre-print individual student details on the front cover of the test books (where required) 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 students’ 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.
NAPLAN Online 2019 Reporting Guide 2
The information that will be 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 released for national reporting purposes.
The principal will ensure that all student details and results are kept confidential.
The VCAA privacy policy can be found at: www.vcaa.vic.edu.au/Pages/aboutus/policies/privacypolicy.aspx
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 2019 can be accessed by schools on this website. Schools must use their unique login and security password to access their results.
Schools with students who completed NAPLAN 2019 online, will have access to the NAPLAN Data Service reports as detailed on page 15. In addition, new reports will be released to online schools via the newly developed VCAA Data Service. This Data Service will also provide a link to the Student and School Summary report (SSSR). Information regarding this will be provided directly to schools. The SSSR is also available in the NAPLAN Data Service.
All 2019 NAPLAN Online results are reported on the same scale as the paper based results. Student and School Summary Report (SSSR)
ACARA has provided a SSSR for each school that had students completing the NAPLAN tests online in 2019. This report contains information at item, school, class and student levels. The purpose of the SSSR is to provide feedback on how students and cohorts of students within schools performed in the NAPLAN Online tests.
The SSSR does not contain scaled score results for students or comparisons to state or national results. The SSSR focuses on student responses to test items relative to their difficulty and to the overall test performance of the student.
The SSSR should be used in conjunction with the NAPLAN Data Service to gain a complete view of student performance. The SSSR contains individual student response information for the online tests, which is not currently available in the NAPLAN Data Service. The SSSR also provides links to the item students attempted, or an exemplar (where appropriate).
A separate guide for the SSSR is available in appendix 1 at: https://www.vcaa.vic.edu.au/Documents/naplan/Printable_How_to_interpret_the_SSSR.pdf
Instructions on how to download the SSSR is provided on page 12 of this guide.
3NAPLAN Online 2019 Reporting Guide
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 (www.naplanadmin.vic.edu.au). It is anticipated that access to the images will be provided from the week beginning 2 September 2019 which will coincide with the release of NAPLAN 2019 reports. The images will then be available 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.
A note about 2019 writing results
Marking of online writing scripts was not completed within the platform used to deliver the tests. This results in anomalous reporting of writing within the SSSR. For more detail see appendix 1 (page 37). The writing results are accurately presented in all Data Service reports.
Reports on a national scale
The National Assessment Program scale maps student outcomes onto a ten band continuum. Where appropriate, the NAPLAN Data Service displays results against these bands. National, state and school distributions are presented as box-and-whisker graphs plotted against the bands relevant for the year level as follows:
• Year 3 - results will be reported in Band 1 to Band 6• Year 5 - results will be reported in Band 3 to Band 8• Year 7 - results will be reported in Band 4 to Band 9• Year 9 - results will be reported in Band 5 to Band 10.
NAPLAN Online 2019 Reporting Guide 4
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
Please note that all 2019 NAPLAN results (paper based and online) are reported on the same scale.
National, state and school summary statistics are provided as scaled scores below the box-and-whisker graphs for the School Summary (National) Report. The tabular form of the Student Achievement Level (National) Report shows results for individual students as a scaled score for each assessment area.
Scaled scores can be directly compared across time within any given assessment area. However, comparison of scaled scores across different assessment areas is not meaningful and is not recommended.
All national and state statistics are based on full cohort data and include both paper based and online test results.
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
5NAPLAN Online 2019 Reporting Guide
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 2015 – 2019.
The School Comparison Report shows the distribution of results for Year 3, (5 or 7) students in 2017, and that for the same students in Year 5 (7 or 9) in 2019.
The School-Student Comparison Report shows the relative position of 2017 and 2019 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.
Individual Student Report format
The format of the Individual Student Reports is similar for all states and territories. A sample NAPLAN Student Report for 2019 is provided on page 35.
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 which can be found in the Teacher’s Guide to using NAPLAN data diagnostically at: http://usingassessmentdata.vcaa.vic.edu.au/naplan/
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
A guide to assist with the interpretation of the SSSR is available at: https://www.vcaa.vic.edu.au/Documents/naplan/Printable_How_to_interpret_the_SSSR.pdf
NAPLAN Online 2019 Reporting Guide 6
Section 1: NAPLAN Data Service Access
The NAPLAN 2019 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.
7NAPLAN Online 2019 Reporting Guide
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 2019.
The drop-down menu options will also match the testing history of the school.
For 2019, the ‘Reporting Years’ menu can offer NAPLAN results for 2008 to 2019. The ‘Report Name’ menu will contain reports relevant to the year level and reporting year for your school. Check the table ‘NAPLAN 2019 Data Service Report Summary’ on page 47 to see which reports relate to the NAPLAN 2019 tests.
Please note: To ensure data security, school passwords are changed annually. Passwords for 2019 have been supplied to principals. 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.
NAPLAN Online 2019 Reporting Guide 8
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 2019 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.
2019
2019
9NAPLAN Online 2019 Reporting Guide
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 2019 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.
NAPLAN Online 2019 Reporting Guide 10
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 PDF I Word 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.
‘Word’ 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.
11NAPLAN Online 2019 Reporting Guide
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. Please note that no question level data is available for tests completed online except for writing. The outcome level data extract will identify which students completed which test online or on paper. Some question level data is however available via the export function in the SSSR.
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.
Note the Outcome level Data extract will identify which students completed which test online or on paper.
2019
2019
NAPLAN Online 2019 Reporting Guide 12
Section 2: SSSR Download
The Student and School Summary Report (SSSR) is a report package provided by ACARA. This package is available for download from the NAPLAN Data Service.
This can be accessed through the ‘SSSR Download’ link located at the top of the ‘Report Parameters’ screen.
The ‘SSSR Download’ screen is shown below. Instructions on how to download the SSSR report package can be found on this page.
A link to this ‘Online Reporting Guide’ can be found on the top right of this page.
Once the files have been downloaded and saved on your local directory, you do not require an internet connection to open and view them. Schools are advised to save files to an appropriate location that is only accessible to staff that require access to this data.
