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Queensland Studies Authority
QSA
Queensland Studies Authority
QSA
Th
e 2
003 Q
ueen
sla
nd C
ore
Skills
Test R
etro
spectiv
e
CORE SKILLS TEST
Q U E E N S L A N D
PA
PER
2
M
ULTIP
LE-C
HO
IC
E I
PA
PER
3
SH
OR
T-R
ESP
ON
SE
PA
PER
4
M
ULTIP
LE-C
HO
IC
E II
PA
PER
1
TH
E W
RITIN
G TA
SK
The 2003
Queensland Core Skills Test
Retrospective
Information regarding this publication may be obtained from the Testing SectionTelephone: (07) 3864 0344
This material is copyright. It may be copied freely for the use of schools in Queensland.It may not be reproduced for sale without express permission.
The State of Queensland (Queensland Studies Authority) 2003
The 2003 Queensland Core Skills Test Retrospective
ISSN 1321–3938
Queensland Studies Authority295 Ann Street, Brisbane QldPO Box 307, Spring Hill Qld 4004
Telephone: (07) 3864 0299Facsimile: (07) 3221 2553Email: [email protected]
Foreword
The 2003 Queensland Core Skills Test Retrospective is published to provide detailed and wide-ranging feedback on the Queensland Core Skills (QCS) Test and the responses of students.
The core skills are the common curriculum elements (CCEs) that are within the curriculum experience of at least 95 per cent of students. The level of sophistication demanded by the test is appropriate to Year 12 students. The test does not test the content of specific subjects, but rather the skills learnt from a combination of subjects in a balanced curriculum.
The Retrospective is a definitive and descriptive report of the four test papers, the test specifications, the expectations of the test setters and the performance characteristics of the candidates. It provides information of the relative worth of items on the test, data that allow the determination of candidate achievement.
This publication has value at school level and should appeal to a wide audience. Anyone interested in cross-curriculum testing is certain to find it informative.
If you require any further information in relation to the QCS Test or this publication, please contact the Queensland Studies Authority.
Kim BannikoffDirector
i
ii
Contents
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Multiple-Choice (MC) I & II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Short-Response (SR) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
General commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Writing Task (WT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
Commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
Relative worth of each subtest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Relative worth of items on the QCS Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Deemed CCEs and QCS items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
Balance of the QCS Test in terms of CCEs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
Appendix 1: The 49 common curriculum elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
Appendix 2: Glossary of terms used in relation to the QCS Test . . . . . . . . . . . . . . . . . . . . .91
iii
iv
Introduction
The Queensland Core Skills (QCS) Test is part of the Student Education Profile (SEP) and plays an important part in the scaling required to calculate Overall Positions (OPs) and Field Positions (FPs).
The QCS Test tests the 49 testable common curriculum elements (CCEs) (see appendix I) that have been identified as the threads of the Queensland senior curriculum. The test is designed to be fully syllabus-based yet not subject-specific, and accessible to all Year 12 students regardless of individual differences in their subject choices.
Three modes of assessment are used in the QCS Test—extended writing, multiple choice, and short response. They are tested by means of one Writing Task (WT), two Multiple-Choice (MC) papers, and one paper in Short-Response (SR) format. A total of seven hours testing time is involved over two consecutive days.
At the broadest level, the design criteria for the test are that the test:1. is an integrated whole2. is balanced and includes items covering a suitable range of CCEs3. is suitably difficult4. discriminates5. is without bias6. has content validity7. has face validity8. makes appropriate demands on test-takers9. has items sequenced so as to assist students10. is set and marked with objectivity.
To help in making judgments about these criteria, both at the item level and at the test level, a panelling process is used. Panels comprise staff of the QSA and external independent experts, according to the focus of the particular panel.
1
2
Multiple-Choice (MC) I & II
Commentary
The table on pages 3–5 gives the name of each MC unit in italics, with the corresponding items adjacent. It also lists the keyed response for each of the items and the common curriculum elements for each unit.
The MC testpapers
As in previous years, the MC subtest of the QCS Test consisted of two testpapers, each with 50 items that tested a broad range of common curriculum elements.
The units ranged across the verbal, quantitative and visual-spatial areas. Four units dealt with combinations of two areas, while one unit encompassed three. Only four out of the eighteen units contained substantial visual-spatial content while six units tested verbal understandings only.
The units that tested mainly verbal understandings included the genres of:• literature (Unit 5 Children’s hour; Unit 11 Girl; Unit 16 Trains)• commentary (Unit 7 Fishing; Unit 13 Work)• personal reflection (Unit 18 Email).
These verbal items covered such subjects as English literature, drama, sport-recreation, social science, environment and poetry, and a particularly topical unit on emails.
The average facility (percentage of students who answered correctly) for all verbal units on the two papers was 59.9 per cent, slightly higher than the average for the MC subtest as a whole (59.0). The average facility for all quantitative units was 58.1 per cent. Unit 16 Trains, with an average facility of 42 per cent, proved to be the most difficult verbal unit for students, while Unit 18 Email was the next most difficult. Students found Unit 13 Work the easiest of the verbal units.
On this year’s MC subtest, Unit 2 Harlequin, Unit 9 Neolithic art and Unit 11 Girl had some items that combined the testing of verbal and visual-spatial understandings. A letter to a newspaper on the ethics of fishing and a follow-up letter set the scene for items testing interrelating ideas, inferring and judging.
Quantitative units incorporated a variety of learning areas including biology, geography, earth science, technology, physics, commerce and industry.
Quantitative items were embedded within verbal and/or visual-spatial contexts, whether explanations, instructions, diagrams, graphs or tables. Only Unit 3 Magic squares tested quantitative understandings in something approaching an abstract, ‘pure maths’, manner. The quantitative units displayed a broader spread than the verbal units, with facilities ranging from 29 to 81 per cent compared with 42 to 78 per cent for the verbal units. Unit 17 Ladder proved difficult, especially Item 91 which required students to establish just how many gaps there are between six rungs of a ladder. Unit 12 Number introduced the development of the numeral ‘4’ by looking at its history, from a single Brahmi character in India. Unit 14 Benford’s Law contained items in both the verbal and quantitative areas. It was set in a context of locating fraud in businesses and involved deducing, comparing, calculating and generalising. Other quantitative units were Unit 1Time, Unit 4 Increase age, Unit 6 Carbon cycle and Unit 8 Labanotation. In Labanotation students had to visualise movements from diagrams and translate instructions and symbols into movements. Unit 10 Experiments in space presented an illustration and table relating to carrying scientific experiments on a spacecraft. Students had to trial and test ideas to determine payloads that suited various requirements. Unit 15 Igneous involved students in the extraction of quantitative data from a complex diagram (with minimal verbal loading) and the manipulation of that data by means of simple arithmetical calculations and estimations.
3
Common curriculum elements and the MC format
Of the 49 CCEs, the following cannot be tested directly in MC format:• Summarising/condensing written text• Compiling lists/statistics• Recording/noting data• Compiling results in a tabular form• Graphing• Setting out/presenting/arranging/displaying• Structuring/organising extended written text• Structuring/organising a mathematical argument• Explaining to others• Expounding a viewpoint• Creating/composing/devising• Observing systematically• Gesturing• Manipulating/operating/using equipment• Sketching/drawing.
These CCEs can be validly tested in SR format.
Some of these CCEs can be tested at ‘second order’ level in MC format.
4
Keyed responses and common curriculum elements tested within MC I & II
MUnit Item Key Common Curriculum Elements
1 Time 1 D
Interpreting the meaning of tables or diagrams or maps or graphsAnalysing
Extrapolating
2 C
3 A
4 D
2 Harlequin 5 BInterpreting the meaning of pictures/illustrations
JudgingVisualising
Reaching a conclusion which is consistent with a given set of assumptions
6 B
7 A
8 C
3 Magic squares 9 D
Applying a progression of steps to achieve the required answer10 C
11 D
4 Increase age 12 A
Translating from one form to anotherInterpreting the meaning of tables or diagrams or maps or graphs
Calculating with or without calculatorsReaching a conclusion which is consistent with a given set of assumptions
13 D
14 C
15 B
16 B
5 Children’s hour 17 B
EmpathisingInterrelating ideas/themes/issues
Analysing
18 D
19 A
20 A
21 D
22 B
23 C
24 D
6 Carbon cycle 25 DInterpreting the meaning of tables or diagrams or maps or graphs
Reaching a conclusion which is necessarily true provided a given set of assumptions is true
Estimating numerical magnitudeCalculating with or without calculators
ExtrapolatingJudging
26 A
27 B
28 C
29 B
30 A
7 Fishing 31 C
AnalysingSynthesising
JudgingReaching a conclusion which is consistent with a given set of assumptions
Interrelating ideas/themes/issues
32 B
33 A
34 C
35 D
36 B
37 A
5
8 Labanotation 38 D
Identifying shapes in two and three dimensionsVisualising
Interpreting the meaning of words or other symbolsApplying a progression of steps to achieve the required answer
Translating from one form to another
39 C
40 D
41 B
42 A
43 B
44 C
45 C
9 Neolithic art 46 D
Interrelating ideas/themes/issuesGeneralising from information
Interpreting the meaning of words or other symbolsReaching a conclusion which is consistent with a given set of assumptions
47 C
48 A
49 C
50 B
10 Experiments in space 51 CApplying strategies to trial and test ideas and procedures
Reaching a conclusion which is consistent with a given set of assumptionsCalculating with or without calculators
52 B
53 D
11 Girl 54 B
Reaching a conclusion which is consistent with a given set of assumptionsCreating/composing/devising
EmpathisingGeneralising from information
Visualising
55 B
56 A
57 D
58 C
59 A
60 A
12 Number 4 61 D
Inserting an intermediate between members of a seriesExtrapolating
ClassifyingPerceiving patterns
Comparing, contrastingTranslating from one form to another
62 A
63 A
64 D
65 C
66 D
67 C
13 Work 68 B
Interpreting the meaning of words or other symbolsExtrapolating
Comparing, contrasting
69 B
70 D
71 A
14 Benford’s Law 72 D
Reaching a conclusion which is necessarily true provided a given set of assumptions is true
Comparing, contrastingGeneralising from information
Calculating with or without calculatorsJudging
73 B
74 C
75 A
76 C
77 D
78 C
79 B
Unit Item Key Common Curriculum Elements
6
Note:
The order of the CCEs tested for each unit does not reflect the order of the items, nor does it imply a cognitive hierarchy. Rather, the Common Curriculum Elements tested for each unit are given in the order in which they appear in appendix 1 (numbered 1–60).
15 Igneous 80 C
Interpreting the meaning of tables or diagrams or maps or graphsComparing, contrasting
Reaching a conclusion which is consistent with a given set of assumptions
Applying a progression of steps to achieve the required answer
81 D
82 B
83 A
84 B
85 A
16 Trains 86 CEmpathising
Generalising from informationTranslating from one form to another
87 A
88 D
17 Ladder 89 D
Applying a progression of steps to achieve the required answerReaching a conclusion which is necessarily true provided a given set of
assumptions is true
90 B
91 C
92 A
18 Email 93 A
Interrelating ideas/themes/issuesInterpreting the meaning of words or other symbols
AnalysingEmpathising
94 C
95 B
96 B
97 C
98 D
99 B
1000 A
Unit Item Key Common Curriculum Elements
7
Average facilities of units (in increasing order)
Notes:
For an item, the facility is the proportion (percentage) of candidates who gave the correct response.For a unit, the average facility (AF) is the average of the facilities of all items in that unit.
Unit Short name AF (%)
17 Ladder 28.8
16 Trains 42
18 Email 43.3
9 Neolithic art 51.5
15 Igneous 53.4
8 Labanotation 55.3
4 Increase age 55.4
7 Fishing 56.3
1 Time 58.7
2 Harlequin 59.3
14 Benford’s law 61.2
6 Carbon cycle 62
3 Magic squares 68.7
12 Number 4 68.8
5 Children’s hour 70
11 Girl 71.8
13 Work 78
10 Experiments 80.9
Average facility on subtest 59
8
Short-Response (SR)
General commentary
This year’s SR paper was varied in its content and in the way it covered a broad range of CCEs. Items were grouped into testpaper units, which were then grouped into five marking units.
As students worked through each unit, they interacted with stimulus material that was challenging and required them to operate at multiple levels of numeracy and literacy. Each item was framed in a way that made it accessible to most students.
This year’s paper was rich in practical contexts. Stimuli ranged from a distribution company logo, the Roman Empire, robots and marriage rates to the weeping bottlebrush (Callistemon viminalis) and different systems of timekeeping. These topics continued the tradition of grabbing student interest and imparting knowledge at the same time as assessing student achievement.
The first unit of the testpaper was a unit that asked students to interpret the company logo of a German distribution company and identify aspects of its service being conveyed in the logo. This item provided a relatively straightforward start to the paper for students. A unit involving the Roman Empire gave students the opportunity to interpret maps and analyse Emperor Constantine’s preferred deployment of his armies. A knowledge of appropriate vocabulary was necessary in a unit on malapropisms which was set as part of a humorous comic strip.
Students were required to read predictions for the future in a unit on the use of technology and its possible implications. This item captured the interest of students and very few omitted it. Data on marriage rates provided statistics which students were required to interpret; one item giving students an option between two different forms of response, which added another layer to the task. There was also a quantitative unit on fractals in which students had to search for patterns, as well as generalise to form basic algebraic formulae.
In a unit on callistemons, students were given the opportunity to design a tag that would be attractive enough to entice customers to consider the plant for their gardens. In another unit, four extracts from Bruce Springsteen’s songs, together with a statement from him after the death of his father, were used as stimulus for items that asked students to analyse Springsteen’s relationship with his father and express a viewpoint. The French Revolution was the setting for the last unit on the paper. This unit looked at the move by the French to convert to decimal time. A number of quite difficult items tested students’ abilities to translate from one system to another, and to graph by drawing the hands of a clock in the correct positions. The last item was an open one that sought a convincing argument against a current proposal to introduce a 10-hour day.
Model responses and commentaries on candidates’ performance
What follows is an item-by-item discussion that includes model responses, histograms of the distributions of grades, commentaries on how candidates performed the tasks, and marking schemes. At times, candidate responses are included to exemplify observations. These responses are included to provide examples of student work (and comments) that cover a range of grades.
9
Model responses are those which demonstrate the highest level of performance and would have been awarded the highest grade.
For some items, especially the more open-ended items, the responses were extremely varied. For these it is not possible to provide an example of each of the many ways in which students responded. The detailed and item-specific marking schemes indicate the scope of acceptability of responses. For the more closed items responses were less varied (as would be expected), but again the marking schemes demonstrate that different ways of perceiving ‘the solution’ were acceptable.
Marking schemes
The marking schemes used during the marking operation and included in this commentary are not designed to be read in isolation. They are but one element of the marking prescription. During the marking operation markers undergo rigorous training (immersion) in one marking unit in the application of marking schemes to student responses. This training involves careful consideration of the material presented by immersers and is documented in the immersion notes (which do not appear in this Retrospective).
10
Unit One
ITEM 1
Model response
Commentary
The first item was meant to be relatively straightforward and inviting for students. This proved to be the case as students seemed to experience little difficulty when attempting this item and 85% of students received an A or B-grade.
Students were able to identify aspects of customer service by interpreting the logo itself (CCE 5 Interpreting the meaning of pictures/illustrations). In this case, they identified aspects such as speed. Other
aspects such as loyalty and friendliness could be inferred from the general characteristics of dogs (CCE 33 Inferring). These responses – speed, loyalty and friendliness, were the most commonly used responses.
In some instances, students identified a customer service (such as fetching, carrying or delivering) rather than an aspect of customer service. They received no credit for this type of response.
Some students misinterpreted the logo as a red-nosed reindeer and therefore made reference to such things as red nose day and Christmas. These responses received no credit.
Give two different aspects.
1.
2.
.................................................
.................................................
loyalty
speed
A B C N O
100%
11
Fe
bru
ary
9,
20
04
13:1
3 p
m(*
foo
ter
to r
em
ain
un
til fin
al p
rin
t*)
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00
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er\
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UN
IT
ON
EIT
EM
1
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 1
1 o
f 3
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
33
Infe
rrin
g5
Inte
rpre
tin
g t
he
mea
nin
g o
f p
ictu
res/
illu
stra
tio
ns
C
Th
e re
spon
se s
ugges
ts o
ne
asp
ect
of
cust
om
er s
ervic
e
the
com
pa
ny
wan
ts t
o c
on
vey
.
A l
ink
can
be
mad
e b
etw
een
th
e asp
ect
an
d t
he
image.
A
Th
e re
spon
se c
learl
y i
den
tifi
es t
wo a
spec
ts o
f
cust
om
er s
ervic
e th
e co
mp
an
y w
an
ts t
o c
on
vey
.
Cle
ar
lin
ks
can
be
seen
bet
wee
n t
he
asp
ects
id
enti
fied
an
d t
he
imag
e.
B
Th
e re
spon
se c
learl
y id
enti
fies
on
e asp
ect
of
cust
om
er
serv
ice
the
com
pa
ny
wa
nts
to
co
nv
ey.
A c
lea
r li
nk
ca
n b
e se
en b
etw
een
th
e a
spec
t id
enti
fied
an
d t
he
image.
Note
s:
1.
Th
e fo
llow
ing a
re e
xam
ple
s of
acc
epta
ble
chara
cter
isti
cs o
f d
ogs:
•ale
rtn
ess
•ea
ger
nes
s
•en
thu
siasm
•fa
ith
fuln
ess
•fr
ien
dli
nes
s
•k
een
nes
s to
ple
ase
•lo
ya
lty
•ob
edie
nce
•re
liab
ilit
y
•h
ard
-work
ing
•w
illi
ngn
ess.
Mod
el R
esp
on
se:
1.
loyalt
y
2.
spee
d
2.
Th
e fo
llow
ing a
re e
xam
ple
s of
asp
ects
of
cust
om
er s
ervic
e
not
rela
ted
to d
ogs
or
the
logo:
•acc
ura
cy
•ca
refu
lnes
s/ca
re
•d
ilig
ence
•ef
fici
ency
•h
elp
fuln
ess/
hel
p
•p
recis
ion
•sa
tisf
act
ion
.
12
Unit Two
ITEM 2
Model responses
Commentary
A map showing the relative locations of the regions of Constantine’s fourth century Roman Empire, as well as the rules for army movements, formed the main stimulus material for this unit.
Item 2 was a two-star item that required students to interpret the meaning of a diagram (CCE 6 Interpreting the meaning of tables or diagrams or maps or graphs), and then reach a conclusion which was consistent with a given set of assumptions (CCE 33 Reaching a
conclusion which is consistent with a given set of assumptions) by classifying (CCE 30 Classifying) regions as either secure or securable.
