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National Assessment Program — Literacy and Numeracy: 2011 Test Reporting Handbook
Range of difficulties
Because these are range tests, it is not intended that all students will answer all questions correctly. The tests
include items that are intended to test a range of student abilities in a year level. Some items are very easy and
others are quite challenging.
Link questions
Link questions are those items that appear on two tests, e.g. Year 3 and Year 5. These questions provide a way of
placing test questions on a common scale so comparisons between the performances of the year levels can be
made.
Expression Recognition
References
Bear, DR, Invernizzi, M, Templeton, S & Johnston, F 2000, Words Their Way: Word study for phonics, vocabulary and
spelling instruction, 2nd edn, Prentice Hall, Upper Saddle River NJ.
Ganske, K 2000, Word Journeys: Assessment-guided phonics, spelling and vocabulary instruction, The Guilford
Press, New York.
Ganske, K 2008, Mindful of Words: Spelling and Vocabulary Explorations 4–8, The Guilford Press, New York.
Graves, MF 2006, The Vocabulary Book: Learning and instruction, Teachers College Press, New York — for
information and teaching ideas about the link between spelling and word building.
Templeton, S, Bear DR, Invernizzi, M & Johnston, F 2010, Vocabulary Their Way: Word Study with Middle and
Secondary Students, Pearson, Boston.
Years 3, 5 and 7 Literacy Test: A framework for describing spelling items, www.qsa.qld.edu.au
Young, K 2007, Developmental stage theory of spelling: Analysis of consistency across four spelling-related
activities, Australian Journal of Language and Literacy, 30 (3), 203–220.
Reading test
The reading items ask students to read and construct meaning from a range of texts. The items require students to
complete a broad range of comprehension activities involving different levels of thinking, and focusing on different
aspects of the texts. The stimulus materials are categorised as supporting broad reading purposes — to acquire,
evaluate and use information about the world, to learn about the world through literary experience, and to
evaluate texts.
The questioning used to frame test items must move beyond the literal to the higher-order thinking necessary for
effective comprehension and learning. Adapted from Sanders’ (1966), a framework is provided to describe the
relationship among the levels of comprehension, the question types and strategic behaviours readers might be
expected to use.
Inferential
use text-based information to identify the relationships among
• text based ideas, definitions, facts and values. These would involve such
inferences relationships as comparisons, cause and effect.
Interpretation
• text to context
combine text-based information with contextual information that
based
the author assumes a reader already has.
inferences
analyse and judge the quality of the logic inherent in the text.>
Logical analysis Readers/learners might, for example identify fallacies or particular
points of view represented in a text.
Critical/creative Synthesis respond to a problem or idea with original and creative thinking.
Writing test
Students in all four Year levels (3, 5, 7 and 9) are given a prompt (stimulus page) containing a topic and
instructions. They are asked to write a maximum of three pages “on demand” in response. Their teachers also read
the prompt aloud. Students have five minutes to plan independently, 30 minutes to write, and five minutes to edit
and complete the task. The prompt instructs students to create a specific text structure, with an introduction, body
and conclusion.
Numeracy test
The Numeracy tests are designed to assess students’ conceptual understandings and thinking and reasoning
abilities in the four strands of numeracy.
Number — questions relate to whole numbers, addition, subtraction, multiplication and division, fractions, money,
ratio and proportion, and percentage.
Literacy demands
The literacy demands of the test should not exclude a student from accessing the Numeracy tests. It is permitted
that test administrators may read Numeracy questions to students who request assistance, or for groups of
students whose literacy standard may be a barrier to access. In these instances, the test questions can be read by
test administrators but teachers are not permitted to read any numbers or symbols to students or to interpret
diagrams or questions in any way.
Because these tests are a test of Numeracy, many of the items are set in a real-word context. While contexts may be
simplified to accommodate reading and time constraints, they may still present an additional challenge to some
students.
Students need experience in reading and using the language used in test items. This includes mathematical
language, e.g. number sentence, mean, prism and equation. It also includes words and phrases that have a
particular meaning in a mathematical context, e.g. difference, sum, altogether, product and rate. There is a danger,
however, in telling students that certain words relate to specific operations, e.g. more can mean either add or
subtract and altogether can require students to either add or multiply.
Information graphics
Information graphics — diagrams, tables, graphs, maps and plans — are used to convey quantitative, ordinal and
nominal information, and to represent mathematical relationships.
A student’s ability to decode the mathematical data presented in the graphics used in the test items will influence
their ability to complete a question. Students need to be provided with opportunities to decode a range of
information graphics. Activities should include explaining the content of a graphic, posing questions related to the
information presented, and re-presenting the information in a different format.
Use of calculators
Items on the Calculator Allowed test fall into the following categories:
• calculator inactive — where it is believed that access to a calculator would have no effect on the difficulty of the
item or how the student approaches the item, e.g. space items
• neutral calculator allowed — where it is believed that the skills tested in the item are better tested if the student
has access to a calculator even though they may choose not to make use of it
• calculator active — where it is expected that most students will use a calculator to attempt the question.
