Analysing NAPLAN Results Using SMART

Version: 14 June 2012
Analysing NAPLAN results using SMART
TABLE OF CONTENTS
INTRODUCTION
Undertaking NAPLAN Analysis
SMART data login
About the Reports tab
About the Data Analysis tool
Percentage in Bands
Trend data
School Growth
Student Growth
Means and Standard Deviations
11
Item Analysis
15
Relative Achievement
16
Using The NAPLAN School Performance Analysis
18
Template
o
Focus Questions For NAPLAN School
19
Performance Analysis School

Sample
o
Focus Questions For NAPLAN School
32
Performance Analysis - Template
Analysing NAPLAN results using SMART (Version: 14 June 2012)
INTRODUCTION
Analysing NAPLAN results using SMART provides schools with a resource to help better understand
their performance on literacy and numeracy measures. It allows schools to critically evaluate their
performance and contribute diagnostic information to the schools evidence base.
The diagnostic information will assist teachers to identify student learning needs. It is essential that
data presented from NAPLAN must be analysed within the schools broader context. Schools in the
NSW DEC serve a great variety of types of communities and therefore operate in a variety of
conditions that impact student achievement and school performance.
The focus of school improvement is to increase the learning outcomes for all students. All schools
have the potential to increase the learning outcomes of their students. An effective approach to
analysing student achievement and school performance is to identify strengths and areas for
improvement. This approach allows for the fact that the starting points for a school can be very
different to other schools, including the schools located nearby.
School performance in comparison to the state mean is not always a sufficient measure for analysing
by itself. It is often helpful to analyse school performance in relation to other comparisons that take
account of socio-economic and social-education factors. Against Index of Community SocioEducational Advantage (ICSEA) values, a school might be performing much better than predicted or
not as well as predicted. Therefore, consider using the statistically similar school group (SSG)
comparisons in data analysis.
Schools may be performing below the state mean but may have high growth between testing points
in time. Growth is a valuable measure of school improvement that is specific to the students at the
school and demonstrates what impact the school has had on student performance.
UNDERTAKING THE ANALYSIS

Analysis of NAPLAN using SMART can be undertaken by an individual or by a team of people,
depending of the size of the school and the staff available to undertake the task. In larger schools
there may be different staff members completing the analysis for each year level. For example a
central school may have four staff members doing the analysis, one for each of Year 3, 5, 7 and 9.
A primary school may have two staff members analysing, one each for Years 3 and 5. A high school
may have staff members analysing for both Years 7 and 9.
Schools will need to have access to the SMART website and a copy of the relevant analysis
spreadsheets to analyse school performance in comparison with the state and other relevant
comparison groups.
The NAPLAN SMART data provides a wealth of information on student performance in literacy and
numeracy. This resource aims to support principals, teachers and school self-evaluation teams to
gain a deeper understanding of the data analysis functions in SMART.
The data collected in the templates at the end of this document will/can be used by the school in
developing their findings. These findings can be added to the schools evidence base which will assist
in determining future priorities, outcomes, targets, strategies and indicators.
SMART DATA LOG-IN

After logging into the DET Portal and entering the SMART website via the My Application tab, the
Welcome screen will appear. Once you have read the Education Regulations 2009, select the test
you would like to view and click on the Agree button.
Once the Agree button is clicked, your School Summary screen will appear.
This screen displays a snapshot of data for your school. There are various ways to access data about
your school. Firstly we will access downloadable school reports. Click on the Reports tab
ABOUT THE REPORTS TAB

The screen shows a listing of all available Reports for the selected calendar year, test and school
year. By clicking on the name of the report (left side), the document will open as a PDF file.
School Report
All Reports
Screen Shot
Description of Report
Collection of all static table reports
School Summary
The School Summary report displays

summary statistics of means, percentages
in bands, item performance and nonparticipation.
Means and
Standard
Deviations
The Means and Standard Deviations

section of the report displays the means
and standard deviations for pre-defined
standard school groups, across all test
aspects. Scales scores between test
aspects should not be compared, due to
different skills being assessed in each test
aspect. With each test aspect
representing different skills, it is
misleading to compare results across test
aspects.
Percentage in
Bands
The Percentage in Bands section of the