With 22 per cent of responses awarded an A-grade, this item obviously presented some difficulties for students.
Some responses ignored the stimulus material and stated that the Roman Empire consisted only of the area surrounding Rome. Many responses concentrated on ‘what Constantine had achieved’ in general terms, i.e. control over the Empire, rather than on classifying regions. A substantial number of responses merely reiterated the rules or talked about securing regions in one move instead of specifying that a region was securable. Many N-grade responses were very generalised, for example, ‘deployment of Emperor Constantine’s armies has been done in such a way that he has secured the coastal regions of many significant lands.’ The difference between ‘secure’ and ‘securable’ was not understood by some students.
General statements were often awarded B- and C-grades. The statement ‘all regions except Britain are securable’ was true for the five securable regions of the remaining seven regions except Britain and it was true also that Britain was not securable. This statement therefore identified six regions correctly and was awarded a B-grade. For similar reasons, a statement of ‘all regions are securable’ received a C-grade while ‘all regions are secure’ received a D-grade.
.........................................................................................
.........................................................................................
....................................................................................................
Givedetails.
In Constantine’s deployment Rome and Constantinople are
secure, while all of the other regions except Britain are securable.
A B C D N O
100%
13
Se
pte
mb
er
17,
20
03
11
:46
am
(*fo
ote
r to
re
ma
in u
ntil fin
al p
rin
t*)
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UN
IT
TW
OIT
EM
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OR
MA
NC
E D
OM
AIN
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RK
IN
G S
CH
EM
E
Mark
ing
Un
it 2
1 o
f 6
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
33
Rea
chin
g a
co
ncl
usi
on
wh
ich
is
con
sist
ent
wit
h a
giv
en s
et o
f a
ssu
mp
tio
ns
6In
terp
reti
ng
th
e m
ean
ing
of
tab
les
or
dia
gra
ms
or
ma
ps
or
gra
ph
s
30
Cla
ssif
yin
g
C
Th
e re
spon
se c
orr
ectl
y i
den
tifi
es f
ou
r
regio
ns
as
•se
cure
•se
cura
ble
•se
cure
or
secu
rab
le
or
•n
ot
secu
rab
le.
A
Th
e re
spon
se i
nd
icate
s th
at
all
reg
ion
s
exce
pt
Bri
tain
are
sec
ure
or
secu
rab
le.
No i
nco
rrect
in
form
ati
on
is
giv
en
.
D
Th
e re
spon
se c
orr
ectl
y i
den
tifi
es t
wo
regio
ns
as
•se
cure
•se
cura
ble
•se
cu
re o
r se
cu
rab
le
or
•n
ot
secu
rab
le.
Th
e re
spon
se s
tate
s th
at
ther
e are
fiv
e
secu
rab
le r
egio
ns.
Th
e re
spon
se d
escr
ibes
Bri
tain
’s
situ
ati
on
corr
ectl
y.O
R
OR
Mod
el R
esp
on
se:
In C
on
stan
tin
e’s
dep
loym
ent
Rom
e an
d C
on
stan
tin
op
le a
re s
ecu
re,
wh
ile
all
of
the
oth
er r
egio
ns
exce
pt
Bri
tain
are
sec
ura
ble
.
B
Th
e re
spo
nse
co
rrec
tly
id
enti
fies
six
regio
ns
as
•se
cure
•se
cura
ble
•se
cure
or
secu
rab
le
or
•n
ot
secu
rab
le.
14
ITEM 3
Model responses
Commentary
In this three-star closed item of two parts, students were required to analyse (CCE 43 Analysing) how to move armies according to the rules, translate information from the map (CCE 7 Translating from one form to another) into a tabular format, and record the data (CCE 13 Recording/noting data). The table in the stimulus material used crosses to represent the initial positions of the armies as a model for student responses in part I.
Many students found this item difficult with 21 per cent gaining A-grades, 19 per cent B-grades and 31 per cent N-grades.
II. In Constantine’s deployment it is evident that four moves will be necessary to secure Britain. Complete the tables below to show the outcome of each move.
II. What would be the major drawback to the final placement of the armies after Britain was secured in this way?
....................................................................................................
....................................................................................................
After first move After second move After third move After fourth move
Army Army Army Army
Region 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4Rome
Egypt
Constantinople
Asia Minor
Iberia
North Africa
Gaul
Britain
Advice: In a move, one army moves from a region to an adjacent region.
Show all fourarmiesin each table.
X X X X X
X X X X X
X
X X X X X
According to the deployment rules, none of the armies can now move.
A B C D N O
100%
15
Students were advised that any moves were to follow Constantine’s rules and that a move occurred when one army moved from a region to an adjacent one. There were many variations of four single moves that achieved the stated aim of securing Britain. For example, with two armies in each of Rome and Constantinople, either of those could be moved out. Also, Britain could be accessed through either Gaul or Iberia.
Another common variation was the order of the first two moves, these being one army moving out of Rome (to either Gaul or Iberia) and one army moving from Constantinople to Rome.
A small number of students indicated two moves within one table. Only when both moves were correct, irrespective of their order, did the table gain credit for showing correct moves, e.g. the first two moves as described above. Where the order of the two moves was significant, the table was not credited as showing moves made according to the rules.
Typical errors were: ignoring the requirement to have two armies in a region before one could be moved out of it; thinking that two armies were needed in Britain to secure it; and moving between regions that were not adjacent.
In addition to these misunderstandings, some careless errors in placing crosses within tables contributed to grades being lower.
For part II, an acceptable drawback indicated that armies could no longer move or that the non-occupied regions were not securable. This was a natural extension of the task in part I and was necessary for the A-grade only. A clear explanation of the drawback was not always given by those who had part I correct. These responses were awarded a B-grade.
16
Fe
bru
ary
12
, 2
00
4 1
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2 a
m(*
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ter
to r
em
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UN
IT
TW
OIT
EM
3
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 2
2 o
f 6
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
7T
ran
sla
tin
g f
rom
on
e fo
rm t
o a
no
ther
43
An
aly
sin
g
13
Rec
ord
ing
/no
tin
g d
ata
A
Pa
rt I
:
Th
e m
oves
in
all
fou
r ta
ble
s are
mad
e
acc
ord
ing t
o t
he
rule
s.
Each
tab
le s
how
s th
at
on
e arm
y h
as
moved
an
d t
hre
e h
ave
not.
Th
e fi
na
l dep
loy
men
t in
clu
des
on
e, a
nd
on
ly o
ne,
arm
y i
n B
rita
in.
Pa
rt I
I:
Th
e d
raw
ba
ck i
nd
ica
ted
is
tha
t,
acc
ord
ing t
o t
he
rule
s, a
rmie
s ca
n n
o
lon
ger
be
moved
.
B
Pa
rt I
:
Th
e m
oves
in
all
fou
r ta
ble
s are
mad
e
acc
ord
ing
to
th
e ru
les.
Th
e fi
nal
posi
tion
in
clu
des
on
e, a
nd
on
ly o
ne,
arm
y i
n B
rita
in.
Pa
rt I
I:
Th
e d
raw
back
in
dic
ate
d i
s th
at,
acc
ord
ing t
o t
he
rule
s, a
rmie
s ca
n n
o
lon
ger
be
moved
.
Pa
rt I
:
Th
e m
oves
in
all
fou
r ta
ble
s are
mad
e
acc
ord
ing
to
th
e ru
les.
Each
tab
le s
how
s th
at
on
e arm
y h
as
mo
ved
an
d t
hre
e h
ave
no
t.
Th
e fi
nal
posi
tion
in
clu
des
on
e, a
nd
on
ly o
ne,
arm
y i
n B
rita
in.
OR
D
Pa
rt I
:
Th
e m
oves
in
at
least
tw
o o
f th
e ta
ble
s
are
ma
de
acc
ord
ing t
o t
he
rule
s.
Note
:
It i
s p
oss
ible
for
two a
rmie
s on
th
e on
e ta
ble
to b
e se
en t
o m
ove
acc
ord
ing t
o t
he
rule
s, p
rovid
ed t
he
ord
er o
f th
e m
oves
is
not
sign
ific
an
t.
C
Pa
rt I
:
Th
e m
oves
in
at
least
th
ree
of
the
tab
les
are
mad
e acc
ord
ing t
o t
he
rule
s.
Th
e fi
nal
posi
tion
in
clu
des
at
least
on
e
arm
y i
n B
rita
in.
Mod
el R
esp
on
se:
I. II.
Acc
ord
ing t
o t
he
dep
loym
ent
rule
s, n
on
e of
the
arm
ies
can
now
move.
Aft
er f
irst
move
Aft
er s
econ
d m
ove
Aft
er t
hir
d m
ove
Aft
er f
ourt
h m
ove
Arm
yA
rmy
Arm
yA
rmy
Re
gio
n1
23
41
23
41
23
41
23
4
Ro
me
XX
XX
X
Eg
yp
t
Co
nsta
ntin
op
leX
XX
XX
Asia
Min
or
Ibe
ria
No
rth
Afr
ica
Gau
lX
XX
XX
Bri
tain
X
17
Unit Three
ITEM 4
Model responses
Commentary
Item 4 was a three-star closed item in which students were required to compare/contrast (CCE 29 Comparing, contrasting) and to use vocabulary appropriate to a context (CCE 10 Using vocabulary appropriate to a context). It was based on a humorous skit on malapropisms.
Few students (5%) were able to locate and correctly replace five malapropisms which was necessary to be awarded an A-grade. Most
students were able to identify five of the seven malapropisms from the text but found it more difficult to replace each malapropism with the correct word. They were rewarded for identifying these malapropisms with a C-grade.
Malapropism Correct word
............................................
............................................
............................................
............................................
............................................
...........................................
...........................................
...........................................
...........................................
...........................................
replete replace
simian similar
revenant relevant
euphemised utilised
context contest
A B C D N O
100%
18
Se
pte
mb
er
17
, 2
00
3 1
1:4
6 a
m(*
foo
ter
to r
em
ain
un
til fin
al p
rin
t*)
I:\q
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00
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er\
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73
\msch
em
es\0
3-0
04
-ms.f
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UN
IT
TH
RE
E I
TE
M 4
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 1
2 o
f 3
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
10
Usi
ng
vo
cab
ula
ry a
pp
rop
ria
te t
o a
co
nte
xt
29
Co
mp
ari
ng
, co
ntr
ast
ing
C
Th
ree
exa
mp
les
of
mala
pro
pis
ms
are
iden
tifi
ed a
nd
th
ree
corr
ect w
ord
s are
pro
vid
ed.
Fiv
e ex
am
ple
s of
mala
pro
pis
ms
are
iden
tifi
ed.
OR
A
Fiv
e ex
am
ple
s o
f m
ala
pro
pis
ms
are
iden
tifi
ed a
nd
th
e fi
ve
corr
ect
wo
rds
are
pro
vid
ed.
B
Fo
ur
exa
mp
les
of
ma
lap
rop
ism
s a
re
iden
tifi
ed a
nd
fo
ur
corr
ect
word
s a
re
pro
vid
ed.
D
On
e m
ala
pro
pis
m i
s id
enti
fied
an
d a
corr
ect
wo
rd i
s p
rov
ided
.
Th
ree
exam
ple
s of
mala
pro
pis
ms
are
iden
tifi
ed.
OR
Mod
el R
esp
on
se:
......................
......................
......................
......................
......................
......................
......................
......................
.....................
......................
rep
lete
rep
lace
sim
ian
sim
ilar
rev
enan
tre
leva
nt
eup
hem
ised
utilis
ed
con
tex
tco
nte
st
Co
rrec
tw
ord
Ma
lap
rop
ism
No
tes:
1.
Pro
vid
ed t
he
corr
ect
wo
rd i
s g
iven
, in
corr
ect
spel
lin
g o
r te
nse
ca
n b
e ig
no
red
.
2.
Th
e fo
llow
ing i
s a l
ist
of
seven
mala
pro
pis
ms
an
d t
hei
r co
rrec
t w
ord
s
rep
lace
Co
rrec
tw
ord
(s)
sim
ilar
hila
rity
rele
va
nt
rep
lete
Ma
lap
rop
ism
sim
ian
po
lari
ty
rev
enan
t
accu
ltu
rate
d
eup
hem
ised
con
tex
t
ed
uca
ted
/cu
ltu
red
/so
ph
istica
ted
utilis
ed
co
nte
st
19
Unit Four
A data table containing marriage statistics for Australia for selected years from 1982 to 2001 provided stimulus material for the three items in this unit.
ITEM 5
Model responses
Commentary
Item 5 was a closed two-star item that required students to interpret the meaning of the table (CCE 6 Interpreting the meaning of tables …) and then apply a progression of steps (CCE 37 Applying a progression of steps to achieve the required answer) to determine the percentage of marriages in 1997 in which one or both partners were previously married.
The item was generally handled well by the majority of students with about 58 per cent gaining an A-grade. Fewer than 4 per cent did not attempt this item and received an O-grade. The first cue in this item directed students to show all working. Almost all students included some working; however, a few students ignored this cue and gave an answer of 33 per cent unaccompanied by any working and were therefore awarded a C-grade. More significantly, a greater number of students failed to follow the second cue which directed that the answer be rounded to the nearest whole number. These responses, along with those in which a minor calculation error was evident, accounted for the 11 per cent of students awarded a B-grade.
The C-grade was also awarded to responses where students indicated that determining the ratio of the values 35 693 and 106 735 was an important step in the calculation. Responses where students applied the correct progression of steps to obtain the appropriate percentage for another year,
...................................................................................
...................................................................................
...................................................................................
...................................................................................
....................................................................................................
....................................................................................................
Show all working.
Give your answer to the nearest whole number.
Percentage previously married
33.441 per cent
33 per cent
100=
=
�
×35 693
106 735
A B C N O
100%
20
were also awarded a C-grade. The first two types of C-grade responses accounted for the majority of the 5 per cent of students awarded a C-grade.
Interestingly, a large number of students appeared to be unable to directly calculate the percentage and instead used trial-and-error methods to determine the required percentage. Some of these types of responses were able to gain some credit depending on the precision of the calculations shown and the answer.
Surprisingly, around 23 per cent of students were unable to perform the tasks of either extracting the correct numbers from the table and writing them in a meaningful way or using the appropriate method to calculate percentage and so were awarded an N-grade.
21
UN
IT
FO
UR
IT
EM
5
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 4
1 o
f 5
Decem
be
r 8
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00
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m(*
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ter
to r
em
ain
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til fin
al pri
nt*
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03
\pa
pe
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-ms.f
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N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
6In
terp
reti
ng
th
e m
ean
ing
of
tab
les
…
37
Ap
ply
ing
a p
rog
ress
ion
of
step
s to
ach
iev
e th
e re
qu
ired
an
swer
C
Th
e re
spon
se in
dic
ate
s th
at
35 6
93 is
to b
e d
ivid
ed b
y
10
6 7
35
.
Th
e re
spon
se s
how
s th
e fi
nal
an
swer
as
33 o
r 33%
.
Th
e re
spon
se s
how
s th
at
a s
uit
ab
le m
eth
od
has
bee
n
use
d.
OR
OR
A
Th
e re
spon
se s
how
s th
at
35 6
93 a
nd
106 7
35 a
re
corr
ectl
y u
sed
to g
ive
33 o
r 33%
as
the
fin
al
an
swer
.
B
Th
e re
spo
nse
sh
ow
s th
at
35
69
3 a
nd
10
6 7
35
are
corr
ectl
y u
sed
lea
din
g t
o a
valu
e b
etw
een
33 a
nd
34.
Th
e re
spon
se u
ses
the
exp
ress
ion
to a
rriv
e at
a f
inal
an
swer
.
OR
35
693
10
0³
10
6 7
35
--------
--------
--------
-------
Mod
el R
esp
on
se:
Per
cen
tage
pre
vio
usl
y m
arr
ied
=
= 3
3.4
41%
3
3%
35
69
3
10
6 7
35
--------
--------
---1
00
³
º
22
ITEM 6
Model response
Commentary
For this three-star item, students were asked to interpret the data table (CCE 6 Interpreting the meaning of tables …) and to use the data to reach a conclusion (CCE 32 Reaching a conclusion which is necessarily true provided a given set of assumptions is true) about the number of people in Australia who married for the first time in 2001. Students needed to realise that the number of people in this group was represented by a range that related to those marriages where both partners had never previously married and the marriages where
one or both partners were previously married. Students were expected not only to use the data from the table but also to indicate their understanding of the information they accessed by responding in the appropriate space.
Students found this item particularly difficult, with only 27 per cent earning a creditable grade. A disturbingly large number of students responded incorrectly by completing the top line only or by completing both of the lines. A significant proportion of these students misunderstood the item or misinterpreted or disregarded the cue that directed them to respond by completing only one of the two given lines. A number of this group of students completed both lines using 137 974 and 172 117 only. A much smaller proportion used 137 974 and 172 117 to complete the second line but introduced a third number for the first statement. Responses based on either of these errors could still attract a C-grade provided the second line was completed correctly. These types of C-grade responses accounted for the greatest proportion by far of the 10 per cent of responses awarded this grade.
It was evident that a significant number of students did not understand how to use or interpret the data and therefore did not determine a range of values or could not arrive at 137 974 or 172 117. These students received either an N or O-grade and accounted for 73% of all responses.
......................................................................................
......................................................................................
Either
Or
Exactly .................... people
From .................... to .................... people
Complete only the appropriate line.
Show any working.
137 974
Min. number = 68 987 × 2 = 137 974
Max. number = 137 974 + 34 143 = 172 117
172 117
A B C N O
100%
23
Some students used data from a different year, usually 1997, presumably a ‘leftover’ from the previous item. A C-grade could still be obtained if the method used was suitable and the subsequent answer was correct. This type of response accounted for only a small proportion of all C-grades awarded.
24
UN
IT
FO
UR
IT
EM
6
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 4
2 o
f 5
Se
pte
mb
er
17
, 2
003
11:4
6 a
m(*
foo
ter
to r
em
ain
un
til fin
al pri
nt*
)I:\q
cs\s
ri\s
ri20
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\pa
pe
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me
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N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
6In
terp
reti
ng
th
e m
ean
ing
of
tab
les
…
32
Rea
chin
g a
co
ncl
usi
on
wh
ich
is
nec
essa
rily
tru
e p
rov
ided
a g
iven
set
of
ass
um
pti
on
s is
tru
e
C
On
ly t
he
secon
d s
tate
men
t h
as
been
co
mp
lete
d.
Th
e st
ate
men
t co
nta
ins
two v
alu
es, in
clu
din
g:
•1
37
97
4
or
•1
72
11
7.
On
ly t
he
secon
d s
tate
men
t h
as
been
co
mp
lete
d.
Tw
o v
alu
es a
re g
iven
th
at
dif
fer
by
34
14
3.