The type of calculator to which a student has access influences the quality of their responses. A student using a
scientific calculator with functions such as order of operations, scientific notation, constants (e.g. pi, exponential
functions, roots beyond square roots) has an advantage over a student using a simple four- or five-function
calculator.
From the responses given on the Calculator Allowed tests, it seems that a number of students did not access a
calculator to select answers to questions or they did not check their answers for reasonableness.
References
Booker, Bond, Sparrow, Swan (2010). Teaching primary mathematics 4th edition, Pearsons Australia, Sydney.
Curriculum Corporation (2006). Statement of Learning for Mathematics, Curriculum Corporation, Carlton Vic.
Student participation
All students are expected to participate in NAPLAN tests. Their participation is recorded in bubbles on the front
covers of the test booklets. National test results are based on the number of assessed students. Assessed
students include students who attempt the test and are not otherwise treated as absent due to abandonment, as a
result of illness or injury. Students exempt from testing are also included with assessed students. The following
table shows student participation categories and the corresponding statements that will appear on the student’s
individual report.
absent Your child was absent from this test and no result has been recorded.
absent for one of the Your child was absent from one of the two Numeracy tests. The result
Numeracy tests in Years 7 and presented here is an estimate of the score your child would have received if
9 both tests had been completed.
exempt Your child was exempt from this test and is considered not to have achieved
the national minimum standard.
abandoned this test Your child did not complete the test due to illness or injury.
Students who are present for the entire test session but do not complete any part of the test will be counted as
assessed and receive a score of zero. The text that will appear on the student report will read Your child was
present for this test but did not complete any part of the test paper. Further information on student participation
cohorts can be found in the 2011 National Assessment Program — Literacy and Numeracy — Handbook for
Principals.
Year 7
grammar and punctuation A student’s result is shown on an achievement scale for
9 to infer an author’s intended Punctuates sentence beginnings conventions in more complex angle needed to solve a problem
purpose and audience. and endings correctly and uses involving direction. Calculates each assessment area.
texts, such as the correct use of
other complex punctuation possessive pronouns (its). the maximum possible area of a
correctly most of the time. Shows quadrilateral given its perimeter. Results across the Years 3, 5, 7 and 9 literacy and numeracy
control and variety in paragraph Interprets position and uses assessments are reported on a scale from Band 1 to Band 10.
construction to pace and direct LQIRUPDOVFDOHWR¿QGDGLVWDQFH
the reader’s attention. on a grid. The achievement scale represents increasing levels of skills
Interprets ideas and processes Writes a cohesive text that ,GHQWL¿HVHUURUVDQGFRUUHFWO\ Solves multi-step problems. The National Assessment Program and understandings demonstrated in the assessments.
information in a range of begins to engage and persuade VSHOOVPRVWZRUGVZLWKGLI¿FXOW Calculates common percentages.
complex texts. Understands how the reader. Makes deliberate spelling patterns (echoes, principle, ,GHQWL¿HVHTXLYDOHQWQXPHULFDO — Literacy and Numeracy Results for Year 7 are reported across the range of Band 4
characters’ traits and behaviours and appropriate word choices angrily, encouraged). expressions using the rule to Band 9, with Band 5 representing the national minimum
are used to develop stereotypes. to create a rational or emotional Demonstrates knowledge of of order. Matches equivalent
8 Analyses and interprets response. Attempts to reveal representations of a common In May 2011, national literacy and numeracy assessments standard for this year level.
grammar and punctuation
SHUVXDVLYHWH[WVWRLQIHUDVSHFL¿F attitudes and values and to conventions in more complex texts, fraction. Converts units of time. were administered to students in Years 3, 5, 7 and 9
purpose and audience. Uses the develop a relationship with the such as appropriate sentence ,GHQWL¿HVD'VKDSHIURPLWV The national average and the range of achievement for Year 7
context to interpret vocabulary reader. Constructs most complex DWWULEXWHV,GHQWL¿HVDQGDSSOLHVD throughout Australia.
structure, the correct use of students are also shown on the scale.
VSHFL¿FWRDWH[WRUWRSLF sentences correctly. Spells most pronouns, pairs of conjunctions rule to continue a spatial pattern.
ZRUGVLQFOXGLQJPDQ\GLI¿FXOW (neither, nor), forms of adverbs
This report shows your child’s achievement in those Your child’s results are shown on the inside pages of this report.
words, correctly. (more deeply), complex verb forms assessments.
and quotation marks for effect.