report displays the percentage of students
that are below national minimum
standard (also listed by name). This table
excludes exempt students. The report
provides a summary of each of the bands
and how your school is performing in
comparison with the state, region and
other groups.
Analysis by
Question
Options
The Analysis by Question Options report

displays the percentages of students
choosing each question option, in
comparison to the state. The cells are
outlined in black or coloured in different
shades of grey dependent on the
difference in percentage scores from the
state eg. 10% or more above or below.
Student
Response
Analysis
The Student Response Analysis report

displays individual student responses to
each test item in order of difficulty and
student achievement. Each test aspect
commences on a new page of the report.
The cells contain different icons (eg. *, -)
or letters (eg. A, b, c, d) to indicate the
individual students response for each test
item.
Student Growth
The Student Growth tables show student

scores form current to the previous
testing session for matched students
Student Scores
and Bands
The Student Scores and Bands table

shows students in A-Z order with scores
and bands for each test aspect
School vs State
Item Summary
The School vs State Item Summary table

shows item performance relative to the
state eg. 10% above/below the state
NonParticipation
The Non-Participation section of the

report displays the number of students
who were absent, withdrawn or exempt
from the assessment.
ABOUT THE DATA ANALYSIS TOOLS

Click on the School Analysis tab along the top bar. This will open to the first of a variety of analysis
tools. The tools are located in a vertical column on the left side of the screen.
Analysis tools
For more detailed

information about
the Data Analysis
Tools, click on the
e-learning
dashboard.
Percentage in Bands
This analysis tool provides detailed information on student groups and their performance relative to
the region, state and other groups in specific performance bands. There are three years worth of
data displayed at once, which allows the school to see if there have been changes in the number of
students achieving in the various performance bands.
This graph can be important for schools that are performing below the state mean. The graphs may
show value added through the movement of students from lower bands into higher bands by
increased percentages in the higher bands.
Care must be taken when using this information with schools that have less than ten students being
assessed in the group. In schools with small numbers each individual student is worth a large
percentage and this may make using percentages in a band misleading.
Percentage in Bands
Trend Data
The Trend Data screen displays the trends in test means (averages) over time for your school, your
region and the state. You can analyse the data for each of the various test aspects.
There will be up to five years worth of data displayed, which allows your school to see if there have
been changes in trends over time.
These graphs, along with the others found in SMART, are designed to help your school consider the
factors that have contributed to its performance.
Comparing the patterns of performance in the Trend Data graphs for the various test aspects will
assist your school in identifying areas of strength and areas for further investigation.
Consider your schools context and the factors influencing your school results when interpreting
Trend Data.
Trend data
School Growth
The School Growth screen compares the achievement of your school in terms of average growth in
tests scores for the selected test aspect compared with the State, Region or School Education Group
(SEG), or selected Comparative School Group (create with the Manage Groups facility).
The data in this screen set should be considered with the school level data that is provided in the
Student Growth screens, i.e. the Expected Growth and Percentile Range data.
Examine the patterns of student performance relative to the comparison groups to assist you in
identifying areas of strength and areas for further investigation.
Consider your school context and the factors influencing your school results when interpreting data
from School Growth.
School growth
Student Growth
Data from this section is particularly important to all schools. Schools that are not achieving the state
mean may still be providing the environment for students to achieve the expected growth in literacy
and numeracy. Likewise a school that may be at the state mean or above may not have appropriate
growth occurring for their students.
Growth on the NAPLAN scales varies depending on prior scores and because of this, a measure
based on the percentage of students achieving expected growth is more useful for diagnostic and
school planning purposes than a measure based on average growth alone. In general, there is a
tendency for expected growth to be higher when you start with a low prior score than from a higher
prior score.
In using the growth data in SMART, it is important to recognise that:
most students have a growth figure in a relatively small range around the state average
the expected growth value thresholds should be considered interim until sufficient data (at
least 3 years) are available over time to provide confidence in the measure .
The Student Growth screen allows you to identify average scaled score growth, the percentages of
students in growth percentile ranges and the percentage of students achieving expected growth for
the selected test aspect. You can compare this information to a standard school group, state, region
or custom school group.
The Student Growth graph and table, along with the others found in SMART, are designed to help
you consider the factors that have led to student achievement being above or below the state and
/or region performance.
Examine the patterns of student performance relative to the comparison groups to assist you in
identifying areas of strength and areas for further investigation. Consider your school context and
the factors influencing your school results when interpreting Student Growth. After this, areas that
you wish to explore further may be identified.
The areas which you have undertaken for further analysis may highlight issues that have implications
for classroom teaching, school programming and the school plan.
Student growth
10
Each arrow on the Student Growth graph represents an individual student.

