DEPARTMENT OF EDUCATION
2014 NAPLAN
Reporting and Analysing
Achievement Data
User Guide
National Assessment Program
Literacy and Numeracy
1
Assessment & Reporting 2014
CONTENTS
Introduction
3
Interrogating the data
4
RAAD data sets
5
Getting started
6
Front Page
7
Students
8
Assessment Data
9
Student Distribution
12
Performance Profile
13
Individual Profile
14
Comparison Graphs
15
Filter Students
17
Printing
19
Exporting data to Excel
21
Copy data to clipboard Word
23
Appendices A-D
25-28
CONTACTS:
Your regional office or Assessment and Reporting
Gabrielle West
Consultant National Assessment Numeracy
p: 8944 9246 e: gabrielle.west@nt.gov.au
Leanne Linton
Senior Advisor Assessment and Reporting ESL
p:89449248 e: Leanne.linton@nt.gov.au
Salima Spring
Consultant National Assessment Literacy
p:89449245
Felicity Green
Consultant National Assessment & Reporting
p: 8944 9209 e: felicity.green@nt.gov.au
Sarah Belsham
Senior Program Manager National Assessment
p: 8944 9239 e: sarah.belsham@nt.gov.au
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Assessment & Reporting 2014
e: salima.spring@nt.gov.au
Introduction
An assessment culture that involves the transformation of quality assessment data into knowledge and
ultimately effective teaching is critical to advancing students’ literacy and numeracy achievement.
This user guide outlines the features and report facilities available in the Reporting and Analysing
Achievement Data (RAAD) programme. This tool enables educators to aggregate, evaluate and
disaggregate student performance results for each of the NAPLAN tests and provides schools with useful
diagnostic data. It is designed to support school leaders and classroom teachers to interrogate student
performance data for the purpose of school improvement. Suggested reflection questions useful for
developing a plan to improve student achievement, have been provided.
The booklet works hand-in-hand with the Data Analysis Guide: using assessment data to inform planning,
question analysis documents and copies of the NAPLAN test papers. They are part of a larger suite of
documents aimed at supporting teachers to make the most effective use of the NAPLAN achievement data.
These can be found on the NT Department of Education website:
http://www.education.nt.gov.au/teachers-educators/assessment-reporting/nap
Data Analysis Guide
This guide provides an easy-to-use
framework for analysing the data to inform
instructional decision making.
Reading, Writing, Language
Conventions and Numeracy Analysis
Booklets and PowerPoints help teachers
to analyse the NAPLAN questions and
results.
Support documents
2014
These booklets support teachers to
develop good quality teaching and
assessment strategies for everyday
classroom use across all year levels.
They also contain specific activities that
will prepare students for the NAPLAN
tests.
NAPLAN Past Tests
PDF copies 2008-2014 tests are available
on Learning Links as well as analysis
documents, writing marking guides and
answer spread sheets. These tests can be
used in all early, primary and middle
school classes in a variety of ways.
http://ed.ntschools.net/ll/assess/naplan/Pages/default.aspx
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Assessment & Reporting 2014
Interrogating the data
NAPLAN data provides evidence, rather than hunches or perceptions, on which to base future teaching,
learning and assessment decisions. Using an Assessment of, as and for Learning approach will achieve
optimum use of the NAPLAN data and make a significant contribution to improving student outcomes.
The data analysis process incorporates a review of test questions to understand what concept/s are being
assessed, focus on the ‘language’ used in the test questions and analyse error responses. Teachers can
select specific areas where students, individually, in small groups or as a class group, should be actively
involved in the analysis process.
Throughout this guide, reflective questions will be included at the beginning of each new RAAD data set
screen.
Assessment Purpose
Key Questions
RAAD Data Sets
Assessment of learning
assists school leaders and
teachers to use evidence of
learning to assess student
achievement against goals
and standards.
It provides summative
information on a student’s
achievement at a point in
time for reporting purposes.
 Does the school mean in each of the test
domains (for the whole test and by question)
differ significantly from the national mean?
 How does the school distribution of student
achievement compare to the national range
(highest 20%, middle 60% & lowest 20%)?
 Which students are below, at and above the
National Minimum Standard?
 What patterns of distribution can be
observed e.g. even spread or clustering?
 Are there performance patterns for subgroups of students e.g. gender distribution,
ESL students, and class groups?
 Can patterns to student responses be
observed? At a year or school level?
 What data could provide information on the
impact of specific programs?
 Does this data validate teachers’
assessment of the students?
 Assessment Data &
Student Distribution