Applies knowledge and Writes a persuasive text with ,GHQWL¿HVHUURUVDQGFRUUHFWO\ Selects the correct operation to The information contained in this report should be considered
understanding of different text a developed introduction, an spells words with common interpret and solve multi-step together with school-based assessments and reports. If a student’s result is here,
types to process ideas, draw elaborated body and a clear spelling patterns and some words problems. Calculates simple rates. it means the result is well
conclusions and infer themes and conclusion. Develops plausible ZLWKGLI¿FXOWVSHOOLQJSDWWHUQV Compares and orders decimals above the expected level
SXUSRVH,GHQWL¿HVGHWDLOVWKDW arguments through use of (temporary, ineffective, excellent, with up to three decimal places and Literacy Assessment of achievement for Year 7
connect implied ideas across and logic, language choices and circulated). adds and subtracts decimals. Uses
students.
within texts including character effective persuasive devices. Demonstrates knowledge of data in frequency tables to solve The literacy assessment tasks measured student Band 9
motivation in narrative texts, the Joins and orders ideas using grammar and punctuation multi-step problems. Calculates the
7 values of a writer in persuasive connecting words and maintains mean of a set of numbers. Orders achievement in reading, persuasive writing and language
conventions in more complex
texts and the main ideas in clear meaning through the text. texts, such as the correct use of the size of internal angles in a conventions.
information texts. Correctly spells most common compound verbs (could have), quadrilateral.
ZRUGVDQGVRPHGLI¿FXOWZRUGV apostrophes for possession
including words with less Reading
(nobody’s) and quotation marks for
common spelling patterns and speech. Students were required to read a range of texts similar to
silent letters. Band 8
those used in Year 7 classrooms and answer questions of
Makes meaning from a range of Organises a persuasive text using ,GHQWL¿HVHUURUVDQGFRUUHFWO\ Applies suitable strategies,
The dot shows an individual
WH[WW\SHVRILQFUHDVLQJGLI¿FXOW\ focused paragraphs. Uses some spells most words with common including reasoning, to solve varying difficulty to show their understanding of the material.
student’s result.
and understands different text effective persuasive devices spelling patterns (soldiers, problems. Calculates time using
structures. Recognises the and accurate words or groups of address, meant, activity). addition and subtraction. Interprets Persuasive Writing
purpose of general text features words when developing points of Demonstrates knowledge of metric units to solve measurement
such as titles and subheadings. argument and ideas. Punctuates grammar and punctuation SUREOHPV,GHQWL¿HVWKHUXOHRID Students were directed to write in response to stimulus
Makes inferences by connecting nearly all sentences correctly with conventions in more complex number pattern. Recognises a Band 7
ideas across different parts capitals, full stops, exclamation net of a pyramid. Finds the value material. This writing task required students to generate and
6 texts, such as appropriate and
RIWH[WVLQWHUSUHWV¿JXUDWLYH marks and question marks. clear sentence structure, and the of an unknown in a pair of simple organise ideas and demonstrate their skills in vocabulary
ODQJXDJHDQGLGHQWL¿HVWKHPDLQ Correctly uses more complex correct use of varied conjunctions equations. Interprets simple line
difference between characters in punctuation marks some of the (whether). JUDSKV,GHQWL¿HVDGHVLJQZLWKWZR use, sentence structure, spelling and punctuation.
narrative texts. time. lines of symmetry. Calculates the The triangle shows the
perimeter of 2D shapes. Language Conventions national average for Year 7
students.
Uses clearly stated information in Structures a persuasive text to ,GHQWL¿HVHUURUVDQGFRUUHFWO\VSHOOV Applies a small range of Students were required to identify and correct spelling
familiar text types to draw some include an introduction and a one- and two-syllable words with strategies to solve problems. Band 6
Ba
conclusions and inferences. body containing some related common spelling patterns (grown, Calculates money amounts errors and answer multiple-choice questions on aspects of
Draws conclusions about a points of argument. Includes drafting, message). using multiplication and division. grammar and punctuation.
character in narrative texts. enough supporting detail for Recognises grammar and Calculates the missing value in a The lightly shaded area shows
Connects and sequences ideas the writer’s point of view to be punctuation conventions in decimal multiplication equation. the range of achievement
in longer information texts and
LGHQWL¿HVRSLQLRQVLQSHUVXDVLYH
easily understood by the reader,
although the conclusion may
standard sentences and speech, Estimates the size of an angle.
Finds the chance of a simple
Numeracy Assessment for the middle 60% of Year 7
5 such as the correct use of verb students in Australia.
texts. be weak or simple. Correctly event occurring. Uses knowledge
structures most simple and
forms, synonyms, connecting
of factors to solve problems.