Instructions on how to download your SSSR (with images)
1. Click on the ‘Download’ button.
2. You will be asked whether you want to ‘Open’, ‘Save’ or ‘Save As’. Select ‘Save As’.
2019
2019
13NAPLAN Online 2019 Reporting Guide
3. A pop-up file explorer window will ask you to save the folder at a preferred location on your computer (e.g. C:\Desktop).
4. Once the download is complete, navigate to the location on your computer where the SSSR folder has been saved (e.g. C:\Desktop).
5. Right click on the SSSR Folder and click on ‘Extract All…’
6. When the pop-up window opens, click ‘Extract’.
7. Open the now-extracted SSSR Folder.
8. Click on ‘index.html’ to launch the SSSR in a web browser.
NAPLAN Online 2019 Reporting Guide 14
9. This will open the SSSR in a web browser.
15NAPLAN Online 2019 Reporting Guide
Section 3: NAPLAN Data Service Reports The NAPLAN Data Service provides ten reports covering current year results from NAPLAN testing against the national scale.
Summary of reports available for online results
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
Writing Criteria Report 4 4 4 4
Student Response Report (Writing only) 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 2019 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).
Please note all national and state statistics are based on full cohort data and include both paper based and online test results.
List of reports and functions
For 2019, 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 17).
• Group Summary Report – compares all students and subgroups of students at the school with the same groups for the nation and state (see page 18).
• Assessment Area Report – does not report for online.
• 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 19).
NAPLAN Online 2019 Reporting Guide 16
• Item Analysis Report – does not report for online. Item summary information for tests completed online can be found in the ‘School Item Report’ section of the SSSR and in the ‘Item Summary Report’ in the new VCAA Data Service.
• Student Response Report – this report is only available for Writing Criteria. Student response data for all other tests completed online can be found in the ‘Student Report’ section of the SSSR.
• 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 22-23).
• Five Year Trend Report – presents national, state and school data from 2015 to 2019 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 24).
• School Comparison Report – compares results of students at the school who undertook the Year 5 (7 or 9) tests in 2019 with their results, if available, for the tests they undertook in Year 3 (5 or 7) in 2017. National, state and (where applicable) school results are also shown for each of the two testing periods (see pages 25-26).
• School–Student Comparison Report – shows, for an individual student, Year 3 (5 or 7) results from 2017 and Year 5 (7 or 9) results from 2019 with respect to the distribution of national, state and (where applicable) school outcomes (see pages 27-28).
• 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 29-30). 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 31).
17NAPLAN Online 2019 Reporting Guide
School Summary Report
This report provides data on groups of students who completed the Years 3, 5, 7 and 9 NAPLAN tests and reports on Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy. The School Summary Report displays the national, state and school distribution data for each test area on the National Assessment Program scale (National Band results).
The report can be viewed for all students or by subgroup (Girls, Boys, LBOTE and ATSI) and provides a graphic displaying data in box-and-whisker plots. A table showing summary statistics is included below the graphs.
Example of School Summary Report
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.
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.
NAPLAN Online 2019 Reporting Guide 18
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).
19NAPLAN Online 2019 Reporting Guide
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 “The gate” 5 stimulus day 2 was “What happened was amazing” 7 and 9 stimulus was “The message”, “The light” and “The bridge” 5, 7 and 9 resit stimulus was “The big climb”
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 narrative features including orientation, complication
and resolution into an appropriate and effective text structure 0 – 4
Ideas The creation, selection and crafting of ideas for a narrative 0 – 5Character and setting
Character: the portrayal and development of characterSetting: the development of a sense of place, time and atmosphere
0 – 4
Vocabulary The range and precision of language choices 0 – 5Cohesion The control of multiple threads and relationships over the whole text,
achieved through the use of referring words, substitutions, word associations and text connectives
0 – 4
Paragraphs The segmenting of text into paragraphs that assists the reader to negotiate the narrative
0 – 2
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 2019 Writing Stimulus and the 2019 Marking Guide.
Example of Writing Criteria Report
Click on the links to view the 2019 Writing Stimulus and Marking Guide.
The graphs show the percentage of results for each score.
NAPLAN Online 2019 Reporting Guide 20
Student Response Report by writing criteria
This report is a concise summary of each student’s performance on the writing test. It displays the student’s score for each criterion and the total score.
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.
Example of Student Response Report
21NAPLAN Online 2019 Reporting Guide
A summary is provided at the end of each report that displays:
• average score for each criterion for the Group and for the State, and • the Group and State median, mean and standard deviation.
NAPLAN Online 2019 Reporting Guide 22
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.
NAPLAN 2019 Reporting Guide 20
Student Achievement Level Report
The Student Achievement Level Report provides individual student results for each test outcome where a result is available.
The report shows the performance of individual students in the school in each area assessed. This report can be printed for all students in a group or for an individual student.
Student Achievement Level Report - graphical format
This report reflects the information contained in the NAPLAN Student Report. It displays the student’s Achievement Score for each assessment area in relation to the national mean and the middle 60% of national results. The dots indicate the student’s results for each assessment area.
Example of Student Achievement Level Report
The shaded areas show the national range of achievement for the middle 60% of students for the year level.
23NAPLAN Online 2019 Reporting Guide
Student Achievement Level Report - tabular format
The tabular form of this report gives the Scaled Score outcome for each student in the group, and for each test for which a result is available.
Reports student achievement in scaled scores.
NAPLAN Online 2019 Reporting Guide 24
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.
Example of Five Year Trend 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.
25NAPLAN Online 2019 Reporting Guide
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 2017 and 2019 results for students who undertook the 2017 and 2019 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 2017 and the 2019 tests)
These data are longitudinal in nature and are useful for comparing the change in performance of the same groups of students between 2017 and 2019 (e.g. how the performance of Year 3 students in 2017 compares to their performance now they are in Year 5 in 2019). 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 2017 and 2019 tests at the school. (Matched School Group)
NAPLAN Online 2019 Reporting Guide 26
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 2017
• The ‘Matched School’ group (green) is replaced by a ‘Matched Student’ group (orange). This is the group of students who sat the 2019 test at the school and who have a 2017 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 2019 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 2019 tests at the school, and who have a 2017 result from this or another school. (Matched Student Group)
27NAPLAN Online 2019 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 2017 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 2017 and 2019, 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 2017 Year 5 ‘School’ distributions cannot be provided, and hence the (red) box-and-whiskers for 2017 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 2017 and 2019 (e.g. how the student’s Year 7 performance in 2017 compares to their performance in Year 9 in 2019). 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 Online 2019 Reporting Guide 28
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 2017 Year 5 ‘School’ distribution is not provided for Year 7 students, unless there were Year 5 students enrolled at the school in 2017.
