Science Literacy 2006 school release materials - NAP

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Class analysis sheetThe class analysis sheet (Table 7.3 or 7.4) is designed to assist you in drawing agraph of class or school performance that enables comparisons to be made betweenyour student group and the National Assessment Program – Science Literacy.The graph is a simple pictorial presentation of the data that enables visualcomparisons to be made of the performance of a student group with the samplestudy findings. It also includes the national mean and distribution estimates.However, teachers should use these as indicators only. The National AssessmentProgram – Science Literacy was constructed and implemented scientifically toprovide a representative estimate of the national Year 6 population. Small groupssuch as schools or classes may have quite abnormal distributions that are unique tothem at the time they use this material.Using the class analysis sheetThe graph can be constructed as a simple histogram by shading the cells verticallyto represent the number of students who have achieved a particular score. A linecan then be drawn by joining the midpoints of the maximum cell for each score toform the frequency polygram.National test mean and distributionThe shaded vertical column at the scaled score of 400 represents the best estimateof the mean for the national test.The shaded bars entitled ‘National distribution’ indicate the proportions ofstudents falling within the lower 25th per cent, the middle 50th per cent and top25th per cent in the October 2006 sample study.Student proficiencyWith respect to Proficiency Levels, the shaded bars entitled ‘Level distribution’indicate the proportions of students falling within each of the standards levelsdefined in the scientific literacy assessment domain. Level 3 has been divided into3 sub-levels (Level 3.1, Level 3.2 and Level 3.3) for the purpose of providing moreprecise descriptors of the level of performance than those provided by the globalLevel 3 descriptor.The overlaps in the proficiency bars represent a degree of uncertainty(measurement error) of the estimates around the cut scores that have been usedto define achievement at each Proficiency Level.50
Table 7.3 Class analysis sheet for students who attempted the Objective Assessment onlysample mean242322212019181716151413121110Number of students achieving score9876Maximumscore 3754321Scaled Score n.a n.a 29 72 106 135 160 183 205 225 244 262 279 296 313 329 345 360 376 391 406 421 437 453 468 485 502 519 537 557 577 600 625 653 687 729 790 91351Raw Score 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37Level 2 or below At Level 3 (3.2) Level 4 or aboveLevelDistributionBeginning Level 3 (3.1) Consolidated Level 3 (3.3)25% of National Sample 50% of National Sample 25% of National SampleNationalDistribution
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MCEETYANationalAssessmentProgram -S
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Chapter 7: Class and Item Analysis
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PrefaceIn July 2001, the Ministeria
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Goals. MCEETYA has also endorsed si
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National Report (ANR). The 2006 Pub
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Teachers can decide whether they wa
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Resource materialsThe released item
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The tests are standards-based. They
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Before conducting the AssessmentMak
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Practical task materials (per group
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Colour the bubble next to the corre
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Fill in the tableLook at practice q
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Starting the students on the practi
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N a t i o n a l A s s e s s m e n t
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NAP - SCIENCE LITERACY 2006 release
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National Assessment Program (NAP-SL
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Page 91: Chapter 5Marking GuideThe guide bel
Page 94 and 95: MARKING GUIDEPART A (OBJECTIVE ASSE
Page 96 and 97: Question Score Response: answers/ex
Page 98 and 99: Q21 1 Understands that the pitfall
Page 100 and 101: Q27 1 Must state effect and why (an
Page 102 and 103: Q32 1 Must give one consequence of
Page 104 and 105: MARKING GUIDEPART B (PRACTICAL TASK
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Page 108 and 109: Chapter 6Student Standard andPerfor
Page 110 and 111: Table 6.1 Conversion of raw scores
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Page 122 and 123: Copyright AcknowledgmentsOn behalf
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Page 126 and 127: The OECD-PISA defined scientific li
Page 128 and 129: The conceptual strand (Strand C) ha
Page 130 and 131: 3 ConcreterelationalFormulates simp
Page 132: Table C.1 Major scientific concepts
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Science Literacy 2006 school release materials - NAP

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