The two numeracy assessment tasks measured student Band 5
words (however), brackets and
compound sentences and some apostrophes for contractions (he’s). Compares and orders decimals achievement across number; algebra, function and pattern;
complex sentences. with two decimal places.
measurement, chance and data; and space. Questions
Locates clearly stated information Writes a persuasive text in ,GHQWL¿HVHUURUVDQGFRUUHFWO\VSHOOV Calculates the difference between required students to apply mathematical knowledge, skills
in factual and narrative texts which paragraphs are used to some one- and two-syllable words WZRGLJLWQXPEHUV,GHQWL¿HV and understandings in a variety of contexts. Year 7 students with results in
to connect ideas and make group like ideas and persuasive with common spelling patterns. division as the inverse of Band 4 are below the national
LQIHUHQFHV,GHQWL¿HVWKHPHDQLQJ devices are used to attempt to Recognises grammar and multiplication. Interprets a simple Band 4 minimum standard.
of some unfamiliar words from convince a reader. Correctly punctuation conventions in standard column graph. Recognises a
WKHLUFRQWH[WDQG¿QGVNH\ punctuates some sentences sentences and speech, such as V\PPHWULFDOVKDSH,GHQWL¿HVD
4 information in longer texts with both capital letters and full consistency within sentences, VSHFL¿F'REMHFWIURPDGLDJUDP
including tables and diagrams. stops. May demonstrate correct the correct use of verb forms and
use of capitals for names and appropriate order of phrases.
some other punctuation. Correctly
spells most common words.
Range of achievement for the middle Range of achievement for the middle
KEY Individual student result National average
60% of Year 7 students in Australia KEY Individual student result National average
60% of Year 7 students in Australia
Students read a range of factual and non-factual texts of Students wrote a persuasive text and were assessed on aspects Students were assessed on aspects of spelling, grammar and Students were assessed on aspects of numeracy. They were
increasing length and complexity. Students were assessed on that included: punctuation. Tasks included: allowed to use a calculator for part of the assessment. Tasks
aspects of reading that included: supporting the reader and understanding the purpose of their correctly spelling multi-syllable words with common and included:
finding information that is clearly stated or inferred writing difficult spelling patterns solving problems using multiple operations
connecting, interpreting and evaluating ideas in a text structuring a persuasive text, developing ideas and points of identifying errors and then correctly spelling words with solving problems involving decimals, fractions and
percentages
interpreting a character’s attitudes and behaviours argument, and making effective word choices common and difficult spelling patterns
identifying examples of correct grammar usage solving rate problems involving distance or time
understanding the relationship between events in a text using the conventions of written language such as grammar,
using equations to solve problems
recognising techniques intended to influence a reader punctuation, spelling and paragraphs. recognising the correct use of a range of punctuation,
interpreting data in two-way tables and graphs
identifying the main purpose of a text, paragraph, diagram or including some less frequently used.
recognising attributes of 2D shapes and 3D objects and
picture. calculating length, area or volume
calculating and comparing angle size.
SunLANDA
Schools can use the QSA’s literacy and numeracy data analysis tool, SunLANDA, to analyse the data from their
students’ performances on the NAPLAN tests. The program has been designed to be used by classroom teachers
and school administrators.
Once the school data (CSV) files are imported into the SunLANDA program, users can organise and view the
information about students and classes in different ways. Teachers will be able to easily see, for example,
patterns in students’ incorrect responses that will help them focus their teaching. In addition, teachers of different
subjects can create class lists to assess the literacy and numeracy needs of their students, or class teachers can
create subsets of students within their own class for a closer examination of particular questions or students.
SunLANDA also has links to an analysis of each test item.
The information provided includes:
• a detailed description of the item beyond the item descriptions in this handbook
• the strand of Literacy or Numeracy from which the item was developed
• the skills or processes involved in responding to the question
• references to the National Statements of Learning and the Australian Curriculum
• explanations of the answers selected or given by students
• teaching ideas to support the development of the knowledge, skills and understandings required by the test
item.
A copy of the 2011 specification files for SunLANDA can be downloaded from the QSA’s secure website.
Checking procedure
1. Access the secure section of the QSA website for class and school reports.
2. Check class data to ensure that all students’ names are included and correct.
3. Check the participation status (e.g. absent, exempt) of students for accuracy.
4. Make sure that a report has been received for each student. Reports are not provided for students who were
exempt or withdrawn from all tests.
5. Check that the information on each report is correct — student name, school name, participation status, e.g.
absent, exempt.
6. Contact the QSA about perceived errors by 14 October 2011.
7. Send the student reports to parents/carers as soon as practicable after checking. (Note: Do not distribute any
report that contains a perceived error.)
It is important that teachers are familiar with the reports so they can discuss the results with parents/carers and
respond to questions about each student’s performance.
If any perceived errors are identified, principals should complete an Application to query student report by
14 October 2011. This form is available from the NAPLAN section of the QSA website for electronic submission. If a
school notifies the QSA of perceived errors within the designated timelines, every effort will be made to amend
reports, where required, before the end of the school year.
sword
10 15.9 22.8 Correctly spells a one-syllable word with a silent consonant -w.
(sord)
Number strand
For the Number strand, questions covered subtraction, doubling, halving, finding quarters of shapes and amounts
of money, and calculating the value of small collections of coins. Three questions at the end of the paper, items 33,
34 and 35, required students to solve word problems involving more than one calculation. Students found the
solving of these problems challenging, with less than 14% of students answering the questions correctly across
the country.
