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Retrospective2012 Queensland Core Skills Test

ForewordThe Retrospective is a yearly publication that provides 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 that are within the curriculum experience of most senior students. The level of sophistication demanded by the test is appropriate for Year 12 students. It is a cross-curriculum test, which means that it does not test the content of specific subjects. Rather it tests the skills learnt from the combination of subjects in a balanced curriculum.

The QCS Test consists of four testpapers � a Writing Task, a Short Response testpaper and two Multiple Choice testpapers. Students experience a variety of stimulus material such as prose passages, poetry, graphs, tables, maps, mathematical and scientific data, cartoons, and reproductions of works of art.

The Retrospective is a definitive and descriptive report on the integration of the test specifications, the expectations of the test constructors, and the performance characteristics of the students. It also provides information on the relative worth of items on the test, data that allow the determination of student achievement on the test.

The Retrospective does not include copies of the testpapers. All schools receive copies of the testpapers during the administration of the QCS Test. Any individual or organisation requiring copies may buy these from the Queensland Studies Authority.

In addition to having value at school level, this publication should appeal to a wider audience. In fact, anyone interested in cross-curriculum testing is sure to find it informative.

Peter LuxtonActing Director

ISSN 1321-3938

© The State of Queensland (Queensland Studies Authority) 2013

Copyright protects this material. Copyright in the Core Skills Test is owned by the State of Queensland and/or the QueenslandStudies Authority. Copyright in some of the material included in the paper is owned by third parties.

Except as permitted by the Copyright Act 1968 (Cwlth), reproduction by any means (photocopying, electronic, mechanical,recording or otherwise), making available online, electronic transmission or other publication of this material is prohibited withoutprior written permission of the relevant copyright owner/s.

The Queensland Studies Authority requires to be recognised as the source of the Core Skills Test and requires that its materialremain unaltered.

Enquiries relating to copyright in this material, which is owned by the State of Queensland or the Queensland Studies Authority,should be addressed to:

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ContentsMultiple Choice (MC) I & II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

MC I & II 2012 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

MC I commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

MC II commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Common Curriculum Elements (CCEs) and the MC format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Short Response (SR) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

SR 2012 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Unit One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Unit Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Unit Three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Unit Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Unit Five . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Unit Six . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Unit Seven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Unit Eight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Writing Task (WT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

WT 2012 Overall concept: Getting there . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Diagram of the testpaper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

WT commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Stimulus pieces: Visual, written or combination? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Choice of text type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Choice of genre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Criteria and standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Selected student responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Relative worth of each subtest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Relative worth of parts of the QCS Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Deemed CCEs and QCS Test items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Balance of the QCS Test in terms of CCEs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Appendixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Appendix 1: The 49 Common Curriculum Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Appendix 2: CCEs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Appendix 3: CCEs grouped by baskets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Appendix 4: Glossary of terms used in relation to the QCS Test . . . . . . . . . . . . . . . . . . . . . . . 102

Multiple Choice (MC) I & IICommentaryThe 2012 MC subtest consisted of two testpapers, each with 25 verbal and 25 quantitative items. For an item, the facility is the proportion of students who gave the correct response; it is expressed as a percentage. For the 2012 MC subtest, the average facility on verbal items was 53%, and on quantitative items it was 52%. MC I had an average facility of 51%, while MC II had 54%. The average facility on the subtest as a whole was 52.5%. On each testpaper there was a spread of facilities; on MC I they varied from 19% (item 17) to 84% (item 15), and on MC II from 29% (item 67) to 90% (item 75).

Within the verbal domain, stimulus materials included poems, extracts from novels, newspaper articles and letters to the editor, artworks, descriptions of scientific experiments, quotations, interviews and speeches. Within the quantitative domain, stimulus materials included diagrams, tables, charts, graphs and maps. Subjects covered included English language and literature, modern history, politics and sociology, ethics, law, psychology, art history, chemistry, physics, climatology, information theory, geography, social anthropology, health and medicine, economics, and both pure and applied mathematics.

The following table summarises data about the 21 units that made up the 2012 MC subtest. The main Common Curriculum Elements (CCEs) tested in each unit are listed. The order of the CCEs for each unit does not reflect the order of the items, nor does it imply a cognitive hierarchy. The baskets into which CCEs are grouped are shown in Appendix 2. For a unit, the average facility (AF) is the average of the facilities of all items in that unit.

MC I & II 2012 summary

Unit Item Key Basket F AF (%) Common Curriculum Elements

1 Who�s Who?(poem)

1 A 52

44

4 Interpreting the meaning of words or other symbols

33 Inferring48 Justifying

2 B 39

3 D 41

2 Maltese Cross(diagram, geometrical operations)

4 B 6450 16 Calculating with or without calculators

5 D 35

3 Witness Memory(prose nonfiction, psychology, legal studies)

6 A 77

64


26 Explaining to others31 Interrelating ideas/themes/issues35 Extrapolating43 Analysing

7 C 74

8 D 49

9 A 62

10 C 56

11 D 55

12 A 78

4 Pyramid Dice(diagrams, probability)

13 A 75

57

16 Calculating with or without calculators19 Substituting in formulae45 Judging51 Identifying shapes in two and three

dimensions

14 B 65

15 A 84

16 A 43

17 B 19

5 Eiffel Tower(artworks)

18 B 52

635 Interpreting the meaning of pictures/

illustrations29 Comparing, contrasting

19 B 60

20 D 77

21 C 63

Queensland Studies Authority | 1

2

6 CCN(table, chemistry)

22 D 62

54


7 Translating from one form to another16 Calculating with or without calculators

23 C 49

24 B 52

7 Absolute Pitch(graph, physics)

25 A 40

45

6 Interpreting the meaning of tables or diagrams or maps or graphs

15 Graphing41 Hypothesising45 Judging33 Inferring

26 C 56

27 C 45

28 B 48

29 A 36

8 Climate Change(personal reflections, geography)

30 C 44

43


10 Using vocabulary appropriate to a context11 Summarising/condensing written text43 Analysing

31 D 61

32 B 34

33 C 20

34 A 54

9 Flipping Cards(diagrams, rules, patterns)

35 D 46

49

7 Translating from one form to another16 Calculating with or without calculators43 Analysing32 Deducing

36 B 50

37 C 63

38 A 50

39 D 38

10 Genius(novel)

40 D 67

41

7 Translating from one form to another10 Using vocabulary appropriate to a context31 Interrelating ideas/themes/issues33 Inferring43 Analysing

41 C 24

42 B 31

43 C 60

44 C 31

45 B 31

11 Bubble Map(diagram, map, numerical operations)

46 D 83

52


7 Translating from one form to another16 Calculating with or without calculators32 Deducing

47 D 36

48 A 46

49 B 37

50 A 57

12 Quotations(prose nonfiction)

51 B 52

63


29 Comparing, contrasting43 Analysing45 Judging

52 A 49

53 A 72

54 C 77

13 Sociogram(diagrams, rules, logic)

55 C 87

71


32 Deducing33 Inferring36 Applying strategies to trial and test ideas

and procedures

56 B 86

57 B 63

58 A 76

59 D 44

14 Probability(prose nonfiction, historiography)

60 A 73

58

7 Translating from one form to another10 Using vocabulary appropriate to a context33 Inferring43 Analysing

61 D 59

62 B 48

63 C 50


| Retrospective 2012 QCS Test

15 Tasmanian Car Trips(diagrams, map, numerical operations)

64 C 54

46


16 Calculating with or without calculators45 Judging

65 D 53

66 B 47

67 A 29

68 A 46

16 Old School(novel)

69 C 39

54


28 Empathising29 Comparing, contrasting33 Inferring43 Analysing

70 B 61

71 B 53

72 A 51

73 C 49

74 D 70

17 Sundaram�s Sieve(table, number sequence, algebra)

75 B 90

62

35 Extrapolating36 Applying strategies to trial and test ideas

and procedures38 Generalising from information

76 B 60

77 A 71

78 C 51

79 D 36

18 Chinese Man(prose nonfiction, history, SOSE)

80 D 39

49


28 Empathising33 Inferring44 Synthesising

81 D 33

82 D 61

83 A 61

19 Vietnam Eye Health(table, illustrations, numerical operations)

84 B 62

47

16 Calculating with or without calculators35 Extrapolating29 Comparing, contrasting37 Applying a progression of steps to achieve

the required answer

85 D 35

86 B 33

87 C 59

88 C 47

20 Forgotten Man(prose nonfiction, history, economics)

89 A 43

48


26 Explaining to others28 Empathising29 Comparing, contrasting45 Judging

90 D 46

91 D 31

92 C 69

93 B 46

94 C 40

95 D 58

21 Cellular Automata(diagrams, rules, visual patterns)

96 C 36

437 Translating from one form to another

35 Extrapolating49 Perceiving patterns

97 A 46

98 D 48

99 A 35

100 C 52

Average facility on subtest 52.5



4

MC I commentaryIn this section, the main aims of each unit are briefly outlined. Two units (7 and 10) are singled out for detailed analysis.

Unit 1 Who�s Who?

This short poem asks students to recognise Auden�s central theme, which is the veneer of fame.

Unit 2 Maltese Cross

This short unit asks students to make use of Pythagoras� theorem in analysing a geometrical diagram.

Unit 3 Witness Memory

This extract from a newspaper article deals with how witnesses to accidents and crimes remember the events, and what expectations are placed on them by the judicial system. The items test students� understanding of the different viewpoints presented in the extract.

Unit 4 Pyramid Dice

As a twist on the usual probability problems presented by cuboid dice, this unit uses pyramid dice of various heights. In most items, students use information given, and their basic knowledge of geometry, to make calculations. One of the more challenging aspects of this unit is understanding the probability of a pyramid die landing on its base.

Unit 5 Eiffel Tower

This unit revolves around three images of the Eiffel Tower in Paris: a painting and a drawing by French artist Robert Delaunay, and a contemporary photograph of the tower. Students are asked to compare the three renditions in terms of the artists� intentions, and in terms of specific graphic conventions such as form and tonality. The unit also asks students to evaluate alternative readings of one of the artworks.

Unit 6 CCN

This unit deals with a �shorthand� way of describing complex chemical substances used in the making of concrete. Students are asked to perceive the underlying patterns of the notation and to apply their understanding to the items.

Unit 7 Absolute Pitch

This unit is centred on an experiment carried out to examine whether people who reported having, or not having, absolute pitch (AP) actually did have it, and if so to what degree. Students are asked to familiarise themselves with the description of the experiment, to perceive its underlying assumptions, and to make sense of the results of the experiment as expressed in a graph. This proved to be one of the more challenging units on the subtest.