On
ly t
he
secon
d s
tate
men
t h
as
been
co
mp
lete
d.
Th
e re
spon
se s
how
s th
at
a s
uit
ab
le m
eth
od
, b
ase
d o
n
a c
olu
mn
tw
o n
um
ber
an
d a
colu
mn
th
ree
nu
mb
er,
ha
s b
een
use
d t
o c
alc
ula
te t
he
ap
pro
pri
ate
ra
ng
e o
f
valu
es.
Th
e se
con
d s
tate
men
t co
nta
ins
two v
alu
es:
•1
37
97
4
an
d
•1
72
11
7.
OR
OR
OR
B
On
ly t
he
seco
nd
sta
tem
ent
has
bee
n c
om
ple
ted
.
Th
e w
ork
ing s
how
s th
at:
•68 9
87 ×
2
an
d
•68 9
87 ×
2 +
34 1
43
ha
ve b
een
use
d.
A
On
ly t
he
seco
nd
sta
tem
ent
ha
s b
een
co
mp
lete
d.
Th
e st
ate
men
t co
nta
ins
two v
alu
es:
•1
37
97
4
an
d
•1
72
11
7.
Note
:
An
exam
ple
of
a s
uit
ab
le m
eth
od
is
to m
ult
iply
a c
olu
mn
tw
o n
um
ber
by 2
to g
ive
the
min
imu
m v
alu
e
an
d t
hen
ad
d t
o a
colu
mn
th
ree
nu
mb
er t
o g
ive
the
maxim
um
valu
e.
Mod
el R
esp
on
se:
Min
. n
um
ber
= 6
8 9
87 ×
2 =
137 9
74
Max.
nu
mb
er=
137 9
74 +
34 1
43 =
172 1
17
Eit
her
Or
Exac
tly .................... p
eop
le
Fro
m .................... to
.................... peo
ple
13
79
74
17
211
7
25
ITEM 7
Model responses
Commentary
This three-star item required students to analyse (CCE 43 Analysing) the table of data relating to registered marriages to ascertain which data entries could be used to calculate (CCE 16 Calculating with or without calculators) the total population of Australia in 1982.
The first cue directed students to show their working and most students who attempted the item did show their calculations either with or without any explanation. The second cue directed students to
give their answer to the nearest 100 000. The majority of the 7 per cent of students awarded aB-grade in this item typically determined the total population correctly but did not follow this cue and gave an unrounded answer or rounded to the nearest 1000 000 or 10 000.
Few students did not attempt this item and most were able to ascertain that the ‘total number of marriages’ in 1982, 117 275, and the ‘crude marriage rate’ in 1982 of 7.7, were the only data from
...................................................................................
...................................................................................
...................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
Show all working.
Give your answer to the nearest 100 000.
...................................................................................
...................................................................................
...................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
Show all working.
Give your answer to the nearest 100 000.
I
II
Let be the population of Australia in 1982x
No. of 1000s of people in the population
� population
Marriage rate
15 230 519
15 200 000
15 230.519
15 230.519 × 1000
15 230 519
15 200 000 to nearest 100 000
x
=
=
=
=
=
=
=
=
=77.7
No. of marriages
117 275
117 275 × 1000
117 2751000
crude rate
7.7
7.7
x
�
�
A B C D N O
100%
26
the table which should have been used to calculate the total population. About 17 per cent of students were able to identify the correct values and complete the calculations correctly to receive an A-grade. The A-grade responses varied from those which were clearly set out with full explanation of each step to minimal working such as × 1000 = 15 200 000.
Many students interpreted the crude marriage rate as a percentage rather than the per 1000 indicated. Typically, these students calculated the population to be about 1 500 000 and were awarded a C-grade. Students who were confused between couples and individuals and doubled or halved inappropriately were generally awarded a C-grade also. These students understood some aspect of the relationship between the two values from the table, that is, that the number of marriages divided by the crude rate formed part of the solution. Approximately equal proportions of these two types of responses made up the 10 per cent of C-grades awarded.
Students able to extract only the correct numbers but unable to progress further were awarded a D-grade. The majority of the 33 per cent of the D-grade responses were of this type. A very small number of students used a suitable method with data from another year and correctly determined the subsequent answer to achieve a D-grade.
It was evident that many students did not understand the relationship between the numbers in the table and the total population, so were unable to use them in the required calculation and therefore received an N or an O-grade. About one third of students received either an N or an O-grade.
117 2757.7
-------------------
27
UN
IT
FO
UR
IT
EM
7
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 4
3 o
f 5
Decem
be
r 8
, 2
00
3 1
3:3
3 p
m(*
foo
ter
to r
em
ain
un
til fin
al pri
nt*
)I:\q
cs\s
ri\s
ri20
03
\pa
pe
r\sri
60
7\m
sche
me
\04
-007
-ms.f
m
N
Res
pon
se i
s
un
inte
llig
ible
or
do
es n
ot
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
43A
naly
sing
16
Cal
cula
ting
wit
h or
wit
hout
cal
cula
tors
D
Th
e re
spon
se i
nd
icate
s th
at
7.7
an
d
117 2
75 w
ere
the
on
ly n
um
ber
s fr
om
th
e
tab
le u
sed
.
Th
e re
spon
se s
how
s th
at
a s
uit
ab
le
met
hod
has
bee
n u
sed
.
OR
Mod
el R
esp
on
se 1
:
Let
x b
e th
e p
op
ula
tion
of
Au
stra
lia i
n 1
982
Marr
iag
e ra
te
=
\
x= =
15 2
30 5
19
º 15 2
00 0
00.
7.7
10
00
--------
----1
17
27
5
x----
--------
-------
=
117 2
75 ×
1000
7.7
--------
--------
--------
--------
-----
A
Th
e re
spo
nse
giv
es t
he
an
swer
as
15
20
000
0.
C
Th
e re
spon
se i
nd
ica
tes
that
7.7
an
d
117
27
5 w
ere
the
on
ly n
um
ber
s fr
om
th
e
tab
le u
sed
.
Su
bse
qu
ent
calc
ula
tion
s in
clu
de
a
sign
ific
an
t st
ep.
B
Th
e re
spon
se g
ives
a f
inal
an
swer
calc
ula
ted
fro
m t
he
exp
ress
ion
.11
7 2
75
10
00
³7.7
--------
--------
--------
--------
-----
Mo
del
Res
po
nse
2:
No. o
f 1
00
0s
of
peo
ple
in t
he
pop
ula
tion
=
= º 15 2
30.5
19
\ p
op
ula
tion
= 1
5 2
30.5
19 ×
1000
= 15 2
30
51
9
=
15 2
00
00
0 t
o n
eare
st 1
00
00
0
No. o
f m
arr
iag
es
cru
de
rate
--------
--------
--------
--------
--------
--
11
7 2
75
7.7
--------
--------
-----
Note
:
An
exam
ple
of
a s
ign
ific
an
t st
ep i
s d
ivid
ing 1
17 2
75 b
y c
erta
in m
ult
iple
s (e
.g.
2, 10)
of
7.7
.
28
Unit Five
ITEM 8
Model response
Commentary
Included in the stimulus material for this item was a text on the use of technology in the future, a picture of a ‘humanoid’ robot and 20 predictions about technology in the future. This material seemed to capture the interest of students and very few omitted the item.
The students were required to select three different predictions and (CCE 26 Explaining to others) link a different, plausible outcome other than unemployment to each prediction (CCE 35 Extrapolating; and
CCE 41 Hypothesising). For each outcome they had to provide a clear explanation of how the outcome could negatively affect an individual.
.................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
Æ
Refer to a different predictionfor each outcome.
The elimination of bacteria (prediction 1) could cause a reduction
in the efficiency of our immune systems, making us prone to disease.
.................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
Æ Physical inactivity would result from the proliferation of labour-saving
devices—Predictions 11 and 18—and a result of this would be unfit,
overweight individuals.
.................................................................................................
....................................................................................................
....................................................................................................
Æ Full voice interaction with machines could lead to alienation and
individuals could have problems relating to others and developing
healthy relationships.
2.
3.
1.
A B C D N O
100%
29
Most students’ understanding of the predictions came from the world of fantasy: invading robots taking over the world; prehistoric organisms wiping out the human species; designer babies resulting in widespread depression; and upset stomachs from swallowing toothpaste. These misunderstandings all came from the influence of popular culture where the frequent presentation of these situations makes them appear commonplace and therefore plausible. This negatively affected the quality of student responses.
Very few students (6%) were able to provide the three creditable responses required to achieve anA-grade, i.e. state an outcome of a specific prediction and explain how the individual could be negatively affected. Most responses were awarded a B or C-grade – a total of 56%. Many students generalised about the effect of robots on society over all three responses rather than specifically referring to a different prediction for each response. Often the outcomes were not a consequence of the prediction. For example, an outcome of the prediction, ‘Fire fighting robots that can rescue people’ is not that the robots will break down. Rather, an outcome of this prediction could be that human fire fighters do not have to risk their lives to save people in fires. In general, the malfunctioning of a robot was not considered to be an outcome of any of the predictions.
In many cases, the negative effect was not stated or the effect was of a global nature. Students included effects on mankind, society and the whole world.
In the majority of cases, the C-grade was awarded where plausible outcomes were linked to predictions but either no negative effects were included or an inappropriate negative effect was stated.
The majority of N-grades were awarded because students
• generalised about robots rather than referring to specific predictions
• referred to unemployment in all three responses
• referred to implausible outcomes such as robots wiping out humans or robots breaking down
• gave outcomes which were not a consequence of the predictions, or
• showed no understanding of the stimulus material or the stem and cue.
Students attempted this item and used all the space allocated for the item. However, many students did not seem to realise the complexity of the task in which they were asked for three responses each having three different linked parts.
Typical A response• Having emotional control devices and emotionally responsive toys and robots will create
major social problems as people learn to interact with robots and have difficulty communicating with other people.
• For prediction II, the outcome could be negative in that there might be a rise in obesity since robots would be performing every day-to-day task and people would not get enough exercise.
• With the digital image overlays making people appear more attractive, relationships will occur even more so on the basis of physical appearance rather than personality.
30
Typical C response (C2 response)• Prediction 17: More robots than people in developed countries could lead to people
relying totally on robots to do everything.
• Designer babies could lead to a loss of individuality.
• Fire-fighting robots while trying to rescue people will save human fire fighters from the possibility of being burnt or injured.
31
UN
IT
FIV
EIT
EM
8
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 1
3 o
f 3
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
35
Ex
tra
po
lati
ng
41
Hy
po
thes
isin
g2
6E
xp
lain
ing
to
oth
ers
C
Th
e re
spon
se c
ites
on
e p
lau
sib
le
ou
tcom
e an
d s
tate
s a l
ink
to a
pre
dic
tion
.
Th
e st
ud
ent
pro
vid
es a
cle
ar
exp
lan
ati
on
of
how
th
e ou
tcom
e co
uld
neg
ati
vel
y a
ffec
t an
in
div
idu
al.
The
res
pons
e al
lude
s to
thre
e pl
ausi
ble
outc
omes
or
nega
tive
eff
ects
and
for
each
, mak
es a
link
to
a di
ffer
ent
pred
icti
on.
OR
A
Th
e re
spo
nse
cit
es t
hre
e p
lau
sib
le
ou
tcom
es a
nd
each
is
lin
ked
to a
dif
fere
nt
pre
dic
tion
.
Th
e st
ud
ent
pro
vid
es a
cle
ar
exp
lan
ati
on
of
ho
w e
ach
ou
tcom
e co
uld
neg
ati
vel
y a
ffec
t a
n i
nd
ivid
ua
l.
B
Th
e re
spo
nse
cit
es t
wo
pla
usi
ble
ou
tcom
es a
nd
each
is
lin
ked
to a
dif
fere
nt
pre
dic
tion
.
Th
e st
ud
ent
pro
vid
es a
cle
ar
exp
lan
ati
on
of
how
each
ou
tcom
e
cou
ld n
egati
vel
y a
ffec
t an
in
div
idu
al.
D
The
res
pons
e al
lude
s to
tw
o pl
ausi
ble
outc
omes
or
nega
tive
eff
ects
and
for
each
, mak
es a
link
to
a di
ffer
ent
pred
icti
on.
Mod
el R
esp
on
ses:
1.
Th
e el
imin
ati
on
of
bact
eria
(p
red
icti
on
1)
cou
ld c
au
se a
red
uct
ion
in
th
e ef
fici
ency
of
ou
r im
mu
ne
syst
ems,
mak
ing u
s p
ron
e to
dis
ease
.
2.
Ph
ysi
cal
inact
ivit
y w
ou
ld r
esu
lt f
rom
th
e p
roli
fera
tion
of
lab
ou
r-sa
vin
g d
evic
es—
Pre
dic
tion
s 11
an
d 1
8—
an
d a
res
ult
of
this
wou
ld b
e u
nfi
t, o
ver
wei
gh
t in
div
idu
als
.
3.
Fu
ll v
oic
e in
tera
ctio
n w
ith
mach
ines
cou
ld l
ead
to a
lien
ati
on
an
d i
nd
ivid
uals
cou
ld h
ave
pro
ble
ms
rela
tin
g t
o o
ther
s an
d d
evelo
pin
g h
ealt
hy r
elati
on
ship
s.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
Tes
t
No
tes:
1.
Ou
tcom
es o
r n
ega
tiv
e ef
fect
s re
late
d t
o u
nem
plo
ym
ent
wil
l n
ot
ga
in c
red
it.
2.
Eff
ects
on
a g
lob
al
or
soci
etal
level
may b
e cr
edit
ed a
s ‘o
utc
om
es’.
32
Unit Six
The first few stages of the geometrical evolution of the Koch snowflake fractal were outlined in the introduction to this unit. Students were asked to determine certain attributes of subsequent stages of this fractal including the general stage snowflake.
ITEM 9
First performance domain
Model response
Commentary
A majority of students were able to determine and use one of the possible strategies needed to complete at least part of the first performance domain for this four-star closed item. In the first performance domain, students were required to apply the appropriate progression of steps (CCE 37 Applying a progression of steps to achieve the required answer) and continue this pattern (CCE 49 Perceiving patterns) to determine the number and length of sides for each of the 2nd, 3rd, 4th and 9th stages of the snowflake.
The cue instructed students to use fractions for side lengths. Some students gave answers as decimal approximations or in scientific notation. The highest possible grade for which these
length of each side number of sides
stage 1 ....................... .......................
stage 2 ....................... .......................
stage 3 ....................... .......................
stage 4 ....................... .......................
stage 9 ....................... .......................
1 3
Use fractions (e.g. ) for lengths of sides.
47
1
1 1248192
196 608
1
1
9
3
27
6561
A B C D N O
100%
33
responses were considered was a B-grade. The majority of the 11 per cent of students awarded a B-grade correctly completed the answers for up to and including stage 4 but were unable to extend the patterns for stage 9. A small proportion of the B-grade responses gave either all the ‘length of each side’ or ‘number of sides’ correctly completed but made errors on one or two entries for the other set of answers.
Students were able to physically count the number of sides for some of the stages of snowflake included in the stimulus and thereby earn a creditable grade. The nature of student responses suggests that the majority of the 17 per cent of students receiving a D-grade counted to arrive at their answers. However, the method of counting the sides was of limited use for determining the number of sides in the stage 4 and stage 9 snowflakes and students awarded a C-grade or higher generally needed to recognise and apply the patterns.
Second performance domain
Model response
Commentary
The second performance domain of this four-star item was quite demanding for students. Some were aware of the pattern from the previous item (i.e. dividing the previous stage by 3 or multiplying by 4 respectively) but most of these were unable to relate the pattern to the general algebraic expressions for number and length of sides and therefore gave an unintelligible response or left the space blank(CCE 38 Generalising from information and CCE 49 Perceiving patterns). Although the responses indicated students realised that the
current stage was based upon the previous stage, students did not see the expression to involve a power. Students were therefore unable to relate the pattern to an expression. As a consequence, about 85 per cent of students were awarded an N or O-grade.
Approximately 4 per cent of students were able to determine the correct expressions for both and thereby receive an A-grade.
Number of sides = ..................
Length of each side = .................a
3 4
(1 n–1
n–1
3×
×
A B C D N O
100%
34
Most of the 5 per cent of students awarded a B-grade were able to relate the pattern for number of sides to an expression but failed to notice that the general snowflake described had a side length of ‘a’ units rather than ‘1’ unit and used 1 rather than a in the expression for side length.
The 3 per cent of responses awarded a C-grade were able to relate the patterns to expressions with varying degrees of success.
About 4 per cent of students realised that the current stage was based upon the previous stage and therefore the general expression involved a power of n-1, but then they could not develop the expressions further, so were awarded a D-grade.
Of interest in this item were the number of algebraically able students who took the opportunity to ‘simplify’ the expressions obtained. This was particularly evident in the expression for the number of sides of the snowflake. Example of creative alternative expressions included:
•
• .
4n 22n 2––
6 22n 3––
35
UN
IT
SIX
IT
EM
9
FIR
ST
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 4
4 o
f 5
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
49
Per
ceiv
ing
pa
tter
ns
37
Ap
ply
ing
a p
rog
ress
ion
of
step
s to
ach
iev
e th
e re
qu
ired
an
swer
C
Th
e re
spon
se g
ives
at
least
fou
r co
rrec
t
entr
ies
or
thei
r d
eci
mal
equ
ivale
nts
.
A
Th
e re
spo
nse
giv
es e
igh
t co
rrec
t
entr
ies.
B
Th
e re
spo
nse
giv
es a
t le
ast
six
co
rrec
t
entr
ies
or
thei
r d
ecim
al
equ
ivale
nts
.
D
Th
e re
spon
se g
ives
at
least
tw
o c
orr
ect
entr
ies
or
thei
r d
ecim
al
equ
iva
len
ts.
Mod
el R
esp
on
se:
len
gth
of
each
sid
en
um
ber
of
sid
es
stag
e 1
.......................
.......................
stag
e 2
.......................
.......................
stag
e 3
.......................
.......................
stag
e 4
.......................
.......................
stag
e 9
.......................
.......................
13
Use f
ractions
(e.g
. )
for
len
gth
s o
f
sid
es.4 7
1112 48 192
196608
1 193 27 6561
Note
:
Pow
ers
an
d f
ract
ion
s th
at
have
no
t b
een
sim
pli
fied
are
acc
epta
ble
.
36
UN
IT
SIX
IT
EM
9
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 4
5 o
f 5
SE
CO
ND
PE
RF
OR
MA
NC
E D
OM
AIN
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
38
Gen
erali
sin
g f
rom
in
form
ati
on
49
Per
ceiv
ing
pa
tter
ns
C
Th
e re
spon
se g
ives
•a
co
rrec
t ex
pre
ssio
n f
or
len
gth
of
each
sid
e o
f a g
ener
al
stage
‘n’
snow
fla
ke
of
init
ial
sid
e le
ng
th 1
un
it
•a
n e
xp
ress
ion
for
nu
mber
of
sides
of
a
gen
era
l st
ag
e ‘n
’sn
ow
flak
eth
at
use
s
n-1
or
its
equ
ivale
nt
as
an
in
dex
.