 Individual Profile,
Performance Profile,
Assessment Data
 Individual Profile
 Assessment Data,
Comparison Graphs
& test papers
 Assessment Data,
Comparison Graphs,
past test papers
Assessment for learning
enables teachers to use
information about student
progress to inform their
teaching.
Assessment for learning
focuses on the learning
needs of students.
Assessment as learning
enables students to reflect
on and monitor their own
progress to inform their
future learning goals.
Assessment as learning
actively involves students in
their own learning.
4



Which concepts and skills emerge as
strengths or weaknesses for an individual
student?
What learning needs to be targeted?
What patterns of response have implications
for classroom learning programs?
What information about student
misconceptions can we gather, when
looking at incorrect responses?
 Student Distribution
 Student Distribution
 Student Distribution
 Student Distribution
 Assessment Data &
Comparison Graphs
 Student Distribution
 Where is the student placed in relation to
other students in that year level?
 Performance Profile
or Student
Distribution
 How can the student be involved in
reflecting on their performance?
 What are the personal learning goals of
each student?
 Individual Profile &
test papers
 Individual Profile
Assessment & Reporting 2014
RAAD data sets
The following types of information or data sets can be found in the RAAD. These can be analysed for the
year level, class, sub-group or individual student.
Student Details

Student name, date of birth, gender, Indigeneity and LBOTE (Language Background
Other Than English), class or form group

Students’ participation status for each test – score, absent, exempt, withdrawn

Program codes which can be added to group students for data filtering and sorting
Assessment Data

Question descriptors, writing criteria descriptors or spelling words

Questions organised by category e.g. ‘Space’ or ‘Opinion’

National, school and expected % correct for each question

Students’ details, raw and scaled NAPLAN scores and National NAPLAN Bands

Students’ incorrect multiple choice responses for each question
Student Distribution

Australian and NT mean (average) and school or subgroup means

Location of students (their initials) on the National Achievement Band scale

Students’ NAPLAN scaled scores

Students’ performance against the NAPLAN Bands and comparison to other students

Location of student/s against the achievement of all Australian students in that year
group – top 20%, middle 60%, lowest 20%
Performance Profile

Alignment of descriptors for each question against the National NAPLAN Bands
(easiest to most difficult)

Pattern or list of correct and incorrect question responses and descriptors
Individual Profile

Individual student’s performance, their NAPLAN score location against the National
NAPLAN Bands and questions, and the National Minimum Standard

Pattern or list of correct and incorrect question responses and descriptors
Comparison Graphs
5

Coloured stacked graphs visually showing the group’s responses (correct and
incorrect) for each item

The questions are ordered by the Australian percentage correct – easiest to most
difficult.
Assessment & Reporting 2014
Getting started
The RAAD application, the student data file and RAAD User Guide are placed on every government school
server in Term 3, immediately following the release of the National NAPLAN Summary Report. Nongovernment school files will be sent out separately.
The RAAD application and user guide can also be found on the NT DoE website:
http://www.education.nt.gov.au/teachers-educators/assessment-reporting/nap
On the new school server: Go to Drive U: then to Teacher Public
On an old school server: Go to Drive N:
 Locate and open the 2014_RAAD_V2 file
It contains

RAAD application

Student data file

RAAD User Guide
Double click the blue and red
RAAD.exe application
Teachers can copy and save
this folder to their laptops for
easy analysis and use of the
data.
 Click the Run button
The RAAD.exe application
will ‘pick up’ all the student
data and present it in a
useable form.
School
name
(2014)
RAAD
Non-government schools can set up a similar
folder.
The student data file cannot
be opened directly, if you
double click it, it will not
open.
Note:
It is advisable for schools to
set up a dedicated
NAPLAN_RAAD folder and
create subfolders for each
year 2008-2014.
This allows a review of past
results by teachers. Analysis
documents created for past
tests should also be saved in
these folders.
6
Assessment & Reporting 2014
Front Page
Begin looking at the student information and NAPLAN data
 Select a Year Group and Assessment Area on the front page.
1. File has a drop-down menu to save, print,
export and copy.
6. Tick boxes to hide or Show Student Initials
and include or Exclude exempt students.
2. Year Group shows the year levels in your
school. This must be selected to view different
tests.
7. Student: shows All or individual student
names.
3. Assessment Area selects the test type.
This must be selected to view display buttons.
4. Display buttons present a variety of reports:
Students
Assessment Data
8. Front Page button takes you back to this
home screen from any page or report.
Student Distribution
9. Help and Information lists and describes
the different displays and reports.
Performance Profile
Individual Profile
Comparison Graphs
5. Filter Students by subgroup to view reports:
Reset Filters defaults all filters back to All.
7
Order by: selects the way to view data
Score Ascending
Score Descending
Surname (A-Z)
Surname Descending (Z-A).
10. Manual and Information: Links to the NT
DET web page to access RAAD
application and User Guide.
11. Directions for getting started on this page
and viewing reports.
Assessment & Reporting 2014
Students
Questions
What are the student background details e.g. gender, date of birth?
Who participated in the tests?
Which students have missing data?
What subgroups will I set up?
What comments could I include?
Process
 Select Year Group e.g. Year 3