Look at the variation in the length of the arrow. From 2010 NAPLAN growth in SMART is calculated
using only NAPLAN data so it is different from previous years. Generally, the lower the starting point
scores that students have, the higher their expected growth will be.
Note that the scores that students need to achieve to display an orange arrow (i.e. achieve expected
growth) are greater towards the left of the graph than towards the right.
About the arrows:
Arrows that finish below the lower reference line indicates

that the students progress was amongst the lower 25% of
the State for students achieving the same result in the
previous assessment year.
Arrows that finish between the lower and upper reference

lines indicate that the students progress was amongst the
middle 50% of the State for students achieving the same
result in the previous assessment year.
Arrows that finish above the upper reference line indicate that the students progress was amongst
the higher 25% of the State for students achieving the same result in the previous assessment year.
Note: There should be caution in
drawing conclusions about growth
for students who have very high
prior and present achievements (i.e.
have achieved in the top band). Due
to the characteristics of the tests, a
small change in the number of
correct responses for these
students is likely to have a
disproportionate impact on their
growth, in comparison to students
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demonstrating achievement in the

middle and lower bands.
For any atypical achievement, consider all factors influencing the students performance at both
testing points, as well as other school-based assessment information available.
Expected growth is a NSW calculation and may not necessarily reflect the national growth figure
produced by ACARA.
About the tables:
The data in the table will display the average

scaled score growth for the groups you have
selected e.g. the state, region and student
group.
The table also includes a summary of your

schools students in each percentile range.
The Expected Growth section of the table shows

the percentage of students who achieved less
than the expected growth for their starting score
and the percentage of students whose growth
was equal to or above the expected growth for
their starting score.
12

This table contains information on the performance of year groups of students in the school,
relative to the state performance, for the various aspects of the assessment.
Means and Standard

Deviation
The mean (average) is used as a measure because in living systems data often follows a
bell curve (normal distribution), which is symmetrical in shape.
The bell curve (normal distribution) shows the spread of results from NAPLAN
Majority of students score around
the middle (mean)
Few students get low results
Fewer students get high results.
The mean is useful when the data fits this bell curve shape as it indicates where most
students are scoring.
The mean gives the middle value.
The standard deviation is a figure also found on the table. It measures the spread of data.
For bell curves where there is a high standard deviation, the data is spread out and the
curve flattens, meaning there is more variety of scores.
For a low standard deviation the data is more tightly bunched. The curve becomes taller,
meaning there is less variety of scores.
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Issues with data

Because the mean is a measure of the middle, half of all schools in the state will be below the mean.
In NSW there are about 1600 government primary and 400 secondary schools. If your school is
below the mean it does not mean it is a failure. Where schools are of concern is when they are
below the state mean AND when the average growth for students is not at state or better.
If a Year group of students has fewer than ten students being assessed it is difficult to use the mean
as it can be influenced by extreme results. For example one student performing exceptionally well or
exceptionally poorly will have an impact.
Only Year groups of five or more students are given on the school average report and the same rule
above applies
If the majority of students score at the extreme ends of NAPLAN, the shape of the graph
may not look like a bell curve. In this case the mean is a meaningless measure.
Normal Distribution (Bell curve) with effect sizes
14
Calculation spreadsheet result and corresponding standard deviations with

suggested response
Result on calculation
spreadsheet
Range of Standard
Deviations () from state
School response
Well below state
Below -0.5
External intervention may be required to