These dots show the result for the nominated student for the tests in Year 7 and Year 9 respectively.
29NAPLAN Online 2019 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 2017.
NAPLAN Online 2019 Reporting Guide 30
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
31NAPLAN Online 2019 Reporting Guide
Transitional Relative Growth Report (accessed via 2017 reporting year)
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 29-30) 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 30), 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. To access this report you need to select 2017 reporting year.
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 Online 2019 Reporting Guide 32
Section 4: Interpretation of ResultsAll reports in the NAPLAN Data Service are provided using the National Assessment Program scale.
NAPLAN results between 2008 and 2019 are based on the scaled scores which form the numeric continuum from which the ten national reporting bands are derived. (See page 4 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.
Online results are reported on the same scale as NAPLAN results from previous years. With the exception of Year 9 Writing (see page 4), 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• any differences in testing mode (online or paper).
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 2015, 2016, 2017, 2018 and 2019.
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.
33NAPLAN Online 2019 Reporting Guide
If observed differences between groups are large, schools can be confident that they reflect a true disparity. Small differences may occur just by chance, especially when the groups are relatively small. Even for large groups, very small differences are unlikely to be of great practical significance, unless they form a consistent pattern over time.
Individual comparisons and improvement
NAPLAN consists of a number of single point-in-time tests designed to complement and confirm other classroom assessments, and should generally provide a very good indication of student ability at an individual level. However, occasional anomalies will occur, and if the test results for an individual student vary considerably from teacher expectations, teachers are encouraged to investigate the performance more closely. It is possible, for example, that the student was unwell on the day of the test and did not perform to the best of his or her ability.
34 NAPLAN Online 2019 Reporting Guide
Section 5: Individual 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 2019.
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.
35NAPLAN Online 2019 Reporting Guide
Sample page 1 of the Individual Student Report
Student report 2019
This report shows the results for How to read the student report
Student report 2019National 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 2019, 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.
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.
For the 2019 transition year, the online test results were equated with the pen-and-paper tests. Results for both the tests are reported on the same NAPLAN assessment scale.
NAPLAN results, however, should always be interpreted with care. This is particularly the case this year for some students who experienced disruptions due to connectivity issues. 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.
36 NAPLAN Online 2019 Reporting Guide
NAPLAN Data Service Reports
The NAPLAN Data Service Reports can be used to supplement information in the NAPLAN Student Reports. Teachers are advised to become familiar with the content of the reports so they can answer parents’ questions about particular aspects of their children’s results.
Confidentiality of results
When discussing NAPLAN Student Reports with parents, teachers should point out that the information about each child is confidential to the child’s parents, the teacher and the school.
Distribution of Individual 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 Individual 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 Individual Student Reports are delivered as soon as possible after their arrival at the school. Individual 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 Individual 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 22).
Individual Student Reports which carry an incorrect name as a result of incorrect information provided by the school may be replaced on request.
Queries about Individual 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]
37NAPLAN Online 2019 Reporting Guide
Appendix 1: SSSR
SSSR Intepretation Guide
This section contains information on interpreting the SSSR as provided by ACARA.
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38 NAPLAN Online 2019 Reporting Guide
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an
item
’s de
scrip
tor t
o se
e th
e ex
empl
ar fo
r tha
t ite
m.
Link
to th
e Au
stra
lian
Cur
ricul
um
Item
diff
iculty
A
loca
tion
on th
e N
APLA
N
scal
e, w
hich
rang
es fr
om
0 to
1,0
00. T
he h
ighe
r the
nu
mbe
r, th
e m
ore
diffi
cult
the
item
is.
2
A sc
hool
item
repo
rt di
spla
ys d
ata
for a
ll ite
ms
pres
ente
d to
stu
dent
s w
ithin
a s
choo
l, fil
tere
d by
dom
ain,
sub
dom
ain,
yea
r lev
el
and
node
.
This
repo
rt in
dica
tes
the
num
ber o
f stu
dent
s al
loca
ted
to p
artic
ular
item
s, th
e nu
mbe
r of c
orre
ct a
nsw
ers,
the
num
ber o
f inc
orre
ct
answ
ers
and
the
num
ber o
f tim
es w
here
a s
tude
nt w
as a
lloca
ted
an it
em b
ut d
id n
ot a
ttem
pt to
ans
wer
.
The
item
diff
icul
ty is
sho
wn
as a
sca
le s
core
with
the
asso
ciat
ed b
and
for e
ach
item
. The
sub
dom
ain,
a li
nk to
the
Aust
ralia
n C
urric
ulum
con
tent
cod
e an
d de
scrip
tors
are
dis
play
ed fo
r eac
h ite
m.
Scho
ol it
em re
port
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19C
lass
Rep
ort >
Cla
ss S
umm
ary
Repo
rt
Whi
le th
e st
uden
t com
plet
ed th
is te
st o
nlin
e it
has
been
mar
ked
outs
ide
the
plat
form
and
thus
resu
lts c
anno
t be
disp
laye
d he
re.
Band
sFo
r Yea
r 3 s
tude
nts,
ban
ds 1
–6 a
re s
how
n in
this
gra
ph.
For Y
ear 5
stu
dent
s, b
ands
3–8
are
sho
wn
in th
is g
raph
.Fo
r Yea
r 7 s
tude
nts,
ban
ds 4
–9 a
re s
how
n in
this
gra
ph.
For Y
ear 9
stu
dent
s, b
ands
5–1
0 ar
e sh
own
in th
is g
raph
.
