2023 Individual student report

VAISHNAVI PERIKETI SRN 450846767

THE PONDS HIGH SCHOOL

What is Validation of Assessment for Learning How to read this report

and Individual Development (VALID)? Five reporting strands are used to show
VALID is a statewide program that complements the school- different aspects of student achievement.
based assessment and reporting programs in schools. The Each reporting strand has six achievement
VALID test assesses what Year 8 students know and can do in levels.
science. An example of how to read a reporting
Students, parents and teachers can use the VALID levels to ribbon is shown below.
plan learning programs and activities so that students can
progress in their science knowledge, understanding and skills.
This report provides results from the statewide test held
between 23 October and 3 November 2023.
What was tested?
The test assessed a variety of Stage 4 outcomes from the
NSW Science K–10 Syllabus.
A broad range of knowledge and skills in science were
assessed using three extended response tasks and 75 short
response and multiple choice tasks.
Extended response tasks are writing tasks that provide
opportunities for students to demonstrate their integrated
understandings and skills from various areas of the syllabus.
Short response and multiple choice items assess syllabus
outcomes that are reported in three interrelated strands:
Knowledge and understanding
Students respond to items that specifically assess their
knowledge and understanding of scientific concepts. Some
items assess the nature and practice of science and the
impact of science on society, technology and the environment.
Planning, designing and conducting
Students respond to items that allow them to demonstrate
their skills in questioning, planning and conducting
investigations.
Problem solving and communicating
Students respond to items that allow them to process and
analyse data and information, solve problems and
communicate their findings.
 Summary of student achievement in VALID

The following ribbons summarise Vaishnavi's performance in VALID Science 8. This information takes account of
the quality of their responses and the number of tasks in each strand of the test. Statements of typical
achievements at each level have been provided for each strand.
In general, students are able to successfully complete items at their level and the levels below. Students, parents
and teachers can use these results to identify the types of knowledge and skills that students need to learn so they
can progress their understanding in each strand.

Overall achievement Extended response tasks

Overall, Vaishnavi's responses in Vaishnavi's level of achievement in this

this test placed them in Level 3 for
science.
In the extended response tasks,
Vaishnavi attempted all three
tasks and scored 6 out of a
possible 18 marks.
In the multiple choice and short
response section, Vaishnavi
attempted 39 of the 75 items and
completed 10 correctly.
For knowledge and understanding,
Vaishnavi attempted 24 of the 41
items and completed 5 correctly.
For planning, designing and
conducting investigations,
Vaishnavi attempted 10 of the 17
items and completed 4 correctly.
For problem solving and
communicating, Vaishnavi
attempted 5 of the 17 items and
completed 1 correctly.
strand is based on their combined
performance across the three extended
response tasks. Task 1 assessed students'
knowledge, understanding and skills in
planning a scientific investigation.
In this task, Vaishnavi provided two or
more relevant pieces of information. For
instance, the student identified a step
and also the amount of substance used
should be the same. However, there was
no mention of the measured variable.
Task 2 assessed students' understanding
of the role of body systems in meeting
the body's needs during periods of
exercise.
In this task, Vaishnavi provided two or
more relevant pieces of information. For
instance, they might have identified a
relevant body part and identified a body
response.
Task 3 assessed students' knowledge and
understanding of how the agents of
weathering and erosion cause the
formation of landforms.
In this task, Vaishnavi provided two or
more relevant pieces of information for
instance, students might have provided
an observation from the image and
described what is happening to the
landform.
 VALID levels and reporting strands
The percentages of Year 8 students in NSW who demonstrated achievement at each level were:
Short response and multiple choice tasks
Knowledge and
understanding
match cell structures to their
functions
describe benefits and limitations
of a scientific model
describe the behaviour of
charged objects
use evidence to explain a
scientific model, theory or law
identify materials required for
photosynthesis or respiration
identify the knowledge base for
a science career
describe the arrangement of
particles in matter
describe energy transformations
describe interactions in an
ecosystem
identify an impact of science on
society or the environment
identify that new knowledge will
change scientific models
identify that particles gain
energy when heated
identify common chemical
elements
identify that energy travels from
the Sun by radiation
explain the cause of day and
night
identify types of energy present
in common situations
identify that boiling involves a
change of state
relate a technology to a scientific
discovery
describe the role of plant
structures
rank the sizes of the Sun, Earth
and the Moon
identify that Earth is a planet
identify a diagram of a solid,
liquid or gas
identify a basic need of humans
for survival
describe a force as a push or pull
Planning, designing
and conducting
evaluate and modify
experimental procedures
justify experimental procedures
describe the purpose of variables
in a given problem
classify all variables for a given
investigation
select appropriate equipment
for a task
identify variables that are held
constant for a fair test
accurately and systematically
record observations
identify ways to improve the
reliability and accuracy for an
investigation
identify a strategy to improve
the quality of results
sequence the steps in a scientific
method or investigation
identify the measured variable in
an investigation
distinguish between problems,
predictions and observations
relate a measured quantity to its
unit name and abbreviation
identify the purpose or
advantage of fair testing
relate equipment and its use for
a specific task
make a simple prediction based
on observations
identify functions of simple
equipment
identify a way to safely conduct
an investigation
identify questions that can be
scientifically tested
identify that variables affect the
results of an investigation
name a common piece of
laboratory equipment
make a simple observation
propose a suitable step for an
investigation
select a suitable scale to
measure an object
Problem solving and
communicating
evaluate solutions for a problem
against chosen criteria
apply resource data to an
environmental issue
analyse a scientific diagram to
make inferences
evaluate evidence and
conclusions for reliability and
validity
identify relationships present in
secondary sources
distinguish between relevant
and irrelevant scientific
information
make generalisations by
combining information provided
in a text
sequence a set of observations
extrapolate a line graph
relate scientific diagrams to
written descriptions
distinguish between common
sense and scientific meanings of
words
describe a strategy to solve a
stated problem
identify the purpose for a
diagram
describe a simple trend in data
or a diagram
reference information in a table,
graph, diagram or text
make a simple generalisation
draw a conclusion from simple
text and a graphic
identify a point on a graph
convert measurements made
with different units
calculate the average for data in
a table
make an observation from a
video, table, diagram or graph
locate information in a table,
graph or text
make a simple inference from a
text
identify a type of graph
 Item map for individual student responses