address problem Action plan may be needed
Below state
Between -0.5 and -0.2
Action plan may be needed following analysis
Within state
Between -0.2 and 0.2
Action plan to improve above state
Above state
Between 0.2 and 0.5
Growth charts may need to be examined
Well above state
More than 0.5
Growth charts may need to be examined
As NAPLAN has a scale from 0 to 1000, schools may find it difficult to interpret their results.
The data from the Means and Standard Deviation table can be entered into the calculation
spreadsheet, which will indicate if your school results are of concern or within state parameters. Just
because the school mean may be below state does not indicate there may be a problem.
To access the NAPLAN analysis spreadsheet go to eLearning at the top of the Means and SD page of
SMART and click on Key Messages. Then click on next slide to access the link for Mean Calculations
and scroll down to Means and Standard Deviations. This spreadsheet allows you to calculate the
effect size of school means relative to the State and Region means to give an indication of whether
the school is well above or well below.
Using the calculation spreadsheet
Enter the data from the Means and Standard Deviation table into the spreadsheet. If you wish to do
it for individual groups you can copy the spreadsheet and enter, for example, the information for
boys, girls, ATSI etc.
15
Once you have entered the values from the table of results from the SMART data the spreadsheet
will indicate the performance of the school relative to the state mean for that year group.
The result for the above data indicates that the school has a problem in the reading aspect based on
the school mean relative to the state.
Note: Remember the size of the group when interpreting results as mentioned in the section above
Item Analysis
The Item Analysis screen displays the details of an assessment item, including the skills
assessed, syllabus references and ESL scales. Each question from the test booklet can be
viewed.
When you click on a question (or on Expand) you can view which students answered the
question correctly or incorrectly, and access the Distractor Analysis (for Numeracy only) and
teaching strategy for each test item. Also analyse, sort and filter graphs of school
performance in each test aspect.
Examine the patterns of responses by groups of students to assist you in identifying areas of
strength and areas for further investigation.
Consider your school context and the factors influencing your school results when
interpreting data from Item Analysis. From this, identify areas that you wish to explore
further.
The areas which you have undertaken for further analysis may highlight issues that have
implications for classroom teaching, school programming and the school plan.
Item analysis tool
There are two tabs:

The Grid tab displays the test items and information about each item for the selected test
aspect, such as Difficulty, Band, School % Correct and Group % Correct, etc.
The Chart tab displays the test item data graphically.
16
Band Predictor
The Band Predictor screen shows how the percentage of students in the bands would change if the
results of every student who sat for the test, changed by the selected number of raw marks (using
the + or buttons). The graph displays this prediction in the form of an additional column shared in
red.
Warning The Band Predictor graph should be interpreted with caution. The graphs demonstrate
the effect that a set change in correct responses (raw marks) for every student would make to the
band distribution based on the results of the current year only.
Note the number of additional questions a student needs to answer correctly in order to progress
to a higher band varies depending on the students current level of achievement and location within
the band.
Band Predictor is best used as a discussion starter. For example, in the case where students have
inadvertently missed some questions in the assessment, you may like to use the analysis provided
for reflection.
Band predictor tool
17
The Relative Achievement screen displays assessment results plotted for two selected test aspects.
The graph shows how each student in the selected group has performed in each of the two test
aspects.
The Relative Achievement graphs can be used to provide broad indicator differences in performance
for the selected tests in NAPLAN. It is recommended that the graphs be used as a general indicator
to consider a schools or groups performance in comparison to state performance patterns.
Examine the patterns of student performance relative to the comparison group to assist you in
identifying areas of strength and areas for further investigation.
Consider your school context and factors influencing your school results when interpreting data from
Relative Achievement. From this, identify areas that you wish to explore further.
The areas which you have undertaken for further analysis may highlight issues that have implications
for classroom teaching, school programming and the school plan.
Relative achievement
tool
The graph plots the achievements of individual students (represented by a circle) on the basis of
their achievement relative to two test aspects. The graphs also display bands for the two selected
tests.
The students scores are plotted in relation to the State Reference Line, which provides a measure of
relative achievement for students across the state.
If there is no State Reference Line this is an indication that there is a weak correlation between the
chosen test aspects. You should re-select the axes to be of a similar strand e.g. Reading and Writing.
Note
The test scales that comprise NAPLAN, namely Reading, Writing, Grammar and Punctuation, Spelling
and Numeracy, are developed on different scales and assess different skills. Because of this, it is not
appropriate to directly compare scaled scores for these different tests. The Relative Achievement
screen in SMART compares student achievement on one test scale with the average achievement of
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all other students in the state across the range of scores, as represented by the State Reference
Line.
The Relative Achievement graphs then can be used to provide a broad indictor of differences in
performance for the selected tests in NAPLAN. It is recommended that the graphs be used as a
general indicator to consider a schools or groups performance in comparison to state performance
patterns.
USING THE NAPLAN SCHOOL PERFORMANCE ANALYSIS TEMPLATE