Th
e re
spo
nse
giv
es
•a
co
rrec
t ex
pre
ssio
n f
or
len
gth
of
each
sid
e o
f a g
ener
al
stage
‘n’
snow
fla
ke
of
init
ial
sid
e le
ng
th ‘
a’.
Th
e re
spo
nse
giv
es
•a
co
rrec
t ex
pre
ssio
n f
or
nu
mber
of
sides
of
a g
ener
al st
ag
e ‘n
’sn
ow
flak
e.
OR
OR
A
Th
e re
spon
se g
ives
•a
co
rrec
t ex
pre
ssio
n f
or
len
gth
of
each
sid
e of
a g
ener
al
stage
‘n’
sno
wfl
ak
eo
f in
itia
l si
de
len
gth
‘a
’
•a
co
rrec
t ex
pre
ssio
n f
or
nu
mber
of
sides
of
a g
ener
al st
ag
e ‘n
’sn
ow
flak
e.
B
Th
e re
spon
se g
ives
•a c
orr
ect
exp
ress
ion
for
len
gth
of
each
sid
e o
f a
gen
era
l st
ag
e ‘n
’
sno
wfl
ak
eo
f in
itia
l si
de
len
gth
1 u
nit
•a c
orr
ect
exp
ress
ion
for
nu
mber
of
sid
es o
f a
gen
eral st
ag
e ‘n
’sn
ow
flak
e.
Th
e re
spon
se g
ives
•a c
orr
ect
exp
ress
ion
for
len
gth
of
each
sid
e o
f a
gen
era
l st
ag
e ‘n
’
sno
wfl
ak
eo
f in
itia
l si
de
len
gth
‘a
’
•an
exp
ress
ion
for
nu
mber
of
sides
of
a
gen
era
l st
ag
e ‘n
’sn
ow
flak
eth
at
use
s
n-1
or
its
equ
ivale
nt
as
an
in
dex
.
OR
D
Th
e re
spon
se g
ives
•at
least
on
e ex
pre
ssio
n t
hat
use
s n
-1
or
its
equ
ivale
nt
as
an
in
dex
.
LP
Mod
el R
esp
on
se:
Nu
mb
er o
f si
des
=..................
Len
gth
of
each
sid
e =
.................
a
34
(1n–
1
n–13
×
×
37
Unit Seven
ITEM 10
Model response
Commentary
This two-star closed item required students to extract information from the stimulus material in order to complete a table about the general features of callistemons and the specific features of Hannah Ray. This item tested achievement in CCE 30 Classifying; and CCE 13 Recording/noting data. An A-grade was awarded to 33 per cent of students.
While around 97 per cent of responses earned a creditable grade, some students had difficulty completing the table for the aspect and size characteristics.
Responses for this item indicated that the main problems associated with ‘aspect’ were related to students not understanding the meaning of aspect. Many of the 38 per cent of B-grade responses provided correct entries for all but the aspect characteristic.
The deficiencies in completing the size entries in the table related to responses not providing both dimensions or not indicating units or not relating height and width to the dimensions given.
Most of the 21 per cent of C-grade responses did not provide any correct entries for the aspect and size characteristics. Approximately 5 per cent of students were credited with two correct entries only and were awarded a D-grade.
CharacteristicGeneral feature of
callistemonsSpecific feature of
‘Hannah Ray’
scientific name Callistemon Callistemon viminalis
size 0.5 to 10 m high and1 to 5 m wide
up to 4 m high and 2 to 3 m wide
aspect full sun full sun
colour lemon, pink or red bright red to scarlet
habit woody shrubs weeping shrub
time of flowering autumn/spring & summer early summer and autumn
A B C D N O
100%
38
Decem
be
r 8
, 2
00
3 1
3:5
2 p
m(*
foo
ter
to r
em
ain
un
til fin
al pri
nt*
)I:\q
cs\s
ri\s
ri20
03
\pa
pe
r\sri
43
5\m
sche
me
\07
-010
-ms.f
m
UN
IT
SE
VE
NIT
EM
10
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 7
1 o
f 5
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
30
Cla
ssif
yin
g1
3R
eco
rdin
g/n
oti
ng
da
ta
C
At
least
fou
r en
trie
s are
corr
ect.
B
At
least
six
en
trie
s are
corr
ect.
D
At
lea
st t
wo
en
trie
s a
re c
orr
ect.
A
All
eig
ht
entr
ies
are
co
rrec
t.
Mod
el R
esp
on
se:
Ch
ara
cte
risti
cG
en
era
l fe
atu
re o
f c
all
iste
mo
ns
Sp
ec
ific
fe
atu
re o
f‘H
an
nah
Ray
’
scie
nti
fic
nam
eC
alli
stem
on
Ca
llistem
on v
imin
alis
size
0.5
to 1
0 m
hig
h a
nd
1 to 5
m w
ide
up t
o 4
m h
igh a
nd
2 t
o 3
m
wid
e
aspec
tfu
ll sun
full
sun
colo
ur
lem
on, pin
k or
red
b
rig
ht
red
to
sca
rlet
hab
itw
oo
dy
shru
bs
weepin
g s
hru
b
tim
e o
f fl
ow
erin
ga
utum
n/s
pri
ng &
sum
mer
earl
y s
um
mer
an
d a
utu
mn
39
ITEM 11
Model response
Commentary
Item 11 was more open and required students to follow the guidelines given to design an informative tag that would attract the attention of customers and encourage them to consider Hannah Ray for their gardens. This four-star item was relatively difficult.
Item 11 was graded in two performance domains. Each performance domain was graded independently. In a broad sense, the first performance domain had an emphasis on extracting and providing
information, while the second performance domain concentrated on representing the information through drawing and design. Most students attempted this item with only about 3 per cent of all students not responding and being awarded an O-grade.
Evergreen weeping shrub. Bears bright red flowers
in autumn/summer. Very hardy. Grows in a variety
of soils. Attracts native birds.
NATIVESIZESUN FORM
Insertintopot
A B C D E N O
100%
40
First performance domain
The first performance domain required students to extract information from the text (CCE 11 Summarising/condensing written text) and present the information on the tag in any format, including as part of the title, sketch, icons or the additional information (CCE 7 Translating from one form to another).
Four essential features specific to Hannah Ray (genus and variety names, size and form) and four additional pieces of accurate information related to Hannah Ray were required for an A-grade response. Approximately 13 per cent of responses were awarded an A-grade in this performance domain.
About 6 per cent of responses included the four essential features but provided only three additional pieces of information and therefore received a B-grade. Usually the B-grade responses did not contain suitable additional information within the last icon and title. A B-grade was also awarded where the same or similar information was repeated in two different formats to give a total of three pieces of additional information, for example, including ‘bird attracting’ both through an icon and also in the text.
About 35 per cent of students were awarded a C-grade. The overwhelming majority of C-grade responses provided more than two additional pieces of accurate information but included only three of the four pieces of essential information. Many C-grade students attempted to represent form through an icon, but the icons did not convey the weeping form of Hannah Ray. As well, information conveyed via the icons was then repeated in another format on the tag. Students also included essential information specific to Hannah Ray and repeated the same additional information or simply included general information about callistemons. A proportion of C-grade responses simply did not include the genus name or variety name or size.
Some students either did not follow the guidelines provided or neglected to consider the purpose of the tag in relation to the information to be included in their responses. Consequently responses that included at least five pieces of information of which two or fewer were essential earned a D-grade. About 25 per cent of all responses were of this type and received this grade.
Approximately 14 per cent of students were able to convey the minimal number of pieces of information through their response. Only 5 per cent of responses were unable to gain any credit.
Commentary
Second performance domain
The second performance domain required students to follow the guidelines given and design an appropriate plant tag. This tested CCE 60 Sketching/drawing; CCE 20 Setting out/presenting/arranging/displaying; and CCE 7 Translating from one form to another.
An A response provided:
• four elements positioned according to the guidelines (title, sketch, icons and text)
• an appropriately sized title as a prominent component of the tag
A B C D E N O
100%
41
• the sketch concentrating on the individual flowers of Hannah Ray showing the colour, brushiness and shape of the flowers
• icons using minimal text to provide clear and appropriate representations of size and form and a third feature that was clearly identified and related to Hannah Ray
• a visually effective tag.
Students had difficulty responding with a sketch that concentrated on the Hannah Ray flowers. A large proportion of students either ignored this cue or lacked confidence in their ability to sketch/draw and sketched the Hannah Ray shrub instead. Unfortunately this approach accounted for the overwhelming majority of the 50 per cent of responses awarded a C-grade.
A number of students overrode the stem which asked the student to ‘sketch the flower’ and instead cut out or removed the photo of Hannah Ray from the stimulus material and affixed it in various creative ways to the tag. This approach gained no credit for the sketch and restricted students to an E-grade at best.
Students also experienced difficulty in determining and drawing appropriate icons using minimal text. Many students provided literal representations of the icons, for example, tears to represent weeping form. This gained no credit. Students were most successful with the size icon and the least successful in attempting the third icon. The requirement for the third icon with minimal text was an important determinant between the A and B-grades. Often the title provided for the third icon was not specific enough, for example ‘season’ when they meant ‘flowering season’. Almost all of the 25 per cent of students awarded a B-grade successfully completed all components of the tag except for the third icon. About 3 per cent of students were able to complete all the components including the third icon and received an A-grade.
Students who drew the Hannah Ray shrub and attempted an icon made up the 11 per cent of D-grade responses. The 8 per cent of students awarded an E-grade made an appropriate attempt at least one component of the tag.
42
UN
IT
SE
VE
NIT
EM
11
FIR
ST
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 7
2 o
f 5
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
11S
um
ma
risi
ng
/co
nd
ensi
ng
wri
tten
tex
t
7T
ran
sla
tin
g f
rom
on
e fo
rm t
o a
no
ther
C
Th
e re
spo
nse
co
nv
eys:
❐at
least
th
ree
pie
ces
of
esse
nti
al i
nfo
rmati
on
sp
ecif
ic
to ‘
Han
nah
Ray’
❐at
least
tw
o a
dd
itio
nal
pie
ces
of
acc
ura
te i
nfo
rmati
on
th
at
rela
te t
o ‘
Han
nah
Ray’.
A
Th
e re
spo
nse
co
nv
eys:
❐fo
ur
pie
ces
of
esse
nti
al
info
rmati
on
sp
ecif
ic t
o
‘Ha
nn
ah
Ray
’:
•gen
us
nam
e (C
all
iste
mon
)
•vari
ety n
am
e (H
an
nah
Ray)
•si
ze(H
-4m
x W
-2/3
m)
•fo
rm (
wee
pin
g)
❐a
t le
ast
fo
ur
ad
dit
ion
al p
iece
s
of
acc
ura
te i
nfo
rmati
on
th
at
rela
te t
o ‘
Ha
nn
ah
Ra
y’
such
as
•gen
eral
form
(sh
rub
)
•re
lati
ve s
ize
•b
ird
att
ract
ing/
nec
tar
pro
du
cin
g
•co
mm
on
na
me
(bott
leb
rush
)
•ea
sily
cu
ltiv
ate
d
•ev
ergre
en
•fa
cts
ab
ou
t le
aves
•fl
ow
erin
g t
ime
•fl
ow
er s
ize
•fr
ost
su
scep
tib
ilit
y
•h
ard
ines
s
•o
rigin
(n
ati
ve)
•p
est
resi
stan
ce
•p
run
ing i
nfo
rmati
on
•so
il t
yp
e or
soil
mois
ture
.
B
Th
e re
spo
nse
co
nv
eys:
❐fo
ur
pie
ces
of
esse
nti
al
info
rmati
on
sp
ecif
ic t
o
‘Ha
nn
ah
Ray
’
❐at
least
th
ree
ad
dit
ion
al
pie
ces
of
acc
urate
info
rmati
on
th
at
rela
te t
o
‘Ha
nn
ah
Ray
’.
D
Th
e re
spo
nse
co
nv
eys:
❐at
least
fiv
e p
iece
s of
info
rmati
on
th
at
rela
te t
o
‘Han
nah
Ray’.
E
Th
e re
spo
nse
co
nv
eys:
❐at
least
th
ree
pie
ces
of
info
rmati
on
th
at
rela
te t
o
‘Han
nah
Ray’.
Note
s:
1.
Ign
ore
in
form
ati
on
ou
tsid
e th
e ta
g o
utl
ine.
2.
Info
rmati
on
or
fact
s th
at
have
ob
vio
usl
y n
ot
com
e fr
om
th
e st
imu
lus
mate
rial,
e.g
. ‘H
an
nah
Ray A
ust
rali
an
pla
nt
of
the
yea
r’
sho
uld
not
gain
cre
dit
.
3.
Ess
enti
al
info
rmati
on
id
enti
fyin
g t
he
pla
nt
mu
st b
e sp
elt
corr
ectl
y t
o g
ain
cre
dit
.
4.
Cre
dit
sh
ou
ld n
ot
be
giv
en f
or
rep
eati
ng i
nfo
rmati
on
e.g
. si
ze a
nd
rel
ati
ve s
ize
;fo
rm (
wee
pin
g)
an
d g
ener
al
form
(sh
rub
).
43
UN
IT
SE
VE
NIT
EM
11
SE
CO
ND
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 7
3 o
f 5
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
60
Sk
etch
ing
/dra
win
g
20
Set
tin
g o
ut/
pre
sen
tin
g/a
rra
ng
ing
/dis
pla
yin
g
7T
ran
sla
tin
g f
rom
on
e fo
rm t
o a
no
ther
C
Th
e m
ajo
rity
of
the
elem
ents
have
bee
n p
osi
tion
ed
acc
ord
ing t
o t
he
gu
idel
ines
.
Th
e sk
etch
dep
icts
a f
eatu
re o
f
the
‘Han
nah
Ray’
flow
er o
r
pla
nt
in a
n a
pp
rop
riate
way.
On
e ic
on
use
s m
inim
al
text
to
pro
vid
e cl
ear
an
d a
pp
rop
riate
rep
rese
nta
tio
n o
f o
ne
of
the
pla
nt
featu
res.
Th
e sp
ace
ass
oci
ate
d w
ith
tw
o
elem
ents
has
bee
n u
sed
ap
pro
pri
ate
ly.
A
Th
e fo
ur
elem
ents
have
bee
n p
osi
tion
ed
acc
ord
ing t
o t
he
gu
idel
ines
.
A t
itle
of
ap
pro
pri
ate
siz
e is
a
pro
min
ent
com
pon
ent
of
the
tag
.
Th
e sk
etch
con
cen
trate
s on
th
e
ind
ivid
ual
flow
ers
of
‘Han
nah
Ray’
an
d s
how
s th
e co
lou
r,
bru
shin
ess
an
d s
ha
pe
of
the
flow
er.
Th
e ic
on
s u
se m
inim
al
text
to
pro
vid
e cl
ear
an
d a
pp
rop
riate
rep
rese
nta
tion
s of
•si
ze a
nd
form
an
d
•a t
hir
d f
eatu
re t
hat
is c
learl
y
iden
tifi
ed a
nd
rel
ate
d t
o
‘Ha
nn
ah
Ray
’.
Th
e ta
g i
s v
isu
all
y e
ffec
tiv
e.
•ti
tle
•sk
etch
•ic
on
s
•te
xt
B
Th
e m
ajo
rity
of
the
elem
ents
have
bee
n p
osi
tion
ed
acc
ord
ing t
o t
he
gu
idel
ines
.
Th
e sk
etch
con
cen
trate
s on
th
e
ind
ivid
ual
flow
ers
of
‘Han
nah
Ray’
an
d s
how
s tw
o o
f th
e
thre
e fe
atu
res:
colo
ur,
bru
shin
ess
an
d s
ha
pe,
of
the
flow
er.
Tw
o i
con
s u
se m
inim
al
text
to
pro
vid
e cl
ear
an
d a
pp
rop
riate
rep
rese
nta
tio
ns
of
two o
f th
e
pla
nt
featu
res.
Th
e sp
ace
ass
oci
ate
d w
ith
thre
e el
emen
ts h
as
bee
n u
sed
ap
pro
pri
ate
ly.
D
At
least
tw
o o
f th
e el
emen
ts
have
bee
n p
osi
tion
ed
acc
ord
ing t
o t
he
gu
idel
ines
.
Th
e sk
etch
dep
icts
a f
eatu
re o
f
the
‘Han
nah
Ray’
flow
er o
r
pla
nt.
At
least
on
e ic
on
has
bee
n
dra
wn
.
E
A t
itle
of
ap
pro
pri
ate
siz
e is
a
pro
min
ent
com
pon
ent
of
the
tag
.
Th
e sk
etch
dep
icts
a f
eatu
re o
f
the
‘Han
nah
Ray’
flow
er o
r
pla
nt.
At
least
on
e ic
on
has
bee
n
dra
wn
.
OR
OR
Note
s:
1.
Ign
ore
in
form
ati
on
ou
tsid
e th
e ta
g o
utl
ine.
2.
A t
ag
is
vis
uall
y e
ffec
tiv
e w
hen
it
crea
tes
a p
osi
tiv
e im
pre
ssio
n i
n t
he
sen
se t
ha
t a
cu
sto
mer
wou
ld c
on
sid
er b
uy
ing t
he
pla
nt.
Su
ch a
tag c
on
sist
s of
elem
ents
that
are
wel
l p
osi
tion
ed,
in p
rop
ort
ion
an
d c
lear.
Th
e el
emen
ts w
ou
ld n
ot
be
too ‘
bu
sy’,
too s
mall
or
con
tain
too m
uch
in
form
ati
on
.
3.
An
ico
n i
s an
im
age,
gra
ph
ic o
r vis
ual
rep
rese
nta
tion
su
pp
ort
ed w
ith
min
imal
text.
44
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 7
4 o
f 5
UN
IT
SE
VE
NIT
EM
11
Mod
el R
esp
on
se:
Eve
rgre
enw
eepi
ngshr
ub.B
ears
brig
htre
dfl
ower
s
ina
utum
n/sum
mer
.Ver
yha
rdy.
Gro
ws
ina
vari
ety
ofsoi
ls.A
ttra
cts
nati
vebi
rds.
NA
TIV
ES
IZE
SU
NF
OR
M
Inse
rtin
top
ot
45
Unit Eight
ITEM 12A series of song lyrics written by Bruce Springsteen over a period of 20 years, from 1978 to 1998 provided the stimulus for this unit. The lyrics showed Springsteen’s perception of his relationship with his father, and each extract offered some insight into the complex emotions that existed in the relationship.