Repo
rt G
ener
ated
: 28/
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19H
ome
Clas
s sum
mar
y rep
ort
A cl
ass
sum
mar
y re
port
show
s on
e bo
x pl
ot fo
r eac
h do
mai
n.
A bo
x pl
ot is
als
o ca
lled
a ‘b
ox-a
nd-w
hisk
er d
iagr
am’.
A w
hisk
er e
xten
ds fr
om th
e lo
wes
t to
the
high
est s
core
, and
a b
ox
exte
nds
from
the
25th
to th
e 75
th p
erce
ntile
, so
that
it c
onta
ins
the
mid
dle
50%
of s
core
s. A
box
is d
ivid
ed b
y a
line
to in
dica
te
the
med
ian
scor
e.
The
clas
s su
mm
ary
repo
rt di
spla
ys th
e sa
me
six
band
s th
at a
re s
how
n on
NAP
LAN
indi
vidu
al s
tude
nt re
ports
. Any
par
t of
the
box
plot
that
falls
out
side
thes
e si
x ba
nds
will
not b
e di
spla
yed.
n =
12Th
is s
how
s th
e nu
mbe
r of s
tude
nts
in th
is c
lass
w
ho p
artic
ipat
ed in
the
test
.
The
high
light
ed o
rang
e ba
nd s
how
s w
here
th
e m
edia
n sc
ore
is lo
cate
d, a
nd is
a
quic
k vi
sual
repr
esen
tatio
n to
the
user
.
3How
to in
terp
ret
the SS
SR
40 NAPLAN Online 2019 Reporting Guide
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19H
ome
Clas
s tes
t rep
ort
Stud
ent’s
initi
als
Clic
k on
the
stud
ent’s
in
itial
s to
see
mor
e de
taile
d re
sults
of t
his
stud
ent (
in th
e 'S
tude
nt
resu
lts’ t
able
).
Item
exem
plar
Th
e ite
m e
xem
plar
s sh
ow it
ems
repr
esen
tativ
e of
the
band
. The
se a
re n
ot n
eces
saril
y th
e se
t of
item
s th
at th
e st
uden
t saw
. For
exa
mpl
e,
the
stud
ent i
s at
leve
l N. C
lick
the
item
s in
ba
nd N
to s
ee e
xem
plar
s fo
r ite
ms
that
are
ta
rget
ed to
that
stu
dent
coh
ort a
bilit
y.
Stud
ent a
chiev
emen
tSt
uden
t ach
ieve
men
t is
disp
laye
d an
d or
dere
d on
this
sid
e of
the
repo
rt ag
ains
t the
NAP
LAN
ban
ds.
Item
s and
item
diff
iculty
Item
s th
at th
e co
hort
view
ed in
the
test
are
dis
play
ed o
n th
is s
ide
of th
e re
port.
The
item
s ar
e or
dere
d by
rela
tive
diffi
culty
. The
mos
t diff
icul
t ite
ms
are
at th
e to
p an
d th
e le
ast d
iffic
ult i
tem
s ar
e at
the
botto
m.
Not
all
stud
ents
sit
all t
he it
ems.
Band
sFo
r Yea
r 5 s
tude
nts,
ban
ds 3
–8 a
re
show
n in
this
gra
ph. R
esul
ts a
bove
and
be
low
thes
e ba
nds
are
show
n in
ban
ds
3– a
nd 8
+. F
or e
xam
ple,
Yea
r 5 s
tude
nts
who
se s
core
s ar
e in
ban
ds 1
or 2
will
be
show
n as
3–.
Repo
rt G
ener
ated
: 28/
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19C
lass
Rep
ort >
Cla
ss T
est R
epor
t
4How
to in
terp
ret
the SS
SRA
clas
s te
st re
port
show
s th
e ra
nge
of s
tude
nt p
erfo
rman
ce c
ompa
red
to th
e di
fficu
lty o
f ite
ms.
Thi
s re
port
can
be g
ener
ated
fo
r eac
h cl
ass
or fo
r all
clas
ses
with
in a
yea
r lev
el.
The
item
per
son
map
in th
is g
raph
pro
vide
s vi
sual
info
rmat
ion
abou
t the
targ
etin
g of
item
s an
d te
sts
rela
tive
to th
e st
uden
t coh
ort
abilit
y. T
he e
xem
plar
s in
this
gra
ph p
rovi
de th
e co
ntex
t for
suc
h a
com
paris
on.
The
clas
s te
st re
port
disp
lays
the
dist
ribut
ion
of s
cale
d st
uden
t sco
res
by b
and
acro
ss s
ix b
ands
and
the
diffi
culty
of i
tem
s fo
r
a gi
ven
clas
s gr
oup
on a
ver
tical
axi
s. T
he c
lass
test
repo
rt di
spla
ys th
e sa
me
six
band
s th
at a
re s
how
n on
NAP
LAN
indi
vidu
al
stud
ent r
epor
ts. A
ny d
ata
that
fall
outs
ide
thes
e si
x ba
nds
will
be d
ispl
ayed
in th
e to
p or
bot
tom
cat
egor
ies.
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19H
ome
Repo
rt G
ener
ated
: 28/
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19St
uden
t Rep
ort
Band
pla
cem
ent
The
10 N
APLA
N b
ands
cov
er th
e fu
ll ra
nge
of s
tude
nt a
chie
vem
ent i
n th
e te
sts.
The
ban
ds m
ap th
e in
crea
sing
com
plex
ity o
f ski
lls a
sses
sed
by
NAP
LAN
(ban
d 1
leas
t com
plex
; ban
d 10
mos
t com
plex
).
Stud
ent X
who
ans
wer
s N
que
stio
ns c
orre
ctly
in a
less
com
plex
pat
hway
w
ill ac
hiev
e a
scor
e in
a lo
wer
ban
d th
an s
tude
nt Y
who
ans
wer
s th
e sa
me
num
ber o
f que
stio
ns c
orre
ctly
in a
mor
e co
mpl
ex p
athw
ay.