Item 25 asks students to evaluate the relative ease of recognising pure versus piano tones. They need to understand, first of all, that if recognising these two types of tone was equally as easy, then data points in the graph would be concentrated around a straight line extending from coordinates (0, 0) to (36, 36). In fact, the vast majority of data points sit well above this line, which indicates the relative ease of recognising piano tones.

Item 26 asks students to identify the symbol system used in the graph�s key, to relate that information to the lowest categories of AP on the graph, then to deduce two minimum scores � one for pure tones and one for piano tones � which together underline all AP scores. The graph shows that, in respect of piano tones, all AP scores are greater than 26, while in respect of pure tones, all AP scores are greater than 12. The option which comes closest to this is C. Option A ignores the data point at (12, 30). Option B takes account only of scores in the AP�1 category. Option D includes a proportion of non-AP data points.

Item 27 asks students to choose between one of four hypotheses that would account for the inclusion of pure tones in the experiment. The most plausible hypothesis (option C) is derived from the information presented in the stimulus material that piano tones have their own timbre; it is also a reasonable inference that most musicians chosen for this experiment had some familiarity with piano tones, given the popularity of the


piano. Thus one might expect timbre and familiarity to have influence on acoustic perception. Presenting the same tones as pure tones offers a check on this anticipated variability, by way of presenting a �level playing field� or �baseline� measure. Option A is incorrect because it assumes, without reasons based in the stimulus material, that musicians respond in the same way to pure tones. What is at issue here is the measure of correlation between acoustic perceptions of pure tones relative to piano tones. Option B is incorrect because it assumes without supporting data that scores derived from piano tones will always be greater than those derived from pure tones. Students who simply project an external piece of knowledge (which may well have some truth in it) onto the experimental data would have been attracted by option D. But this overlooks the obvious point that electronic music is not presented as a series of pure tones.

Item 28 requires students to classify given sets of scores. There are no hard-and-fast rules here; students need to evaluate the spatial relations of each of the four new data points against the known data points on the graph. Option A sits closer to scores classified as AP�4 than to any other score class. Options C and D are firmly ensconced within data points of the AP�1 class. Option B, though somewhat out on its own, is closest to the single data point classified as AP�3.

Item 29 asks students to identify and isolate a certain subset of data from the graph and then to re-present it in the form of another graph. This item therefore tests the CCE of Graphing, albeit at second order.

Unit 8 Climate Change

The topic of climate change incites a broad spectrum of views, often strongly opposed to each other. In this unit students are asked to understand and to compare the views of three individuals.

Unit 9 Flipping Cards

This unit uses an imaginary card game to test students� understanding of rules and procedures within a broader context of spatial pattern reasoning.

Unit 10 Genius

This extract, from the German writer Thomas Mann�s novel Death in Venice, offers an appreciation of the novel�s main character, Gustav Aschenbach. Mann�s robust yet rich prose style offers a significant challenge to students, and this is reflected in the fact that this unit was the most difficult unit on the subtest, with most of its items yielding facilities in the low thirties.

Item 40 asks students to find essential meaning in the lengthy and challenging first sentence. Option A is incorrect because the text does not say that Aschenbach�s writing appealed more to one group of people than to others. Options B and C pick up on incorrect readings of the opening words �remote � from�. The first sentence is not about Aschenbach as a person, but seeks to characterise the nature of his genius.

Item 41 was one of the most difficult items on the subtest, with 24% facility. Like item 40, it deals with the first sentence of the extract, but in a much more incisive fashion. Students need to understand that the narrator draws a distinction between the general public�s loyalty to Aschenbach as a writer, and the attitude of the connoisseurs: �sympathetic� (i.e. well-disposed toward his writing) and offering pertinent analyses, yet without a strong sense of personal attachment. Option A is wrong because there is no suggestion that the general public was less sympathetic to his writing than were the connoisseurs. Option B is wrong because the extract provides no information about subject matter or style except that these were distanced from the �banal� and the �eccentric�. Option D plays on the popular misconception that connoisseurs and critics are better able to understand complex writers.

To respond correctly to item 42 students need to analyse lines 3�5 of the extract and to understand that, had the young Aschenbach not been pushed to excel, he probably would not have done so of his own accord. Lines 10 and 11 further inform this assessment, with the knowledge that Aschenbach was not a robust child and therefore not well suited to the rigours of the writing profession. Students who presume that geniuses necessarily reveal their true colours at an early age will be attracted to Option A. Option C seems correct, but is ruled out by its assertion that the young Aschenbach was �wayward�. Option D is similar to option A, except that it focuses on character traits rather than specific verbal aptitude; it is wrong, for similar reasons to option A.


6

Item 43 tests students� understanding of the strong visual metaphor in lines 7�9. The closed fist is intended to represent a tightly structured life, and a rigid work ethic. Most students understood this. Options A, B and D attracted students who misread the fist as a symbol of aggression or opposition rather than rigidity. There is no suggestion in the extract that Aschenbach was aggressive by nature, or in response to the pressures mounted upon him, or that he had an �us and them� mentality.

Item 44 tests students� understanding of the expression �called to�. Its use in this context is, in fact, quite subtle. It indicates a strong inner impulse toward a particular profession, sometimes involving a sense of struggle or self-examination. Mann emphasises that there are elements in Aschenbach�s character and temperament which pulled in opposing directions, the one drawing him into the world of writing (being �called to� it), the other causing him to struggle against that. A full answer to the question posed in this item must therefore encompass both the impulse, and the character traits that caused Aschenbach to struggle with it. Option A is incorrect because there is no suggestion in the extract that young Aschenbach was unaware of his writing talent. Option B is incorrect because it ignores the sense of struggle. Option D is incorrect because it assumes that Aschenbach possessed no significant talent as a writer.

The final item in this unit asks students to relate four comments about childhood to the picture of Aschenbach�s childhood sketched in the extract. In the extract, Mann focuses on Aschenbach�s childhood as the essential formative period that nurtured the seeds of his adult genius. Option B comes closest to conveying this sense of early childhood as the most important formative period. Option A comes less close, because the extract makes no claim that Aschenbach had been deprived of role models. Option C appears to be relevant, but actually bears little substantive relation to the extract. Option D is ruled out because the extract does not imply that the young Aschenbach was hard to manage.

Unit 11 Bubble Map

Bubble maps provide a useful way to display statistical information, often relating to geography and economics. The bubble map in this unit focuses on the production of natural gas and crude oil in various countries within the Asia�Pacific region. The task for students is to understand the underlying principles of the bubble symbols, and to apply that understanding to the items.

MC II commentaryIn this section, the main aims of each unit are briefly outlined. Two units (16 and 21) are singled out for detailed analysis.

Unit 12 Quotations

This unit offers four independent quotations, intended as a lead-in to the second MC testpaper. All the items were handled comfortably by students.

Unit 13 Sociogram

This unit uses the popular theme of reality television in exploring a sociogram, i.e. a diagram showing relationships between events. In this case, the �events� are the contestants, who have to provide the producer with a list of preferred partners for an upcoming task. Students need to make sense of the sociogram in terms of the information provided. Essentially, this unit tests students� ability to apply logic and spatial reasoning.

Unit 14 Probability

This is not a unit about mathematical probability, but probability as used in the context of writing history (historiography), i.e. weighing up the evidence and drawing reasonable inferences from it. One of the items (item 62) asks students to translate information given in verbal form into a graphical form.

Unit 15 Tasmanian Car Trips

The stimulus material for this unit was adapted from an old motoring guide to Tasmania. It shows four different ways to get from Somerset to Hobart, with linkages between the four routes at various points. Students are asked to make use of the information provided to calculate the lengths of routes, to choose between alternative routes, and to express a particular route in terms of a map.


Unit 16 Old School

The two passages in this unit were taken from the novel Old School by Tobias Wolff. The two passages are quite different in form. The first is essentially a dialogue between two schoolboys in the wake of a poetry prize adjudicated by the famous poet Robert Frost; the second is part of a speech delivered by Robert Frost at the school when presenting the prize for this competition.

Item 69 asks students what one of the schoolboys means when he says �it doesn�t matter what I know� (line 10). Without reading carefully around that line, it might be construed in different ways. From the boy�s �message in a bottle� analogy, we infer that what he means is that his own personal knowledge of the circumstances, and of the winning poem�s author, are irrelevant because the adjudicator (Frost) did not have access to any such knowledge; all he had was the poem itself. The boy�s general point is, therefore, that other people are entitled to reach whatever conclusions they may about the poem�s merits (option C). Option A is incorrect because the boy�s statement in line 10 is not so much about his own opinion as about the fact that other people have different but equally valid opinions. Option B is incorrect because we know from line 4 that the boy does have an opinion, even if he thinks it is only one among many. Option D is incorrect because it suggests that the opinions of readers are less important than the intentions of the poet; in fact, the boy indicates that the opposite is true.

Item 70 asks students to evaluate the tonality of Purcell�s words in lines 15�20, paying particular attention to word choice and sentence construction and to what has been deliberately emphasised by italics. Option A is clearly wrong, because there is nothing doubtful about the way Purcell expresses himself. In like manner, option C is wrong because Purcell�s comments are hardly cautious; this is an emotional blurt, and as such contains little analysis. �Flippant� (option D) is incorrect because Purcell intends his comments to be taken seriously (which is why he says to his companion, �Go ahead, laugh!�). Of the options presented, option B comes closest to describing Purcell�s tone.

Item 71 asks students to construe Purcell�s comment, �When I see a rhyme in a poem, I know I�m being lied to�. For Purcell, rhyme applies an artificial and misleading sense of order to the disorder of normal human experience. Thus option B is the best of the four options. Option A is incorrect because it makes rhyme schemes the culprit in forcing poets to choose words that distort their intended meanings. Whereas for Purcell, rhyme is a choice that poets make; responsibility rests, therefore, with the poets. Option C is incorrect because Purcell�s comments are not pitched directly at the poetic or aesthetic merits of rhyme. Option D is incorrect because there is no intimation in Purcell�s comments that poets are driven by the expectations of their readership.

The clue to answering item 72 is in lines 4�6. For Frost, rhyme is an element of poetic form, and in these lines Frost directly associates poetic form with honouring his deceased friend. Since for Frost �spontaneity� implies an absence or loosening of form, spontaneity does dishonour or disrespect. Option B is incorrect because creativity is irrelevant to Frost�s comments. Option C reflects the viewpoint of Purcell rather than Frost; it is incorrect because from the tenor of Frost�s comments we can reasonably infer that poetic form ensures an honest embodiment of thoughts and feelings; for him, �spontaneity� is thus a mark not only of disrespect but also of dishonesty. Option D is incorrect because, for Frost, to be spontaneous in poetry is not necessarily to pretend, it is to be dishonourable.