The stimulus material also included two pieces of introductory information:
• An introduction to guide students’ interpretation of the lyrics stated that each extract was relevant to the relationship between Springsteen and his father.
• Three notes provided additional information to help with the understanding of specific words within the lyrics—Adam, Cain, unatoned.
The unit comprised two items, Items 12 and 13.
Model response
Commentary
Item 12 was a three-star item that required students to identify three different emotions suggested by Springsteen in extract 3, My Father’s House. They were then asked to locate the specific word/s or an image used to convey each emotion.
To achieve an A-grade, students had to identify three different emotions or single feelings that were consistent with a reasonable
reading of the lyrics (CCE 28 Empathising) and support each emotion with appropriate word/s or an image from extract 3 only (CCE 4 Interpreting the meaning of words …; CCE 52 Searching and locating … information).
..............................
................................................................................
..............................
................................................................................
..............................
................................................................................
Emotion:
Words or image:
Emotion:
Words or image:
Emotion:
Words or image:
desolation
‘so cold and alone’
hope
‘beacon calling me’
regret
‘never again ... tear us from each other’s hearts’
A B C D N O
100%
46
A reasonable reading of the lyrics indicated appropriate emotions at various points throughout the extract.
Only 13 per cent of students achieved an A or B-grade and a large number of students (42 per cent) achieved a D-grade.
Many students had difficulty identifying or clearly stating emotions and gave, instead, words that merely suggested or hinted at emotions, for example, ‘sad’ for ‘sorrow’, ‘lonely’ for ‘loneliness’, ‘hopeful’ for ‘hope’. Other students provided attitudes or behaviours that may have had a range of emotions motivating them, i.e. the underlying emotion was not identified. Such examples included ‘respect’, ‘admiration’, ‘determination’.
Still others identified or suggested emotions that were not consistent with a reasonable reading of the section of the lyrics identified by the student, e.g. ‘happiness’, ‘fear’, ‘anger’, ‘pride’. A number of students took words or phrases out of context of the lyrics and interpreted them literally. Some students quoted words from extracts other than extract 3. Responses that quoted words from extracts 1, 2 or 4 only received no credit.
For the C- and D-grades, the response may have included words from other extracts, provided appropriate words from extract 3 were included.
If two words were provided for one emotion, no credit was given if the words were incompatible or inconsistent with one another (e.g. ‘love’ and ‘hate’). Similarly, if two sets of words for one emotion were provided, no credit was given if these words were incompatible.
Most students attempted this item and were able to identify at least one emotion.
47
UN
IT
E
IG
HT
IT
EM
12
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 8
1 o
f 3
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
4In
terp
reti
ng
th
e m
ean
ing
of
wo
rds
…
52
Sea
rch
ing a
nd
loca
tin
g …
in
form
ati
on
28
Em
pa
this
ing
C
Tw
o d
iffe
ren
t em
oti
on
s are
id
enti
fied
an
d
they
are
con
sist
ent
wit
h a
rea
son
ab
le
read
ing o
f th
e ly
rics
.
Each
em
oti
on
is
sup
port
ed b
y
ap
pro
pri
ate
w
ord
/s o
r an
im
ag
e fr
om
extr
act
3.
Th
e re
spon
se:
•id
enti
fies
on
e em
oti
on
•su
gg
ests
tw
o o
ther
em
oti
on
s
an
d e
ach
of
thes
e is
con
sist
ent
wit
h a
rea
son
ab
le r
ead
ing o
f th
e ly
rics
.
Each
em
oti
on
is
sup
port
ed b
y
ap
pro
pri
ate
w
ord
/s o
r an
im
ag
e fr
om
extr
act
3.
OR
A
Th
ree
dif
fere
nt
emoti
on
s are
iden
tifi
ed a
nd
th
ey a
re c
on
sist
ent w
ith
a r
ea
son
ab
le r
ead
ing
of
the
lyri
cs.
Each
em
oti
on
is
sup
port
ed b
y
ap
pro
pri
ate
word
/s o
r an
im
age
from
extr
act
3 o
nly
.
B
Th
e re
spon
se:
•id
enti
fies
tw
o d
iffe
ren
t em
oti
on
s
•su
gg
ests
on
e em
oti
on
an
d e
ach
of
thes
e is
con
sist
ent
wit
h a
reaso
nab
le r
ead
ing o
f th
e ly
rics
.
Each
em
oti
on
is
sup
port
ed b
y
ap
pro
pri
ate
word
/s o
r a
n im
age
from
extr
act
3 o
nly
.
D
On
e em
oti
on
is
iden
tifi
ed a
nd
it
is
con
sist
ent
wit
h a
rea
son
ab
le r
ead
ing o
f
the
lyri
cs.
Th
is e
moti
on
is
sup
port
ed b
y
ap
pro
pri
ate
wo
rd/s
or
an
im
age
fro
m
extr
act
3.
Tw
o d
iffe
ren
t em
oti
on
s are
su
gges
ted
an
d t
hey
are
con
sist
ent
wit
h a
reaso
nab
le r
ead
ing o
f th
e ly
rics
.
Ea
ch e
moti
on
is
sup
po
rted
by
ap
pro
pri
ate
wo
rd/s
or
an
im
age
fro
m
extr
act
3.
OR
48
Feb
rua
ry9
,2
00
41
3:3
2pm
(*fo
ote
rto
rem
ain
un
tilfin
alpri
nt*
)I:
\qcs\s
ri\s
ri2
00
3\p
ape
r\sri9
31\m
sch
em
es\0
8-0
12
-ms.f
m
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 8
2 o
f 3
UN
IT
E
IG
HT
IT
EM
12
Mod
el R
esp
on
se: .
.............................
................................................................................
..............................
................................................................................
..............................
................................................................................
Em
oti
on
:
Wo
rds
or
imag
e:
Em
oti
on
:
Wo
rds
or
imag
e:
Em
oti
on
:
Wo
rds
or
imag
e:
deso
latio
n
‘so c
old
and
alon
e’
hope
‘bea
con
callin
g m
e’
regr
et
‘neve
r aga
in ...
tear
us f
rom
eac
h ot
her’s
hea
rts’
Note
s:
1.
No c
red
it c
an
be
giv
en i
f
(a)
an
‘att
itu
de’
is
pro
vid
ed, in
stea
d o
f an
em
oti
on
.
(b)
for
on
e ‘e
moti
on
’ tw
o w
ord
s are
giv
en a
nd
on
e is
NO
T c
on
sist
ent
wit
h a
rea
son
ab
le r
ead
ing o
f th
e ly
rics
.
2.
Cre
dit
may b
e giv
en i
f tw
o w
ord
s are
giv
en f
or
an
‘em
oti
on
’ an
d b
oth
are
con
sist
ent
wit
h a
rea
son
ab
le r
ead
ing o
f th
e
lyri
cs.
3.
If t
he
sam
e w
ord
s/im
ag
es a
re p
rov
ided
fo
r tw
o d
iffe
ren
t ‘e
mo
tio
ns’
an
d o
ne
is c
on
flic
tin
g/i
nco
mp
ati
ble
, cr
edit
th
e
‘em
oti
on
’ th
at
ga
ins
the
hig
her
gra
de.
4.
If s
imil
ar
‘em
oti
on
s’ a
re p
rov
ided
, cr
edit
th
e o
ne
tha
t g
ain
s th
e h
igh
er g
rad
e.
49
ITEM 13
Model response
Commentary
This was a five-star item, which indicated that it was a demanding item. It was based on an extract from an interview with Springsteen following the death of his father in 1998 as well as extracts from some of Bruce Springsteen’s lyrics.
Students were asked to explain whether the statement was consistent with the relationship between Springsteen and his father, as revealed in the lyrics (CCE 43 Analysing and CCE 26 Explaining to
others). They were also told to support their opinions by referring to words and ideas from the extracts (CCE 27 Expounding a viewpoint).
Students who produced A-grade responses provided a valid and comprehensive view of the relationship, well supported by references to all or most of the extracts. Aspects of ambivalence, change and conflict in the relationship between Bruce Springsteen and his father, which were
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
Support youropinion byreferring towords andideas fromthe extracts.
Springsteen’s statement on the death of his father may be consistent
with his feelings at the time of his father’s death, but it gives no
indication of the years of anger and frustration experienced by
Springsteen. He has a good understanding of his father’s pain, acknowledging that
dissatisfaction with work led his father to vent his frustrations on those around
him. Even in the midst of anger, Springsteen believed that the relationship was one
of love, albeit uncomfortable—‘prisoners of love’. In My Father’s House there is
evidence of a reconciliation despite the ‘sins’ of the past, which lie between them.
Hence the final extract seems to reflect Springsteen’s memory of a time when he
idolised his father and would lead us to believe that a loving relationship between
Springsteen and his father was eventually confirmed although the path to
reconciliation was stormy.
A B C D E N O
100%
50
revealed through a reasonable reading and effective analysis of the lyrics, were discussed and this was sometimes done implicitly.
Reference to the statement was made, either implicitly or explicitly, and it was essential that there was consistency between the statement and the view of the relationship given in the response. It was expected that all comments were consistent with a reasonable reading of the lyrics.
A response which recognised that there had been no change in the relationship was recognised as having discussed change.
Most students attempted this item and their responses were of reasonable length. The challenging nature of this item, however, was indicated by the relatively small percentage of students who achieved an A-grade (2.2). A considerable proportion of students were awarded a B or C-grade, indicating that they provided a valid view of the relationship and were able to make reference to one or two of the aspects in light of Springsteen’s statement.
Most students responded directly to whether the statement was consistent or not consistent with the song lyrics; other students began by qualifying the relationship, and, in so doing, were implicitly referring to the statement.
Students who failed to make reference to the statement, either explicitly or implicitly, could receive no higher than an E-grade, as reference to the statement made by Bruce Springsteen was central to the item.
Many students failed to satisfy the requirements for an A-grade due to a number of factors:
• Failure to identify ambivalence or the co-existence of conflicting emotions was a common problem. Although many students recognised tension in the relationship, they could not identify that this could coexist with love; that is, they recognised the dual nature of the relationship but could not directly link the two as having existed at the same time.
• Students were able to identify and discuss the nature of the conflict. It was interesting to note, however, that students who neglected to speak about conflict or the reasons for the clash between Springsteen and his father invariably failed to discuss change.
• Most students were able to recognise that the relationship between father and son changed or improved with the passing of time, while others believed that the relationship never altered, that conflict was a constant throughout their lives, and the relationship remained poor or distant.
• Some students were selective in their choice of references to the lyrics in order to suit their own arguments, ignoring the context of the words, and thereby moving away from a reasonable reading of the lyrics.
• Literal interpretations of the lyrics showed a lack of understanding and depth of insight. Lyrics frequently misunderstood were prisoners of love, a love in chains, and too much of the same kind.
• The A-, B- and C-grades required that students’ responses were well grounded in the lyrics. The D- and E-grades allowed for responses that were ‘plausible’ rather than ‘valid’, i.e. the comments were credible but not supported by a reasonable reading of most of the extracts. Responses considered plausible sometimes managed to make reference to the statement and/or discuss one of the aspects. A response that was not considered plausible was one that was based on a complete misinterpretation of the lyrics.
51
UN
IT
EIG
HT
IT
EM
13
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 8
3 o
f 3
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
43
An
aly
sin
g2
6E
xp
lain
ing
to
oth
ers
27
Ex
po
un
din
g a
vie
wp
oin
t
C
On
e of
the
foll
ow
ing a
spec
ts o
f
the
rela
tion
ship
is
dis
cuss
ed
:
•am
biv
ale
nce
•ch
an
ge
•ca
use
of
con
flic
t.
A v
ali
d v
iew
of
the
rela
tion
ship
is
giv
en.
A r
efer
ence
is
mad
e to
Sp
rin
gst
een
’s s
tate
men
t.
A
Th
e fo
llow
ing a
spec
ts o
f th
e
rela
tion
ship
are
dis
cuss
ed:
•am
biv
ale
nce
•ch
an
ge
•ca
use
of
con
flic
t.
A v
ali
d a
nd
com
pre
hen
sive
vie
w o
f th
e re
lati
on
ship
is
pro
vid
ed.
A r
efer
ence
is
mad
e to
Sp
rin
gst
een
’s s
tate
men
t an
d
this
ref
eren
ce i
s co
nsi
sten
t
wit
h t
he
vie
w o
f th
e
rela
tion
ship
giv
en i
n t
he
resp
on
se.
All
co
mm
ents
are
co
nsi
sten
t
wit
h a
rea
son
ab
le r
ea
din
g o
f
the
lyri
cs.
B
Tw
o o
f th
e fo
llo
win
g a
spec
ts o
f
the
rela
tion
ship
are
dis
cuss
ed:
•am
biv
ale
nce
•ch
an
ge
•ca
use
of
con
flic
t.
A v
ali
d v
iew
of
the
rela
tion
ship
is
pro
vid
ed.
A r
efer
ence
is
mad
e to
Sp
rin
gst
een
’s s
tate
men
t a
nd
this
ref
eren
ce i
s co
nsi
sten
t
wit
h t
he
vie
w o
f th
e
rela
tion
ship
giv
en i
n t
he
resp
on
se.
D
A p
lau
sib
le v
iew
of
the
rela
tio
nsh
ip i
s giv
en.
A r
efer
ence
is
mad
e to
Sp
rin
gst
een
’s s
tate
men
t.
Mod
el R
esp
on
se:
Sp
rin
gst
een
’s s
tate
men
t on
th
e d
eath
of
his
fa
ther
may b
e co
nsi
sten
t w
ith
his
fee
lin
gs
at
the
tim
e of
his
fath
er’s
dea
th, b
ut
it g
ives
no i
nd
icati
on
of
the
yea
rs o
f an
ger
an
d f
rust
rati
on
exp
erie
nce
d b
y S
pri
ngst
een
. H
e h
as
a g
ood
un
der
stan
din
g o
f h
is f
ath
er’s
pain
, ack
now
led
gin
g t
hat
dis
sati
sfact
ion
wit
h w
ork
led
his
fath
er t
o v
ent
his
fru
stra
tion
s on
th
ose
aro
un
d h
im.
Even
in
th
e m
idst
of
an
ger
, S
pri
ngst
een
beli
eved
th
at
the
rela
tion
ship
was
on
e of
love,
alb
eit
un
com
fort
ab
le—
‘pri
son
ers
of
love’
.In
My
Fath
er’s
Hou
se t
her
e is
evid
ence
of
a r
econ
cili
ati
on
des
pit
e th
e ‘s
ins’
of
the
pa
st, w
hic
h l
ie b
etw
een
th
em. H
ence
th
e fi
na
l ex
tra
ct s
eem
s to
ref
lect
Sp
rin
gst
een
’s m
emo
ry o
f a
tim
e w
hen
he
idoli
sed
his
fath
er a
nd
wou
ld l
ead
us
to b
elie
ve
that
a l
ovin
g r
elati
on
ship
bet
wee
n S
pri
ngst
een
an
d h
is f
ath
er w
as
even
tuall
y c
on
firm
ed a
lth
ou
gh
th
e p
ath
to r
econ
cili
ati
on
was
storm
y.
E
A p
lau
sib
le v
iew
of
the
rela
tion
ship
is
giv
en.
LP
Note
s:
1.
Th
e a
spec
ts a
mb
iva
len
ce, ca
use
of
con
flic
t, a
nd
ch
an
ge
ma
y b
e im
pli
cit.
2.
Th
e re
fere
nce
to S
pri
ngst
een
’s s
tate
men
t m
ay b
e im
pli
cit.
3.
A r
esp
on
se w
hic
h r
ecogn
ises
th
at
ther
e h
as
bee
n n
o c
han
ge i
n t
he
rela
tion
ship
sh
ou
ld
be
cred
ited
as
havin
g d
iscu
ssed
ch
an
ge.
52
Unit Nine
Items 14, 15 and 16 related to the use of an unfamiliar system for measuring time. The introduction indicated that a decimal system of time using 10 hours, 100 minutes and 100 seconds was proposed after the French Revolution and resulted in a clock that showed both standard 24 hour time and decimal time. Item 14 related to time conversions, while Item 15 required both conversions and understanding of the clock scales in order to graph decimal and standard times. Item 16 involved arguing against the introduction of decimal time in our society.
ITEM 14
Model response
Commentary
This item involved applying a progression of steps (CCE 37 Applying a progression of steps to achieve the required answer) and calculating (CCE 16 Calculating with or without calculators). Students were asked to find how many standard minutes were equivalent to a decimal minute—a conversion exercise from a familiar to an unfamiliar set of units.
The stimulus material indicated how many decimal and standard hours were in a day and provided information for converting between hours and minutes, and minutes and seconds, within both standard and decimal systems. The minutes to seconds conversion information distracted some students who found 86 400 standard seconds corresponded to 100 000 decimal seconds but then stated there were 0.864 standard minutes in one decimal minute.
A crucial starting concept was the equivalence of a day in both systems, which led to hour and then minute equivalences, arriving at 1440 standard minutes for each 1000 decimal minutes or 1.44 standard minutes per decimal minute. Conceptually correct working generally received at least a B-grade while C- and D-grades were awarded for varying amounts of incomplete steps. Most
..................................................................................
..................................................................................
....................................................................................................
....................................................................................................
Show your working.
10 dec. hrs. = 24 std. hrs.
10 × 100 dec. min. = 24 × 60 std. min.
1000 dec. min. = 1440 std. min.
� 1 dec. min. = 1.44 std. min.
A B C D N O
100%
53
responses awarded N-grades began working from the (wrong) assumption that one decimal hour equals one standard hour and so 100 decimal minutes equals 60 standard minutes.
Approximately 57 per cent of responses received N-grades and 22 per cent A-grades. As can be seen from these values, relatively few B-, C- or D-grades were awarded. It might be inferred from these percentages that students have difficulty with conversion and ratio concepts.
54
UN
IT
NIN
EIT
EM
14
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 2
3 o
f 6
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
37
Ap
ply
ing
a p
rog
ress
ion
of
step
s to
ach
iev
e th
e re
qu
ired
an
swer
16
Ca
lcu
lati
ng
wit
h o
r w
ith
ou
t ca
lcu
lato
rs
C
An
in
com
ple
te s
et o
f co
rrec
t
inte
rmed
iate
ste
ps
ha
s b
een
sh
ow
n.
A
Th
e re
spon
se i
ncl
ud
es 1
.44 s
tan
dard
min
ute
s or
1.4
4 w
ith
ou
t u
nit
s.
B
Th
e re
spon
se s
how
s w
ork
ing w
hic
h
wou
ld h
ave
led
to 1
.44 s
tan
dard
min
ute
s or
1.4
4 w
ith
ou
t u
nit
s ex
cep
t fo
r
a s
ing
le a
rith
met
ic o
r tr
an
scri
pti
on
erro
r.