Read
ing
and
num
erac
yAl
l stu
dent
s at
eac
h ye
ar le
vel s
tart
with
que
stio
ns th
at te
st th
e sa
me
rang
e of
co
mpl
exity
(tes
tlet A
). De
pend
ing
on th
e st
uden
t's te
st p
erfo
rman
ce in
test
let A
, th
e se
cond
test
let i
nclu
des
ques
tions
with
ove
rlapp
ing
cont
ent t
hat m
ay b
e le
ss c
ompl
ex (B
) or m
ore
com
plex
(D).
Low
-ach
ievi
ng s
tude
nts
may
pro
ceed
fro
m A
to C
.
At th
e en
d of
the
seco
nd te
stle
t, th
e st
uden
t is
dire
cted
to th
e th
ird te
stle
t, ag
ain
depe
ndin
g on
thei
r tes
t per
form
ance
. The
fina
l tes
tlet a
lso
incl
udes
ov
erla
ppin
g co
nten
t of i
ncre
asin
g co
mpl
exity
: C v
s E
vs F.
Path
way
STAG
E 1
Low
com
plex
ityST
AGE
2ST
AGE
3
Firs
t bra
nchi
ng p
oint
Seco
nd b
ranc
hing
poi
nt
Hig
h co
mpl
exity
Test
let A
Test
let D
Test
let F
Test
let E
Test
let C
Test
let B
REA
DIN
G A
ND
NU
MER
ACY
How
to in
terp
ret
the SS
SR
5
Stud
ent r
epor
t : re
adin
g an
d nu
mer
acy
A st
uden
t rep
ort s
how
s th
e su
mm
ary
resu
lts fo
r all
stud
ents
by
dom
ain
in a
yea
r lev
el w
ithin
a s
choo
l. M
ore
deta
iled
resu
lts
for e
ach
stud
ent,
incl
udin
g al
l ite
ms
atte
mpt
ed b
y th
e st
uden
t, ca
n be
acc
esse
d by
clic
king
on
the
stud
ent’s
reco
rd.
The
repo
rt sh
ows
resu
lts fo
r eac
h st
uden
t, in
clud
ing
the
band
ach
ieve
d an
d th
e te
st p
athw
ay ta
ken.
Stud
ents
see
one
test
let a
t eac
h st
age.
Dep
endi
ng o
n th
eir s
core
at t
he e
nd o
f the
sta
ge, t
hey
bran
ch to
te
stle
ts o
f diff
eren
t com
plex
ity. O
nce
the
com
plex
ity is
det
erm
ined
by
bran
chin
g, m
ultip
le v
ersi
ons
of e
ach
test
let a
re a
vaila
ble,
and
will
be ra
ndom
ly a
ssig
ned.
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19H
ome
Repo
rt G
ener
ated
: 28/
3/20
19St
uden
t Rep
ort
Conv
entio
ns o
f lan
guag
eEa
ch s
tude
nt’s
path
way
in th
e re
adin
g te
st d
eter
min
es w
here
th
ey s
tart
in th
e gr
amm
ar a
nd p
unct
uatio
n te
st. T
estle
ts C
, E a
nd
F in
gra
mm
ar a
nd p
unct
uatio
n in
crea
se in
com
plex
ity.
All s
tude
nts
are
dire
cted
to th
e sa
me
set o
f aud
io s
pellin
g qu
estio
ns (t
estle
t SA)
bef
ore
bran
chin
g to
mor
e co
mpl
ex
ques
tions
(tes
tlet S
D) o
r les
s co
mpl
ex q
uest
ions
(tes
tlet S
B).
Stud
ents
are
then
bra
nche
d to
pro
ofre
adin
g qu
estio
ns (P
D or
PB
), de
pend
ing
on th
eir t
est p
erfo
rman
ce in
pre
viou
s qu
estio
ns.
Stud
ents
see
one
test
let a
t eac
h st
age.
Dep
endi
ng o
n th
eir s
core
at t
he e
nd o
f the
st
age,
they
bra
nch
to te
stle
ts o
f diff
eren
t com
plex
ity. O
nce
the
com
plex
ity is
de
term
ined
by
bran
chin
g, m
ultip
le v
ersi
ons
of e
ach
test
let a
re a
vaila
ble,
and
will
be ra
ndom
ly a
ssig
ned.
Path
way
How
to in
terp
ret
the SS
SR
READ
ING
SPEL
LIN
G
AUD
IO D
ICTA
TIO
NPR
OO
FREA
DIN
G
GRA
MM
AR A
ND
PUN
CTU
ATIO
N
Test
let
SA
Test
let F
Test
let E
Test
let C
Test
let F
Test
let E
Test
let C
Test
let
SD Test
let
SB
Test
let
PD Test
let
PB
CO
NVE
NTI
ON
S O
F LA
NG
UAG
EH
igh
com
plex
ity
Low
com
plex
ity
6
Stud
ent r
epor
t : co
nven
tions
of l
angu
age
A st
uden
t rep
ort s
how
s th
e su
mm
ary
resu
lts fo
r all
stud
ents
by
dom
ain
in a
yea
r lev
el w
ithin
a s
choo
l. M
ore
deta
iled
resu
lts
for e
ach
stud
ent,
incl
udin
g al
l ite
ms
atte
mpt
ed b
y th
e st
uden
t, ca
n be
acc
esse
d by
clic
king
on
the
stud
ent’s
reco
rd.
The
repo
rt sh
ows
resu
lts fo
r eac
h st
uden
t, in
clud
ing
the
band
ach
ieve
d an
d th
e te
st p
athw
ay ta
ken.
Band
pla
cem
ent
The
10 N
APLA
N b
ands
cov
er th
e fu
ll ra
nge
of s
tude
nt
achi
evem
ent i
n th
e te
sts.
The
ban
ds m
ap th
e in
crea
sing
co
mpl
exity
of s
kills
ass
esse
d by
NAP
LAN
(ban
d 1
leas
t co
mpl
ex; b
and
10 m
ost c
ompl
ex).
Stud
ent X
who
ans
wer
s N
que
stio
ns c
orre
ctly
in a
less
com
plex
pa
thw
ay w
ill ac
hiev
e a
scor
e in
a lo
wer
ban
d th
an s
tude
nt Y
w
ho a
nsw
ers
the
sam
e nu
mbe
r of q
uest
ions
cor
rect
ly in
a m
ore
com
plex
pat
hway
.