Select Assessment Area e.g. Reading

Display buttons are now activated
Students
Assessment Data
Student Distribution
Performance Profile
Individual Profile
Comparative Graphs
 Select Students button
The Students screen below shows student demographic details and NAPLAN scaled score for the Year
3 Reading test
First Name
Last Name
Date of Birth
Gender
Aboriginal (Indigenous status)
LBOTE (Language background other than English)
Class or form group
Score (NAPLAN scaled score)
Program Code*
Program fields 1 to 3*
Comments*
(* Schools can add codes and annotations against student names)
Student
names
Student details can be adjusted or changed.
Progam Codes and Comments can be added, see Setting up new Student Subgroups on page 21.
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Assessment & Reporting 2014
Assessment Data
Questions
What patterns of performance can be identified by
- comparing the year level % correct to the Australian % correct?
- analysing students’ incorrect responses (distractors – a, b, c or d) to test questions?
Note: Have copies of the test papers on hand for teachers to refer to individual questions.
Process
 Select Year Group e.g. Year 5, and the Assessment Area e.g. Numeracy
 Select Assessment Data
The Assessment Data screen shows the correct and incorrect responses for each student.
1. Student names, DOB, programs, class groups etc.
2. The following information is provided for each question:
Correct Answer – The correct multiple choice response i.e. a, b, c or d
Maximum Score – Achievable for each question
All Australian Schools % – The percentage of students across Australia who correctly
answered the question (approximately 250 000 students per year level)
Your School % – The percentage of students in the school or subgroup who correctly answered
the question
Expected % – The probable percentage of students in this school group that would be expected
to answer the question correctly. Note: This is a statistical value that is calculated using a
probability model that takes into account your students’ responses to each question and the
degree of difficulty of each question in this test.
3. Total Score is the raw score for this student e.g. 38 (out of a possible 40). The Score (NAPLAN) is
a vertically scaled score calculated across Years 3-9 on a scale of 0 to 1000, see Appendix C.
4. The NATIONAL NAPLAN Band is the National Achievement Band for this student (Band 1 to Band
10 depending on the year level). Minimum Standard column describes the student’s achievement
below, at or above the National Minimum Standard for this year level.
5. Questions are grouped in a specific way for each test:
Reading: Questions are grouped by text type – Information, Procedural, Narrative, etc.
Numeracy: Questions are ordered by mathematical strand – Space, Number, etc.
Grammar & Punctuation: Questions are grouped into Punctuation and then Grammar.
9
Assessment & Reporting 2014
Assessment Data (continued) 5
Detailed information about each question and students’ responses
1. Hide will expand the data screen to the left and cover most of the menu bar. Show will appear if you
have selected Hide and will reverse this to show the full screen again.
2. Question numbers sorted by category, strand or test e.g. NC03 = Non-Calculator question 3.
3. Correct answers to each question either a, b, c, d or the multiple choice pair of answers e.g. c, d.
4. Horizontal rows of the students’ responses to each question. Student responses for each
question are recorded in the row alongside the student’s name:
 1 indicates a correct response for either a multiple choice or a short answer question
 0 indicates an incorrect short answer response
 a, b, c, d, e indicates the incorrect multiple choice response given by student
 blank cell indicates that the student did not answer that question.
Note: When the students’ names are not in view, hover the cursor over any of the responses, 0,
1, a, b, c, d, e to display the name of the student who recorded that response.
5. Short answers to some questions e.g. 35 in the Numeracy question 6 shown above, or 3, 4, 1, 2 in
sequencing questions in the Reading test.
6. Question description or the skill assessed in each question is displayed when the cursor hovers
over the question number e.g. ‘Locates a fraction on a number line’ in the Numeracy test. It is
recommended that copies of the real test papers be available when viewing this data.
7. Expected % correct will be flagged green when the School % correct is significantly higher than
expected. This alerts you to possible ‘strengths’ in teaching programs and good understandings in
students’ learning. See Comparison graphs for a visual representation of this.
8. Expected % correct will be flagged red if the School % correct is significantly lower than expected.
This alerts you to possible ‘gaps’ in teaching programs and misconceptions in students’ learning.
 Click on File in the top left corner
 Select Export Data to export data to an
Excel spreadsheet (p 22)
 Select Copy to Clipboard to take a
screenshot that can be pasted into a Word
document (p 23)
 Select from the menu in Order by, in the
bottom left hand corner of the screen, to sort
the data according to your requirements
10
Assessment & Reporting 2014
Assessment Data (continued)
Questions
How did the school’s mean compare to the Australian mean for each criteria?
Were there one or two critieria where the students performed well or poorly compared to the Australian
mean?
What does this mean for the way we teach writing in our school?
Process
 Select Year Group e.g. Year 5
and Assessment Area
e.g. Writing
 The Maximum Score for each of
the 10 criteria is shown in the top
row
- Audience = 6
- Text Structure = 4
- Ideas = 5
- Persuasive Devices = 4
- Vocabulary = 5
- Cohesion = 4
- Paragraphing = 3
- Sentence Structure = 6
- Punctuation = 5
- Spelling = 6