D
Th
e re
spon
se i
nd
icate
s th
at
a
sign
ific
an
t st
ep h
as
bee
n u
nd
erst
ood
.
Mod
el R
esp
on
se:
10 d
ec.
hrs
.=
24 s
td.
hrs
.
10
× 1
00
dec
. m
in.
=2
4 ×
60
std
. m
in.
1000 d
ec. m
in.
=1440 s
td. m
in.
\ 1
dec
. m
in.
=1.4
4 s
td.
min
.
55
ITEM 15
Performance domain 1 involved conversions between decimal and standard times while performance domain 2 was associated with representing hands on the clock-face. The standard24-hour clock scale shown was different again from the usual 12-hour clock face.
Of importance in this item was that achievement in either of the two performance domains was independent of the other and of Item 14.
Model responses
decimal time = 4:50
4.5 dec. hrs. = × 24
= 10.8 std. hrs.
4.5
10
2
2
6058
56
54
52
50
48
46
44
42
40
38
36
34
32 30 2826
24
22
20
18
16
14
12
10
8
6
4
2
4
4
66
8
8
10
10
12
12
2
3
45
6
7
8
9
10
1
0.8 std. hrs. = 0.8 × 60
= 48 std. mins.
standard time = 10:48.
Show yourworking.
.................................
.................................
.............................................
.............................................
.............................................
.............................................
.............................................
.............................................
.............................................
I
Show yourworking.
.................................
.................................
.............................................
.............................................
.............................................
.............................................
.............................................
.............................................
.............................................
2
2
6058
56
54
52
50
48
46
44
42
40
38
36
34
32 30 2826
24
22
20
18
16
14
12
10
8
6
4
2
4
4
66
8
8
10
10
12
12
2
3
45
6
7
8
9
10
1
standard time = 14:12
12 std. min. = = 0.2 std. hrs.
14.2 std. hrs. = × 10
12
60
14.2
24
= 5.917 dec. hrs.
decimal time 5:91.7=
II
56
First performance domain
Commentary
Students were required to structure /organise a mathematical argument (CCE 22 Structuring/organising a mathematical argument), calculate (CCE 16 Calculating with or without calculators), and compare (CCE 29 Comparing) systems. Responses showed many methods of converting between decimal and standard time.
While the approach of the model response was common, often hours and minutes were considered separately. For example, 4:50 decimal
time was divided into 4 hours and 50 minutes; then 4 × = 9.6 standard hours, and 0.6 hour =
36 standard minutes; 50 decimal minutes = 50 × 1.44 = 72 standard minutes = 1 hour 12 minutes; then 9 hours 36 minutes + 1 hour 12 minutes = 10 hours 48 minutes, so the standard time is 10:48. A different method converted hours and minutes to minutes and then used the conversion factor from Item 14 to change this quantity into minutes in the standard time system. This was then changed to hours and minutes. Another approach taken was to consider midday as the reference point; 4:50 decimal time is 50 decimal minutes before midday; this is 72 standard minutes (50 × 1.44) before midday in standard time, leading to 10:48. Interestingly, students often used different methods in parts I and II.
The marking scheme allowed for incorrect values from Item 14 by stating ‘appropriate equivalent times’ rather than 10:48 and 5:91 to 5:92 specifically. If the Item 14 value was rounded before being used in Item 15, and all other steps were correct, a C-grade was awarded. It was felt that students should realise that incorrect calculations would result from rounding in this real-life situation, leading to the clock showing the wrong time. One common error involved correct working up to 10.8 hours, then 10.8 became 10 hours and 80 minutes (1 hour 20 minutes), so the time was 11:20.
The percentage of responses awarded an A-grade was 11 per cent. The results again showed that many students had real difficulties with converting between different units.
Second performance domain
Commentary
The CCEs considered in this domain were translating from one form to another (CCE 7 Translating from one form to another) and graphing (CCE 15 Graphing). A response which received an N-grade in the first performance domain could still receive an A-grade for the second domain if the hands were placed to match the times from the first part, within the allowable accuracy limits. Many responses were awarded a C-grade for correctly positioning the hands for the given time of 14:12.
A B C D N O
100%
2410-----
A B C D N O
100%
57
One common error was to use the decimal scale for standard time. Other errors included students showing 10:48 as 22:48, and 14:12 as 2:12. Students often showed the hour hand for 10:48 on or closer to 10 than 11, and similar errors were evident for 5:92.
Percentages awarded to the various grades from A to N indicate that many students found difficulties with this domain also. An A-grade was awarded to 8 per cent of students, while 30 per cent gained a C-grade.
Because the positions of midnight on the two scales are opposite each other and the hour hands both move through one revolution every day, the hour hands for each time system lie along the one straight line in opposite directions. Some students seemed to recognise this relationship when positioning the hour hands. Of course no such relationship existed for the minute hands.
58
UN
IT
NIN
EIT
EM
15
FIR
ST
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 2
4 o
f 6
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
22
Str
uct
uri
ng
/org
an
isin
g a
ma
them
ati
cal
arg
um
ent
16
Ca
lcu
lati
ng
wit
h o
r w
ith
ou
t ca
lcu
lato
rs
29
Co
mp
ari
ng
C
Th
e re
spon
se i
ncl
ud
es t
he
ap
pro
pri
ate
equ
ivale
nt
tim
e in
I o
r II
.
Th
e re
spon
se g
ives
all
th
e st
eps
that
are
nec
essa
ry t
o c
alc
ula
te t
he
equ
ivale
nt
tim
e in
I o
r II
.
OR
A
Th
e re
spon
se i
ncl
ud
es t
he
ap
pro
pri
ate
equ
iva
len
t ti
mes
in
I a
nd
II.
D
Th
e re
spon
se i
nd
icate
s so
me
corr
ect
step
s in
calc
ula
tin
g e
qu
ivale
nt
tim
es i
n
I or
II.
No
tes:
1.
Cre
dit
in
th
is p
erfo
rman
ce d
om
ain
can
als
o b
e giv
en f
or
the
han
ds
posi
tion
ed a
pp
rop
riate
ly w
ith
ou
t sh
ow
ing a
ny w
ork
ing.
2.
Ap
pro
pri
ate
tim
es i
ncl
ud
e 10:4
8 (
I) a
nd
fro
m 5
:91 t
o 5
:92 (
II),
or
tim
es t
hat
foll
ow
fro
m t
he
use
of
an
in
corr
ect
valu
e fr
om
ite
m 1
4 p
rovid
ed t
ha
t v
alu
e o
r oth
er
sub
seq
uen
t on
es h
ave
not
bee
n a
rriv
ed a
t b
y r
ou
nd
ing t
o s
uch
an
exte
nt
that
the
tim
e w
ou
ld c
han
ge
by m
ore
th
an
ap
pro
xim
ate
ly 1
min
ute
.
3.
Tim
es m
ay
be
giv
en w
ith
a f
ull
sto
p i
nst
ead
of
a c
olo
n.
4.
Gen
erall
y i
gn
ore
a.m
. an
d p
.m. b
ut
be
aw
are
th
at
5:9
2 m
ay b
e giv
en a
s 0.9
2 h
ou
rs a
fter
mid
day o
r 0:9
2 p
.m.
B
Th
e re
spon
se i
ncl
ud
es t
he
ap
pro
pri
ate
equ
ivale
nt
tim
e in
I o
r II
AN
D
giv
es a
ll t
he
step
s th
at
are
nec
essa
ry t
o
calc
ula
te t
he
equ
iva
len
t ti
me
in t
he
oth
er.
Th
e re
spon
se g
ives
all
th
e st
eps
that
are
nec
essa
ry t
o c
alc
ula
te t
he
equ
ivale
nt
tim
es i
n I
an
d I
I.
OR
59
UN
IT
NIN
EIT
EM
15
SE
CO
ND
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 2
5 o
f 6
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
7T
ran
sla
tin
g f
rom
on
e fo
rm t
o a
no
ther
15
Gra
ph
ing
C
Th
e re
spon
se s
how
s on
e of th
e th
ree
sets
of
han
ds
in a
pp
rop
riate
posi
tion
s.
Th
e re
spon
se s
how
s th
ree
of
the
han
ds
in a
pp
rop
riate
posi
tion
s.
OR
A
Th
e re
spon
se s
how
s th
e se
t of
ha
nd
s
in I
an
d b
oth
set
s of
han
ds
in I
I in
ap
pro
pri
ate
po
siti
on
s.
B
Th
e re
spon
se s
how
s tw
o o
f th
e th
ree
sets
of
han
ds
in a
pp
rop
riate
posi
tion
s.
D
Th
e re
spon
se s
how
s tw
o o
f th
e h
an
ds
in
ap
pro
pri
ate
posi
tion
s.
Note
s:
1.
Pro
vid
ed i
t ca
n b
e se
en w
hat
the
inte
nti
on
is,
it
is n
ot
req
uir
ed t
hat
the
circ
ula
r an
d t
rian
gu
lar
shap
es a
re d
raw
n o
n t
he
han
ds.
2.
Dec
ide
han
d p
osi
tion
s fr
om
wh
ere
the
end
of
the
han
d i
s. I
t is
not
req
uir
ed t
hat
han
ds
are
dra
wn
per
fect
ly s
traig
ht.
3.
Appro
pri
ate
posi
tion
s are
th
ose
th
at
matc
h t
he
calc
ula
ted
tim
es,
regard
less
of
wh
at
thes
e valu
es a
re.
As
a g
uid
e, i
f th
e ca
lcu
late
d t
imes
are
10:4
8 a
nd
5:9
2,
the
han
d p
osi
tion
s sh
ou
ld b
e:
•10:4
8, th
e h
ou
r h
an
d s
hou
ld b
e gre
ate
r th
an
half
way b
etw
een
th
e 10 a
nd
11 a
nd
bef
ore
th
e 11
, w
hil
e th
e m
inu
te h
an
d s
hou
ld b
e p
oin
tin
g t
o s
om
e p
art
of
the
48
•5
:92, th
e h
ou
r h
an
d s
hou
ld b
e gre
ate
r th
an
half
way b
etw
een
th
e 5 a
nd
th
e 6 a
nd
bef
ore
th
e 6, w
hil
e th
e m
inu
te h
an
d s
hou
ld b
e w
ith
in a
pp
roxim
ate
ly h
alf
a m
inu
te o
f 92
•14:1
2, th
e h
ou
r h
an
d s
hou
ld b
e n
ot
bef
ore
th
e 2(1
4)
bu
t b
efore
half
way b
etw
een
th
e 2(1
4)
an
d *
(15),
wh
ile
the
min
ute
han
d s
hou
ld b
e p
oin
tin
g t
o s
om
e p
art
of
the
12
.
Ap
ply
th
e sa
me
pri
nci
ple
s to
an
y o
ther
ca
lcu
late
d t
imes
.
60
Fe
bru
ary
3,
20
04
13
:42
pm
(*fo
ote
r to
re
ma
in u
ntil fin
al p
rin
t*)
I:\q
cs\s
ri\s
ri2
00
3\p
ap
er\
sri
98
5\m
sch
em
e\0
9-0
15
_2
-ms.f
m
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 2
6 o
f 6
UN
IT
NIN
EIT
EM
15
Mod
el R
esp
on
ses:
Part
II:
Pa
rt I
:
decim
altim
e=
4:5
0
4.5
dec.
hrs
.=
×2
4
=1
0.8
std
.h
rs.
4.5
10
2
2
60
58
56
54
52
50
48
46
44 4
2
40
38
36
34
32
30
28
26
24
22
20
181
6
14
12
10
8
6
4
2
4
4
66
8
8
10
10
12
12
23
45
6
7 8
9
10
1
0.8
std
.h
rs.=
0.8
×6
0
=4
8std
.m
ins.
sta
nd
ard
tim
e=
10
:48
.
Show
your
work
ing.
.................................
.................................
.............................................
.............................................
.............................................
.............................................
.............................................
.............................................
.............................................
Show
your
work
ing.
.................................
.................................
.............................................
.............................................
.............................................
.............................................
.............................................
.............................................
.............................................
2
2
60
58
56
54
52
50
48
46
44 4
2
40
38
36
34
32
30
28
26
24
22
20
181
6
14
12
10
8
6
4
2
4
4
66
8
8
10
10
12
12
23
45
6
7 8
9
10
1
sta
nd
ard
tim
e=
14
:12
12
std
.m
in.
==
0.2
std
.h
rs.
14
.2std
.h
rs.
=×
10
12
60
14
.2
24
=5
.91
7d
ec.
hrs
.
decim
altim
e5
:91
.7=
Last
Page
Cou
nt
61
ITEM 16
Model response
Commentary
Item 16 was a three-star item with a high degree of openness. This item was based on the stimulus material at the beginning of Unit 9 but did not require successful completion of other items in Unit 9. The item required the student to develop a convincing argument against the proposal to change to a ten hour decimal time day. Students were further prompted to consider several factors in their arguments.
This item tested achievement in CCE 27 Expounding a viewpoint and CCE 48 Justifying. An A-grade was awarded to 4 per cent of students, with about 14 per cent awarded a B-grade while a further 36 per cent received a C-grade.
A-grade responses presented a convincing argument supported by:
• at least three clearly identified factors, explored with examples if appropriate
• true statements only
• a structured development of the argument.
A factor is a reason not to change. It has an effect over several domains and can be explored with examples.
..................................................................................
..................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
Consider several factors in your argument.
I disagree with the introduction of a 10-hour day for a
number of reasons. Firstly, there would be a sizable cost
associated with the change, as all watches and clocks
would need changing and computer systems would need reprogramming.
Secondly, the change to 10-hour time would result in confusion as not
all countries would want change. International business, communication
and travel would be much more difficult because some countries would
be using decimal time and others wouldn’t. Confusion would reign. Finally,
it would be an incredible waste to have to dispose of all the watches and
clocks when the new system is introduced. This could also cause
environmental problems. The 10-hour day should not be introduced.
A B C D N O
100%
62
Some of the more commonly used factors referred to by students were: cost, wastage, inconvenience, confusion, resistance to change, and maintaining the status quo. Many of these factors interrelate and could be explored with similar examples. Some factors were used as examples by students and credit could be given for a factor or an example depending on how they were used. To gain credit in any of the descriptors, only true statements could be considered. A true statement is one that is both sound and applicable. It provides reasons for not changing, that is, it supports the position of the argument.
An argument was considered to be a connected series of statements intended to establish a position, in this case, against the introduction of decimal time. To gain credit, factors and examples used by students needed to provide support for an argument against decimal time. A number of students presented an argument for decimal time and hence gained no credit.
Structure and logical development of the argument were evident in the A and B responses. Many students did not earn A- or B-grades because they did not develop an argument. Instead they merely listed factors or examples without connecting them. These types of responses were usually awarded a C- or D-grade.
Many students misunderstood the concept of decimal time, believing that a decimal day would be 10 standard hours. Hence, they included in their response statements such as:
• There would not be enough time in the days to sleep.
• Some days would be total darkness.
• Calendars would have to be changed as there will be more days in the year.
• Pregnancy will last much longer than nine months.
Other incorrect understandings about a decimal day included;
• The earth would need to spin faster.
• Your biological clock would not adapt.
• 24-hour clocks are easier to read.
• Equations will not work under decimal time.
• The 24-hour time division is physically based on the earth’s rotation.
Most students attempted this item, even if they had not completed or attempted the earlier items in the unit. About 68 per cent of students gained a creditable grade.
63
UN
IT
NIN
EIT
EM
16
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 7
5 o
f 5
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
27
Exp
ou
nd
ing a
vie
wp
oin
t48
Ju
stif
yin
g
C
Th
e re
spon
se p
rese
nts
th
e arg
um
ent,
sup
port
ed b
y
•tw
o f
act
ors
or
•tw
o d
iffe
ren
t ex
am
ple
s
or
•o
ne
fact
or
an
d o
ne
exa
mp
le.
A
Th
e re
spon
se p
rese
nts
a c
on
vin
cin
g
arg
um
ent,
su
pp
ort
ed b
y
•at
lea
st t
hre
e cl
earl
y i
den
tifi
ed
fact
ors
exp
lore
d w
ith
exam
ple
s
wh
ere
ap
pro
pri
ate
•tr
ue
state
men
ts o
nly
•a s
tru
ctu
red
dev
elop
men
t of
the
arg
um
ent.
B
Th
e re
spo
nse
pre
sen
ts t
he
arg
um
ent,
sup
port
ed b
y
•at
lea
st t
wo
cle
arl
y i
den
tifi
ed f
act
ors
exp
lore
d w
ith
ex
am
ple
s w
her
e
ap
pro
pri
ate
•m
ost
sta
tem
ents
bei
ng
tru
e
•a s
tru
ctu
red
dev
elop
men
t of
the
arg
um
ent.
Th
e re
spo
nse
pre
sen
ts t
he
arg
um
ent,
sup
port
ed b
y
•o
ne
clea
rly
id
enti
fied
fact
or
exp
lore
d
wit
h a
t le
ast
th
ree
exam
ple
s
•m
ost
sta
tem
ents
bei
ng
tru
e
•a s
tru
ctu
red
an
d logic
al d
evel
op
men
t
of
the
arg
um
ent.O
R
D
Th
e re
spon
se p
rese
nts
th
e arg
um
ent,
sup
port
ed b
y a
t le
ast
•o
ne
fact
or
or
exa
mp
le.
No
te:
A f
act
or
usu
all
y i
mp
act
s over
sev
eral
dom
ain
s, e
.g.
cost
is
a f
act
or
that
can
be
exp
lore
d t
hro
ugh
dif
fere
nt
exam
ple
s su
ch a
s th
e ex
pen
se o
f n
ew t
imet
ab
les
an
d t
he
cost
of
rep
laci
ng a
ll c
lock
s an
d w
atc
hes
.
Mod
el R
esp
on
se:
I d
isagre
e w
ith
th
e in
trod
uct
ion
of
a 1
0-h
ou
r d
ay f
or
a n
um
ber
of
reaso
ns.
Fir
stly
, th
ere
wou
ld b
e a s
izab
le c
ost
ass
oci
ate
d w
ith
th
e ch
an
ge,
as
all
watc
hes
an
d c
lock
s w
ou
ld n
eed
ch
an
gin
g a
nd
com
pu
ter
syst
ems
wou
ld n
eed
rep
rogra
mm
ing. S
econ
dly
, th
e ch
an
ge t
o 1
0-h
ou
r ti
me
wou
ld r
esu
lt i
n c
on
fusi
on
as
not
all
cou
ntr
ies
wou
ld w
an
t ch
an
ge. In
tern
ati
on
al
bu
sin
ess,
com
mu
nic
ati
on
an
d t
ravel
wou
ld b
e m
uch
more
dif
ficu
lt b
ecau
se s
om
e co
un
trie
s w
ou
ld b
e u
sin
g d
ecim
al
tim
e an
d o
ther
s w
ou
ldn
’t.
