Answer to NAPLAN Maths Question

Solution:

NAPLAN Maths question

Try this maths question on fractions:

On Monday, 64 customers came to Mr Smith's hamburger shop and 7/8 of them bought a hamburger. On Tuesday, 64 different customers came to Mr Smith's hamburger shop and 2/4 of them bought a hamburger.

What fraction of all customers bought a hamburger on the two days? (Answer: Friday Oct 10)

NAPLAN 2015

(1) Detailed answers to the May 2014 ACARA NAPLAN Tests.

(2) 2015 Kilbaha NAPLAN Trial Tests


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2015 NAPLAN catalogue now available

Download the 2015 NAPLAN catalogue here.

Best wishes,

Bill Healy BSc BA Dip Ed
CEO
Kilbaha Multimedia Publishing (Est 1978)
PO Box 2227
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Australia

t: 03 9018 5376     +613 9018 5376

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Answer

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NAPLAN Maths Question

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Answer tomorrow (Tuesday September 30)

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ACARA Update on Tailored Testing

ACARA has just released the following report:

National Assessment and Surveys Online Program: tailored test design 2013 study

 

Tailored test design is sound, feasible and more engaging

 

Today ACARA is releasing the National Assessment and Surveys Online Program: tailored test design 2013 study.

 

Key findings from completed research by ACARA, which was funded by the Australian Government Department of Education, have revealed that the tailored test design – a key concept in the move to online assessment – is sound, feasible and more engaging for students.                                    

 

The research also found that as many as 50 per cent of students will experience an enhanced assessment experience, particularly high- and low-achieving students.

 

ACARA General Manager, Assessment and Reporting, Dr Stanley Rabinowitz, said today, ‘The tailored test design and online assessment in general have been proven effective in the NAPLAN context.

‘We will get better quality results that are returned quicker, which will benefit governments, schools, parents, teachers and students. We expect to see more engaged students and better informed teachers and parents.’

As students concluded the trials of online tailored test design, they reported feeling more positive and accomplished, regardless of their abilities and educational background. The trials also provided an opportunity for students to be assessed by tests catering to their needs, as well as more accurate and timely diagnostic information about student learning needs.

 

‘ACARA is continuing the research into moving assessment online, and further research results will be available in 2015. The research enables ACARA to continue to fine tune our approach to moving assessment online. We need to keep investing in the research so that when the Education Council makes its decision about the country’s move to online assessment, ACARA, along with our partners, is ready to go,’ said Dr Rabinowitz.

 

‘The sooner we get online, the quicker the benefits can appear for governments, schools, parents, teachers and students. This research shows us the future of assessment for Australian school students, and we know it works. We now need to get on and implement it.‘

 

Read the research paper and a summary of the research paper on the National Assessment Program (NAP) website.

 

Background to the research program

In 2012 ACARA was funded by the Australian Government Department of Education to conduct research to inform decisions on the transition of the National Assessment Program – Literacy and Numeracy (NAPLAN) from paper-based to computer (online) assessments.                                    

 

The initial phase of research, undertaken in 2012, investigated how the test delivery mode (paper versus computer) affected student performance in and engagement with the current NAPLAN tests. The second phase of research, conducted in 2013 and summarised here, investigated the feasibility of the enhanced adaptive test design for NAPLAN online assessments.

 

Learn more about the research program on the NAP website. 

 

Multistage adaptive test design (the ‘tailored test design’)

 

Multistage adaptive test design (the ‘tailored test design’) is where the test difficulty is adjusted to students’ needs. After students respond to a set of test items, they are provided with a subsequent set of items that best suits their observed ability (that is, achievement level). In the proposed tailored test design, students go through three stages containing item sets (testlets) of varying difficulties to complete the test as illustrated in Figure 1: 

 

Figure 1: Tailored test design (TTD). This figure illustrates testlets and six test pathways available in TTD

 

2013 main tailored test design study

 

During 2013, more than 250 schools of satisfactory diversity participated voluntarily in the main tailored test design study. Over 2500 students in Years 3 and 5, and 1500 students in Years 7 and 9 completed either numeracy or reading online tests. Most of the testlets used in this study were created from existing NAPLAN test items that had been rendered to suit the online delivery mode.