 The Australian Mean is shown in
the row below this
 The School Mean is shown in the
third row for each of the criteria.
This allows easy comparison
 Individual student’s Total Score,
Score (NAPLAN) which is the
scaled score, NAPLAN band and
the scores for each of the writing
criteria are shown across each
row
Note: In the NAPLAN data for 2011- 2014 the writing text type is
Persuasive – the 4th criterion is Persuasive Devices;
Paragraphing has a total score of 3.
In 2008-2010 the writing text type is Narrative – the 4th criterion
is Character and Setting; Paragraphing has a total score of 2.
The writing data can be
-
saved to an Excel file and graphed in many different ways (p 22)
-
viewed in the Comparison Graphs display with separate bar graphs for each Criteria (p 16)
compared across year levels as, unlike the other tests, the writing test stimulus is the same for all year levels 3 to
9. A common marking rubric is used – see page 3 for the Writing Marking Guide. The total score is out of 48.
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Assessment & Reporting 2014
Student Distribution
Questions
What is the distribution or spread of students across the National NAPLAN Bands?
Are students clumping in a certain area and how can we ensure that students will make
progress?
What % of students fall in the top 20%, middle 60% and lower 20% of Australian achievement?
Process
 Select Year Group e.g.
Year 7 and Assessment
Area e.g. Reading
 Select Student Distribution
This screen shows the
location of a group of
students (their initials)
against the National
NAPLAN Bands and the
overall Australian %
achievement.
1. Australian Schools Mean,
All NT Schools Mean and
the School (or sub-group)
Mean
2. The School % compared
to the top 20% of all
Australian School
achievement, middle 60%
and lower 20%
3. National Achievement
Bands aligned to the
NAPLAN scaled score
ranges
e.g. Band 4 - 399 to Band
9 - 674 for this Year 7
group
4. Students Above the
national minimum
standard
5. Students At the national
minimum standard
(shown between the two
blue lines)
6. Students Below the
national minimum
standard
 Go to File and select Print
to print the screen
 Select Print Setup then
change setting to A3 paper
to see more detail
12
Hover over the initials of any student to see their full name.
Note: Students below the national minimum standard are ‘at risk’ of not
progressing well at school. Students at the national minimum standard
or just above it should be closely monitored.
Tick the Exclude exempt students box to include or exclude exempt
students. Percentages in the columns to the right will be recalculated
while mean scores will not change as exempt students scores are not
included in the mean.
Assessment & Reporting 2014
Performance Profile
Questions
What patterns of performance are evident when looking at individual student responses to the
test questions?
Does my classroom assessment agree with this data?
Can my students use this report to set learning goals?
Process
 Select Year Group e.g.
Year 7 and Assessment
Area e.g. Reading
 Select Performance
Profile to show all
question descriptors or
criteria levels
 Click on student’s initials
and they will be
highlighted by a red box
e.g. EB
 This student’s correct
question responses are
shown with a tick  and
in green text
 The incorrect responses
are highlighted in red text
 Click on a new student
and view their responses
Note: The questions are ordered according to the degree of difficulty – from
the easiest at the bottom of the screen, to the most difficult at the top of the
page. The question number is in brackets at the end of the descriptor.
This report will help the teacher to pinpoint the students’ areas of strength and weakness. Once the
initials of a student are highlighted in the red box, the teacher can then click on the Individual Profile
button which will show an individual report for each student. Details are on the next page.
 Click on a student’s
initials
 Un-tick the Show Student
Initials box
 The selected student’s
initials will be blocked out
in red  while all other
student initials will be
blocked out in black 
 Click on another set of
student initials and it will
now become the red
selected student box
Note: This feature can be
used to show students and
parents where the student
is located in relation to
others in the group.
13
Assessment & Reporting 2014
Individual Profile
Questions
Where does the individual student sit in relation to the national minimum standard?
What areas of strength and weakness are shown for this individual?
Does my classroom assessment agree with this data?
Process
 Select Year Group e.g. Year
9 and Assessment Area e.g.
Numeracy
 Select Performance Profile
first and click on the
student’s initials as shown on
the previous page
 Then select Individual Profile
button
The screen becomes
customised for an individual
student. It shows:
- the student’s name at the
top of the page and above
the bold black line that
represents their NAPLAN
Scaled Score
- their correct question
responses in green text
with a tick  beside it
- the incorrectly answered
questions highlighted in
red text
- the question number in
brackets.
 Return to Performance
Profile to select a different
student then view their
Individual Profile.
Note:
The questions are ordered according to degree of difficulty – from
the easiest at the bottom of the page to the most difficult at the top
of the page. The question numbers are in brackets at the end of the
each descriptor.
Students can easily see the questions and associated areas of the
curriculum where they experienced difficulty.
 Go to File and select Print to print the Individual Student report.
 Select Print Setup then change the setting to A3 paper to see more detail.
Performance and Individual Profile screens can be shared with students and/or parents. Teachers,