The 75 short response and multiple choice items for the 2023 test are listed below. They are ranked according to
their level of difficulty based on the percentage of students who gave the correct response. The descriptors for
each item will indicate the knowledge or skill that was being assessed. This will allow for identification of Vaishnavi’
s strengths and areas for further learning.
Knowledge and understanding
Items that this student
has correct
describe the properties of metals
classify living things
identify states of matter
identify unbalanced forces
describe separation techniques
Items that this student
% %
has incorrect
78 describe cultural contributions
64
61 identify energy transformations
58 predict human activities on
ecosystems
56 identify magnets attract objects
55 construct a food chain
55 describe extracted resources
51
49 identify energy conservation impacts
44 identify extractable resources
43
42 identify objects have heat energy
42 identify source of moonlight
37 describe changes during freezing
34 describe formation of new substances
identify units of measurement 15
34 identify cells form tissues, organs,
systems
33 identify water cycle processes
32 identify cell division results in new
cells
31 outline the sequence of fossilisation
31 distinguish between 'mass' and
'weight'
28 outline how simple circuits work
25 assess technology when obtaining
resources
24 outline purpose of respiration
23
21 predict changes caused by forces
21 describe cultural contributions
20 identify energy conversion efficiency
18
18 sequence sedimentary layers for
relative aging
18 identify type of energy in objects
17 describe removal of cellular wastes
17 identify everyday chemical reactions
16 identify where resources are found
15 describe roles of scientists
14 apply numerical procedures
13 identify reasons to support research
12 identify limitations of models
10 describe aqueous mixtures
7 identify evidence that changed
understanding
4 identify impacts of advances
2 identify cellular features
Planning, designing and conducting
Items that this student Items that this student
has correct has incorrect
identify appropriate units 81
65 select appropriate units
identify the aim 59
54 identify changed variable
51 assess reliability of data
49 identify changed variable
49 identify measured variable
46 make an observation
plan safe investigations 46
44 identify types of data
39 identify the aim
35 identify the aim
24 classify variables
18 identify controlled variables
17 outline a logical procedure
6 predict from a diagram
% = percentage of state population giving correct response
Problem solving and communicating
Items that this student Items that this student
%
has correct has incorrect
66 present ideas
55 draw conclusions
54 draw conclusions
identify a conclusion 51
50 outline purpose of diagrams
47 select appropriate graph
46 extract information from graph
43 assess advances in technology
42 use scientific language
41 identify possible solutions
36 classify types of data
34 apply numerical procedures
32 apply numerical procedures
24 draw conclusions
16 identify solutions to problems
12 analyse reliability of data
7 draw conclusions

% = percentage of state population giving correct response

% = percentage of state population giving correct response

Published by the NSW Department of Education

© 2023 NSW Department of Education