 

Learn more about tailored test design on the NAP website.

Related studies
In a related study, students from 16 mainstream schools participated in structured interviews to ascertain how they reacted to the rising and falling pattern of item difficulty, a crucial feature of the tailored test design.
The same methodology was used in a separate study that investigated whether the tailored test design can accommodate the assessment needs of students with socio-educational disadvantage.                                                                          

In another study, ACARA collaborated with the Northern Territory Department of Education to collect information about the extent to which the proposed tailored test design provides a better testing experience for Indigenous students and students in remote communities. In this study, online tests were administered in eight Northern Territory schools, including two very remote schools.

 

Key findings

 

The key findings from these studies are as follows:

• Results of the tailored test design studies show that the delivery of multistage branching tests for NAPLAN online is sound and feasible, and that these tests offer better measurements of student performance, particularly for high- and low-achieving students. The results show that the current measurement model can be used to construct a NAPLAN online measurement scale.
• The psychometric analyses also show that further work is required to finalise the measurement aspects of the tailored test design; in particular, testlet boundaries require further refinement.
• The tailored test design and the proposed branching mechanism work effectively to adapt to the different ability groups. Consequently, well-targeted tests can be administered to different ability groups, thus increasing measurement precision.
• The investigation of cognitive and behavioural engagement of students with the tailored test design showed that multistage testing will provide an opportunity for all students to be assessed by tests catering more fully for their assessment and learning needs.

Third phase of the research program
In August 2014 ACARA began the third phase of its research program with the aim to further refine the measurement aspects of the tailored test design for reading and numeracy tests. This study also includes trialling of grammar, punctuation and spelling test items delivered online, including students listening to spelling items through headphones. The results of this program will be available in 2015.

Detailed answers to the ACARA 2014 May NAPLAN Tests - Year 9 Writing

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Detailed answers to the ACARA 2014 May NAPLAN Tests - Year 9 Language Conventions

 

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Sample response to the ACARA 2014 May NAPLAN Test - Year 7 Writing - "Change a rule or law"

 

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Detailed answers to the ACARA 2014 May NAPLAN Tests - Year 7 Reading

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Detailed answers to the 2014 ACARA May NAPLAN Tests now available online

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Detailed answers to the ACARA 2014 May NAPLAN Tests - Year 7 Language Conventions

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Tailored tests

ACARA has developed a tailored test design, which could be applied to NAPLAN online. The 'tailored test' is a multistage, branching test design that delivers different sets of questions ('testlets') to students depending on their achievement on previous questions. Online delivery of assessments allows the use of a tailored test design to better match questions to an individual student's ability in a way that is not feasible for paper-based testing.

The tailored test design for reading and numeracy was developed and trialled in schools in 2013. Reading and numeracy tests had a number of testlets. Each testlet was developed as a mini-test. Each student completed three testlets.

The diagram and discussion below illustrate a proposal for the potential paths that students may take through NAPLAN online reading and numeracy tests:

All students at each year level start with the same set of questions (testlet A). The computer system scores the student's answers automatically and the student then progresses to a second testlet. The second testlet may be easier (B) or more difficult (D) than testlet A, depending on the student's achievement.

At the end of the second testlet, the student is directed to a third testlet, again depending on achievement. The final testlets are of varying difficulty: hard (F), medium (E), easy (C).

Proposed tailored test designs for grammar and punctuation, and spelling will be trialled in 2014.

Benefits of this tailored test design include the following:

• Tailored tests provide a more precise measurement of student performance. This design allows for greater differentiation of students by using a wider range of question difficulty, without adding to the length of the test for each individual student.
• Trials of the tailored test design suggest that students are more engaged with tests that adapt to their achievement. Students who struggle with the initial set of questions are given questions that are more suited to their ability, so that students are less likely to become discouraged as they progress through the tests. High-achieving students are given questions that better challenge their abilities.
• The tailored test design has the potential to reduce anxiety in students who may find the current paper-based format of NAPLAN too challenging.
• While each student will still answer the same number of questions as for the paper tests, the number of items in the whole test is larger. As a result, a wider range of aspects of the curriculum can be tested across the NAPLAN cohort.

