The 2017 preliminary NAPLAN report, released today, shows a -1.77 per cent drop in Tasmanian students’ writing scores across all cohorts.

This year students were assessed on writing a narrative piece, as opposed to previous years when they were assessed on persuasive writing.

More than 25,000 students in Years 3, 5, 7 and 9 sat the NAPLAN tests in Term 2 this year, across state, Catholic and Independent schools.

The drop in writing averages is in line with a nation-wide drop of -0.55 per cent, and is part of a longer-term decrease in writing abilities across Australia since 2011, of -2.04 per cent.

In reading scores, however, Tasmanian students reported an average gain of 0.51 per cent, and 0.26 per cent in numeracy.

Tasmania’s decrease of -1.77 per cent in writing scores is third worst across the states and territories, behind the Northern Territory on -3.04 per cent and South Australia on -2.41 per cent.

Education Minister Jeremy Rockliff said the results showed Tasmania remained “on track” to meet the state’s goal of meeting all NAPLAN averages by 2020.

“As well as our strong focus on the early years including programs such as Launching into Learning (LiL) and Learning in Families Together (LIFT), Literacy and Numeracy Specialists and Coaches are also working collaboratively with students, teachers and principals in targeted schools across Years 7-9,” he said.

He said the Year 3 students reported the strongest improvements across all aspects, while Year 5 numeracy results had also improved.

Federal Education Minister Simon Birmingham described the results as a “mixed bag” with gains in some areas.

“But in others, especially around writing skills, we’ve seen some decline. And that’s a real concern, that we need to make sure that across the board, we’re getting all of the basics right,” he said.

Australian Education Union Tasmania president Helen Richardson said the NAPLAN tests taken on their own were a “narrow and incomplete” snapshot of a student’s experience in schools.

“It is vitally important for schools to be able to invest in student learning with additional teaching and support staff and literacy and numeracy programs,” she said.

“Lifting student outcomes does not mean simply lifting NAPLAN results.”