Con
fusi
on
wou
ld r
eign
. F
ina
lly,
it
wou
ld b
e a
n i
ncr
edib
le w
ast
e to
have
to d
isp
ose
of
all
th
e w
atc
hes
an
d c
lock
s w
hen
th
e n
ew
syst
em i
s in
trod
uce
d.
Th
is c
ou
ld a
lso c
au
se e
nvir
on
men
tal
pro
ble
ms.
Th
e 10
-hou
r d
ay s
hou
ld n
ot
be
intr
od
uce
d.
LP
64
Writing Task (WT)
This section describes the 2003 Writing Task testpaper and comments on the writing that students produced in response to it. The criteria and standards guide used by markers to mark students’ scripts is included, followed by graphs showing the distribution of grades awarded to students in 2003 in each of the five substantive criteria. A selection of student scripts is included to exemplify successful writing as defined by the criteria for the task.
Commentary
To complement the other subtests, the WT tests students’ ability to use their productive and expressive powers to write 600 words of continuous English prose in response to written and visual stimulus material on a testpaper. Each piece of stimulus material evokes a different aspect of a single topic. Students are free to respond to as many pieces as they wish, but the highest scoring scripts rarely use more than two pieces while the lowest usually make fleeting mention of many of the pieces. By focusing on deliberately chosen stimulus material the better students are able to ‘do something with’ the stimulus material and at the same time develop their central idea.
The 2003 testpaper
This year’s testpaper was unusual in the extent to which each of its stimulus pieces consisted of a single image tied closely to a short text. Future testpapers might include more long texts or more images unaccompanied by words.
The common idea behind the twelve separate pieces on the 2003 testpaper was face. Not all possible connotations of face are suggested by the testpaper. Most pieces focus on the human face and its functions of identification and communication.
Diagram of the testpaper
The 2003 testpaper has twelve separate pieces of stimulus material relating to face.
12
3
4
6
75
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910
11 12
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Description of stimulus pieces
1. Architectural façades
The text, by travel writer Bill Bryson, is critical of the practice of architectural ‘facadism’ on the grounds that it is a form of ‘deceit’ and that it is driven by ‘developers’ rather than by aesthetic or other principles. The accompanying image illustrates the idea of facade preservation with an exaggerated, composite photograph.
This is one of a number of pieces on the testpaper that raise the issue of appearance being deceptive. For this reason it was often used in conjunction with pieces 5, 9 and 10. Few scripts responded specifically and solely to this piece. Those that did so usually debated the heritage and economic values of architecture. In some cases, the image of a facade-preserved building was used in short stories as a symbol for human vanity.
2. Afghan girl
This shows two photographs of the same woman taken eighteen years apart by the same National Geographic photographer. The woman, Sharbat Gula, was a refugee from the Soviet-backed Afghanistan government when the first picture was taken in 1985 and a wife and mother when she was found and photographed once again in 2002. The statement ‘circumstances alter faces’ captions the images. This is a play on the proverb ‘circumstances alter cases’ and is a quotation from Caroline Wells Healey Dall, a first-wave feminist from Boston who published in the mid-nineteenth century.
This was the most frequently chosen piece. Like the ‘mirror, mirror’ and ‘Dorian Gray’ pieces, it encouraged writing about transitory beauty. This interpretation failed to recognise that the piece refers to effects in time other than mere aging. Students with political and historical interests, on the other hand, wrote responsively about this Afghan woman as being typical of people in Middle Eastern contexts. Many students recognised the stimulus material as derived from or suitable for journalistic writing and constructed their own ‘real life’ narratives to explain the hardships that led to the weathering of the Afghan woman’s face.
A number of the lower scoring scripts interpreted the two faces as illustrating the ‘good’ and ‘evil’ side of a deceptive person and linked it to pieces 1, 9 or 10.
3. Gorilla
The face of a young male mountain gorilla is placed next to a passage from a book about the ideas of biologists, including Dian Fossey, whose scientific interest in great apes is combined with respect for the animals.
Many students who responded to this piece told a fictional tale of an expedition with the sighting of the gorilla as the climactic moment. These accounts usually contained considerable information about the habits and conservation status of these animals.
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4. Videophone
A promotional photograph of a videophone, showing on its screen a young person with a ‘punk’ appearance, is matched with a text that suggests there are advantages in having a phone that hides faces.
Many students who responded to this piece picked up on its advertising or promotional tone and combined it with piece 5, ‘non-verbal’, to argue that telephones need visual displays to optimise communication. A better strategy, used by some, was to argue that cameras in phones have already created some privacy problems.
Another underused approach was to write more personally about the importance of mobile phones in the lives of young people. One student from a remote island explained how a telephone helped when away from the family at school on the mainland.
5. Non-verbal
The text, which stresses the importance of non-verbal communication, is from a book by Desmond Morris. The phrase ‘face-to-face talk’ suggests that the face is an important source of these non-verbal signals. The image consists of many cartoon faces, each with a slightly different expression, superimposed on a dummy-like head.
This piece was frequently used in the lower graded scripts but less so in the better ones. It was typically used in conjunction with many other pieces in poorly focused scripts that simply mentioned a number of aspects of human faces. Some scripts described different facial expressions, often those of a fictional character in a story. Others pointed out that the useful expressions on faces are erased by the cosmetic surgery that uses the drug Botox.
6. Recognition technology
The text in this piece is typical of promotional material for manufacturers of facial recognition technology used for security systems. The image illustrates the phrase ‘there is a fingerprint in your face’. Here the face is specifically a proof of identity, not of an underlying mind, personality or character (as in ‘gorilla’) or a medium of communication (as in ‘non-verbal’).
Responses to this piece often expanded upon the promotional tone of the text, listing reasons why airports and similar clients should buy this particular kind of security system. Many others, however, produced argumentative or expository writing about the issues of privacy and the effectiveness of this technology.
As was the case with ‘non-verbal’, this piece also stimulated argumentative writing about why face-enhancing surgery is popular. Although plastic surgery is mentioned only in passing in the stimulus, these responses could usually be judged as being adequately responsive to the testpaper.
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7. Dorian Gray
A key passage from The Picture of Dorian Gray by Oscar Wilde is juxtaposed with an image by sculptor/illustrator Jacques Tosetto. This consists of a sculpted figure, painted to resemble a self-portrait by Vincent van Gogh, with its head thrust through a canvas painted like van Gogh’s landscapes with cypress trees. The image does not, in this case, simply illustrate the text but encourages free-association around ideas of art and portrayal.
Many students built a story around the text by Wilde. Only a minority appeared to know the original story, and so an interesting variety of ‘solutions’ to Dorian Gray’s lament was produced.
8. Mirror, mirror
The familiar incantation to her magic mirror by the wicked queen in the fairy tale, Snow White, is placed next to the repeated and torn image of the face of an elegantly groomed woman reflected in the gilded mirror she holds. Although this piece was not often used on its own, it was the basis for some powerful images and plot twists in scripts that used it in conjunction with another stimulus piece.
The text and image are about perceptions of what is most beautiful, whereas ‘Dorian Gray’ is specifically about fear of losing beauty through aging. Often this distinction was not maintained, however, and both these pieces stimulated writing that judged external beauty as less important than personal integrity. While this is not an original insight, many of the scripts expressed it with a sincerity born of experience in a body-conscious society.
The image of the shattered mirror was interpreted by some as a symbol of the various faces that a single person presents to different groups and individuals.
9. Car grille
A veteran BMW convertible is shown with human eyes superimposed on the headlights, accentuating the face-like qualities of car grilles. The accompanying text is from an encyclopaedia entry about our propensity to find human faces in ambiguous patterns.
This was not a popular choice but some of the better scripts responded by offering descriptions of nature that become symbolic images of a loved-one’s face.
10. Serpent
Lady Macbeth's corrupt advice to her husband to ‘look like the innocent flower but be the serpent under it’ is illustrated literally by a field of flowers hiding the eye and jaw of a snake.
This piece was chosen by a large number of students and was frequently used in combination with ‘facadism’ and ‘recognition technology’ as the basis of tales and reflections on ‘two-faced’ people or confidence tricksters or spies.
11. Crystal facets
This consists of a text describing the geometric shapes of the surfaces of crystals and an illustration of a crystalline mineral with its facets outlined. It did not, and was not intended to, appeal to many students. It was included to offer an alternative to students with scientific interests.
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12. Iconic faces
The faces of Eminem, Cathy Freeman, Spiderman and Bill Gates are placed next to a text suggesting that they are symbols of their field of endeavour or area of importance. Famous people generate many written words and this piece was very popular.
The most responsive scripts focused on the face of the chosen person (its recognisability, its unique features and how it expresses a personality) and on the notion that the person is ‘the face’ of their area of importance. The better scripts also tended to be about only one or two of the faces. The less responsive scripts tended to be about people who are ‘role models’ for general good behaviour rather than recognisable representatives of fields of endeavour, or else they merely offered biographical notes on each person.
Eminem (Marshall Mathers), as ‘the face’ of white hip-hop culture, proved particularly relevant to Year 12 students, although opinions were polarised on whether Eminem symbolises anti-social behaviour or perseverance against the odds. Cathy Freeman was described by most students as the face of Aboriginal sporting success and national unity. Few, however, mentioned that her face is also known for its sunny aspect. The face of Spiderman did not attract as much comment, although some scripts explored the importance of the ‘masked figure’ in stories of superheroes. Bill Gates is certainly ‘the face of Microsoft’ but he is also closely identified with the stereotype of the technological ‘boffin’. While many students recognised his face, they did not have much to say about him, although at least one script satirised the views of Gates’ critics by presenting him as a Machiavellian conspirator.
Student performance
To be awarded high grades, students must perform well in each aspect of writing, as defined by the marking scheme or criteria and standards guide. An excellent script must have a unifying central idea, its component parts must be proportionate and ordered, its mechanical aspects (grammar, spelling and punctuation) must be correct and the words chosen must fit the intended meanings. Finally, as noted above, the script must be written as a considered response to the Writing Task testpaper.
Markers also take note of whether a script has conformed to the word limit. The ability to write to a word limit is part of the skill of organising and composing prose.
Responsiveness
Responsiveness is the extent to which a script develops and transforms some part of the stimulus material on the testpaper while not deviating from the overall concept of the testpaper. As noted before, the better writers limited their choice of stimulus materials and thus allowed themselves enough room to explore different aspects of the material. The 2003 testpaper was accessible to students at all levels of achievement but to some extent it encouraged lower achieving students to ‘tour’ the testpaper, writing a little on many pieces.
When students wrote about any connotations of ‘face’ that were not overtly present in any stimulus piece, it was the task of markers to judge whether they responded to the overall concept of face but ignored the specific stimulus material. For example, some students wrote about cosmetic surgery or discussed the family face that reappears throughout generations and found ways to make these topics responsive to the stimulus material.
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Grammar, spelling and punctuation
Grammar, spelling and punctuation are marked hierarchically, so that grammar is more important than spelling, which is more important than punctuation. It was disappointing to see how often the weaker scripts were pulled down even further by their grades in this criterion, especially when this seemed to be as a result of not redrafting and checking their scripts.
Central idea
Central idea is marked according to how well a script remains focused on (but also develops) its unique message over the length of the script.
The better writers often improved their grades further because of excellent achievement in this criterion. In contrast, the poorer scripts rarely improved their grades by good handling of a central idea. Particularly noticeable this year was a tendency for scripts to be built around a vague and inadequate central idea such as ‘faces are important’. (One script that argued, with reference to Hindu philosophy, that faces are ‘illusory’ was an amusing contrast to these vague ‘tours’ of the stimulus material.) Students might believe that they have more to write about if they do not ‘limit’ themselves to a specific topic. In fact, it is by refining and narrowing a topic that writers discover what they want to communicate.
Structure and sequencing
It is possible for a script to have a unifying central idea and yet to be disorganised in its presentation. A joke, for example, is not funny if the punch line comes first.
A common problem in Writing Task scripts in 2003 was that the central idea was insufficiently developed and hence there was no basis for structuring the material in an order that expressed the central idea. One unrelated idea followed another in no particular order.
Vocabulary
Precise and well-chosen words arrest attention and boost the power of writing. This year, scripts of otherwise average quality tended to be boosted by a solid performance in this criterion. Students often displayed an ability to name and describe states of mind related to self-image or facial expressions and technical processes related to data banks and digital images. They also demonstrated the ability to select words from the register appropriate to the form of writing they chose, using more lively and colloquial words, for example, when writing journalistically and more technical terms when writing analytically.
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Prose forms
The testpaper gives candidates a list of writing suggestions: ‘argument, literary criticism, speech, book review …’ and so on. The list is intended to stimulate, not prescribe. Any form except poetry can be used and students should write in the ways that are familiar and comfortable.
As has happened in previous years, students in 2003 favoured fictional narratives but, with the exception of the better scoring students, not as much as in previous years. The testpaper intentionally encouraged expository and argumentative writing, an invitation accepted by many students. This resulted in fewer aimless and unfinished stories but it also resulted in more poorly focused expository writing.
Also common was a tendency to present fiction as a letter or diary entry. These framing devices tend to waste words, distract markers and interfere with the cohesiveness of the writing. A story told in the form of diary entries can introduce events dramatically and supply information about the narrator in an unfolding way. Many scripts did not exploit these properties and were burdened by their irrelevant gestures toward the diary form.
This also applies to scripts that were written in the form of a letter. Many of these begin with epistolary addresses and dates and salutations to a friend only to be followed by a story (‘Let me tell you what happened last week’) or an exposition (‘Have you ever thought about how important faces are?’) unrelated to letter writing.
Criteria and standards schema for markingThe criteria and standards schema is reproduced overleaf. It features five substantive criteria (central idea; vocabulary; responsiveness to the testpaper; grammar, spelling, punctuation; structure and sequencing) plus length.
Each script receives a minimum of three markings. Each marker provides four criteria-based grades or three criteria-based grades plus a judgment of length. Therefore, different mixes of the six criteria are marked during each of the three readings.
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73
Selected candidate responses
The collection comprises the scripts of candidate responses from the 2003 Writing Task subtest.
These complete scripts appear in their original handwritten form. Some contain errors in spelling, punctuation and grammar and, in some cases, factual inaccuracies, but the QSA has published them as they were written for the sake of authenticity.
The QSA does not express a preference for any particular form of writing through its selection of examples, nor are the sentiments expressed in these examples necessarily endorsed by the QSA.
The examples that follow met the standards for successful writing as defined by the criteria and standards schema used in the marking of the Writing Task.
Each script was marked three times by three different markers working independently. it should be realised, though, that a successful piece of writing may be less than perfect on any single aspect.
Before publication the QSA attempted to establish, but cannot guarantee, the originality of candidates’ scripts.
It is probably worth noting that the selected scripts have some added features in common, other than having all been rated highly by markers. The scripts have an immediacy that is the evident result of a direct response to the stimulus material. In being open to what the stimulus material offers, candidates have been able to sustain the reader’s interest throughout and have been rewarded accordingly.
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Response No. 1
75
76
77
Response No. 2
78
79
80
Response No. 3
81
82
83
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Relative worth of each subtest
Relative worth of items on the QCS Test
Paper Worth Comment
1 WT 68.0 ▼ 3 markings obtaining two holistic grades on each of the five substantive criteria plus 2 judgments on length. Final score ranges from minimum 4 to maximum 72
2 MC I 50.0 50 items of equal worth
3 SR 66.5 ■ 16 items (19 performance domains) with up tofive grades each
4 MC II 50.0 50 items of equal worth
Total 234.5
n■Worth SR paper
Unit Item No. (pd)
Grade awarded and Code Worth
A B C D E N O
1 Fido 1 3 2 1 1.5
2 Roman Empire 2 6 4 2 1 3
3 9 6 4 2 4.5
3 Malapropisms 4 9 6 4 2 4.5
4 Marriage 5 5 3 2 2.5
6 7 5 3 3.5
7 8 6 4 2 4
5 The Future 8 10 7 4 2 5
6 Snowflakes 9(1) 6 4 3 2 3
9(2) 5 4 3 1 2.5
7 Tag 10 5 4 3 2 2.5
11(1) 6 5 3 2 1 3
11(2) 6 5 3 2 1 3
8 Springsteen 12 9 7 5 3 4.5
13 13 10 7 4 2 6.5
9 Metric Time 14 6 5 3 2 3
15(1) 6 4 3 2 3
15(2) 5 4 3 2 2.5
16 9 7 4 2 4.5
A2
Σ A2---- 66.5=
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Deemed CCEs and QCS items
Tables showing CCEs tested within the MC and SR testpapers are presented earlier in this document. There appears next to each item (or unit) one or more CCEs. What does this mean?
The QCS Test assesses candidates in terms of the common elements of the Queensland senior curriculum: reading and writing, analysing and synthesising, evaluating and arguing rationally, graphing, estimating, compiling statistics, and so on. There is not, however, a simplistic match of CCEs and individual items in the QCS Test: exactly one item for each CCE or exactly one CCE for each item. By their nature, some CCEs are obviously widely present—reading, interpreting words and symbols, analysing; others such as graphing may be obviously absent from all but one or two specific items.
The CCE given for an item is not, therefore, a claim that this is the only skill required to complete this item successfully. Nor is it a claim that the CCE should be understood as meaning only the skills apparently required by the item. There may even seem to be ways of completing the item successfully that do not appear to involve the given CCE(s).
The listing of CCEs against items provides information about how the test constructor—the QSA—views each item in the context of the particular QCS Test in which it occurs.
Balance of the QCS Test in terms of CCEs
The listing of CCEs against items may suggest that the balance of a particular QCS Test or a series of QCS Tests can be assessed by a tally of the number of times each CCE is listed.
It is wrong to expect such a tally to show an equal number of items for each of the 49 CCEs because they are not, and were not developed to be, either equal, equivalent or, in any other sense, interchangeable.
A reasonable assessment of the balance of the QCS Test will take into account that
• the 49 CCEs are not equal
• no CCE is trivial
• some CCEs are more substantial than others
• no single CCE fails to occur in the Queensland senior curriculum
• some CCEs are diffused generally across a wide range of items (and are therefore not listed frequently)
• some CCEs can only be tested through particular kinds of items which require a substantial proportion of the total test item (and hence these CCEs will not occur very often).
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AppendicesAppendix 1: The 49 common curriculum elements
DESCRIPTORS AND NOTES
Note: The numbering system given for the testable Common Curriculum Elements is that used within the Testing Section.Readers should not be perturbed to find that, while the list is in numerical order, there are numbers missing. All 49elements appear in the list.