ACARA's online assessment research continues with a second trial of the tailored test design in 2014. The trial will finalise the targeting and measurement aspects of the tailored test design. The research will also investigate how testlets will be trialled for the new design and how the testlets will be used to construct NAPLAN online tests. Fully branching tailored tests in reading and numeracy will be trialled as well as new options for grammar and punctuation, and spelling.
For more information about upcoming trials, please contact: onlineresearch@acara.edu.au.

NAPLAN Online Trials

ACARA reports that: Online trials off to a good start

Since 2012, ACARA has been undertaking a range of research activities to look at the feasibility and practicality of delivering NAPLAN tests in an online environment. Delivering tests online gives opportunities to administer better testing, primarily through tailored testing (where test questions are tailored to the individual student’s ability), and to provide faster turnaround of results..
Between 18 August and 12 September this year, 300 schools are taking part in a study to finalise the targeting of the test design and its branching mechanism; that is, the way students are directed to certain sets of questions based on their demonstrated abilities. During the trials to date:

• Testing has taken place in 56 schools in New South Wales, Victoria, Tasmania, Australian Capital Territory, South Australia, Queensland and Western Australia.
• Two hundred and six test sessions in numeracy, reading, grammar and punctuation, and spelling have been delivered.
• Students have completed over 5800 tests.
• The first ever spelling tests via audio files have been trialled to 325 students in South Australia.

For more information on the online trials, see the NAP website.

Sample response to the ACARA 2014 May NAPLAN Test - Year 5 Writing - Change a rule or law

Kilbaha has published a sample response to the ACARA 2014 May NAPLAN Test - Year 5 Writing "Change a rule or law".

Read a sample response to this controversial topic.

 

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Detailed answers to the ACARA 2014 May NAPLAN Tests - Year 5 Numeracy

 

Kilbaha Multimedia Publishing has published the detailed answers to the ACARA 2014 May NAPLAN Tests - Year 5 Numeracy.

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2014 Kilbaha VCE Trial Exams

All orders for the 2014 Kilbaha VCE Trial Exams received up to and including Monday September 1, 2014 have been supplied to schools. http://kilbaha.com.au

NAPLAN resources

NAPLAN resources

Numerous NAPLAN resources are available at

http://kilbaha.com.au

Detailed answers to the ACARA 2014 May NAPLAN Tests - Year 5 Reading

Kilbaha Multimedia Publishing has published the detailed answers to the ACARA 2014 May NAPLAN Tests - Year 5 Reading.

An essential teaching resource for all schools.
 

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Detailed answers to the ACARA 2014 May NAPLAN Tests - Year 5 Language Conventions

Kilbaha Multimedia Publishing has published the detailed answers to the ACARA 2014 May NAPLAN Tests - Year 5 Language Conventions.

An essential teaching resource for all schools.

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Sample response to the ACARA 2014 May NAPLAN Test - Year 3 Writing - Change a rule or law

Kilbaha Multimedia Publishing has published a sample response to the ACARA 2014 May NAPLAN Test - Year 3 Writing "Change a rule or law".

Read a sample response to this controversial topic.

 

An essential teaching resource for all schools.

 

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Detailed answers to the ACARA 2014 May NAPLAN Tests - Year 3 Numeracy

Kilbaha Multimedia Publishing has published the detailed answers to the ACARA 2014 May NAPLAN Tests - Year 3 Numeracy.

An essential teaching resource for all schools.
 

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Detailed answers to the ACARA 2014 May NAPLAN Tests - Year 3 Reading

Kilbaha Multimedia Publishing has published the detailed answers to the ACARA 2014 May NAPLAN Tests - Year 3 Reading.

An essential teaching resource for all schools.
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Detailed answers to the ACARA 2014 May NAPLAN Tests - Year 3 Language Conventions

Kilbaha Multimedia Publishing has published the detailed answers to the ACARA 2014 May NAPLAN Tests - Year 3 Language Conventions.

An essential teaching resource for all schools.

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Detailed answers and responses to the ACARA May 2014 NAPLAN Tests

Kilbaha Multimedia Publishing is pleased to announce that the detailed answers and responses to the ACARA May 2014 NAPLAN Tests for Years 3, 5, 7, 9 are now available.