parents and students are able to:
-
locate the National NAPLAN Band and the NAPLAN scaled score for each student
determine the location of the student within the year level or group cohort
see the pattern of correct and incorrect responses for each student
identify areas of strength and/or weakness as each question’s skill descriptor is stated
use this information to help develop specific learning goals for improvement.
Access to the actual test paper is useful when analysing the student’s error responses, see Appendix B.
14
Assessment & Reporting 2014
Comparison Graphs – Reading, Spelling, Grammar & Punctuation and Numeracy
Questions
What test items did the group have difficulty with compared to the national performance?
Was there a common incorrect distractor (a, b, c, d or e) that many of the students chose for a
specific question?
What can this error analysis show both in terms of student conceptual development and
teaching pedagogy?
Process
 Select Year Group e.g.
Year 9 and Assessment
Area e.g. Numeracy
 Select Comparison Graphs
The stacked bar graph
shows the students’
responses to each question.
The questions are ordered
from left to right by the
degree of difficulty calculated
from all of the Australian
results – easiest to most
difficult.
 Go to File, select Print
or
 Select Copy to Clipboard
and paste the graph into a
Word document which can
be saved
The green dotted line below shows an approximation of the national profile of performance. The red
arrows indicate questions where the students performed lower than the national level and conversely,
the green arrows indicate questions where the students’ achieved a better result than the national profile.
The green part of the bar shows the number of students who answered correctly in this group; other
coloured parts of the bar show the numbers of incorrect a, b, c, d or e distractors chosen by the students.
15
Assessment & Reporting 2014
Comparison Graphs – Writing
Questions
Were there one or two critieria where the students performed poorly or well?
Do other classes show similar results in these criteria?
Which score do we want to aim for in each criteria for our grade level (the main spike)?
What does this mean for the way we teach writing in our school?
Is a whole school approach needed across all grade levels?
Process
 Select Year Group
e.g. Year 5 and
Assessment Area
e.g. Writing
 Select Comparison
Graphs
The Comparison
Graphs for writing differ
from the other tests.
Each criterion has its
own separate bar graph
showing how many
students scored a
particular score
e.g. in the graph shown
here for Audience:
8 students scored 2
19 students scored 3
5 students scored 4.
The most common
score for each group is
very obvious as it is the
highest spike.
Comparison Graphs can be printed out directly or copied and pasted into a Word document so that it can
be saved.
This graph can be used when asking reflective questions and when comparing groups in the same year
level and between year levels.
Note:
In the NAPLAN data for 2011- 2014, the writing text type is Persuasive; the 4th criterion is Persuasive
Devices; and Paragraphing has a total score of 3.
In 2008-2010 data, the writing text type is Narrative; Character and Setting is the 4th criterion; and
Paragraphing has a total score of 2.
The Narrative and Persuasive Writing Marking Guides are available with the past tests, see page 3 and
the Australian Curriculum Assessment and Reporting Authority website.
http://www.acara.edu.au/default.asp
16
Assessment & Reporting 2014
Filter Students
Questions
What patterns of performance are evident in the Assessment Data, Student Distribution and
Comparison Graphs displays for specific subgroups of students?
What changes in pedagogy and resource allocation can improve the achievement of these
subgroups?
Process
 Select Year Group e.g. Year
7 and an Assessment Area
e.g. Reading
School Name
Reading Year 7
 Go to Filter Students section
 Select one or several of the
available filters from the drop
down menus
e.g. Gender – Male
Student
names
Assessment Data now shows
only males in this Year 7 cohort.
New Subgroup % and Expected
% have been calculated for each
question as well as the
associated red and green
highlights.
 Select other displays e.g.
Student Distribution
Reading
Year 7
 The new Subgroup Mean is
displayed and the spread of
the subgroup results
 New Subgroup % for each
section is displayed and can
be compared to the Australian
percentages (in the top 20%,
middle 60%, and lowest 20%)
 New filter combinations can be
chosen from the drop down
menus
 Select the Reset Filters box to
return to All students
All reports and data sets shown thus far can be filtered in a variety of ways by selecting one or more
combinations of demographic filters from the Filter Students drop down menus.
Teachers can filter in a myriad of ways to create data for any subgroup of students. For example filter by:
-
individual classes to locate specific areas of strength and weakness
-
male/female or indigenous/non-indigenous responses to questions that would indicate varied abilities
in certain areas
-
other specific groups to help teachers analyse results and use this information to inform decisions
that change classroom practice or reallocate resources etc.
17
Assessment & Reporting 2014
Filter Students - Setting up new student subgroups
PROFILE box
Questions
What are the specific subgroups that can be found in our school?
What subgroups in our school receive specific programs to improve performance and how can
we track this?
What patterns of improved performance are evident in the Assessment Data, Student
distribution and Comparison Graphs displays for specific subgroups of students?
What changes in pedagogy and resource allocation may be informed by the data?
Process
 Select Year Group e.g.
Year 5 and Assessment
Area e.g. Reading
 Select Students display
button