43NAPLAN Online 2019 Reporting Guide
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ener
ated
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19St
uden
t Rep
ort >
Stu
dent
Res
ults
Tab
le
Repo
rt G
ener
ated
: 28/
3/20
19St
uden
t Rep
ort
Exce
ptio
n fil
ter
Sele
ct th
e ex
cept
ion
filte
r to
see
the
item
s th
at h
ave
been
ans
wer
ed c
orre
ctly
whe
n th
e st
uden
t wou
ld
have
bee
n ex
pect
ed to
ans
wer
the
item
inco
rrect
ly, o
r vic
e ve
rsa.
If th
e sc
ale
scor
e fo
r the
item
exc
eeds
the
scal
e sc
ore
for t
he s
tude
nt in
that
dom
ain,
and
the
resp
onse
is
corre
ct, t
he re
spon
se is
mar
ked
as a
n ex
cept
ion.
Con
vers
ely,
if th
e ite
m is
low
er th
an th
e st
uden
t ach
ieve
d sc
ore
on th
e N
APLA
N s
cale
, the
inco
rrect
resp
onse
is fl
agge
d as
an
exce
ptio
n.
Node
s, pa
thwa
ys a
nd te
stlet
sTh
ere
are
six
node
s fo
r rea
ding
and
num
erac
y: A
, B, C
, D, E
, F. G
ram
mar
and
pun
ctua
tion
has
thre
e no
des:
CG
, EG
, FG
, and
spe
lling
has
five
node
s: A
S, B
S, D
S, B
P, D
P. N
odes
are
reac
hed
by b
ranc
hing
. Th
e SS
SR p
athw
ay is
def
ined
by
the
node
s: fo
r exa
mpl
e, A
BE (n
umer
acy
or re
adin
g), F
G (g
ram
mar
and
pu
nctu
atio
n) o
r AS
BS B
P (s
pellin
g).
Each
nod
e co
ntai
ns te
stle
ts: A
1, A
2, A
3, e
tc. (
for r
eadi
ng a
nd n
umer
acy)
, GC
1, G
C2,
etc
. (gr
amm
ar a
nd
punc
tuat
ion)
and
SA1
, SA2
, etc
. (sp
ellin
g). T
estle
ts a
re a
lloca
ted
rota
tiona
lly w
ithin
a te
st s
essi
on. E
ach
test
let c
onta
ins
diffe
rent
que
stio
ns/it
ems.
The
pare
nt re
port
will
not b
e di
strib
uted
to p
aren
ts in
201
9.
Pare
nt re
port
7
Stud
ent r
esul
ts ta
ble
A st
uden
t res
ults
tabl
e sh
ows
a st
uden
t’s re
sults
for a
sin
gle
test
.
The
tabl
e in
clud
es th
e sc
ale
scor
e an
d as
soci
ated
ban
d fo
r eac
h ite
m p
rese
nted
to th
e st
uden
t, an
d an
indi
catio
n of
whe
ther
th
e ite
m w
as a
nsw
ered
cor
rect
ly. Th
e st
uden
t res
ults
tabl
e ca
n al
so b
e fil
tere
d by
exc
eptio
n. A
n ‘e
xcep
tion’
may
be
an e
asy
item
that
is a
nsw
ered
inco
rrect
ly b
y a
high
-ach
ievin
g st
uden
t, or
a d
iffic
ult i
tem
that
is a
nsw
ered
cor
rect
ly by
a lo
w-a
chie
ving
stud
ent.
By u
sing
this
filte
r, th
e te
ache
r ca
n se
e ite
ms
that
wer
e no
t ans
wer
ed, a
s m
ay h
ave
been
exp
ecte
d ba
sed
on th
e st
uden
t’s o
vera
ll pe
rform
ance
. Con
sequ
ently
, th
e te
ache
r can
use
the
filte
r to
get m
ore
info
rmat
ion
quic
kly
abou
t une
xpec
ted
(‘exc
eptio
nal’)
resu
lts in
the
test
.
How
to in
terp
ret
the SS
SR
44 NAPLAN Online 2019 Reporting Guide
Repo
rt G
ener
ated
: 28/
3/20
19St
uden
t Rep
ort >
Stu
dent
Res
ults
Gra
ph
Repo
rt G
ener
ated
: 28/
3/20
19St
uden
t Rep
ort
Repo
rt G
ener
ated
: 28/
3/20
19St
uden
t Rep
ort >
Stu
dent
Res
ults
Gra
ph
Stud
ent r
esul
ts g
raph
A st
uden
t res
ults
gra
ph p
rovi
des
a gr
aphi
cal r
epre
sent
atio
n of
a s
tude
nt's
resu
lts fo
r a s
ingl
e te
st. T
he s
tude
nt re
sults
gra
ph
may
be
used
to re
view
the
stud
ent p
erfo
rman
ce c
ompa
red
to th
e di
fficu
lty o
f ite
ms
by d
omai
n as
wel
l as
by s
ubdo
mai
n.
Item
s ar
e pl
otte
d by
thei
r NAP
LAN
sca
le s
core
on
the
horiz
onta
l axi
s, a
nd fr
om le
ast t
o m
ost c
ompl
ex o
n th
e ve
rtica
l axi
s.
View
as
com
bine
d gr
aph:
unch
eck
the
box
to v
iew
the
item
s by
sub
dom
ain.
Clic
k on
the
stud
ent's
nam
e in
the
stud
ent r
epor
t.
Num
erac
y
Read
ing
Spell
ing
Gram
mar
and
pu
nctu
atio
n
Mea
sure
men
t and
geo
met
ry (M
G),
Num
ber a
nd a
lgeb
ra (N
A),
Stat
istic
s an
d pr
obab
ility
(SP)
Lang
uage
(LA)
, Lite
racy
(LY)
, Lite
ratu
re (L
T)
Audi
o di
ctat
ion
(AD)
, Pro
ofre
adin
g (P
R)
Gra
mm
ar (G
R), P
unct
uatio
n (P
U)
Subd
omai
n co
des
Hov
er o
ver a
cod
e to
dis
play
the
subd
omai
n na
me.