You get detailed explanations for all answers as well as sample responses for the Writing Task

Great teaching resource.

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Important: We do not supply the questions. These are copyright ACARA.

Results of NAPLAN 2014

Release of 2014 NAPLAN summary (preliminary) information

2014 NAPLAN summary (preliminary) information published: overall student achievement has remained stable across over the 2008–2014 and 2013–14 periods, with some increases in reading and grammar and punctuation across the 2008–2014 period, and a slight decline in writing.

 

The NAPLAN summary information, released today, provides comparable data for the nation and for states and territories for each year level (Years 3, 5, 7 and 9) and for each test domain (reading, writing, spelling, grammar and punctuation, and numeracy).

 

The report compares 2008 and 2013 results with 2014 results, except for writing where the comparisons are for 2011 and 2013 with 2014. As each new year of NAPLAN data is added, the nation obtains a more useful picture of large-scale (state, territory and national) NAPLAN performance trends over time.

 

See the results on the NAP website

This information is being released four weeks earlier than in the past. The early release reflects and builds on the Australian Government commitment for a faster turnaround of NAPLAN information. ACARA, with jurisdictions and contractors working together, has worked to shorten the analysis time and an earlier release of the summary information.

 

Individual student reports will also be released earlier than in past years (the exact timeframe varies between states and territories) with some individual student reports released to parents before the end of August.

 

Read the ACARA CEO’s open letter to parents (PDF 83 kb) about bringing NAPLAN results home.

 

The preliminary findings – 2014

 

The preliminary information shows that overall student achievement at state/territory level has remained stable across 2013–14, and for reading, and grammar and punctuation has increased across the 2008–2014 period.

 

• Reading: The increase in performance relative to 2008 has been maintained in Years 3 and 5. There was no substantial change relative to 2013 performance in any year.
• Spelling: There was no substantial change in spelling relative to 2008 or 2013 for any year.
• Grammar and punctuation: Results for Years 3 and 7 indicate improvement on 2008 results. There was no substantial change relative to 2013 results.
• Numeracy: There was no substantial change relative to 2008 or 2013 performance in any years.
• Writing: Performance in all years appears to be lower compared to 2011. There appears to be a greater decrease relative to 2013 performance with Years 3 and 5 than Years 7 and 9.
• National minimum standard: The summary results also indicate that there has been some movement (up and down) in the number of students at or above the national minimum standard compared to 2013, although these are within the range that has been observed over last few years.

 

ACARA does not consider that the decline in NAPLAN writing results represents an overall decline in writing standards. The decline may be partly because the writing task did not engage some students. It might also be because, for the first time, schools were not told in advance the style of writing that would be tested – persuasive or narrative – requiring students to be prepared to answer one or the other. ACARA is investigating these and other factors.

 

There is some evidence of a small increase in zero scores awarded to some students. This might mean that some students either did not understand the task or they were expecting a narrative task.

ACARA will continue with the arrangement of not announcing the style of writing to be tested. We will explore the use of different tasks for primary and secondary students. We will also consider using more than one style of writing. We believe that if there is a focus on teaching the full range of styles of writing, then results should improve.

 

How is the writing task developed?


An information timeline on how writing questions are developed and trialled can be accessed on our website.

See the information timeline (PDF 1.5 mb)


NAPLAN – The future – Moving assessment online

ACARA has been working closely with partners and stakeholders in preparation to move assessment online. Moving NAPLAN online will deliver significant benefits that include:

• tailoring of tests to students ability to better meet and assess the full range of student ability
• increasing the reliability and validity of the assessment for all students with no increase in testing time
• significantly reducing time for providing feedback on student performance to students, teachers and parents.

 

NAPLAN will be linked to the Australian Curriculum from 2016. An assessment framework is being developed that articulates which elements of the Australian Curriculum: English and mathematics will be the subject of assessment through NAPLAN.

 

Withdrawals

 

Over one million children took the NAPLAN tests in 2014. Illiteracy and innumeracy are high stakes. Parents and carers of these students will soon receive nationally comparable data that allow them to see their child’s strengths and/or areas for development. Approximately 2 per cent of children in Years 3, 5, 7 and 9 withdrew or were absent from NAPLAN this year. ACARA is disappointed with any student’s non-participation; however, participation remains high and more than sufficient to provide reliable and robust achievement data. 