With item 73, the students must recognise that, for Frost, it is important that one preserve the feelings one has for a fellow human by embodying those feelings in poetic form (option C). That is a continuous and unending process. In fact, to keep commemorating those feelings is an important aspect of honouring the fellowship. Option A attracted those students who read into the text a pop psychology idea about achieving �closure� that is alien to Frost�s way of thinking. Option B is wrong because it is not war that is of primary concern for Frost, but rather the issue of conserving significant feeling irrespective of context. Option D is wrong for the same reason: it is not so much about anything the object of the poem did, or their circumstances, but how the poet feels about the object of the poem, i.e. it is about the affective relationship, which endures in poetic form.

Item 74 asks students to compare Purcell�s and Frost�s attitudes to form in poetry. Option D offers the best representation of their respective positions. Option A is incorrect because, for Frost, form makes experience neither easier nor harder to bear; it simply transmits the experience as faithfully as possible; also, for Purcell


8

it is form that is difficult to bear because it tries to subvert the reality of human experience. Option B is wrong because, for Purcell, poets who make use of form (for example, rhyme) are dishonest for doing so; for Frost, form has wide application, beyond the militaristic. Option C is wrong because, for Frost, poetic form is not just about epic stories, it is relevant to all human experience; Purcell would, however, tend to agree with the notion that form brings confusion to the writing process, to the extent that form obscures an honest account of real experience.

Unit 17 Sundaram�s Sieve

This unit is essentially about recognising number sequences and patterns, involving both extrapolation and generalisation (in the guise of finding general algebraic expressions for certain patterns).

Unit 18 Chinese Man

Chinese Man recounts an interview between a travel writer and a young man he met in China. The text deals with the young man�s thoughts and feelings about recent social changes in his country. As well as comprehending various aspects of the text, students are asked to assess the feelings and attitudes of the young Chinese man.

Unit 19 Vietnam Eye Health

This unit presents students with an opportunity to perform fairly straightforward arithmetic operations on statistical data relating to the work of the Fred Hollows Foundation in Vietnam. These operations include calculating percentages, extrapolating from the data, and problem-solving using the given data.

Unit 20 Forgotten Man

There are two short extracts in this unit. Both deal with what Americans call the �forgotten man�, but each author has a different understanding of the term. Students are asked to understand the meaning of the term for each author, to analyse their respective arguments and to assess the tonalities of the two extracts.

Unit 21 Cellular Automata

The final unit on the MC subtest was also the quantitative unit students found most difficult. This unit asks students to understand rules expressed both verbally and diagrammatically, and to apply those rules to specific diagrams called �cellular automata�. A challenge for students is to translate successfully from verbal to diagrammatic modes and the reverse.

In item 96 students are given part of a cellular automaton and are asked to derive the verbal rule from which it is generated. The best way to do this item is to take each option in succession and, by choosing one or two shaded cells, determine whether or not it applies. In this instance, only option C satisfies the rule.

In item 97, students progress from the rule to the cellular automaton generated from that rule. Here, however, the rule is expressed diagrammatically. For each option, one searches for examples of permutations that are not represented in the rule. Non-representation invalidates the option. The cells at either end of each automaton cannot be used to invalidate the option, because the rows continue in either direction. In option B, there is no unshaded cell which meets the requirement of having three unshaded cells above it. In option C, there are instances where an unshaded cell has two shaded and one unshaded cell above it, a permutation not permitted under the rule. In option D, the same problem arises.

Item 98 is similar to item 96, except that options for the derived rule are expressed diagrammatically. Again, one peruses the permutations within each option to see which cannot be found in the given cellular automaton. In option A, only the middle permutation is found. In option B, only the left option is found. In option C, only the left and middle options are found. In the keyed response (option D), all three permutations are found.

Item 99 is similar to item 97, and is solved using a similar method.

Item 100 asks students to recognise a patterned relationship between the row number and the number of shaded cells in that row. From that recognition one can form a general relation. That relation may be expressed as follows: for row n, where n > 1 and n is an odd number, the number of shaded cells in row n = (n + 1). So, in row 37 there must be 38 shaded cells (option C).


Common Curriculum Elements (CCEs) and the MC formatOf the 49 CCEs, the following cannot be tested directly in MC format, though a few � such as graphing, summarising and manipulating equipment � may be tested at �second order� (i.e. indirectly):� 11 Summarising/condensing written text

� 12 Compiling lists/statistics

� 13 Recording/noting data

� 14 Compiling results in a tabular form

� 15 Graphing

� 20 Setting out/presenting/arranging/displaying

� 21 Structuring/organising extended written text

� 22 Structuring/organising a mathematical argument

� 26 Explaining to others

� 27 Expounding a viewpoint

� 46 Creating/composing/devising

� 53 Observing systematically

� 55 Gesturing

� 57 Manipulating/operating/using equipment

� 60 Sketching/drawing.

These CCEs can be validly tested in Short Response (SR) format.


10

Short Response (SR)CommentaryThis year�s SR subtest comprised 17 items across eight units. As students worked through each unit, they interacted with challenging and engaging stimulus material. Test developers paid careful attention to framing each item in a way that made it accessible to most students. The SR testpaper comprised units with stimulus material selected from fields as diverse as the visual arts, mathematics, science, media, history, the political and social sciences and literature.

This year�s paper was varied in its content, covering a broad range of CCEs. The different tasks included using and interpreting a nomogram (type of graph), applying various mathematical formulae, composing proofs, drawing particular jigsaw pieces, completing a table, recognising and crafting �spin�, investigating properties of car tyres, assessing according to given criteria, analysing prose and poetry pieces and explaining using examples.

Model responses and commentaries on student performanceWhat follows is an item-by-item discussion that includes model responses and marking schemes, tables and graphs of the distributions of grades, and commentaries that discuss how students handled the tasks noting some common observed errors and that give suggestions that might be useful. At times, references to specific student responses are included to exemplify observations. As much as possible, model responses are actual student responses. Model responses are those that demonstrate a high level of performance and would have been awarded the highest grade.

For some items, especially the more open-ended items, responses were extremely varied. For these it is not possible to provide examples of the many ways in which students responded. The detailed, item-specific marking schemes indicate the scope of acceptable responses for different grades. Even for the more closed items the marking schemes demonstrate that different ways of perceiving �the solution� were able to gain credit.

Marking schemesThe marking schemes used during the marking operation and included in this section of the Retrospective 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 in how to apply the marking schemes to student responses of one marking unit. The training involves careful consideration and application of the material presented by immersers.

Since all short-response items are double marked, this means that a student�s response booklet was marked by at least 10 different independent markers � more, if any response/s required referee marking.

For organisational purposes during the marking operation, the testpaper units were grouped into five marking units. In 2012, Marking Unit 1 contained testpaper units One and Six, Marking Unit 2 contained testpaper units Two and Five, Marking Unit 3 contained testpaper units Three and Four, Marking Unit 7 contained testpaper unit Seven and Marking Unit 8 contained testpaper unit Eight.


SR 2012 summary

Note: CCEs specific to an item are listed on the item�s marking scheme.The baskets into which CCEs are grouped are shown in Appendix 2.

Unit Item Basket Common Curriculum Elements by unit

OneMy Dog

1 29 Comparing, contrasting43 Analysing

TwoFlights

2 2 Finding material in an indexed collection16 Calculating with or without calculators22 Structuring/organising a mathematical argument26 Explaining to others36 Applying strategies to trial and test ideas and procedures

3

ThreeJigsaw

4 13 Recording/noting data16 Calculating with or without calculators44 Synthesising51 Identifying shapes in two and three dimensions60 Sketching/drawing

5

FourSpin

6 4 Interpreting the meaning of words �7 Translating from one form to another

10 Using vocabulary appropriate to a context28 Empathising43 Analysing

7

FiveTyres

8 6 Interpreting the meaning of � graphs7 Translating from one form to another

16 Calculating with or without calculators43 Analysing48 Justifying

9

SixKelly

10 26 Explaining to others30 Classifying31 Interrelating ideas/themes/issues43 Analysing45 Evaluating48 Justifying

11

SevenPirates

12 6 Interpreting the meaning of � diagrams �7 Translating from one form to another

16 Calculating with or without calculators26 Explaining to others43 Analysing52 Searching and locating � information57 Manipulating/operating/using equipment

13

14

EightSmartphone

15 4 Interpreting the meaning of words �

28 Empathising29 Comparing, contrasting31 Interrelating ideas/themes/issues33 Reaching a conclusion which is consistent with a given set of

assumptions45 Judging46 Creating/composing/devising

16

17


12

Unit One

The item of this unit is based on a website�s observations about naïve art and a reproduction of a painting titled �My Dog�.

The following table shows the percentage of responses awarded the various grades for the item in this unit.

Item 1

Model response

CommentaryItem 1 is a two-star item that tested achievement in CCEs 29 Comparing, contrasting and 43 Analysing.

This item required students to comment on the extent to which it can be claimed that the painting �My Dog� conforms to a given description of naïve art. The cue directed students to refer to specific features of the painting.

There were eight characteristics of naïve art described in the stimulus material. It is possible to find features of the painting which support it as naïve art. It is also possible to argue against it being naïve art based on a number of features. A table with some examples was provided as a guide for markers (see the marking scheme).

A B C D E N O

Item 1 3.5 66.4 20.9 7.2 2.1

A shaded box indicates that the grade was not available for that item.

Comment on the extent to which it can be claimed that ‘My Dog’ conforms to the website

description of naïve art.

..........................................................................................

..........................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

Refer to specific

features of the

painting.

The painting has a cartoon-like appearance as the figures in the painting

(dog and person) are blocky and lack depth so there is a non-scientific

perspective. The use of solid colours such as black (dog), red and blue (background),

yellow (body) and pink (faces) match with the saturated colours and simple approach as

described by the website. The painter of My Dog is unknown so I can’t tell whether he/she

is popular, nor do I know if he/she has any art training. So I can’t be definite about it being

naïve art. There are features that strongly support it but ‘My Dog’ does not completely

comply with everything in the website description.

A B C N O

100%


An A-grade response needed to articulate clearly the extent to which the painting conforms to the given description of naïve art, to show that a breadth of given characteristics had been considered, to identify specific features of the painting that support it as being naïve art and to describe an impediment to the painting being considered naïve art.