To solve word problems, students need to develop a plan of action that includes identifying the information they
require and the particular strategy to use. They also need to include some method for checking the
reasonableness of their solution at the end and a process of revising their plan if unsuccessful.
To develop these skills in the classroom, it is helpful to solve a variety of problems together as a large group, and
to encourage the sharing and swapping of ideas and strategies within small groups. In such a non-threatening and
positive environment students can develop their confidence in planning and using a variety of problem-solving
strategies.
Space strand
There were 10 questions that focused on this strand. Six questions focused on the geometric properties of 2D and
3D shapes and objects, and four questions focused on location and movement. Most Queensland students were
able to identify cylinders and triangles but only 17% were able to identify the correct net of a cube, item 28. This
provides some evidence that many students are not yet familiar with nets in early Year 3.
Question 10 used a combination of symmetry and alphanumeric references. Over two-thirds of students answered
this correctly, but this question highlights the need for students to be able to draw on concepts across the strands
to help solve problems.
while
1 87.2 90.4 Correctly spells a one-syllable word with the digraph-wh.
(wile)
36 B 28.3 31.4 Connects the conclusion to the meaning of the overall text.
24 MCD C 45.7 52.4 Identifies the criterion used to sort data in a table.
Number strand
Students completed 10 questions involving number. These questions ranged from relatively easy (91% facility) to
very difficult (3% facility) for Queensland students.
Most students were able to identify quarters, use addition and subtraction, and represent a given common
fraction on a number line. Fewer students were able to solve problems involving a rate or involving more than one
calculation.
Space strand
Eleven space questions were included, nine involving recognising and using geometric properties of 2D and 3D
shapes and objects, and two involving location, direction and movement. The most challenging of these questions
item 36, required students to visually make a change to a 3D object made up of small cubes to conform to given
geometric properties. Approximately 7% of Queensland students were able to answer this correctly, with the most
common incorrect response being 64.
Item
Answer Qld% Aust% Description
no.
Proofreading — error identified
24 A 44.1 47.2 Identifies the meaning of an idiomatic phrase from its context.
Comets (Explanation)
Salinity (Report)
Non-Calculator test
Item no. Strand Answer Qld% Aust% Description
1 MCD A 90.2 91.7 Interprets a simple column graph.
Number strand
There were 18 Number questions across the two papers. Results ranged from 91% of students correctly answering
item 3 on the Calculator Allowed (CA) test to 9% of Queensland students correctly answering item 31 on the non-
Calculator (NC) test.
Results show that around 85% of students, both in Queensland and nationally, could apply a simple rate, as seen
in item 3 CA, and calculate the difference between two four-digit numbers, item 4 CA. Approximately 80% of
students could solve a problem involving factors of 32, and approximately half of the students could recognise a
two-digit prime number, item 14 CA.
There were 14 questions on fractional thinking. These were items 15, 18, 23 and 25 on the CA paper and items 3,
4, 12, 17, 19, 22, 23, 28, and 31 on the NC paper. Fractional thinking includes common fractions, decimal
fractions, proportions and rates. Item 6 CA from the Algebra, functions and patterns strand also involved fractional
thinking.
Results for items on common fractions show that students are still developing their understanding of equivalent
fractions. About half of Queensland students were able to locate 2/3 on a number line that was divided into 12
equal parts, item 17 NC but only 20% could find the common fraction with the greatest value from a list of unlike
common fractions, item 28 NC. Likewise, when asked to express 5/6 as ninths in item 25 CA, only 18% of students
could do this.
Results for decimal fraction items show that 44% of students were able to locate the position of a decimal number
to hundredths on a number line initem 23 NC. This indicates that students’ knowledge of the place value for
decimal numbers is still developing.
Performance on the items that required calculating with decimals showed that, with a calculator, 86% of students
could find a missing value in a multiplication problem in item 6 CA. However, without a calculator, and involving a
decimal number and a decimal divisor as in item 31 NC, the Queensland facility rate fell to 9% . A review of
incorrect responses to this item showed that many students were struggling with place value, as 0.11 and 11 were
provided as responses. However, the most common incorrect responses were 1.45 or 1 r 45, demonstrating that
students did not believe they needed to divide the decimal part of the number.
Item
Answer Qld% Aust% Description
no.
Proofreading — error identified
approached
8 64.7 65.4 Correctly spells a two-syllable word with the digraph -oa.
(approched)
14 A 56.4 58.8 Identifies the meaning of an idiomatic phrase from its context.
40 C 37.8 40.8 Identifies the reason for a list of species in a narrative text.
Non-Calculator test
Item no. Strand Answer Qld% Aust% Description
1 S C 81 79.7 Matches compass directions to a given path.
9 AFP C 83.2 83.9 Applies a rule to find the next term in a pattern.
Number strand
Of the 64 questions on the Year 9 Numeracy tests, 17 were from the Number strand. These assessed concepts
relating to representations of numbers, fractional understandings (common, decimal and percentage),
proportional reasoning and problem-solving strategies. The facility rates for these questions ranged from 15–91%
for Queensland students and 18–92% nationally.