The school performance analysis template will allow schools to analyse their performance on
NAPLAN through a series of focus questions on the types of data that is available from the SMART
website.
When answering the questions the school will be able to identify areas of strengths and areas of
focus. The template can be used for a particular year level Year 3, 5, 7 or 9, or it may be used in
groups, Years 3 and 5, Years 5 and 7, Years 7 and 9. A sample filled-in template is included and the
information for this template comes from the demo school data that is in the SMART system.
As the focus questions are completed the sections on area of strength (where results are better
relative to the state or sections have good results) are completed. The areas of focus (where results
are worse relative to the state) are completed.
The combinations of the responses in these two areas form the findings from the NAPLAN school
performance analysis.
19
20
FOCUS QUESTIONS FOR NAPLAN SCHOOL PERFORMANCE ANALYSIS

SAMPLE SCHOOL:
Large primary school in regional NSW
Number of students
Aspect
63 x Year 5 students
Reading
Cropped screen shots have been taken from the online SMART Reports tab and inserted in the relevant sections below.
REPORTS TAB
Focus Questions
School vs State Item
Performance Summary
Results
Correct response 10 or more above state population

percentage
Which questions were

answered well by the
school?
17 Identifies a character's attitude
Which questions were

poorly answered?
Correct response 10 or more below state population

percentage
Were there common

errors made by the
students?
11 Recognises the purpose of a text feature

12 Links information/ Recognises main idea
16 Generalises about a character
19 Identifies a common point of view
20 Makes links
34 Interprets effect of a character's words
Incorrect
response
10 or
more(Version:
above state
population
Analysing
NAPLAN
results using
SMART
14 June
2012)
percentage
12 Links information/ Recognises main idea
Area of Strength
60% of the state achieved

the correct response for
question 17. The school
had 70% achieve the
correct response.
Area of Focus
Priority questions for

investigation
11: state 74%, school 52%
12: state 43%, school 33% *
16: state78%, school 67%
34: state 23%, school 6% *
12: state 43%, school 33%,
37% chose the same
alternative response
17% chose the same
24% chose the same
21
49% chose the same

Means and Standard
Deviations
The school is below state

and region mean.
Group (Above / below)

ATSI (Above / below)
Within normal?
Problem?
Size of group less than
10?
Boys are significantly below

state and region mean.
Girls are below state and
close to region mean.
Insufficient numbers of
Aboriginal and LBOTE
students to provide data.
Student Results
Students in
highest band
Students in
lowest band
Band 8 Reading:
B,T,S,C,K,J
2010 - 7 students in lowest

band, similar to 2009. Both
years higher than 2008.
Band 3 Reading:
I,Z,B,C,J,J,T
22
2010 - 6 students in highest

band compared to 3 in
2009.
However still lower than
2008 where there were 7
students in Band 8.
Percentages in Bands
Movement of students
in bands across years?
Increase the percentage of

students in Band 8.
Different groups
performing better
relative to state?
Reduce the percentage of

students in lower bands.
Band 8 Below SSG, state, region and SEG

Band 7 Similar to SSG and region, lower than state, same
as SEG
Band 6 Similar to SSG, state, region and SEG
Band 5 Higher than state, one lower than SSG, region and
SEG
Band 4 Higher representation in this band compared to
SSG, state, region and SEG
Band 3 - Higher representation in this band compared to
SSG, state, region and SEG
23
Analysis by Question
Options
Incorrect answers
State: The percentage of
students achieving the
correct response was
below 75% for 22 of the 35
questions.
Correct answers
School: The percentage of

students achieving the
correct response was
below 75% for 27 of the 35
questions.
School: 8 questions were