Many responses identified a number of features of the painting and clearly linked them to the characteristics of naïve art as described in the stimulus. However, only a few responses recognised that there was any impediment to this particular painting being considered naïve art. Of note was the number of responses which made references to the painting and the given description but neglected to comment on the extent to which the painting conformed to the given description of naïve art.

It was noted that, occasionally, responses to verbal items only provided a rewrite of the stimulus. Restating the stimulus gains no credit, so students will not be using their time wisely if they simply rewrite the stimulus.


14

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ober

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UN

IT O

NE

ITEM

1

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 1 1

of 5

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

29C

ompa

ring

, con

tras

ting

43A

naly

sing

C

The

res

pons

e id

entif

ies a

giv

en c

hara

cter

istic

and

lin

ks it

to a

feat

ure

of th

e pa

intin

g th

at su

ppor

ts it

be

ing

naïv

e ar

t.

The

res

pons

e is

bas

ed o

n th

e gi

ven

desc

ript

ion

and

give

s a re

ason

why

the

pain

ting

is n

ot o

r m

ight

not

be

naïv

e ar

t.

OR

A

The

res

pons

e is

bas

ed o

n th

e gi

ven

desc

ript

ion

and

�cl

earl

y ar

ticul

ates

the

exte

nt to

whi

ch th

e pa

intin

g co

nfor

ms t

o th

is d

escr

iptio

n of

naï

ve a

rt�

show

s tha

t the

bre

adth

of g

iven

cha

ract

eris

tics o

f na

ïve

art h

ave

been

con

side

red

�id

entif

ies s

peci

fic fe

atur

es o

f the

pai

ntin

g th

at

supp

ort i

t bei

ng n

aïve

art

�de

scri

bes a

n im

pedi

men

t to

the

pain

ting

bein

g na

ïve

art.

B

The

res

pons

e is

bas

ed o

n th

e gi

ven

desc

ript

ion

and

�ou

tline

s the

ext

ent t

o w

hich

the

pain

ting

conf

orm

s to

this

des

crip

tion

of n

aïve

art

�id

entif

ies s

peci

fic fe

atur

es o

f the

pai

ntin

g th

at

supp

ort i

t bei

ng n

aïve

art

�re

cogn

ises

an

impe

dim

ent t

o th

e pa

intin

g be

ing

naïv

e ar

t.

The

res

pons

e is

bas

ed o

n th

e gi

ven

desc

ript

ion

and

�cl

aim

s tha

t the

pai

ntin

g is

naï

ve a

rt�

iden

tifie

s spe

cific

feat

ures

of t

he p

aint

ing

that

su

ppor

t it a

s naï

ve a

rt.

The

res

pons

e is

bas

ed o

n th

e gi

ven

desc

ript

ion

and

�cl

aim

s tha

t the

pai

ntin

g is

(mos

t lik

ely)

not

naï

ve a

rt�

give

s rea

sons

why

the

pain

ting

is n

ot n

aïve

art

.

OR

OR

Mod

el R

espo

nses

:1.

The

pai

ntin

g ha

s a c

arto

on-li

ke a

ppea

ranc

e as

the

figur

es in

the

pain

ting

(dog

and

per

son)

are

blo

cky

and

lack

dep

th so

ther

e is

a n

on-s

cien

tific

per

spec

tive.

The

use

of s

olid

col

ours

such

as b

lack

(dog

), re

d an

d bl

ue (b

ackg

roun

d), y

ello

w (b

ody)

and

pin

k (f

aces

) mat

ch w

ith th

e sa

tura

ted

colo

urs a

nd si

mpl

e ap

proa

ch a

s des

crib

ed b

y th

e w

ebsi

te. T

he p

aint

er o

f My

Dog

is u

nkno

wn

so I

can�

t tel

l whe

ther

he/

she

is p

opul

ar,

nor

do I

know

if h

e/sh

e ha

s any

art

trai

ning

. So

I can

�t b

e de

finite

abo

ut it

bei

ng n

aïve

art

. The

re a

re fe

atur

es th

at st

rong

ly su

ppor

t it b

ut �M

y D

og� d

oes n

ot c

ompl

etel

y co

mpl

y w

ith e

very

thin

g in

the

web

site

de

scri

ptio

n.

2. �M

y D

og� i

s sim

ple

as it

show

s res

tric

ted

shad

es o

f col

our

mos

tly a

pplie

d w

ith a

bas

ic d

abbi

ng te

chni

que.

No

shad

ows o

r sh

adin

g ar

e ev

iden

t. T

he d

og, p

erso

n an

d pa

rt o

f the

bac

kgro

und

are

esse

ntia

lly so

lid

bloc

ks o

f col

our

and

so a

re sa

tura

ted.

The

re is

no

scie

ntifi

c pe

rspe

ctiv

e as

the

dog

and

pers

on a

re tw

o-di

men

sion

al, f

lat a

nd w

ithou

t dep

th. �

My

Dog

� doe

s not

show

stro

ng p

atte

rn a

s sha

pes a

ren�

t rep

eate

d to

fo

rm a

pat

tern

. As t

he p

erso

n ha

s no

hand

s, fin

gers

, fee

t or

toes

, som

e de

tail

is la

ckin

g. I

belie

ve th

e pa

intin

g is

a g

ood

but n

ot a

per

fect

exa

mpl

e of

naï

ve a

rt.


Oct

ober

22,

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Mar

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eme

Mar

king

Uni

t 1 2

of 5

UN

IT O

NE

ITEM

1N

ote:

The

cha

ract

eris

tics (

obse

rvat

ions

) of n

aïve

art

iden

tifie

d in

the

extr

act,

spec

ific

feat

ures

and

impe

dim

ents

/rea

sons

are

giv

en in

the

tabl

e be

low

.

char

acte

rist

ic a

s per

ex

trac

tm

ay r

elat

e to

pa

intin

g vi

aso

me

exam

ples

of s

peci

fic fe

atur

es th

at m

ight

be

offe

red

in su

ppor

t of �

My

Dog

is/c

ould

be

naïv

e ar

t�

som

e ex

ampl

es o

f im

pedi

men

ts/r

easo

ns th

at m

ight

be

offe

red

in su

ppor

t of �

My

Dog

is n

ot/m

ay n

ot b

e na

ïve

art�

1.si

mpl

e ap

proa

ch�

tech

niqu

e�

cont

ent/e

lem

ents

�re

peat

ed d

abs o

f bru

sh, n

o va

riety

�sm

all n

umbe

r of s

impl

e sh

apes

, no sh

adow

�th

e use

of b

rush

dab

s sho

ws s

ophi

stic

atio

n as

they

hig

hlig

ht an

d ad

d de

tail,

for e

xam

ple,

the

whi

te d

abs o

n do

g�s e

ars a

nd ta

il

2.st

rong

use

of p

atte

rn�

geom

etry

/sha

pes

�bl

ocky

bod

ies a

nd ro

und

face

s�

does

not

show

the

sam

e el

emen

t(s) r

epea

ted

to fo

rm g

eom

etric

pa

ttern

3.str

ong

use

of d

etai

l�

natu

re o

f ele

men

ts�

faci

al fe

atur

es in

clud

ing

eyes

and

nos

e sh

own

�la

cks d

etai

l as n

o ha

ir, h

ands

/fing

ers f

eet/t

oes i

n pa

intin

g

4.sa

tura

ted

colo

ur�

natu

re o

f ele

men

ts�

key

elem

ents

such

as b

ody

and

back

grou

nd sh

ape

are

bloc

ks o

f sol

id c

olou

r�

dabs

of w

hite

on

dog�

s ear

s and

tail

and

thro

ugho

ut p

arts

of

back

grou

nd b

reak

up

the

solid

col

ours

5.(r

efre

shin

g) c

hild

like

visi

on�

cont

ent/e

lem

ents

�th

e us

e of

few

col

ours

, bas

ic sh

apes

�

it is

com

plex

as t

he d

abbi

ng te

chni

que

and

care

ful a

pplic

atio

n of

whi

te a

ppea

rs to

be

an a

dult

view

rath

er th

an c

hild

like

view

6.no

n-sc

ient

ific

pers

pect

ive

�de

pth

of fi

eld

�di

men

sion

ality

�el

emen

ts a

re 2

D w

ith n

o sh

adow

, no

vani

shin

g po

int

�si

ze o

f per

son

to d

og an

d re

lativ

e pro

porti

ons o

f hea

d, b

ody

and

appe

ndag

es sh

ow so

me

know

ledg

e of

per

spec

tive

7.(h

ones

t por

tray

al o

f) im

agin

ary

scen

es�

cont

ent/e

lem

ents

�th

e bo

dile

ss fa

ce c

ould

be

the

man

in th

e m

oon,

whi

ch

sugg

ests

the

scen

e is

imag

inar

y�

you

can�

t tel

l whe

ther

dog

, per

son

and

moo

n ar

e th

e ar

tist�s

im

agin

atio

n or

a re

al sc

ene

8.se

lf-ta

ught

, am

ateu

r ....

po

pula

r art

ist w

ho la

ck o

r re

ject

form

al a

rt tr

aini

ng

�te

chni

que

�si

gnat

ure

�th

ere

is n

o si

gnat

ure

so I

don�

t kno

w w

ho th

e ar

tist i

s and

w

heth

er h

e/sh

e is

pop

ular

, als

o I c

an�t

tell

if he

/she

has

any

art

train

ing

Las

t Pag

e C

ount


16

Unit Two

The items of this unit concern a youth club and the attempts to provide safe flights for their members in light aircraft.

The following table shows the percentage of responses awarded the various grades for the items in this unit.

Item 2

Model response

A B C D E N O

Item 2 76.4 8 14.4 0.8 0.2 0.2

Item 3 3.5 2.2 57.4 12 9.7 10.6 4.6


I. Twelve out of the 16 members quickly organise themselves into three groups and submit

their names. Air-safety regulations require that pilots ensure flights are not overloaded.

After checking it was found that only one of the three groups was ‘safe’ to fly.

For the groups given below enter the weights of each member and find the total

weight (wt) of the group. Circle safe or unsafe beside the group to indicate whether or

not that group can be carried without the flight being overloaded.

Shian Rhys Tolya Georg

Group 1

total wtsafe unsafe

Brenda Jedda Vesna Karl

Group 2

total wtsafe unsafe

Mai Wayan Axel Cooper

Group 3

total wtsafe unsafe

46 48 37 35 166

39 40 33 44 156

48 49 39 47 183


CommentaryItem 2 is a three-star item that tested achievement in CCEs 36 Applying strategies to trial and test ideas and procedures, 2 Finding material in an indexed collection and 16 Calculating with or without calculators.