More than half the students in Queensland were able to:
• identify a pictorial representation of a fraction
• order decimals to hundredths in a time context
• calculate the differences between decimal numbers and between pairs of negative numbers
• solve a problem involving factors of a two-digit number
• round an eight-digit number to the nearest million.
Problems involving ratio and proportion, items 30, and 24 on the Calculator Allowed (CA) test and items 24 and 30
on the Non-Calculator (NC) test, continue to challenge students. The most difficult of these was item 30 NC with a
facility rate of 15%, which tested students’ ability to solve a problem involving proportion, area and metric units.
As in past years, using scientific notation was challenging with only 30% of students doing this accurately. Also
challenging were those questions dealing with percent. Fewer than 40% of Queensland students were able to
identify the percentage closest to a given fraction, item 21 CA.
Space
Questions from this strand assessed students’ understandings of shape names and properties, drawings and
constructions, location, and transformation.
Students found these questions relatively easy with facility rates between 54% and 95% for most of the space
items. The easiest questions were those that assessed the properties of shapes and simple transformations.
Visualisation is a key element of spatial understanding and it was encouraging that more than 70% of students
answered those items correctly. It seems likely from an analysis of incorrect responses for item 15 NC that
inaccurate reading of the question, about four smaller shapes tessellating three times in a hexagon, may have
resulted in many students providing an incorrect response.
Two questions tested knowledge of the internal angels of 2D shapes. In item 29 NC, students had to calculate the
size of a marked angle. Twenty percent of students answered this correctly; however approximately 10% of
students did not attempt this question. Item 32 CA, which tested knowledge of the internal angles of a trapezium,
also had a high omit rate (13%). Of those who attempted this, 18% of Queensland students were correct.
Task description
Students in all four tested year levels (3, 5, 7 and 9) were given the same prompt (stimulus page) containing a
topic and instructions. They were asked to write a maximum of three pages “on demand” in response. Their
teachers read the prompt aloud and students had five minutes to plan independently, 30 minutes to write, and five
minutes to edit their response.
For the first time, the NAPLAN writing test did not require students to write a story. Instead, they were instructed to
write to convince [to persuade] a reader to agree with their opinions on the proposition that too much money is
spent on toys and games. The option of supporting both the negative and positive is allowed. They were instructed
to create a text with a specific structure: an introduction, a body and a conclusion. They were told to state their
opinion and explain reasons. These instructions about structure and content strongly prescribe a response in the
form of an argumentative essay and rule out, for example, stories that contain a “message”. Finally, the prompt
text supplies a checklist of prose-writing basics. Unlike the topic, the instructions and the checklist, which
students must comply with, the photographs on the page are only suggestions to stimulate ideas.
Marking
The task was marked using the nationally agreed Australian Curriculum and Reporting Authority (ACARA) rubric,
the Persuasive writing marking guide. Markers were trained in how to apply the rubric. Indications of the way the
rubric is applied can be found in the notes and exemplar scripts in this handbook and in the marking guide itself.
Markers worked from a revised version of the marking guide, which expanded on the school’s version that had
previously been published on the ACARA website. Some amendments were made to the wording of the criteria in
that original version. These changes have implications for the scoring. The updated version is expected to be
published on the ACARA website after the release of the NAPLAN results. A new scale has been developed for this
task, that means that the this year’s results cannot be compared with those from previous years.
Prompt compliance
Judgment of compliance to the prescribed genre and topic was not a separate marking criterion in the 2011
marking guide. Rather, compliance was judged within other criteria. If students failed to write a persuasive essay
(e.g. if they wrote a story) they did not meet the requirements for high scores in the criterion Text structure.
Similarly, the high scores in the Audience and Persuasive devices criteria could not apply to genres other than
persuasive texts. If students failed to respond to the topic of toys, games or spending, they could score no better
than 1 in the Ideas criterion. This punished pre-prepared scripts, even if they contained excellent ideas. Writing
was also judged compliant to the topic if it responded directly to the photographs or to specific words, such as
relax, in the text on the prompt. If a student made intentionally idiosyncratic and unexpected interpretations, they
were still compliant; in fact, they may have been demonstrating greater skill.
If markers believe a script has been copied word-for-word from a published source, QSA investigates the possible
plagiarism. However, “originality” is not a marking criterion.