The
subd
omai
n of
eac
h ite
m is
col
our-c
oded
. Th
e re
port
can
be g
ener
ated
to g
roup
item
s by
sub
dom
ain.
8How
to in
terp
ret
the SS
SR
45NAPLAN Online 2019 Reporting Guide
Repo
rt G
ener
ated
: 28/
3/20
19Sc
hool
Item
Rep
ort
Repo
rt G
ener
ated
: 28/
3/20
19C
lass
Rep
ort >
Cla
ss S
umm
ary
Repo
rt
Whi
le th
e st
uden
t com
plet
ed th
is te
st o
nlin
e it
has
been
mar
ked
outs
ide
the
plat
form
and
thus
resu
lts c
anno
t be
disp
laye
d he
re.
Repo
rt G
ener
ated
: 28/
3/20
19C
lass
Rep
ort >
Cla
ss T
est R
epor
t
The
item
diff
icul
ty th
at d
ispl
ays
in th
is fi
eld
is th
e av
erag
e sc
ore
for t
his
prom
pt, o
btai
ned
from
stu
dent
dat
a in
pre
viou
s ye
ars.
As th
ere
are
no re
sults
for w
ritin
g te
sts
in 2
019
in th
e pl
atfo
rm,
all s
tude
nt in
itial
s w
ill ap
pear
at t
he b
ase
of th
e pa
ge, a
s if
they
sco
red
0.
No re
sults
ava
ilabl
eTh
e m
essa
ge is
a p
latfo
rm-g
ener
ated
sta
tem
ent a
s a
resu
lt of
no
scor
e be
ing
avai
labl
e in
the
plat
form
. The
stu
dent
scr
ipt (
unm
arke
d, w
ith n
o sc
ore)
may
stil
l be
view
ed th
roug
h th
e SS
SR
(see
‘Stu
dent
resu
lts’ t
able
, ‘vi
ew s
crip
t’ bu
tton)
.
Writ
ing
disp
lays
in 2
019
(1)
Stud
ents
in Y
ears
5, 7
and
9 c
ompl
eted
the
NAP
LAN
writ
ing
test
onl
ine.
Sch
ools
will
be a
ble
to v
iew
the
item
(pro
mpt
) dat
a fo
r the
writ
ing
test
, as
wel
l as
the
scrip
t writ
ten
by th
e st
uden
t.
How
ever
, onl
ine
scrip
ts w
ere
mar
ked
outs
ide
the
plat
form
. As
a re
sult,
no
scor
es o
r stu
dent
resu
lts fo
r 201
9 ar
e av
aila
ble
in
the
plat
form
. Thi
s ha
s cr
eate
d so
me
unin
tend
ed e
ffect
s on
the
disp
lays
of w
ritin
g da
ta, w
hich
sho
uld
be n
oted
by
scho
ols.
Item
(pro
mpt
) diff
iculty
A lo
catio
n on
the
NAP
LAN
sca
le, w
hich
rang
es fr
om 0
to 1
,000
. The
ite
m d
iffic
ulty
that
dis
play
s in
this
fiel
d is
the
aver
age
scor
e fo
r thi
s pr
ompt
, obt
aine
d fro
m s
tude
nt d
ata
in p
revi
ous
year
s.
9
Writ
ing
is v
isib
le a
s a
drop
-dow
n op
tion
in th
e do
mai
n fie
ld fo
r st
uden
ts in
Yea
rs 3
, 5, 7
and
9.
Scho
ol it
em re
port
Cla
ss s
umm
ary
repo
rt
Cla
ss te
st re
port
How
to in
terp
ret
the SS
SR
46 NAPLAN Online 2019 Reporting Guide
Repo
rt G
ener
ated
: 28/
3/20
19St
uden
t Rep
ort
Repo
rt G
ener
ated
: 28/
3/20
19St
uden
t Rep
ort >
Stu
dent
Res
ults
Tab
le
Repo
rt G
ener
ated
: 28/
3/20
19St
uden
t Rep
ort >
Stu
dent
Res
ults
Tab
le
No re
sults
ava
ilabl
eAs
ther
e ar
e no
resu
lts fo
r writ
ing
test
s in
201
9 in
the
plat
form
, Yea
r 5 s
tude
nts’
sco
res
will
disp
lay
as b
and
3–, a
s if
they
sco
red
0. Y
ear 7
stu
dent
s’ s
core
s w
ill di
spla
y as
ban
d 4–
and
Yea
r 9
stud
ents
’ sco
res
will
disp
lay
as b
and
5–.
If th
e pa
rent
repo
rt is
ge
nera
ted,
whi
ch is
not
in
tend
ed fo
r 201
9, th
e do
t w
ill ap
pear
to th
e le
ft of
the
low
est b
and
repo
rted,
as
if th
e st
uden
t sc
ored
0.
Writ
ing
disp
lays
in 2
019
(2)
Stud
ents
in Y
ears
5, 7
and
9 c
ompl
eted
the
NAP
LAN
writ
ing
test
onl
ine.
Sch
ools
will
be a
ble
to v
iew
the
item
(pro
mpt
) dat
a fo
r the
writ
ing
test
, as
wel
l as
the
scrip
t writ
ten
by th
e st
uden
t.
How
ever
, onl
ine
scrip
ts w
ere
mar
ked
outs
ide
the
plat
form
. As
a re
sult,
no
scor
es o
r stu
dent
resu
lts fo
r 201
9 ar
e av
aila
ble
in
the
plat
form
. Thi
s ha
s cr
eate
d so
me
unin
tend
ed e
ffect
s on
the
disp
lays
of w
ritin
g da
ta, w
hich
sho
uld
be n
oted
by
scho
ols.
10
Stud
ent r
epor
t
Pare
nt re
port
Stud
ent r
esul
t tab
le
No re
sults
ava
ilabl
eN
o da
ta w
ill be
sho
wn
in th
e st
uden
t res
ults
tabl
e. T
he p
age
will
disp
lay
the
mes
sage
‘No
reco
rds
avai
labl
e’. H
owev
er, t
he s
crip
t writ
ten
by th
e st
uden
t can
be
view
ed (c
lick
‘vie
w s
crip
t’).
