1. School Research Evaluation and Measurement Services
Using Formative (Diagnostic) Data to Plan for Instruction: NAPLAN Writing
Presented by
Philip Holmes-Smith
School Research Evaluation and Measurement Services

2. Overview of this Module
Using Writing Data to Plan for Instruction
Writing Criteria Report
Zone of Proximal Development – Using student marks (against the writing rubric) to differentiate the testing of writing.

3. The Writing Criteria Report
Choose “Writing Criteria Report”
Click on “Preview Report” to view results

4. The Writing Criteria Report
The report makes little sense without understanding how the writing task is marked against the “Writing Marking Guide”

5. The Writing Marking Rubric
Click here to download the Writing Marking Rubric

6. The Writing Marking Rubric

7. The Writing Marking Rubric

8. The Writing Marking Rubric

9. The Writing Marking Rubric

10. The Writing Marking Rubric

11. Interpreting the Writing Criteria Report
In this school, about 20% of students received a score of “1” but the majority (nearly 60%) received a score of “2”.
To improve, the teacher needs to move the 1’s onto 2’s, the 2’s onto 3’s, etc.

12. Assessment as Learning
Students writing like a “1” could be shown examples of how they are currently writing (Dungaun, The casel, BMX, etc.) and shown examples of what is now expected of them to improve to a “2” (My Story, Living dead, etc.)

13. Another assessment as learning example
Using the “Paragraphing” rubric and accompanying sample scripts, a student could be shown that their writing demonstrates no paragraphing.
More importantly, the rubric shows what is expected next and gives examples that students could read to get an idea of what writing in paragraphs looks like.

14. The Student Response Report (Writing Test – by criteria)
Choose “Student Response Report”
Choose “Writing Test – by criteria”

15. The Student Response Report (Writing)

16. Choosing Writing Groups based on learning needs
These students scored a “1” for Text Structure (i.e. A beginning or middle only).
This group can be shown how to include both an orientation AND a complication
These students scored a “2” for Text Structure (i.e. A beginning and a complication).
This group can be shown how to resolve their complication.

17. Zone of Proximal Development: Writing
Look at your own SPA data
Go to:
(Use your SPA logon and password to access you SPA account or click on
“Purchase SPA” to purchase and set up a new account for your school)

18. Suggested School activities
All Schools
Undertake a whole school professional learning activity to understand the category descriptors for each of the ten writing criteria.
Develop strategies on how students can be supported to improve from one category descriptor to the next.
Encourage moderation for the marking of writing across Yr2-Yr6 (Primary) and Yr7-Yr10 (Secondary).
Modify the “Narrative” rubric for other genre (e.g. Procedural, Recount, Report, etc.)
Develop a “Writing across the curriculum” plan to assist staff teach and assess writing in different disciplines (particularly in Secondary schools).

19. This Year’s Writing Task
Next year students will write a “Persuasive text”.
See for an example.

20. “Persuasive Text” Marking Rubric
The “Persuasive text” criteria are shown opposite.
The full rubric is at: writing_2011_-_domains.html
The VCAA has made examples available at: rep10/naplan/schools/persua sivewriting.html