 

Australian Curriculum, Assessment & Reporting Authority Level 10 255 Pitt Street Sydney, NSW 2000 Australia

Copyright © 2014 ACARA All rights reserved

Mathematics Workbooks

Attention Mathematics Teachers (Please forward)

Mathematics Workbooks for Years 5, 6, 7, 8, 9

(1) In the Running for the Olympics

(2) In Training for the Olympics

(3) In Search of the Holy Grail

• New editions for 2014
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• Perfect for start of term work
  
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• Normally $20
• Web Special for $5
• Save $15
  
• Go to http://kilbaha.com.au
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Sloppy educational research

If you want to read a piece of really sloppy educational research, have a look at this from the Whitlam Institute.

http://www.whitlam.org/the_program/high_stakes_testing

See ACARA's response below

ACARA rejects conclusions of Whitlam Report

19 May 2014
ACARA disagrees with the conclusions of the Whitlam Institute report (due to be released 20 May). The conclusions do not reflect the discussion in the report and appear to be based on poorly constructed questions and unclear interview protocols.
There is evidence contained in the report that is not reflected in the conclusions, for example:

• 50 per cent of teachers say that NAPLAN information is useful.
• There are nine ways in which NAPLAN data have been used to help schools make judgements on curriculum and teaching style.
• 70 per cent of parents surveyed believed the information provided by NAPLAN to be useful.
• 50 per cent of parent respondents viewed NAPLAN positively.
• Principals also provided useful examples where they were using NAPLAN to drive school improvement.

While ACARA welcomes any feedback which is directed at improving NAPLAN, this report is unhelpful as it continues to perpetuate myths and inaccuracies about NAPLAN.
Beyond the headline seeking conclusions in the report, some of the data in the body of the report will be useful and can guide continuous improvement for NAPLAN.
NAPLAN looks at what level students are achieving in literacy and numeracy against the national standard and compared with their peers throughout Australia. Schools and governments can then provide support where it is most needed. NAPLAN is not high-stakes for students. NAPLAN is not pass or fail. It has no immediate consequences for children. It benefits students by identifying areas for development.

Latest upate from ACARA

NAPLAN has just concluded for the seventh year with more than 1.1 million students and more than 9500 schools taking part. It does not come as a surprise that some children dislike NAPLAN. Not many children like taking tests at any time, but this should not be used as the basis to stop testing or make calls for assessment to be scrapped.
                                   
We are concerned whenever we hear that any child experiences anxiety during test situations. Some nervousness is natural – just as a child may find other school events a little confronting. The adults in children’s lives must put NAPLAN into context. Parents and carers should treat NAPLAN test days just like any other school day, as children take signs from their parents and carers about how to handle events where they are likely to be nervous.
                                   
The Australian Curriculum, Assessment and Reporting Authority’s (ACARA) mission is to improve the learning outcomes for young Australians and it is our role to ensure that misconceptions, as highlighted in the conclusions of this report, are corrected. Illiteracy and poor numeracy are high-stakes. Every adult in Australia should care about making sure children are well-equipped in these areas and that school leaders and governments know where to direct additional support to where it is most needed.

http://www.acara.edu.au 

Thanks to everyone

Thanks to everyone who has used our Blog in the lead up to NAPLAN 2014. We hope you have found it interesting and informative. Don't forget to take advantage of our
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Bill Healy BSc BA Dip Ed
CEO
Kilbaha Multimedia Publishing (Est 1978)
PO Box 2227
Kew Vic 3101
Australia

t: 03 9018 5376     +613 9018 5376

f: 03 9817 4334     +613 9817 4334

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2014 NAPLAN has finished

NAPLAN over for another year. Specials will remain until the end of May. http://kilbaha.com.au

Bill Healy BSc BA Dip Ed
CEO
Kilbaha Multimedia Publishing (Est 1978)
PO Box 2227
Kew Vic 3101
Australia

t: 03 9018 5376     +613 9018 5376

f: 03 9817 4334     +613 9817 4334

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skype: kilbaha
e: kilbaha@gmail.com
w: http://kilbaha.com.au
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ABN: 47 065 111 373

2014 NAPLAN continues today with Numeracy Tests

2014 NAPLAN continues today with Numeracy Tests for Years 3, 5, 7, 9.

Get your free Maths CD from Kilbaha Multimedia Publishing.
Go to http://kilbaha.com.au for details.