answered correctly by
more than 75% of the
school
Questions requiring
attention:
2, 10, 11, 12, 13, 15, 16, 17,
18, 19, 20, 21, 22, 23, 24,
25, 26, 27, 28, 29, 30, 31,
32, 33, 34, 35
Alternative answers:
Question 23 state 72%,
school 79%
Question 28 state 83%,
school 79%
Other questions where the
school percentage choosing
the correct response was 9
below the State population
percentage include: 24, 26,
27, 30, 32,
24
State: 13 questions were

answered correctly by
more than 75% of students
in NSW
Questions 1, 3, 4, 5, 6, 7, 8, 9, 14,
25
26
ANALYSIS TOOLS
Focus Questions
Percentage in Bands
Movement of students in
bands across years?
Results
Area of Strength
Area of Focus
Reduce the number of
students performing in the
bottom bands.
Different groups performing

better relative to state?
Increase the number of

students performing in the
proficiency bands.
Increased number of students in top band in 2010

Increased number of students in lower bands
Bands 3, 4, 5 above state percentage

Bands 6, 7, 8 below state percentages
27
Trend Data
What directions are the
school trend lines moving?
School trend is in an
upward direction.
What directions are the state

and region trend lines
moving in relation to the
school trend lines?
State and region trend is

in a downward direction.
All students
Are specific aspects moving

in a particular direction?
Trend for boys is in an

upward direction
Trend for girls is in an
upward direction more
significant increase than
boys.
Girls
Boys
28
While there has been an

improvement from 2009 to
2010, the school is still
below 2008 levels.
School Growth
The school shows growth
above the state, region
and of the schools in its
SEG.
Student Growth
What is the average scaled
score growth of the school
compared to state and
region?
What is the proportion of
students in each percentile
band?
Are students showing
expected growth?
Average scaled score

growth is well above
the state and region.
Less than 15% of
students are in the
less than 25th
percentile range.
More than 60% of
students are in the
25th to 75th percentile
range.
More than 20% of
students are in the
75th and above
percentile range.
29
Over 60% of students

achieved greater than
or equal to expected
growth.
Means and Standard
Deviations
Cohort (above /
below)
ATSI (above / below)
At or above National
Minimum Standard
Below National
Minimum Standard
Size of group less
than 10
The Analysis Tool indicates

that the school needs to
investigate the aspect of
reading and implement
measures to improve
student performance.
Item Analysis
What questions in relation to
their difficulty are students
performing equal or better
than the state>
With the exception of four

questions, students
performed 1 10% below
the state on each question.
Which questions are

students performing
significantly below the state?
Three questions will need

closer analysis:
Question 16 with a
difference of -11
Question 11 with a
difference of -22
Question 34 with a
difference of -17
Are there particular groups

performing better on specific
questions?
The school had a number
30
of questions where the

performance was 9%
below the state.
Questions: 24, 26, 27, 30,
and 32.
These questions may also
warrant investigation.
Band Predictors
Blue State
Black DET state
Green School
Red possible school
improvement
Present
+1
+2
One question
improvement The
bottom two bands, while
showing some
improvement, would still
be above state
percentages.
Band 8 would see an
improvement, but the top
two bands would still be
below state percentages.
Two question
improvement Reduced
percentage of students in
the bottom band lower
than state percentage.
Improved performance in
Bands 6, 7, 8 and above
state percentage.
31
+3
What aspects are performing
better in the school
compared to others?
32
Three question
improvement significant
reduction in Bands 3, 4, 5.
Improved performance in
Bands 6, 7, 8 resulting in
performance well above
state percentages in Band
6 and 8.
FOLLOW UP TO NAPLAN
Results
Data
Teaching Strategies
What teaching strategies from the
NAPLAN support materials are
already being implemented in the
schools?
Implementation of literacy
programs
Literacy on Track,
Best Start
Accelerated Literacy
Language, Learning and
Literacy L3
Reading Recovery
SLST programs
What teaching strategies can be

implemented to support learning?
The question with the
largest state difference
has been selected for
investigation.
Double click on the
description to reveal
question details.
Area of Strength
Teaching strategies
can be used to help
teachers explicitly
teach skills.
Area of Focus
Question 11: Applied
Comprehension
Question 34: Inferring
meaning
Question 16: Connecting
Ideas
Ideas
Ideas
Click on stimulus to
access a copy of the
NAPLAN resource.