This item required students to consider how a youth club could best transport small groups of members in light aircraft. For safety reasons there were weight restrictions on the flights. The stimulus material provided a list of club members and their weights. In Part I of the item students were given three groupings of club members and asked to determine the total weight of each group. They were then

asked to determine whether or not each group exceeded the maximum passenger load for safe flying. It was made known that two of the three given groupings were unsafe to fly. In Part II, students were asked to replace one club member with another individual and create a new group that was safe to fly thus resulting in two safe groups. They were also asked to show that this new group was safe to fly.

An A-grade response needed to correctly complete the three rows of empty cells in Part I and in Part II to specify a safe group and provide data showing why this group is considered safe.

Many students managed to complete both Part I and Part II correctly but a particular failing was omitting to show, as requested, why the new group would be safe. Students should not assume that data required to �show� a particular aspect can or will be inferred when a judgment of the response is being made.

Students should practise checking for simple careless errors such as translating weights from the table to the response area and mis-keying on a calculator as these detract from the response and will always make it impossible for the response to gain the highest grade.

II. Replace one person in one of the unsafe groups so that there will now be two safe groups.

Write the names of the members of this new group in the spaces below and show why this

group would now be safe.

........................................................................................................

........................................................................................................

........................................................................................................

All members can be considered when deciding on the change.

Shian Axel Tolya Georg

46 + 39 + 37 + 35 = 157

A B C N O

100%

D


18

UN

IT T

WO

ITEM

2

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 2 1

of 7

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

36A

pply

ing

stra

tegi

es to

tria

l and

test

idea

s and

pro

cedu

res

2Fi

ndin

g m

ater

ial i

n an

inde

xed

colle

ctio

n 16

Cal

cula

ting

with

or

with

out c

alcu

lato

rs

C

The

res

pons

e ha

s

for

I

�th

e th

ree

row

s cor

rect

ly c

ompl

eted

.

The

res

pons

e ha

s

for

I

�tw

o ro

ws c

orre

ctly

com

plet

ed

and

for

II

�an

acc

epta

ble

safe

gro

up.

OR

A

The

res

pons

e ha

s

for

I

�th

e th

ree

row

s cor

rect

ly c

ompl

eted

and

for

II

�a

spec

ified

safe

gro

up

�da

ta sh

owin

g w

hy th

is g

roup

is sa

fe.

No

inco

rrec

t inf

orm

atio

n is

use

d.

46

39

48 S A S

A R D

T T T

G G G

157

159

159

48

40

49

37

33

39

35

44

47

166

156

183

s

u u

B

The

res

pons

e ha

s

for

I

�th

e th

ree

row

s cor

rect

ly c

ompl

eted

and

for

II

�a

spec

ified

safe

gro

up.

The

res

pons

e ha

s

for

I

�tw

o ro

ws c

orre

ctly

com

plet

ed

and

for

II

�an

acc

epta

ble

safe

gro

up

�da

ta sh

owin

g w

hy th

is g

roup

is sa

fe.

The

res

pons

e ha

s

for

I

�th

e th

ree

row

s num

eric

ally

cor

rect

and

for

II

�a

spec

ified

safe

gro

up

�da

ta sh

owin

g w

hy th

is g

roup

is sa

fe.

No

inco

rrec

t inf

orm

atio

n is

used

.

OR

OR

D

The

res

pons

e ha

s

for

I

�tw

o ro

ws n

umer

ical

ly c

orre

ct.

Not

es:

1.C

orre

ct sp

ellin

g is

not

a r

equi

rem

ent a

s lon

g as

the

nam

es a

re id

entif

iabl

e.

2.A

row

is �c

orre

ctly

com

plet

ed� i

f it h

as a

ll of

the

follo

win

g:�

the

corr

ect w

eigh

ts a

ligne

d w

ith th

e re

leva

nt m

embe

rs

� c

orre

ct to

tal w

eigh

t for

the

grou

p �

the

corr

ect i

ndic

atio

n of

safe

or

unsa

fe fo

r th

e gr

oup.

3.A

�spe

cifie

d sa

fe g

roup

� is e

ither

the

orig

inal

Gro

up 1

with

� A

xel r

epla

cing

Shi

an to

giv

e �

Axe

l, R

hys,

Toly

a, G

eorg

(tot

al w

eigh

t of 1

59) o

r �

Axe

l rep

laci

ng R

hys t

o gi

ve �

Shi

an, A

xel,

Toly

a, G

eorg

(tot

al w

eigh

t of 1

57) o

r �

Dea

n re

plac

ing

Rhy

s to

give

� S

hian

, Dea

n, T

olya

, Geo

rg (t

otal

wei

ght o

f 159

).

4.A

n �a

ccep

tabl

e sa

fe g

roup

� is f

orm

ed b

y re

plac

ing

one

(and

onl

y on

e) p

erso

n in

one

of t

he g

roup

s fro

m P

art I

that

w

as in

dica

ted

as u

nsaf

e so

that

ther

e ar

e no

w tw

o sa

fe g

roup

s. A

n ac

cept

able

safe

gro

up is

con

sequ

entia

lly c

orre

ct if

it is

form

ed c

orre

ctly

bas

ed o

n (in

corr

ect)

info

rmat

ion

the

stud

ent p

rese

nted

in P

art I

.If

in P

art I

the

erro

r th

at w

as m

ade

mak

es it

impo

ssib

le to

form

a sa

fe g

roup

in P

art I

I by

repl

acin

g on

e (a

nd o

nly

one)

per

son

no c

redi

t can

be

give

n fo

r st

atin

g th

at it

is im

poss

ible

to fo

rm a

safe

gro

up.

5.A

row

is �n

umer

ical

ly c

orre

ct� i

f it h

as b

oth:

� th

e co

rrec

t wei

ghts

alig

ned

with

the

rele

vant

mem

ber

� c

orre

ct to

tal w

eigh

t for

that

gro

up.


Mar

king

Sch

eme

UN

IT T

WO

ITEM

2

Mar

king

Uni

t 2 2

of 7

Mod

el R

espo

nse:

I. II.

Shia

nR

hys

Toly

aG

eorg

Gro

up

1

tota

l w

tsa

feunsa

fe

Bre

nda

Jedda

Ves

na

Kar

l

Gro

up

2

tota

l w

tsa

feunsa

fe

Mai

Way

anA

xel

Cooper

Gro

up

3

tota

l w

tsa

feunsa

fe

46

48

37

35

166

39

40

33

44

156

48

49

39

47

183

Shian

Axel

Tolya

Georg

4639

3735

157

=+

++


20

Item 3

Model response

CommentaryItem 3 is a four-star item that tested achievement in the CCEs 22 Structuring/organising a mathematical argument, 16 Calculating with or without calculators and 26 Explaining to others.

This item required students to prove, using two clearly different methods that it was impossible to schedule just four flights so none was overloaded and all 16 members could be given a flight. Each method needed to depend on a different concept and not be simply another way of explaining the same concept. The cue asked students to include any calculations used in their proofs.

Prove, using two clearly different methods that it is impossible to schedule just four flights so

none is overloaded and all of the 16 members get a flight. Each method must depend on a

different concept and not be simply another way of explaining the same concept.

.............................................................................................

.............................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

Include any

calculations

used in your

proofs.

Name wt

Axel 39

Brenda 39

Cooper 47

Dean 41

Georg 35

Jedda 40

Karl 44

Lyra 61

Mai 48

Nimeri 50

Rhys 48

Shian 46

Tolya 37

Vesna 33

Wayan 49

Zoe 55

The list of names

and weights is

shown again here

for convenience.

Four flights that can carry a maximum of 160 kg would

be able to shift a maximum of 4 x 160 = 640 kg. This is

under the total weight of the 16 members (712 kg) that have to

fly so, therefore, it is impossible with the current arrangements

and weights.

Lyra is the heaviest person and weighs 61 kg, so on her flight there

would be = 99 kg left for 3 others to make up. The three lightest

people weigh 33 + 35 + 37 = 105 kg and if they go on Lyra’s flight

the combined weight will be 61 + 105 = 166 kg. As 166 kg is

more than 160kg, the group is too heavy. Therefore it is impossible

for Lyra to be part of a safe group as any other three members will

make the total weight even heavier. So, it is impossible for just 4

flights to be arranged with these members.

A B C N O

100%

D E


An A-grade response needed to provide two clearly different methods of proof. Each method needed to show correct calculations or data and contain an explicitly stated comparison (to complete the proof).

One method of proof relied on the concept of the total weight of the group. Students could find the total weight of the group and then could compare it with the safety restrictions. There were a number of ways that this method was presented. Students found the total weight of the club members (712 kg) and then the average weight per flight (178 kg) and compared that with the maximum safe weight per flight of 160 kg. They could also find the total weight of passengers to be moved (712 kg) and compare that with the total maximum safe weight of 640 kg (4 x 160). Another way that students used the total weight in a proof was to find the average weight per passenger to be moved (44.5 kg) and then compare it with the maximum safe average weight per person of 40 kg (160/4). Finally some students found the number of planes it would take to shift all members safely (4.45) and compared this figure with the number of available scheduled flights (4).

A second method of proof depended on the strategic placement of the heaviest passenger with the lightest passengers. It examined whether the heaviest passenger (Lyra at 61 kg) could be included on a safe flight. The total of her weight and the weights of the three lightest passengers (Vesna at 33 kg, Georg at 35 kg and Tolya at 37 kg) was shown to be greater than the maximum safe weight. This meant that Lyra could never be accommodated on a safe flight, hence it was impossible to schedule the flights for these 16 members.

A common error was that students presented two different ways of explaining the same concept instead of two different methods of proof. The total weight method was the most usual method to be used twice. Failure to make an explicit comparison was also common. If using the total weight method, responses needed a statement such as: �As the total weight is 712 kg and the total weight that can be moved safely is 640 kg, it is impossible to schedule the flights�. A proof requires an explicit concluding statement. Implied comparisons such as: �As the total weight of the group is 712 kg, not all passengers can be moved� rely on the reason for this being inferred.

Students should become adept at giving clear explanations that do not assume particular knowledge on the part of a reader. To determine if sufficient explanation has been given, students should consider how well a person who is not familiar with the problem would understand their response. The response should make sense and be complete (contain explicit references to data or information given in the question).