Audience
Skill focus: the writer’s capacity to orient, engage and persuade the reader
Text structure
Skill focus: organisation of the structural components of a persuasive text (introduction, body and conclusion) into
an appropriate and effective text structure
Ideas
Skill focus: selection, relevance and elaboration of ideas for a persuasive argument
Persuasive devices
Skill focus: use of a range of devices to enhance the writer’s position and persuade the reader
Vocabulary
Skill focus: the range and precision of contextually appropriate language choices
Cohesion
Skill focus: control of multiple threads and relationships across the text, achieved through the use of referring
words, ellipses, text connectives, substitutions and word associations
Paragraphing
Skill focus: the segmenting of text into paragraphs that assist the reader to follow the line of argument
Punctuation
Skill focus: correct use of appropriate punctuation to aid in the reading of the text
References
Beck, IL, McKeown, MG & Kucan, L 2008, Creating robust vocabulary: Frequently asked questions and extended
examples, The Guilford Press, New York.
Calkins, L 2006, Units of study for teaching writing, Heinemann, Portsmouth NH.
Christie, F & Dreyfus, S 2007, “Letting the Secret Out: Successful writing in secondary English”, Australian Journal
of Language and Literacy, 30 (3), pp. 235–47.
Derewianka, Beverly (2006 ), A grammar companion for primary teachers, Primary English Teaching Association,
Newtown, NSW.
Ray, KW & Laminack, LL 2001, The Writing Workshop: Working through the hardparts (and they’re all hardparts),
NCTE, Urbana IL.
Routman, R 2005, Writing Essentials: Raising expectations and results while simplifying teaching, Heinemann,
Portsmouth NH.
Text structure 3
The introductory paragraph clearly presents the writer’s position and foreshadows three points of argument.
Each body paragraph develops one of the points. The issues of loneliness and fairness have some effective
reasoning. The issue of toys being cheap is argued with evidence and example. The closing paragraph draws
together all three issues and concludes with a command to have fun shopping at the next toy sale.
Ideas 3
The ideas deal with issues related to children as a group. The writer gives examples and reasons, and attempts
to refute opposing views. The issues of loneliness and fairness are somewhat developed and some less relevant
ideas are included. Had these been elaborated more effectively this script would have scored 4.
Persuasive devices 3
Many effective devices are used. By establishing an audience, the writer is able to appeal to them in varied ways,
e.g. asking rhetorical question, What about you?; appealing to the value of fair play, You parents had toys that you
adored; making strong assertions, I call that unfair; appealing to parents’ love of their children, it’s your children
that you love and adore; softening modality to persuade, it wouldn’t hurt to give them at least a few toys; using
words and phrases for effect, last but not least; using tricolon for emphasis, really glum, bored, and of course
lonely. There are also some immature or ineffective persuasive devices used, e.g. I call that unfair, oh [all] right!
Vocabulary 3
Mostly simple words and phrases are used throughout. There is some precise wording, e.g. If that’s too much
for you, toy shops are only a few minutes away, however, not the sustained use required for a score 4.
Cohesion 3
The meaning is clear on a first read. The student uses a range of text connectives to link ideas within and
between paragraphs, e.g. next, also, another reason is, besides, last but not least. The text uses mostly simple
word associations, e.g. cheep [cheap], too expensive, spend ten dollars, cost hundreds of dollars, ten gold coins.
Paragraphing 3
Paragraphs have a topic sentence with supporting detail. They are ordered and have no incorrect breaks.
Sentence structure 4
Sentences show some variety; however attempts at more sophisticated structures cause error. The third
sentence joins too many clauses and needs to be broken into two or three sentences. There are also incorrectly
placed adjectival clauses, such as we don’t have to invite our friends over who make the house messy, and an
incorrect word is used, what else what you want buy for ten dollars.
Punctuation 4
Some sentences use a splice comma instead of a full stop and a capital letter. The contraction apostrophe in
don’t and that’s is left out but correctly used in it’s, won’t and wouldn’t. The student uses exclamation and
question marks correctly and applies commas for different purposes, e.g. Next, its not fair.
Spelling 4
Simple words and most common words are correct. Two difficult words are correct: definitely and expensive.
Text structure 3
There are 3 clearly identifiable components to the argument. The introduction makes a clear statement of
position that is reinforced in the conclusion. The body develops the four key ideas. The conclusion is a call to
action, but does not reinforce any of the arguments presented, therefore not strong enough for a score of 4.
Ideas 4
Four ideas are developed to persuade parents to keep spending money on toys and games. These ideas are:
toys entertain children and keep them quiet, which is good for both parents and children; parents had fun with
toys so their children deserve the same pleasure; people in toy factories get pleasure from making toys and get
paid for it, so should not be deprived of this; and toys make children smarter.
Persuasive devices 4
This student shows sustained and effective use of a range of persuasive devices including: statement of
personal opinion, I do think that toys and games are great; rhetorical questions, Did you enjoy your life?; direct
appeal to a reader, That’s right, they would lose their jobs; repetition for effect, they would lose their jobs, lose
the money they could have achieved; emphatic statement answering a direct question to the reader, NO! and
I’m absolutely POSITIVE that you do!; giving examples as evidence, There are games like ‘Brain Training’ that
exercise your brain; emotive language, your little humans, What if you were in their position, fighting for your
job?