Student
names
 Double click on one
student’s name and a
Student Properties box will
appear
 Change the student’s
personal details
 Add or change Program
Codes using a 2-digit code
e.g. EA for EAL/D students
or QS for Quick Smart
students etc.
 Click OK to save
 Create a new group by
using the Shift or Control
keys to highlight a group of
students
 Click the Open button at
the bottom of the screen. A
Student Properties box will
appear
Student
names
 Add or change the Class
group and/or Program
Codes for the selected
group
 Click OK and these Class
or Program Codes details
will appear in the Program
Codes in the Filter Students
drop down menus
In the Students display screen, individual and class group details can be changed at any time. The
demographics, Class and Program Codes can be adjusted for students so that any new subgroup can
be created and filtered to obtain specific data sets for analysis.
18
Assessment & Reporting 2014
Printing
Questions
What display screens or groups do I need to view, save and print for easy data analysis?
What is the best way to present the data for a specific group or individual in the different test
domains?
Process
 Select Year Group e.g.
Year 3 and Assessment
Area e.g. Numeracy
 Select the Assessment
Data display screen
 Choose the student group
that you need by using the
Filter Students categories
 If required, re-order the
data results by selecting
from the drop down menu
for Order by
 Go to File select Print and
follow the usual print
preview, print set up
process that you would do
with Word documents
The printed report from the
Assessment Data screen is
a summary that lists:
Numeracy Year 3
- Students’ names, class,
DOB and other details
- Total Score, the raw test
score e.g. 11 (out of 32)
- Score (NAPLAN) which is
the scaled score
Student names
- NAPLAN band (National
Achievement Band)
- Minimum Standard level
descriptions: below, at or
above.
This report will not include
the individual question
responses or the writing
criteria scores. Copying the
data to Clipboard or
exporting the data to Excel
will provide this information
(p 21 - 22).
19
Assessment & Reporting 2014
Printing (continued)
To print the Student
Distribution or Individual Profile
screens
Student Distribution
 Set up the required group
and order the data as
required
 Print reports to highlight the
spread of student
achievement e.g. Student
Distribution
 Print reports to show areas
of strength and weakness for
individual students e.g.
Individual Student Profile
 Print reports to show the
most common incorrect
answers chosen by the
students and compare
results with Australian
achievement e.g.
Comparison Graph (as
shown below)
 Print on A3 paper to make
the reports easy to read
2014 Numeracy Year 3
20
School Name
Assessment & Reporting 2014
Individual Student Profile
Export data to Excel
Questions
In what ways do I need to view, manipulate and save data sets as part of our school’s
analysis?
What is the best way to present the data for a specific group or individual in the different test
domains?
Process
 Select Year Group
e.g. Year 3
 Assessment Area
e.g. Spelling
 Go to File
 Click on Export Data
 Save As box will appear, direct
it to an appropriate folder e.g.
2014_RAAD
 Type in a precise file name e.g.
201_Spelling_Yr3
 Click Save
The file will be saved as a CSV
file which is a Comma Separated
Values file. This is a simple type
of Excel document with limited
functionality, used in applications
like RAAD.
 Minimise or close the RAAD
screen and open the newly
saved CSV file.
 Go to File
 Select Save As and save this
file as an Excel Workbook in the
same folder and give it the
same name as the previous
CSV file.
 The CSV file can now be
deleted to save confusion.
21
Assessment & Reporting 2014
Export data to Excel (continued)
 The Excel file will enable
student data and group
statistics to be presented
in a variety of ways
 Changes can be made
e.g.
- Adjust column and
margin size
- Delete unnecessary
columns
Student
names
- Set up page layout to
landscape
- Use the Sort and Filter
tools in Excel to
rearrange the data
 Create innovative graphs
to compare and sort
information for use when
analysing the data
 Use the Excel Chart
Wizard to create graphs
for presentation of
results and analysis of
trends over time
e.g. bar graphs to
compare means over a
number of years or pie