1 Recognising letters, words and other symbols
2 Finding material in an indexed collection:
Note: Examples of an indexed collection: a dictionary, an encyclopaedia, a library catalogue, a road map, an art catalogue, an instruction booklet, a share register, a classified advertisement column.
3 Recalling/remembering:
Note: Consult Test Specifications Section 2.3 to establish what might reasonably be regarded as assumed knowledge, i.e. ‘an elementary level of “general knowledge”, and a knowledge of vocabulary and mathematical operations at a level of sophistication consistent with a sound general Year 10 education … basic arithmetic operations involved in calculation, also include fundamental mathematical concepts such as simple algebra, percentage, ratio, area, angle, and power of ten notation.’
4 Interpreting the meaning of words or other symbols
5 Interpreting the meaning of pictures/illustrations
6 Interpreting the meaning of tables or diagrams or maps or graphs
7 Translating from one form to another:
Expressing information in a different form.
Note: Translation could involve the following forms:verbal information (in English)algebraic symbolsgraphsmathematical material given in wordssymbolic codes (e.g. Morse code, other number systems)picturesdiagramsmaps.
9 Using correct spelling, punctuation, grammar
10 Using vocabulary appropriate to a context
11 Summarising/condensing written text:
Presenting essential ideas and information in fewer words and in a logical sequence.
Note: Simply listing the main points in note form is not acceptable, nor is ‘lifting’ verbatim from the given passage.
12 Compiling lists/statistics:
Systematically collecting and counting numerical facts or data.
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13 Recording/noting data:
Identifying relevant information and then accurately and methodically writing it down in one or more predetermined categories.
Note: Examples of predetermined categories are: female/male; odd/even; mass/acceleration.
14 Compiling results in a tabular form:
Devising appropriate headings and presenting information using rows and/or columns.
15 Graphing:
Note: Candidates will be required to construct graphs as well as to interpret them (see CCE 6).
16 Calculating with or without calculators:
Note: Candidates will not be permitted to use calculators that store data while turned off.
17 Estimating numerical magnitude:
Employing a rational process (such as applying an algorithm, comparing by experience with known quantities or numbers) to arrive at a quantity or number that is sufficiently accurate to be useful for a given purpose.
18 Approximating a numerical value:
Employing a rational process (such as measuring or rounding) to arrive at a quantity or number that is accurate to a specified degree.
19 Substituting in formulae
20 Setting out/presenting/arranging/displaying
21 Structuring/organising extended written text
22 Structuring/organising a mathematical argument:
Generating and sequencing the steps that can lead to a required solution to a given mathematical task.
26 Explaining to others:
Presenting a meaning with clarity, precision, completeness, and with due regard to the order of statements in the explanation.
27 Expounding a viewpoint:
Presenting a clear convincing argument for a definite and detailed opinion.
28 Empathising:
Appreciating the views, emotions and reactions of others by identifying with the personalities or characteristics of other people in given situations.
29 Comparing, contrasting:
Comparing: Displaying recognition of similarities and differences and recognising the significance of these similarities and differences.
Contrasting: Displaying recognition of differences by deliberate juxtaposition of contrary elements.
30 Classifying:
Systematically distributing information/data into categories which may be either presented to, or created by, the student.
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31 Interrelating ideas/themes/issues
32 Reaching a conclusion which is necessarily true provided a given set of assumptions is true:
Deducing
33 Reaching a conclusion which is consistent with a given set of assumptions:
Inferring
34 Inserting an intermediate between members of a series:
Interpolating
35 Extrapolating:
Logically extending trends or tendencies beyond the information/data given.
36 Applying strategies to trial and test ideas and procedures
37 Applying a progression of steps to achieve the required answer:
Making use of an algorithm (which is already known by candidates or which is given to candidates) to proceed to the answer.
38 Generalising from information:
Establishing by inference or induction the essential characteristics of known information or a result.
41 Hypothesising:
Formulating a plausible supposition to account for known facts or observed occurrences.
The supposition is often the subject of a validation process.
42 Criticising:
Appraising logical consistency and/or rationally scrutinising for authenticity/merit.
Note: also critiquing — critically reviewing.
43 Analysing:
Dissecting to ascertain and examine constituent parts and/or their relationships.
44 Synthesising:
Assembling constituent parts into a coherent, unique and/or complex entity.
The term ‘entity’ includes a system, theory, communication, plan, set of operations.
45 Judging/evaluating:
Judging: Applying both procedural and deliberative operations to make a determination.
Procedural operations are those that determine the relevance and admissibility of evidence, whilst deliberative operations involve making a decision based on the evidence.
Evaluating: Assigning merit according to criteria.
46 Creating/composing/devising
48 Justifying:
Providing sound reasons or evidence to support a statement.
Soundness requires that the reasoning is logical and, where appropriate, that the premises are likely to be true.
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49 Perceiving patterns:
Recognising and identifying designs, trends and meaningful relationships within text.
50 Visualising:
Note: Examples of aspects of this element that might be tested include:visualising spatial concepts (e.g. rotation in space) visualising abstractions in concrete form (e.g. kinetic theory — the movement of molecules) visualising a notion of a physical appearance from a detailed verbal description.
51 Identifying shapes in two and three dimensions
52 Searching and locating items/information:
Note: This element as it occurs in syllabuses usually refers to field work. As these conditions are plainly impossible to reproduce under QCS Test conditions, testing can only be performed at a ‘second order’ level.
In the sense of looking for things in different places, ‘searching and locating items/information’ may be taken to include quoting, i.e. repeating words given in an extract in the stimulus material.
53 Observing systematically:
Note: This element as it occurs in syllabuses usually refers to laboratory situations. As these conditions are plainly impossible to reproduce under QCS Test conditions, testing can only be performed at a ‘second order’ level.
55 Gesturing:
Identifying, describing, interpreting or responding to visual representations of a bodily or facial movement, or expression that indicates an idea, mood or emotion.
Note: This element as it occurs in syllabuses refers to acting and other forms of movement. It is possible to test only the interpretation of movement and expression. It is understood that there are cultural variations relating to the meanings of particular gestures.
57 Manipulating/operating/using equipment:
Displaying competence in choosing and using an implement (in actual or representational form) to perform a given task effectively.
60 Sketching/drawing:
Sketching: Executing simply a drawing or painting, giving essential features but not necessarily with detail or accuracy.
Drawing: Depicting an object, idea or system pictorially, such as in a clearly defined diagram, or flowchart.
Note: Sketching/drawing does not include the representation of numerical data as required in CCE 14 and CCE 15.
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Appendix 2: Glossary of terms used in relation to the QCS Test
acceptable minimum standards: the description of a marking process whereby markers are required to use their assessmentskills to interpret a candidate response and match it to a standard in each performance domain being tested by the item.Predetermined trade-offs are already incorporated. Markers then award a grade for that performance domain for that item.
adjacent grades: on a short-response marking scheme, a pair of available grades in direct proximity, e.g. A and B, D and E, N andO (see grade)
assumed knowledge: the benchmark of candidates’ required learning in terms of QCS testing; taken to be the possession of bothan elementary level of general knowledge and a knowledge of vocabulary and mathematical operations at a level ofsophistication consistent with that of a student with a sound general Year 10 education
batched items: a group of items which relate to the same stimulus material
built-in trade-off: a property of a marking scheme that ensures that the performance domains contribute to the grade in amanner reflective of their hierarchical position in that item
calibration: a routine process aimed at controlling reliability loss by removing irregularities in a marker’s judgment ‘gauge’ beforethat marker is free to ‘gauge standards’, i.e. to mark
certificated marker: a marker who, having successfully participated in a marking operation (short-response or writing task), isissued a certificate by the QSA to attest to participation that year
check marking: a process involving scrutiny by immersers and unit managers of grades awarded by markers
closed response item: a short-response item which involves the candidate in the production of an answer and requires themarker to assess the accuracy of the response. This type of item usually produces a definite number of response types.
common curriculum element (CCE): one of the 49 generic skills that are common to at least two subjects in the Queenslandsenior curriculum, testable in the current format of the QCS Test, and within the learning opportunities of a high proportion ofstudents
creditable response: a response (to a short-response item) which is awarded one of the available grades, A to E, and which thusattracts credit
criterion (also called basket): macroskill. The QCS Test measures achievement in five criteria, each of which is symbolised by aletter of the Greek alphabet:
The 49 common curriculum elements can be distributed amongst these five criteria, each criterion representing a set of relatedCCEs.
cue: an instruction attached to a short-response item, situated next to the space provided for the candidate response. The cuegives candidates a clear idea of what is required of them, sometimes providing essential further information on how to respond.
curriculum element: identifiable coherent activity specified by a syllabus as relevant to the pursuit of the aims and objectives ofthat syllabus
denotation: descriptor and/or notes related to a CCE, which represent the meaning of that CCE for the purpose of the QCSTest. Denotations are circulated to the appropriate audiences.
descriptor: see standard descriptor
desirable feature: item-specific characteristic of a candidate’s short response that demonstrates achievement and thereforecontributes to the determination of attainment in a particular performance domain
dimension: one of nine defined characteristics of a test item. Each item can be classified in terms of each of these ninedimensions. This classification is used for assessing range and balance in the test.
discrepant marker: a marker whose marking differences (compared with other markers) are either not acceptably small or notapparently random
α comprehend and collectβ structure and sequenceθ analyse, assess and concludeπ create and presentφ apply techniques and procedures.
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dissonant markings: binders whose items have been given significantly different marks by different markers
essential equipment: ‘tools of the trade’ listed in the Student Information Bulletin and in Directions on the cover of the testpaper,and which the candidate must provide in order to complete the test, viz.
• pens (black ink)• pencil (for drawing, sketching, etc. but not for writing)• protractor• drawing compass• eraser• coloured pencils• ruler• calculator with spare batteries
exemplar: example of a response included in the marking scheme as an indication to markers of the acceptable standard for theaward of an A-grade
flyer: a written mechanism by which unit managers and immersers can communicate to markers any decisions regarding thetreatment of scripts made after marking has commenced
footnote: additional information provided at the end of the relevant piece of stimulus material, with reference to the stimulusmaterial via a superscript. It may take the form of a commentary on word usage, sourcing of an extract etc.
gloss: definition of a term that candidates are not expected to know. Substantive vocabulary of a high level of sophisticationwhose meaning cannot be determined from the context is provided at the end of the relevant passage, with reference to thepassage via a superscript.
grade (response grade): a measure of performance on a short-response item on the basis of a candidate’s response. Grades areconsecutive letters, with A denoting the grade pertaining to the highest performance level. The number of grades may varyfrom item to item. The lowest available grade identifies the threshold for creditable performance.
hierarchy: a ranking of the performance domains of an item, indicating their relative contributions to the award of the grades
immerser: a person who trains markers before the marking operation, i.e. takes responsibility for immersing markers in themarking schemes of items in one marking unit of the testpaper. During the marking operation the immerser may give adviceabout problematic responses and running rules as well as conducting calibration and various re-calibration (e.g. re-immersion,redintegration) sessions for markers.
immersion: instruction to acquaint markers with details and subtleties of the marking schemes for the items in an allocated unit;discussion of common response types and marking of real candidate responses
immersion notes: unit-specific script prepared by immersers for use in training markers
immersion session: a set period of time when immersers immerse markers in the marking scheme and provide them with guidedassistance in practice marking. Verbal instructions which form part of the marking prescription may be given at this time
incline of difficulty: the sequencing of units within a testpaper in such a way that units tend to become progressively moredifficult towards the end of the testpaper
introduction: a block of text at the beginning of a unit that, when necessary, gives a reference for the stimulus material and itemsto follow
item: comprises the stem, cue and response area
item-specific: pertaining to a particular item; usually, item-specific documents contain information which can only pertain to oneof the items on a particular subtest
item writer: a person who writes and develops items for inclusion in the itembank. Test specifications are heeded in the writingof items.
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key term: one of a list of verbs used in the stems of short-response items as commands or task setters, and for which cleardefinitions are appropriately circulated to candidates and markers for the purposes of the QCS Test. The key terms include thefollowing:
account for draw (cf. sketch) illustrate/exemplify show (calculations)approximate estimate indicate sketch (cf. draw)argue evaluate justify statecomment on explain list substitute incompare expound outline (in words) suggestcontrast express present summarisederive extrapolate prove transcribedescribe find rank verifydetermine generalise referdiscuss identify quote
line numbers: numbers situated in the left-hand margin of some passages of stimulus material to help candidates locate detailsmentioned in associated items
marker training: a process which occurs during the days immediately preceding the marking proper, and consists of a pretraining/administration session, immersion session(s) in allocated marking unit(s), together with preliminary marking and feedbacksessions
marking history: a collection of marking schemes for all items in the units in which a marker is trained to mark, together with themarker manual. Running rules and flyers are sometimes added to the folio during the course of the marking operation.
marking grid: an item-specific sheet, accompanying the marking scheme, designed to assist markers’ decision making when theapplication of descriptors is particularly complex. The use of such grids may be either compulsory or non-compulsory.
marking pool: the total group of markers selected from the register of markers to be involved in the marking operation for agiven year
marking scheme: the item-specific criteria and standards schema from which markers can determine grades; the markingscheme may not include all of the instructions to the markers. Most marking schemes are presented as a table in which the cellsof each column give the descriptors of standards for the grade shown in that column’s heading.
marking unit: a collection of items that is to be marked using a single marksheet. An individual marking unit may include itemsfrom more than one test unit. The items of an individual test unit may be spread over more than one marking unit.
marksheet: a pre-printed sheet markers use to record information about marking. There is one marksheet per marking unit per24 students per single marking.
mathematical operations: at the level of QCS testing, the basic operations involved in calculation (addition, subtraction,multiplication, division), as well as fundamental mathematical concepts such as simple algebra, percentage, ratio, area, angle,and power of ten notation
miniature SR paper: an enclosure in the testpaper containing abbreviated versions of the items in the testbook. Candidates mayretain this at the conclusion of the test.
model response: an example of a response that demonstrates the highest level of performance and which would invariably beawarded the highest grade
monitoring (marker monitoring): comparison of markers (many pairings) to identify responses to be re-marked, markers whorequire redintegration, and aspects of marking schemes which need attention during calibration
non-contributory: term applied to the grade given to a short-response item when a response is unintelligible or does not satisfythe requirements for any other grade (N), or when the item is omitted (O)
notes: a note on a marking scheme that: clarifies features of the item; defines, qualifies or explains terms used in the descriptors;gives additional information about the treatment of particular types of response
omit: label given to that category of response to a test item where the candidate fails to provide a response; that is, thecandidate makes no apparent attempt to respond to the task set and leaves the response space completely blank
open-ended response item: a short-response item which involves the candidate in generative thinking and requires the marker toassess the quality of the response. No exhaustive list of desirable features can be identified a priori to describe a given responsetype.
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optional equipment: ‘tools of the trade’ (other than essential equipment) normally used in a course of study, which candidatesmay choose to provide for the test, e.g.
• set square• correction fluid• template• sharpener
pathological response: one of the 2 per cent or less of different or unpredictable responses not covered directly by thedescriptors in the marking scheme, and discovered after marking commences
performance domain(s): common curriculum element(s) tested by a particular item. For items which are associated with morethan one CCE, the influence of each CCE is clearly evident in the marking scheme.
practice effect: the sensitivity of marking speed to an increase with marker experience in reading candidate responses and usingthe marking scheme to grade them
practice set: booklet of authentic candidate responses given to markers within an immersion session to reinforce learning
preliminary marking: mandatory initial session of actual marking conducted under normal conditions with grades to stand.Preliminary marking usually occurs immediately following immersion and prior to the feedback session.
primary marking: the totality of the first two independent markings of all items on the testpaper. The number of marker
judgments in the primary marking is , where N = number of candidates, n = number of items on the testpaper, and
pi = number of performance domains for the ith item.
refocusing: a one-on-one counselling session between an immerser and a marker who is experiencing problems with his/hermarking, as identified by quality control procedures
referee marking: an independent third marking of a candidate response which occurs when two independent markers disagreeto an extent which is regarded as significant for that item
registered marker: a marker who has successfully completed a recruitment session but has not yet had the opportunity todemonstrate successful participation in a marking operation
reliability: the degree to which measurements are consistent, dependable or repeatable; that is, the degree to which they arefree of errors
reliability of grades: the degree to which there is marker agreement as to the grade awarded (although some grades are trulyborderline)
response: the candidate’s work on an item as communicated to the marker. In writing, drawing, calculating and so on in the caseof a short-response item. By blackening a circle corresponding to the selected response option in the case of a multiple-choiceitem.
response alternative: one of four options from which candidates choose the best response for a multiple-choice item. Candidatesrecord their responses on a mark-sensitive sheet which is computer scanned for scoring.
response area: the space provided in the short-response testbook where candidates give their response. It may be a ruled areaor grid, a designated space in which to write, draw, complete a diagram, fill in a table, etc.
richness: a property of a test item whereby the item can provide more than the usual single piece of information about candidateachievement. In the case of a rich short-response item, markers are required to award a grade in more than one, usually two,performance domains.
running rules: decisions made by unit managers and immersers after the marking has commenced to supplement the applicationof marking schemes
sample response: authentic candidate response used for the purposes of training
second guessing: anticipating the grade selected by other markers by considering ‘What will other markers do?’ rather than byapplying the marking scheme
single marker: a marker who has been trained to mark in only one marking unit
standard: a reference point for describing the quality of candidate responses in performance domains (see marking scheme)
2N pii 1=
n∑
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standard descriptor: a statement or list of statements that succinctly conveys the standard or features required in a response tobe awarded that grade in a particular performance domain
star-value: a rating for a short-response item relative to other items on the short-response paper, in terms of worth/effort, from[*] lowest to [*****] highest. The star-value is printed beside the item number.
stem: that part of the item which indicates the task set or the question to be answered
stimulus material: verbal, numerical, pictorial, tabular, or graphical material that sets the context for the item(s) to follow withthe aim of promoting candidates’ responses
testbook (testpaper): the booklet provided to a student for the subtest; the cover carries directions to candidates; the bookletcontains x items numbered 1 to x arranged within y units. x and y may differ from year to year but are typically 25 and 10. Thebooklet also contains blank pages (should the candidate require extra response space, or elect to rewrite a response aftercancelling the initial attempt) and a fold-out section inside the back cover containing the item and star-value distribution.
training: see marker training
unit: a part of test construction consisting of stimulus material and associated items and, often, an introduction
unit manager: a test developer who trains the immersers of a particular unit so that they can train the markers with due regardto the construct of the test
validity: the extent to which an assessment instrument measures what it is claimed to measure
validity of grades: the extent to which the item and marking scheme measure achievement in the designated CCE(s)
verbal instructions: information given to markers by immersers to acquaint them with the details and subtleties of markingschemes, and with common response types gleaned from a sample of candidate responses
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