Vocabulary 3
The student uses some precise words (entertainment, deserve, support) and words groups (as lucky as you,
living beings, little human beings, aren’t going to live forever, exercising your brain). However, this is not the
sustained use required for a score of 4.
Cohesion 4
The meaning is clear on first read. Referencing is correct. The student shows sufficient use of connectives, Even
though, Firstly, Then there’s, Now think, Of course, everyone, So now.
Paragraphing 2
Paragraphs develop one idea or set of ideas. The text has at least two body paragraphs and paragraph three
shows clear idea development. Opening and closing paragraphs do not fulfil their function. The second
paragraph shows little development of idea, while paragraph four should be broken into two ideas.
Sentence structure 5
The student demonstrates a variety of sentence structures. Sophisticated sentence structures cause the
occasional error, e.g. a misplaced clause, I do think that toys and games are great, I still have my REASONS.
Punctuation 4
Good use of accurate and appropriate punctuation of sophisticated sentences, e.g. full stop, question marks and
exclamation marks; commas for phrasing and to mark embedded clauses; capitals and quotation marks for the
name of a game; and contraction apostrophes and possession. One splice comma used instead of a full stop.
Spelling 5
The student uses sufficient difficult and challenging words to score 5.
Text structure 4
The student uses an effective introduction, body and conclusion. Ideas are clearly foreshadowed in the
introduction, ideas are developed in the body, and the conclusion draws together the writer’s position
and key points of argument, including a final appeal to the reader.
Ideas 4
Three key issues are argued through the text: Money/expense of toys; toys provide enjoyment to children; and
games support family relationship-building. Some of the reasoning is developed through statements and some
through the use of questions. The first two ideas are developed with examples, some evidence and reasoning.
The final idea is underdeveloped.
Persuasive devices 4
The student uses sustained and effective use of persuasive devices. Devices include: an appeal to logic and
reasoning by giving specific examples, I ... can buy myself Monopoly for $15; an appeal directly to the reader
through questions, Do you really think that is too much to pay?; words to add emphasis, that small amount of
money; emotive words, absolutely ridicules articles, complete waste; short statement for effect, Obviously you
have written your articles based on one thing. Money).
Vocabulary 4
The student uses many precise words, worldwide, entertainment, benefits, sincerely, and word groups, more
emotionally and socially connected but this is not sustained throughout the text.
Cohesion 4
The student uses a range of text connectives, conjunctions and word associations to link ideas across and
within paragraphs.
Paragraphing 3
Paragraphs are logically constructed and ordered to build the argument.
Sentence structure 5
The student confidently uses elaborating clauses (Think of the things children [or adults for that matter] would
be doing).
Punctuation 4
The student shows correct sentence punctuation. The student made a minor error when erasing during editing
and ended up with a splice comma. The student shows correct use of commas.
Spelling 6
The student shows correct spelling of all words, including at least 15 difficult words.
Text structure 4
All parts are well developed. The introduction makes a strong statement of belief and foreshadows the
argument. The body builds cumulatively to key points moving from a global view to personal views. The
conclusion appeals to the reader to move to the writer’s views and draws together the main threads of the
argument.
Ideas 5
The student’s ideas are elaborated well through reasoning examples and evidence. The student’s ideas are
drawn from global issues, e.g. In a democracy, our views of childhood, and from a more personal stance, e.g.
enjoying our life is a very important thing.
Persuasive devices 4
The student effectively uses a range of devices including the use of multiple descriptors to give emphasis, e.g.
... functionality and usefulness , Beauty, enjoyment and fun ... and emotive words and word group, e.g. vital for
the happiness and wellbeing of humans.
Vocabulary 5
The student shows consistent use of precise words, vehemently, investment, conclusively and word groups,
multiple independent groups, people suffering from disorders such as Autism and Down-syndrome and phrases
with implied meanings, simple pleasures, time is limited, passes in a blink.
Cohesion 4
A range of cohesive devices enhance reading and support the underlying argument. Clauses are linked in varied
ways. Nominalisation is used effectively, living is by no means all about functionality and usefulness. Many
word associations advance the writer’s position, like to spend, domestic income, spent, fruits of their labour,
their money, and contrast it to the views of others, People recognise that there is a need to be thrifty at times to
provide the necessities of life, but at the same time they acknowledge that living is by no means all about
functionality and usefulness.
Paragraphing 3
Paragraphs are structured and ordered to pace and direct the reader’s attention and cumulatively build
argument across the text.
Sentence structure 6
The student uses a range of stylistically appropriate, sophisticated sentence structures. Dependent clause
position is varied and controlled.
Punctuation 4
Comma punctuation of sophisticated sentence structures includes: in a list, for phrasing and to mark clause
boundaries. Errors in paragraph four keep this student from achieving a score of 5.
Spelling 5
Simple and common words are correct but errors in difficult words prevent this student from achieving a score
of 6.