graphs to show one
year’s breakup of results.
 Create graphs that
compare your school’s
results with the
Australian results. Look
for areas of strength and
weakness.
2014 Year 9 Writing
 These visual
representations of the
data can act as
springboards for staff
discussion on the
efficacy of programs
currently being used and
new ways of teaching
that may need to be
trialed. (See Data Rules
in the Appendices.)
22
Assessment & Reporting 2014
Copy data reports to Clipboard using Word
Questions
How can I present the data to teachers for analysis and discussion?
Process
 Select Year Group
e.g. Year 3
 Assessment Area
e.g. Reading
 Filter and order the group
as required
 Click on File
 Select Copy to Clipboard
This will take a ‘picture’ of the
data screen to paste into a
Word document.
 Go to Start button
 Open a new Microsoft
Office Word document
 Go to Page Layout (at the
top of the Word document)
 Change the Orientation to
Landscape
 Use Narrow Margins to
enable the clipboard
picture to fit on the page.
 Select Paste. This will
place the clipboard picture
of the data report into a
new word document
 Click on this ‘picture’ of the
data and go to Format to
adjust and crop the report
 Print onto A3 size paper to
see more detail if required.
Student
names
Teachers can use this hard
copy to analyse student
responses, discuss results
and compare percentages.
23
Assessment & Reporting 2014
Copy data reports to Clipboard using Word (continued)
Examples of clipboard reports
This Numeracy clipboard
report shows the student
information and test
question responses
grouped by Numeracy
strand.
This is excellent for data
analysis of student
responses. Teachers can
- note the questions that
have been highlighted
as green or red (p10)
- look for areas where
most of the class
performed well or had
difficulty (strength/
weakness)
- look at individual scores
- identify the criterion
where a section of or the
whole class have scored
below the mean
- compare the class mean
with the Australian
mean.
It is recommended that
teachers refer to the Writing
Marking Guides, see page
3.
This data report in
combination with the
Comparison Graph can
point to areas of strength
and weakness in the
students’ writing.
24
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
A3
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Li l y
Moni el m a
Br i tti e
Vi ci a
Pett
Bi l l i s
Deanet
Fel i o
Char t
Pett
Kenn
Pegi ndr a
Jer t
Howar y
Bober y
Char t
Mi r i na
Gl or ol ar a
Deni ffana
Er i s ti n
Howar y
Vi ca
Fel i o
Bober y
Er i s ti e
Br edr i s co
Wal vadl ey
Er i s ti n
Jer t
Kather tl e
Ser to
Kenn
30/1/2001 F
27/4/2001 F
10/4/2001 F
Dunney
7/4/2000 M
Pi er s on
10/10/2000F
Col l es
2/7/2000 F
Gonzal m es 4/10/2000 F
Huncer
27/5/2001 M
Bel ds
17/10/2000M
Hal er
7/7/2000 M
Hal er
4/8/2000 F
Jor d
22/11/2000F
Pi er s on
27/1/2001 F
Bel ds
3/5/2001 M
Jor d
25/5/2001 F
Al er
15/7/2000 F
Hal er
4/2/2001 F
Edwar ds on 29/7/2001 F
Al er
30/9/2000 F
Huncer
26/2/2001 F
Rhol t
27/10/2000F
Pi el s
16/9/2000 F
Rhol t
16/10/2000M
Al er
11/6/2000 M
Taynol d
16/3/2001 F
Dunter
6/11/2000 F
Bur nol s
2/7/2000 F
Fr ay
4/5/2001 M
Jor d
18/10/2000M
Phi ns ti n
2/1/2001 M
Fr ay
14/1/2001 M
Dunney
22/11/2000F
Y
Y
Y Y
Y Y
Y
Y Y
Y
Y Y
Y Y
Y
Y Y
Y
Y Y
Y
27
26
25
23
22
22
21
20
20
19
18
18
18
17
16
15
14
14
13
11
10
10
9
8
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0
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480
464
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387
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89
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3
3
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Above
Above
Above
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Above
Above
Above
Above
At
At
At
Bel ow
Bel ow
Bel ow
Bel ow
Bel ow
Bel ow
Bel ow
Bel ow
Bel ow
Bel ow
Assessment & Reporting 2014
6 4
5 4 5 4 2 6 5 6
2.271.712.121.712.021.830.192.031.792.39
1.661.251.531.161.411.380.281.631.381.75
3
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Comment
Spel l i ng
Punct uat i on
Sent ence St ruct ure
Paragraphi ng
Cohesion
Nar r ati ve
Vocabul ary
Charact er and Set t i ng
Ideas
T ext St ruct ure
M i ni m um St andard
NAPLAN band
Maxi m um Scor e
Al l Aus tr al i an School s Mean/Pr op
Cl as s Mean/Pr op
Pi er s on
Student
Gi l er
Names
Taynol ds