22

UN

IT T

WO

ITEM

3

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 2 3

of 7

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

22St

ruct

urin

g/or

gani

sing

a m

athe

mat

ical

arg

umen

t

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

26

Exp

lain

ing

to o

ther

s

C

The

res

pons

e pr

ovid

es O

NE

m

etho

d of

pro

of.

The

met

hod

has

�co

rrec

t cal

cula

tions

or

data

�an

impl

ied

com

pari

son.

The

res

pons

e pr

ovid

es T

WO

cl

earl

y di

ffer

ent m

etho

ds o

f pr

oof.

Eac

h m

etho

d ha

s

�ca

lcul

atio

ns o

r da

ta

allo

win

g fo

r at

mos

t one

m

echa

nica

l err

or�

an im

plie

d co

mpa

riso

n.

OR

A

The

res

pons

e pr

ovid

es T

WO

cl

earl

y di

ffer

ent m

etho

ds o

f pr

oof.

Eac

h m

etho

d ha

s

�co

rrec

t cal

cula

tions

or

data

�an

exp

licitl

y st

ated

co

mpa

riso

n.

No

inco

rrec

t sta

tem

ent/s

form

pa

rt o

f the

res

pons

e.

B

The

res

pons

e pr

ovid

es T

WO

cl

earl

y di

ffer

ent m

etho

ds o

f pr

oof.

One

met

hod

has

�co

rrec

t cal

cula

tions

or

data

�an

impl

ied

com

pari

son

and

the

othe

r m

etho

d ha

s

�ca

lcul

atio

ns o

r da

ta

allo

win

g fo

r at

mos

t one

m

echa

nica

l err

or�

an im

plie

d co

mpa

riso

n.

D

The

res

pons

e co

ntai

ns

calc

ulat

ions

and

dat

a w

hich

w

ould

supp

ort a

met

hod

of

proo

f.

The

cal

cula

tions

or

data

may

co

ntai

n at

mos

t one

m

echa

nica

l err

or.

The

res

pons

e re

fers

to

com

bini

ng th

e hea

vies

t per

son

and

the t

hree

ligh

test

peo

ple t

o fo

rm a

n �u

nsaf

e� g

roup

.

OR

E

The

res

pons

e re

fers

to a

pa

rtic

ular

set o

f fou

r gr

oups

w

ith a

t lea

st o

ne g

roup

show

n as

�uns

afe�

.

The

res

pons

e re

fers

to

com

bini

ng h

eavy

peo

ple

with

lig

ht p

eopl

e w

ith a

t lea

st o

ne

grou

p sh

own

as �u

nsaf

e�.

OR

Mod

el R

espo

nse:

Four

flig

hts t

hat c

an c

arry

a m

axim

um o

f 160

kg

wou

ld b

e ab

le to

sh

ift a

max

imum

of 4

x 1

60 =

640

kg.

Thi

s is u

nder

the

tota

l wei

ght

of th

e 16

mem

bers

(712

kg)

that

hav

e to

fly

so, t

here

fore

, it i

s im

poss

ible

with

the

curr

ent a

rran

gem

ents

and

wei

ghts

.

Lyra

is th

e he

avie

st p

erso

n an

d w

eigh

s 61

kg, s

o on

her

flig

ht th

ere

wou

ld b

e =

99 k

g le

ft fo

r 3

othe

rs to

mak

e up

. The

thre

e lig

htes

t peo

ple

wei

gh 3

3 +

35 +

37

= 10

5 kg

and

if th

ey g

o on

Lyr

a�s

fligh

t the

com

bine

d w

eigh

t will

be

61 +

105

= 1

66 k

g. A

s 166

kg

is

mor

e th

an 1

60kg

, the

gro

up is

too

heav

y. T

here

fore

it is

impo

ssib

le

for

Lyra

to b

e pa

rt o

f a sa

fe g

roup

as a

ny o

ther

thre

e m

embe

rs w

ill

mak

e th

e to

tal w

eigh

t eve

n he

avie

r. So

, it i

s im

poss

ible

for

just

4

fligh

ts to

be

arra

nged

with

thes

e m

embe

rs.

160

61–

Not

es:

1.W

hat h

as to

be

prov

ed is

that

it is

not

pos

sibl

e fo

r al

l 16

mem

bers

to b

e sc

hedu

led

on ju

st fo

ur fl

ight

s so

that

no

fligh

t is o

verl

oade

d.

2.T

he m

etho

ds a

re �c

lear

ly d

iffer

ent�

if th

ey d

o no

t dep

end

on th

e sa

me

conc

ept.

Con

cept

s are

tota

l wei

ght a

nd st

rate

gic

plac

emen

t.

3.�C

orre

ct c

alcu

latio

ns o

r da

ta� s

how

the

righ

t val

ues u

sed

in th

e ri

ght o

pera

tions

exe

cute

d co

rrec

tly o

r re

fer

to th

e co

rrec

t res

ult w

ith

anno

tatio

n de

scri

bing

wha

t tha

t res

ult i

s e.g

. tot

al w

t = 7

12, a

vera

ge w

t of m

embe

r of

one

flig

ht =

40

or u

se c

orre

ct v

alue

s giv

en in

the

stim

ulus

, e.g

. 160

, 4 fo

r m

embe

rs p

er fl

ight

or

for

num

ber

of fl

ight

s.

4.A

n ex

plic

it co

mpa

riso

n w

ill r

efer

to th

e nu

mbe

r or

nam

e (e

.g. m

axim

um sa

fe w

eigh

t, nu

mbe

r of

flig

hts)

of t

he r

estr

ictio

n.

An

impl

ied

com

pari

son

is a

con

clus

ion

whi

ch h

as a

n el

emen

t of c

ompa

riso

n to

it b

ut w

ill n

ot u

se th

e nu

mbe

r or

nam

e ex

pect

ing

that

th

ese

can

be in

ferr

ed fr

om th

e av

aila

ble

stim

ulus

mat

eria

l.

5.M

echa

nica

l err

ors i

nclu

de tr

ansc

ribi

ng in

corr

ectly

or

arri

ving

at a

n in

corr

ect r

esul

t aft

er u

sing

the

righ

t val

ues i

n th

e ri

ght o

pera

tions

.


Unit Three

The items of this unit are based on a certain style of jigsaw puzzle and the arrangement of its various pieces.


Item 4

Model response

CommentaryItem 4 is a two-star item that tested achievement in CCEs 16 Calculating with or without calculators and 51 Identifying shapes in two and three dimensions.

This item required students to determine the number of interior pieces in a jigsaw that forms a rectangle of a given size. The cue indicated that students should show their working.

An A-grade response needed to indicate 900 as the number of interior pieces.

For the most part students used one of two methods to calculate an answer. These were called the �exterior� method (see Model response 1) and the �interior� method (see Model responses 2 and 3).

A B C D E N O

Item 4 35.8 1 38.8 20.5 3.9

Item 5 28.5 32.2 13.5 9.9 4.7 6.4 4.9


Determine the number of interior pieces contained in a jigsaw that, when completed, forms a

rectangle 38 pieces long and 27 pieces wide.

Number of interior pieces = .......................

Show working

here.

Number of interior pieces = total number of pieces (Number of border pieces + corner pieces)–

= 38 27 – (36 + 36 + 25 + 25 + 4)x

= 1026 – 126

= 900

900

A B C N O

100%


24

Some students appeared to have interpreted the stem as asking for the total number of pieces (i.e. the area) of the jigsaw, rather than taking account of the information in the stimulus about edge pieces and interior pieces. Introductory stimulus contains pertinent information and should be read carefully for understanding. Highlighting specific parts is a reliable method of making sure the correct data is used when responding.

One common error occurred when students calculated the outside perimeter of the jigsaw and �doubled-up� on the corner pieces. Without adjustment, this resulted in an incorrect determination of the number of edge pieces.

Drawing a diagram to help visualise the problem would be a useful strategy for this type of item. Unlined response areas make it easier to devise diagrams, sketch or do rough working that might be helpful in responding to the item.


PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 3 1

of 6

UN

IT T

HR

EEIT

EM 4

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

51

Iden

tifyi

ng sh

apes

in tw

o an

d th

ree

dim

ensi

ons

C

The

res

pons

e sh

ows 8

96 a

s the

num

ber

of in

teri

or p

iece

s.

The

res

pons

e

�is

base

d on

the

jigsa

w b

eing

38

piec

es lo

ng a

nd 2

7 pi

eces

wid

e�

atte

mpt

s to

acco

unt f

or a

num

ber

of e

dge

piec

es�

arri

ves a

t a n

umbe

r of

inte

rior

pie

ces.

OR

A

The

res

pons

e sh

ows 9

00 a

s the

nu

mbe

r of

inte

rior

pie

ces.

B

The

res

pons

e sh

ows 8

92 a

s the

num

ber

of in

teri

or p

iece

s.

The

res

pons

e

�is

base

d on

the

jigsa

w b

eing

38

piec

es lo

ng a

nd 2

7 pi

eces

wid

e�

acco

unts

for

the

corr

ect n

umbe

r of

edg

e pi

eces

�ar

rive

s at a

con

sequ

entia

lly c

orre

ct n

umbe

r of

inte

rior

pie

ces

allo

win

g fo

r at

mos

t one

obs

erva

ble

mec

hani

cal e

rror

.

OR

Not

es:

1.A

dia

gram

may

con

trib

ute

to a

cre

dita

ble

resp

onse

.

2.T

he a

nsw

er c

an b

e cr

edite

d an

ywhe

re o

n th

e pa

ge a

s lon

g as

it is

cle

ar n

o fu

rthe

r m

athe

mat

ical

ope

ratio

ns h

ave

been

un

dert

aken

.

3.T

he n

umbe

r of

edg

e pi

eces

com

pris

es o

f cor

ner

piec

es (4

) an

d bo

rder

pie

ces (

122)

.

4.A

mec

hani

cal e

rror

may

be

a tr

ansc

ript

ion

erro

r or

a

calc

ulat

ion

erro

r as

soci

ated

with

det

erm

inin

g th

e nu

mbe

r of

inte

rior

pie

ces.

Mod

el R

espo

nses

:1.

Num

ber

of in

teri

or p

iece

s = to

tal n

umbe

r of

pie

ces �

(Num

ber

of b

orde

r pi

eces

+ c

orne

r pi

eces

)=

38

27

� (3

6 +

36 +

25

+ 25

+ 4

)=

1026

� 1

26=

900

2.E

ach

side

has

an

edge

col

umn

and

the

top

and

bott

om e

ach

have

an

edge

row

. T

he d

imen

sion

s of t

he le

ft-o

ver

inte

rior

sect

ion

is n

ow 3

6 by

25.

