Professional Documents
Culture Documents
Addicott, Janice H
Student Selection:
25
25
Assessment Module:
Module 2
Assessment Period:
Mode:
Reading
Sort Order:
Ascending
Task
Literacy Aspect and Sub-aspect
0/1
0/1
1/1
0/1
1/1
1/1
0/1
1/1
1/1
0/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
1/1
1/1
1/1
0/1
0/1
1/1
1/1
0/1
0/1
0/1
1/1
1/1
0/1
0/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
0/1
1/1
0/1
1/1
1/1
0/1
1/1
0/1
0/1
0/1
0/1
1/1
0/1
1/1
0/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
1/1
0/1
1/1
0/1
1/1
1/1
1/1
1/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
1/1
0/1
1/1
1/1
1/1
0/1
1/1
1/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
1/1
0/1
0/1
1/1
0/1
0/1
0/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
0/1
1/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
1/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
1/1
0/1
0/1
0/1
0/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
Reads sickly
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
1/1
0/1
1/1
0/1
0/1
1/1
1/1
1/1
1/1
Reads sickness
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
1/1
0/1
0/1
0/1
0/1
0/1
0/1
1/1
1/1
0/1
0/1
0/1
1/1
1/1
Reads stick
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
1/1
0/1
0/1
0/1
1/1
Reads thick
0/1
0/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
0/1
0/1
0/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
Reads kick
0/2
0/2
2/2
0/2
0/2
1/2
0/2
1/2
0/2
2/2
2/2
2/2
2/2
2/2
2/2
1/2
2/2
2/2
2/2
2/2
2/2
2/2
1/2
1/2
2/2
Reads pick
0/1
0/1
1/1
0/1
0/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
0/1
1/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
'Ick' Words
Phonics
1/1
1/1
1/1
0/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
1/1
0/1
1/1
0/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
Phonemes in train
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
1/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
Phonemes in sheep
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
1/1
1/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
0/1
Phonemes in sun
0/1
0/1
0/1
0/1
0/1
0/1
1/1
0/1
0/1
1/1
1/1
0/1
0/1
1/1
1/1
0/1
0/1
0/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
Phonemes in dog
1/1
0/1
0/1
1/1
1/1
0/1
0/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
0/1
1/1
1/1
0/1
0/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
0/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/3
1/3
1/3
1/3
1/3
0/3
0/3
0/3
1/3
0/3
0/3
1/3
1/3
2/3
1/3
3/3
2/3
1/3
2/3
1/3
2/3
3/3
3/3
3/3
3/3
Phonic
0/2
0/2
0/2
0/2
0/2
0/2
2/2
0/2
0/2
0/2
0/2
1/2
1/2
1/2
1/2
2/2
1/2
1/2
1/2
1/2
2/2
2/2
2/2
2/2
2/2
2/5
2/5
3/5
3/5
2/5
3/5
4/5
1/5
3/5
4/5
2/5
4/5
4/5
3/5
3/5
4/5
3/5
4/5
5/5
4/5
4/5
5/5
5/5
5/5
5/5
0/1
0/1
0/1
0/1
0/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
0/1
0/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/2
0/2
0/2
0/2
0/2
1/2
0/2
0/2
0/2
0/2
0/2
0/2
0/2
0/2
0/2
1/2
1/2
1/2
1/2
1/2
2/2
2/2
2/2
2/2
2/2
Concepts of Print
0/2
0/2
1/2
1/2
1/2
1/2
1/2
1/2
1/2
0/2
2/2
0/2
0/2
1/2
1/2
1/2
0/2
1/2
2/2
2/2
2/2
2/2
2/2
2/2
2/2
0/1
1/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
0/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
Read title
0/1
1/1
0/1
1/1
1/1
0/1
1/1
1/1
0/1
1/1
0/1
1/1
0/1
0/1
0/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
2/2
2/2
2/2
2/2
2/2
2/2
2/2
2/2
2/2
2/2
2/2
2/2
2/2
1/2
2/2
2/2
2/2
2/2
2/2
2/2
2/2
2/2
2/2
2/2
2/2
0/1
0/1
1/1
1/1
1/1
0/1
0/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
1/1
0/1
0/1
1/1
0/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
1/1
0/1
1/1
1/1
0/1
0/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
0/1
0/1
1/1
1/1
0/1
0/1
0/1
1/1
0/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
0/1
0/1
1/1
1/1
1/1
0/1
0/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
Comprehension
F
F.5
F.5
F.5
F.5
F.5
F.5
F.5
1
1
1
1
1
1
1.5
1.5
1.5
1.5
1.5
2
2
2
2.5
3
3
102
111
111
115
115
115
115
115
118
118
118
118
122
126
127
127
128
128
133
134
135
140
147
149
149
AusVELS
EOI *
Phonemic Awareness
Phonemic Awareness
0/1
0/1
0/1
1/1
0/1
0/1
0/1
0/1
0/1
1/1
0/1
0/1
1/1
1/1
0/1
1/1
1/1
1/1
0/1
1/1
0/1
1/1
1/1
1/1
1/1
0/1
1/1
0/1
0/1
0/1
1/1
0/1
1/1
1/1
0/1
1/1
0/1
0/1
0/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
0/1
1/1
1/1
1/1
0/1
0/1
0/1
1/1
0/1
1/1
0/1
1/1
1/1
0/1
1/1
0/1
0/1
1/1
1/1
1/1
1/1
0/1
1/1
1/1
0/1
1/1
1/1
1/1
0/1
Teachers can identify suitable Diagnostic Assessment Tools in English at an appropriate level for individual students based on the data presented in this Diagnostic Report. These tools can be used at any time of the year to progressively monitor student achievement:
https://edugate.eduweb.vic.gov.au/collaboration/date/default.aspx
LEGEND
- Response
Correctly answered
Partially correct
No response or incorrect