Score (NAPLAN)
Gender
Abori gi nal
LBO T E
Absent
T ot al Score
Last Nam e
Program Code
Program Code 1
Program Code 2
Program Code 3
F irst Nam e
Class
 The teacher can
Dat e O f Bi rt h
9999 - Fic tional Sc hool
This Writing clipboard
2009 W riting Year 3
report shows all the student
information and the scores
for each of the 10 writing
criteria for one class group
in Year 3.
Audi ence
- analyse common error
responses e.g. most of
the students responded
incorrectly with a ‘b’.
Appendix A
RAAD
The RAAD application and the User Guide are available on the Department of Education website:
www.education.nt.gov.au/teachers-educators/assessment-reporting/nap
NAPLAN Test Papers
NAPLAN test papers, answers, alignment documents and marking guides are available on the Learning Links portal
which can be accessed through the NT Department of Education staff website.
http://ed.ntschools.net/ll/assess/naplan/Pages/default.aspx
25
Assessment & Reporting 2014
Appendix B
National scale of achievement
For each assessed area a NAPLAN scale of achievement has been developed. The performance of Years 3, 5, 7 and
9 students are measured on a single common achievement scale. It is divided into 10 achievement bands
representing increasing demonstrations of proficiency in the skills and understandings of the assessment. This also
enables individual achievement to be compared to the national average.
Every raw score for a test is converted into a NAPLAN scaled score out of 1000. For example, an average Year 3
student’s score is around 400, while an average Year 9 score would be around 580. This is a vertical scale and a
student’s score in 2014 can be compared to their 2010 and 2012 scores to gauge progress.
Student results are reported against the NAPLAN achievement bands. There are 5 separate scales: one each for
reading, writing, spelling, grammar and punctuation (Language Conventions) and numeracy. A score in one assessed
area is not comparable with a score in another test domain.
The achievement scale’s 10 bands are represented across the four year groups, with each year group being reported
across 6 bands. This allows for tracking and monitoring of student progress over time. Refer to the graphical
representation of the achievement scale below.
The second bottom band for each year level represents the national minimum standard (orange). This standard
represents the minimum range of acceptable performance for the given year level as demonstrated on the
assessment. Students whose achievement places them in the band below are identified as below the national
minimum standard (red). For a more detailed description of student reports and the National Minimum Standards go
to:
www.nap.edu.au/results-and-reports/student-reports.html
Students who are below the national minimum standard should receive focussed intervention and support to help
them achieve required literacy and numeracy skills. Students who are at the national minimum standard are at risk of
slipping behind and need close monitoring and additional support.
26
Assessment & Reporting 2014
Appendix C
Means summary sheet
The RAAD Student Distribution screen shows the school and Australian means.
This template can be used to collate and compare all the means. This top level analysis may provide a starting point
for closer analysis and action in certain areas of the curriculum for each year level.
In what areas did our school mean vary greatly from the Australian mean?
2014
Year 3
Year 5
NAPLAN
Mean
Aust
School
Aust
School
Reading
Writing
Spelling
Punctuation and
Grammar
Numeracy
2014
Year 7
Year 9
NAPLAN
Mean
Aust
School
Reading
Writing
Spelling
Punctuation and
Grammar
Numeracy
27
Assessment & Reporting 2014
Aust
School
28
Assessment & Reporting 2014