36

25

= 90

0

3.

25

27

38

36

36

25

= 90

0


26

Item 5

Model response

CommentaryItem 5 is a three-star item that tested achievement in the CCEs 44 Synthesising, 51 Identifying shapes in two and three dimensions, 60 Sketching and drawing and 13 Recording/noting data.

This item required students to extend part of a jigsaw by drawing eight new pieces as prescribed and to record certain characteristics of those pieces in the accompanying table.

An A-grade response needed to show all eight of the prescribed pieces correctly positioned, labelled and interlocked, and their characteristics recorded in the table.

Well-presented responses indicated that students had carefully read the stimulus material appearing at the beginning of the unit as well as the additional information given in the introduction to the item. This assisted them to understand the various elements of their task and to attend to them. These responses showed that the student had approached the task of orienting two-dimensional pieces so that they interlocked appropriately in a systematic and organised manner.

Students should remember that a change to one part of a response will often necessitate a change to another corresponding aspect of the response. For instance, it was clear that some students had made changes to the pieces they had drawn in the grid, but did not alter the corresponding table entries which unfortunately caused their response to gain less credit than it might otherwise have gained.

X

Y

W

ZC

B₁

B₂ I₁ I₃

I₂ I₄

B₃

outdents indents

jigsaw

C corner

B1 border

B2 border

B3 border

interiorI1

interiorI2

I3 interior

I4

number of

interior

piece type

2

1

2

3

3

0

1

4

0

2

1

0

1

4

3

0

A B C D N O

100%

E


UN

IT T

HR

EEIT

EM 5

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 3 2

of 6

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

44Sy

nthe

sisi

ng51

Iden

tifyi

ng sh

apes

in tw

o an

d th

ree

dim

ensi

ons

60Sk

etch

ing/

draw

ing

13R

ecor

ding

/not

ing

data

C

The

res

pons

e pr

ovid

es fo

ur

diff

eren

t, co

rrec

tly la

belle

d an

d po

sitio

ned

piec

es.

The

se fo

ur p

iece

s are

dra

wn

with

in th

e gr

id a

nd in

terl

ock.

The

num

bers

of i

nden

ts a

nd

outd

ents

are

cor

rect

ly

reco

rded

for

each

of t

he fo

ur

piec

es.

A

The

res

pons

e pr

ovid

es th

e ei

ght d

iffer

ent,

corr

ectly

la

belle

d an

d po

sitio

ned

piec

es.

The

eig

ht p

iece

s are

dra

wn

with

in th

e gr

id a

nd in

terl

ock.

The

num

bers

of i

nden

ts a

nd

outd

ents

are

cor

rect

ly

reco

rded

for

each

of t

he e

ight

pi

eces

.

B

The

res

pons

e pr

ovid

es si

x di

ffer

ent,

corr

ectly

labe

lled

and

posi

tione

d pi

eces

.

The

se si

x pi

eces

are

dra

wn

with

in th

e gr

id a

nd in

terl

ock.

The

num

bers

of i

nden

ts a

nd

outd

ents

are

cor

rect

ly

reco

rded

for

each

of t

he si

x pi

eces

.

D

The

res

pons

e pr

ovid

es tw

o di

ffer

ent,

corr

ectly

labe

lled

and

posi

tione

d pi

eces

.

The

se tw

o pi

eces

are

dra

wn

with

in th

e gr

id a

nd in

terl

ock.

The

num

bers

of i

nden

ts a

nd

outd

ents

are

cor

rect

ly

reco

rded

for

each

of t

he tw

o pi

eces

.

The

res

pons

e pr

ovid

es

�a

corn

er p

iece

�

thre

e diff

eren

t bor

der p

iece

s co

rrec

tly p

ositi

oned

.

The

four

pie

ces a

re d

raw

n w

ithin

the

grid

and

, if a

ll pi

eces

wer

e la

belle

d, w

ould

in

terl

ock.

The

res

pons

e pr

ovid

es th

e ei

ght d

iffer

ent,

corr

ectly

la

belle

d an

d po

sitio

ned

piec

es.

The

eig

ht p

iece

s are

dra

wn

with

in th

e gr

id.

The

num

bers

of i

nden

ts a

nd

outd

ents

are

cor

rect

ly

reco

rded

for

each

of t

he e

ight

pi

eces

.

OR

OR

E

The

res

pons

e pr

ovid

es o

ne

diff

eren

t, co

rrec

tly la

belle

d an

d po

sitio

ned

piec

e.

Thi

s one

pie

ce is

dra

wn

with

in

the

grid

and

inte

rloc

ks.

The

num

bers

of i

nden

ts a

nd

outd

ents

are

cor

rect

ly

reco

rded

for

this

one

pie

ce.

The

res

pons

e pr

ovid

es

�a

corn

er p

iece

�on

e di

ffer

ent b

orde

r pi

ece

corr

ectly

pos

ition

ed.

The

two

piec

es a

re d

raw

n w

ithin

the

grid

and

, if a

ll pi

eces

wer

e la

belle

d, w

ould

in

terl

ock.

The

res

pons

e pr

ovid

es si

x di

ffer

ent,

corr

ectly

labe

lled

and

posi

tione

d pi

eces

.

The

six

piec

es a

re d

raw

n w

ithin

the

grid

.

The

num

bers

of i

nden

ts a

nd

outd

ents

are

cor

rect

ly

reco

rded

for

each

of t

he si

x pi

eces

.

OR

OR

Not

es:

1.A

pie

ce is

diff

eren

t fro

m g

iven

and

oth

er p

iece

s whe

n ei

ther

�th

e nu

mbe

r of

out

dent

s and

inde

nts i

s diff

eren

t, or

�if

the

num

ber

of o

utde

nts a

nd in

dent

s is t

he sa

me,

the

rela

tive

posi

tions

of i

ts

outd

ents

and

inde

nts a

re d

iffer

ent.

2.�C

orre

ctly

labe

lled�

mea

ns th

e id

entif

icat

ion

is a

s req

uire

d by

the

item

.

3.W

hen

a re

spon

se sh

ows s

even

pie

ces c

orre

ctly

labe

lled

and

the

iden

tity

of th

e ei

ghth

un

labe

lled

piec

e ca

n be

cle

arly

infe

rred

from

the

tabl

e th

en a

n A

-gra

de c

an b

e aw

arde

d if

all t

he o

ther

com

pone

nts o

f the

A-g

rade

des

crip

tor

have

bee

n sa

tisfie

d.

4.�C

orre

ctly

pos

ition

ed� m

eans

that

the

plac

emen

t of a

pie

ce (r

elat

ive

to o

ther

pie

ces)

is

cons

iste

nt w

ith th

e ty

pe o

f pie

ce, i

.e. b

orde

r pi

eces

form

a b

orde

r; in

teri

or p

iece

s do

not

form

par

t of a

bor

der.

5.�D

raw

n w

ithin

the

grid

� mea

ns th

at n

o pi

ece

or p

art t

here

of p

rotr

udes

bey

ond

the

grid

pr

ovid

ed.

6.Pi

eces

�int

erlo

ck� w

hen

an o

utde

nt o

n on

e la

belle

d pi

ece

conn

ects

with

an

inde

nt o

n its

la

belle

d ne

ighb

our

(or

vice

ver

sa),

allo

win

g a

path

to b

e tr

aced

from

the

piec

e in

que

stio

n,

via

outd

ents

and

inde

nts t

o W

, X, Y

or

Z. T

he p

ath

mus

t tra

vel a

long

labe

lled

piec

es o

nly.


28

Mar

king

Sch

eme

UN

IT T

HR

EEIT

EM 5

Mar

king

Uni

t 3 3

of 6

Mod

el R

espo

nse:

I. T

here

are

seve

ral w

ays o

f com

plet

ing

this

res

pons

e.II

.


Unit Four

The items of this unit are based on the technique of using political spin.


Item 6

Model response

A B C D E N O

Item 6 11.4 8.7 23.5 34.3 20.7 1.5

Item 7 4.9 26.5 28.5 33.4 6.8


I. Below are five political statements that use spin, and some possible interpretations.

For each political statement, place one letter (A B C D E F, , , , , or G) in the box alongside

to show how Sir Humphrey would interpret the statement.

We’re spending more than ever to

make our Health Service the best in

the world.

We will restructure the base from

which the statistics are derived without

drawing public attention to the fact.

We must build a better world for our

children and our children’s children.

We will make every effort, but it may

not be possible.

We have found undisclosed advance

commissions to foreign government

officials.

A There is no prospect of improvement

in our lifetime.

B is rifeBribery .

C Never in a million years!

D We’re in this mess because of greedy

unions and spineless managers.

E Costs are totally out of control.

F The indiscriminate buying of votes

with other people’s money will

affect our future.

G Time to manipulate the figures.

political statements possible interpretations

Use a letter once only.

E

G

A

C

B


30

CommentaryItem 6 is a three-star item that tested achievement in CCE 4 Interpreting the meaning of words �, 43 Analysing, 7 Translating from one form to another and 28 Empathising.

This item had two parts. In Part I students were required to match political statements to possible interpretations of them by entering correct letters in the boxes provided. In Part II, students were asked to consider a statement and provide an interpretation of what was really meant. In effect students were asked to reverse the spin used in the statement.

An A-grade response needed to correctly match all five statements to their interpretations in Part I and in Part II provide a response that did not use spin but provided an accepted interpretation (see marking scheme) of what the Prime Minister really meant.

Some students misunderstood the demands of the stem and in Part II merely repeated the sense of the quotation in more colloquial language.

The stem of an item should not be read in isolation but rather in the context of the stimulus material provided. This would avoid the problem where students approached the question as requiring a literal translation into simpler language, rather than reading it in context which required a �de-spinning� of the statement to reveal the truth behind it.

II. Imagine that Sir Humphrey, on behalf of the Prime Minister, wrote the following

statement to the Secretary of Transport:

Write a sentence that gives an interpretation of what the Prime Minister really meant.

........................................................................................................

........................................................................................................

........................................................................................................

‘The Prime Minister’s recollection of the event is significantly at variance with that

of the Secretary of Transport.’

The Secretary of Transport is lying.