How
to in
terp
ret
the SS
SR
47NAPLAN Online 2019 Reporting Guide
Ap
pe
nd
ix 2
: N
AP
LA
N 2
019
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
2019
.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.
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,
C
hara
cter
& S
ettin
g, V
ocab
ular
y,
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.
NAPLAN Online 2019 Reporting Guide 48
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
t by
Wri
ting
Cri
teri
aId
entit
ies th
e stu
dent
scor
e on
each
w
ritin
g cr
iteria
and
thei
r tot
al sc
ore.
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. Re
ports
on
writ
ing.
• C
an b
e use
d in
conj
unct
ion
with
the
stud
ents
writ
ing
task
imag
es•
Ana
lyse
stud
ent p
erfo
rman
ce o
n ea
ch
crite
ria to
help
dia
gnos
e par
ticul
ar
stren
gths
and
wea
knes
ses.
• P
rovi
de ev
iden
ce b
ased
info
rmat
ion
to
help
teac
hers
info
rm p
aren
ts ab
out t
heir
child
’s gr
asp
of w
ritin
g.
Stu
dent
Ach
ieve
men
t Le
vel R
epor
tSu
mm
arise
s ach
ievem
ent l
evel
s for
in
divi
dual
stud
ents
by o
utco
mes
and
refle
cts i
nfor
mat
ion
on th
e par
ent
repo
rts.
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
5 - 20
19).
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.
49NAPLAN Online 2019 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
Com
pari
son
Rep
ort
Disp
lays t
he sc
aled
scor
es o
f stu
dent
s w
ho u
nder
took
Yea
r 5, Y
ear 7
or
Year
9 te
sts in
2019
for w
hom
ther
e are
m
atch
ed re
sults
from
Yea
r 3, Y
ear 5
or
Year
7 20
17 te
sts.
Repo
rts fo
r:•
all m
atch
ed st
uden
ts or
• gr
oups
of s
tude
nts s
uch
as g
irls,
boys
, L
BOTE
or A
TSI s
tude
nts o
r•
indi
vidu
al cl
asse
s. Ca
n be
ord
ered
in as
cend
ing
or
desc
endi
ng o
rder
by:
• St
uden
t Nam
e•
Scal
ed sc
ore (
curr
ent y
ear)
• Sc
aled
scor
e (tw
o ye
ars p
revi
ous)
• Sc
aled
scor
e diff
eren
ceTh
ese o
rder
opt
ions
are a
vaila
ble f
or
indi
vidu
al o
utco
me a
reas
onl
y.Re
ports
on:
• Re
adin
g, W
ritin
g, Sp
ellin
g, G
ram
mar
a
nd P
unct
uatio
n, an
d N
umer
acy.
• Id
entif
y gr
oups
of s
tude
nts t
hat h
ave m
ade
sig
nific
ant p
rogr
ess b
etw
een
2017
and
2019
s
o th
at th
e sch
ool m
ay d
evelo
p ap
prop
riate
e
xten
sion
prog
ram
s for
thes
e stu
dent
s.•
Iden
tify
grou
ps o
f stu
dent
s tha
t hav
e mad
e l
ittle
prog
ress
bet
wee
n 20
17 an
d 20
19 so
t
hat t
he sc
hool
may
dev
elop
inte
rven
tion
p
rogr
ams t
o as
sist t
hese
stud
ents.
Sch
ool–
Stu
dent
C
ompa
riso
n R
epor
tD
isplay
s 201
7 and
2019
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
2017
and
2
019 (
i.e. h
ow th
e stu
dent
s’ Ye
ar 7
2017
r
esul
ts co
mpa
re to
thei
r per
form
ance
in
Yea
r 9 in
2019
).•
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
.
NAPLAN Online 2019 Reporting Guide 50
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
7 to
2019
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
7 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:•
2017
stud
ent s
core
• 20
19 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
7 to
2019
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
2017
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
017
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
.
51NAPLAN Online 2019 Reporting Guide
Glossary
Data presentation
Scaled scores and the National Assessment Program scale
Nationally, student outcomes are provided as a scaled score. These scores range from 0 to 1000, and form the numeric continuum from which the ten national reporting bands are derived (see page 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.
Note: all national and state statistics provided are based on full cohort data, and include results from both paper and online tests.
Box-and-whisker (box plot) format
Some NAPLAN reports use a box-and-whisker format to display the distribution of student results at national, state and school group levels. These are only provided for groups of 10 or more students.
The shaded box represents the middle fifty percent of student scores for the particular group. The median (middle score) is shown by the black line within the box.
The line segments (whiskers) at each end of the box extend down to the 10th percentile and up to the 90th percentile,
‘Percentile’ refers to the group rankings on a scale of 0 to 100. For example 90% of students in a group will have scores at or below the score represented by the 90thpercentile, while 10% of student scores will be greater than this.
Note: box and whisker graphs are also used in the Class Summary reports in the SSSR. They are similar to those used in the Data Service except that:
• The whiskers extend to the minimum and maximum scores (not to the 10th and 90th percentiles)• They are provided for groups of less than 10 students.
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).
NAPLAN Online 2019 Reporting Guide 52
Standard deviation
Standard deviation (SD) is a measure of the spread of scores around the mean. A larger SD indicates a wider spread of scores. The range of + or – one SD either side of the mean contains about 68 per cent of scores, and + or – two SDs either side of the mean contains about 95 per cent of scores.
Standard error (se) of the mean
Assessment results data is always subject to a degree of uncertainty, due to the fact that, for a variety of reasons, some students will do a little better or a little worse than they perhaps could have or should have on a single assessment. In very large groups, these fluctuations tend to average out, but in smaller groups they can be significant. The standard error (se) of the mean provides a measure of this uncertainty, and can be used to generate a confidence interval for the mean. A 95% confidence interval for the school mean is given by mean ± 2 x se(mean).
53NAPLAN Online 2019 Reporting Guide