Ideas
33
FOCUS QUESTIONS FOR NAPLAN SCHOOL PERFORMANCE ANALYSIS

TEMPLATE
Cohort / Group
Aspect
SCHOOL REPORTS
Data
School vs State Item Performance
Summary
Student Results
Students in highest band
Students in lowest band
Percentages in Bands
Analysis by Question Options
Student Response Analysis
Student Growth (Year 5 onward)
Results
Area of Strength
Area of Focus
Area of Strength
Area of Focus
ANALYSIS TOOLS
Data
Percentage in Bands
Movement of students in bands
across years?
Results
Different groups performing better

relative to state?
Trend Data
What directions are the school trend
34
lines moving?
What directions are the school and
region trend lines moving in relation
to the school trend lines?
Are specific aspects moving in a
particular direction?
School Growth
Student Growth
Cohort (above / below)
ATSI (above / below)
At or above National
Minimum Standard
Below National Minimum
Standard
Size of group less than 10
Item Analysis
What questions in relation to their
difficulty are students performing
equal or better than the state>
Which questions are students
performing significantly below the
state?
Band Predictors
What aspects are performing better
in the school compared to others?
35
Data
Teaching Strategies
What teaching strategies from the
NAPLAN support materials are
already being implemented in the
schools?
Results
FOLLOW UP TO NAPLAN
Area of Strength
What teaching strategies can be

implemented to support learning?
36
Area of Focus

Analysing NAPLAN Results Using SMART

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Analysing NAPLAN Results Using SMART

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Version: 14 June 2012

Analysing NAPLAN results using SMART

Undertaking NAPLAN Analysis

SMART data login

About the Reports tab

About the Data Analysis tool

Means and Standard Deviations

Using The NAPLAN School Performance Analysis

Focus Questions For NAPLAN School

Performance Analysis School

Focus Questions For NAPLAN School

Performance Analysis - Template

Analysing NAPLAN results using SMART (Version: 14 June 2012)

UNDERTAKING THE ANALYSIS

Analysing NAPLAN results using SMART (Version: 14 June 2012)

SMART DATA LOG-IN

Analysing NAPLAN results using SMART (Version: 14 June 2012)

ABOUT THE REPORTS TAB

The School Summary report displays

The Means and Standard Deviations

The Percentage in Bands section of the

Analysing NAPLAN results using SMART (Version: 14 June 2012)

The Analysis by Question Options report

The Student Response Analysis report

The Student Growth tables show student

The Student Scores and Bands table

Analysing NAPLAN results using SMART (Version: 14 June 2012)

The School vs State Item Summary table

The Non-Participation section of the

ABOUT THE DATA ANALYSIS TOOLS

Analysing NAPLAN results using SMART (Version: 14 June 2012)

For more detailed

Analysing NAPLAN results using SMART (Version: 14 June 2012)

Analysing NAPLAN results using SMART (Version: 14 June 2012)

Analysing NAPLAN results using SMART (Version: 14 June 2012)

Each arrow on the Student Growth graph represents an individual student.

Arrows that finish below the lower reference line indicates

Arrows that finish between the lower and upper reference

Analysing NAPLAN results using SMART (Version: 14 June 2012)

demonstrating achievement in the

The data in the table will display the average

The table also includes a summary of your

The Expected Growth section of the table shows

Analysing NAPLAN results using SMART (Version: 14 June 2012)

Means and Standard Deviations

Means and Standard

Few students get low results

Fewer students get high results.

Analysing NAPLAN results using SMART (Version: 14 June 2012)

Issues with data

Normal Distribution (Bell curve) with effect sizes

Analysing NAPLAN results using SMART (Version: 14 June 2012)

Calculation spreadsheet result and corresponding standard deviations with

Well below state

External intervention may be required to

Between -0.5 and -0.2

Action plan may be needed following analysis

Between -0.2 and 0.2

Action plan to improve above state

Between 0.2 and 0.5

Growth charts may need to be examined

Well above state

More than 0.5