2014 NAPLAN continues today with the Reading Test

2014 NAPLAN continues today with the Reading Test for Years 3, 5, 7, 9.

Get your free Maths CD from Kilbaha Multimedia Publishing.

Go to http://kilbaha.com.au for details.

2014 NAPLAN starts today

Best wishes to all schools, teachers, parents and students for the 2014 NAPLAN Tests which start today. Enjoy the experience.

http://kilbaha.com.au

 

Bill Healy BSc BA Dip Ed
CEO
Kilbaha Multimedia Publishing (Est 1978)
PO Box 2227
Kew Vic 3101
Australia

t: 03 9018 5376     +613 9018 5376

f: 03 9817 4334     +613 9817 4334

m: 0413 425 374   +61413 425 374
skype: kilbaha
e: kilbaha@gmail.com
w: http://kilbaha.com.au
w: http://naplan.com.au

ABN: 47 065 111 373

New article from ACARA

Here is the most recent publication from ACARA about NAPLAN 2014

"Finishing NAPLAN: a parent's perspective                             

In this ACARA Update, we talk to Julie Sengelman. Julie is based in Canberra and has a daughter completing NAPLAN in Year 9 this year. Her daughter is just one of thousands of Year 9 students who were the first group of Year 3 students to take the NAPLAN test when it was introduced in 2008. In this chat with Julie, we ask her about her and her daughter's experiences in taking the NAPLAN test in Years 3 and 5 in NSW, and Years 7 and 9 in ACT. As you will read, Julie has found NAPLAN to be a useful tool in tracking her daughter's progress not only across the years, but also across states and territories.  It is important to remember that NAPLAN is not a pass/fail test. It simply looks at what level students are achieving in literacy and numeracy against national standards and compared with student peers throughout Australia. The best way for those students taking NAPLAN across Years 3, 5, 7 and 9 next week is to relax and treat it as just another day of the school program; and for parents to urge their children to do the best they can on the day. NAPLAN is coming up, how are you going to prepare your child for the tests? A good night’s sleep and a decent breakfast! Did Alex, your daughter, ever feel a bit nervous before the tests? If so, what advice would you give other parents who are concerned about their child sitting their first NAPLAN tests? She never appeared to be nervous and treated it like a normal day. As a parent, you can either positively or negatively influence how they are going to approach the test. If you are relaxed about it and the messaging from the school is the same, there is no reason why a child should be worried about doing the test. My advice would be to treat it as a normal day. What you want is to try and get a realistic picture of how your child is performing against their peers, so trying to prepare beforehand would be counterproductive. This will be the last year that your child is taking NAPLAN. How has NAPLAN helped you track Alex's progress in numeracy and literacy across the years? It has been really useful to see whether they were on the right track in school and whether or not there were any issues that needed to be worked on. If there was a difference in a particular convention from year to year, then it was useful to be able to go to a teacher–parent interview with questions as to why that might be the case. Have you found NAPLAN to be beneficial in comparing your daughter's progress to that of her peers in their school, state and nationwide? It has given me confidence that she is performing well alongside her peers and that there are no obvious issues which have been identified or need further investigation. Moving from NSW to ACT, I was interested to see whether the school performed differently and whether my daughter’s results were likely to change as a result.   What are the main benefits to you as a parent for your child sitting the NAPLAN tests? As a parent, you have an idea that your child might be doing OK in school, but the NAPLAN tests put some validity around that, and give you a measurement tool to assess and track how they are going. Anything else you would like to add? As a Defence family member, I find that NAPLAN and the My School website are fantastic resources for parents when they are moving interstate, and a good starting point when looking for a school. Obviously, there is more to it than that, such as finding a school that will be the right fit for your child and talking to people in your new location as well as visiting a school, but it is a great place to start."