A B C D N O

100%


Mar

king

Sch

eme

Mar

king

Uni

t 3 4

of 6

UN

IT F

OU

RIT

EM 6

PER

FOR

MA

NC

E D

OM

AIN

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

4In

terp

retin

g th

e m

eani

ng o

f wor

ds �

43A

naly

sing

7Tr

ansl

atin

g fr

om o

ne fo

rm to

ano

ther

28

Em

path

isin

g

C

The

res

pons

e

for

I

�co

rrec

tly li

nks T

HR

EE

pol

itica

l st

atem

ents

to th

eir

inte

rpre

tatio

ns

and

for

II

�im

plie

s an

acce

pted

inte

rpre

tatio

n of

w

hat t

he P

rim

e M

inis

ter

mea

nt�

does

not

use

spin

.

The

res

pons

e

for

I

�co

rrec

tly li

nks a

ll FI

VE

pol

itica

l st

atem

ents

to th

eir

inte

rpre

tatio

ns.

OR

A

The

res

pons

e

for

I

�co

rrec

tly li

nks a

ll FI

VE

po

litic

al st

atem

ents

to th

eir

inte

rpre

tatio

ns

and

for

II

�pr

ovid

es a

n ac

cept

ed in

terp

reta

tion

of w

hat t

he P

rim

e M

inis

ter

mea

nt

�do

es n

ot u

se sp

in�

is in

sent

ence

form

.

E G A C B

B

The

res

pons

e

for

I

�co

rrec

tly li

nks F

OU

R p

oliti

cal

stat

emen

ts to

thei

r in

terp

reta

tions

and

for

II

�pr

ovid

es a

n ac

cept

ed in

terp

reta

tion

of w

hat t

he P

rim

e M

inis

ter

mea

nt�

does

not

use

spin

.

D

The

res

pons

e

for

I

�co

rrec

tly li

nks T

WO

pol

itica

l st

atem

ents

to th

eir

inte

rpre

tatio

ns

and

for

II

�im

plie

s an

acce

pted

inte

rpre

tatio

n of

w

hat t

he P

rim

e M

inis

ter

mea

nt.

The

res

pons

e

for

I

�co

rrec

tly li

nks T

HR

EE

pol

itica

l st

atem

ents

to th

eir

inte

rpre

tatio

ns.

The

res

pons

e

for

II

�pr

ovid

es a

n ac

cept

ed in

terp

reta

tion

of w

hat t

he P

rim

e M

inis

ter

mea

nt�

does

not

use

spin

�is

in se

nten

ce fo

rm.

OR

OR

Not

es:

1.A

ccep

ted

inte

rpre

tatio

ns o

f wha

t the

Pri

me

Min

iste

r m

eant

are

:

�th

e Se

cret

ary

of T

rans

port

is w

rong

, lyi

ng o

r m

ista

ken

�th

e Pr

ime

Min

iste

r is

cov

erin

g up

�th

e Pr

ime

Min

iste

r�s v

iew

is th

e on

e th

at m

ust p

reva

il (t

he P

rim

e M

inis

ter

does

n�t w

ant t

he S

ecre

tary

of T

rans

port

�s v

ersi

on p

rom

ulga

ted)

.

2.A

n ac

cept

ed in

terp

reta

tion

is �p

rovi

ded�

whe

re th

e in

terp

reta

tion

is st

ated

dir

ectly

.

3.R

espo

nses

that

giv

e on

ly a

n ex

ampl

e of

how

the

Secr

etar

y of

Tra

nspo

rt is

lyin

g or

wro

ng o

r m

ista

ken

are

deem

ed to

be

�impl

ying

� an

acce

ptab

le in

terp

reta

tion.

4.A

res

pons

e w

ritte

n in

sent

ence

form

may

com

pris

e on

e or

mor

e se

nten

ces.


32

Mar

king

Sch

eme

UN

IT F

OU

RIT

EM 6

Mar

king

Uni

t 3 5

of 6

Mod

el R

espo

nse:

I. II. T

he S

ecre

tary

of T

rans

port

is ly

ing.

We’

re s

pen

din

g m

ore

th

an e

ver

to

mak

e o

ur

Hea

lth

Ser

vic

e th

e b

est

in

the

wo

rld

.

We

wil

l re

stru

ctu

re t

he

bas

e fr

om

wh

ich

th

e st

atis

tics

are

der

ived

wit

ho

ut

dra

win

g p

ub

lic

atte

nti

on

to

th

e fa

ct.

We

mu

st b

uil

d a

bet

ter

wo

rld

fo

r o

ur

chil

dre

n a

nd

ou

r ch

ild

ren

’s c

hil

dre

n.

We

wil

l m

ake

ever

y e

ffo

rt,

bu

t it

may

no

t b

e p

oss

ible

.

We

hav

e fo

un

d u

nd

iscl

ose

d a

dv

ance

com

mis

sio

ns

to f

ore

ign

go

ver

nm

ent

off

icia

ls.

AT

her

e is

no

pro

spec

t o

f im

pro

vem

ent

in o

ur

life

tim

e.

Bis

rif

eB

rib

ery

.

CN

ever

in

a m

illi

on

yea

rs!

DW

e’re

in

th

is m

ess

bec

ause

of

gre

edy

un

ion

s an

d s

pin

eles

s m

anag

ers.

EC

ost

s ar

e to

tall

y o

ut

of

con

tro

l.

FT

he

ind

iscr

imin

ate

bu

yin

g o

f v

ote

s

wit

h o

ther

peo

ple

’s m

on

eyw

ill

affe

ct o

ur

futu

re.

GT

ime

to m

anip

ula

te t

he

fig

ure

s.

po

litica

l sta

tem

en

tsp

ossib

le in

terp

reta

tio

ns

E G A C B


Item 7

Model response

CommentaryItem 7 is a two-star item that tested achievement in CCE 10 Using vocabulary appropriate to a context.

This item required students to craft a statement that Sir Humphrey might present to the media to put a positive spin on the budget situation of the Ministry of Defence.

An A-grade response needed to do two things: to champion (that is, enthusiastically endorse) the stance the Ministry took on its budget and to present a laudable reason for why the Ministry had not reduced spending or why it needed to maintain its current rate of spending.

It seemed that some students could not adjust to the change in point of view, i.e. could not adopt Sir Humphrey�s view and then craft a media response which would require the use of spin.

When asked �to craft� a brief statement, students should carefully construct a response using their own words. Simply copying quotations and fragments from the stimulus material will not gain credit.

Consider a situation where the Ministry of Defence has not reduced its spending despite

directions to do so.

Craft a brief statement Sir Humphrey might present to the media to put a positive spin on

this situation.

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

In these dangerous times, with extremist activities threatening our borders, it is

imperative that the safety of our people is guaranteed. It is for this reason that our

Defence Minister must spend whatever money is necessary to protect our great nation

so that the generations to come may live in peace.

A B C N O

100%


34

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 3 6

of 6

UN

IT F

OU

RIT

EM 7

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

10U

sing

voc

abul

ary

appr

opri

ate

to a

con

text

C

The

res

pons

e pr

ovid

es a

stat

emen

t tha

t pre

sent

s a

reas

on fo

r O

NE

of th

e fo

llow

ing:

�w

hy th

e M

inis

try

of D

efen

ce h

as n

ot r

educ

ed

spen

ding

/nee

ds to

mai

ntai

n sp

endi

ng�

why

it is

impo

rtan

t for

the

Min

istr

y of

Def

ence

to

incr

ease

spen

ding

�w

hy th

e Min

istr

y of

Def

ence

is st

alle

d in

att

empt

s to

redu

ce sp

endi

ng.

A

The

res

pons

e

�ch

ampi

ons t

he M

inis

try

of D

efen

ce�s

stan

ce�

offe

rs a

laud

able

just

ifica

tion

for

why

the

Min

istr

y of

Def

ence

has

not

red

uced

spen

ding

/nee

ds to

m

aint

ain

spen

ding

.

B

The

res

pons

e

�pa

ints

the

Min

istr

y of

Def

ence

�s st

ance

in a

pos

itive

lig

ht�

pres

ents

a r

easo

n fo

r w

hy th

e M

inis

try

of D

efen

ce

has n

ot r

educ

ed sp

endi

ng/n

eeds

to m

aint

ain

spen

ding

.

Not

es:

1.A

res

pons

e th

at si

mpl

y re

peat

s stim

ulus

mat

eria

l is t

o be

aw

arde

d an

N-g

rade

.

Mod

el R

espo

nse:

In th

ese

dang

erou

s tim

es, w

ith e

xtre

mis

t act

iviti

es th

reat

enin

g ou

r bo

rder

s, it

is im

pera

tive

that

the

safe

ty o

f our

peo

ple

is g

uara

ntee

d. It

is fo

r th

is re

ason

that

our

Def

ence

Min

iste

r m

ust s

pend

wha

teve

r m

oney

is

nec

essa

ry to

pro

tect

our

gre

at n

atio

n so

that

the

gene

ratio

ns to

com

e m

ay li

ve in

pea

ce.

Las

t Pag

e C

ount


Unit Five

The items of this unit concern tyre properties that can be gleaned from the markings on the sidewall of tyres and the effect different tyres can have on the performance of a car.


Item 8

Model response

A B C D E N O

Item 8 28.9 27.3 20.4 19 4.4

Item 9 9.6 7.5 2.3 30.6 32.7 17.3


In the correct positions on Figure 2, write the dimensions specific to the tyre shown above, that

is, a P 165/75R13 81 S tyre. Give the dimensions in millimetres correct to two decimal places.

.........

.........

.........

.........

Show any working here.

Figure 2

165

123.75

330.2

288.85

section width = 165

section height �

75 = h ��165 x 100

123.75 = h

wheel rim diameter = 13�

��13 x 25.4 = 330.2 mm

rolling radius = 330.2 + 123.75

= 288.85

2


36

CommentaryItem 8 is a two-star item that tested achievement in CCEs 6 Interpreting the meaning of � diagrams �, 7 Translating from one form to another and 16 Calculating with or without calculators.

This item required the student to write the dimensions specific to the tyre shown (i.e. a P 165/75R13 81 S tyre) in the correct positions on Figure 2. The dimensions were to be given in millimetres correct to two decimal places.

An A-grade response required students to transfer the section width; calculate the section height using a given formula; convert the wheel rim diameter from inches to millimetres and calculate the rolling radius.

Students found it challenging to rearrange the formula, profile = h ÷ w × 100, to determine the section height, h. Because the section height was required in the calculation of the rolling radius students could still gain some credit if they used the incorrect value in a correct fashion to find the rolling radius (consequentially correct value for rolling radius). Students should review the process of rearranging a simple formula to solve for an unknown value.

A B C N O

100%


Mar

king

Sch

eme

Mar

king

Uni

t 2 4

of 7

PER

FOR

MA

NC

E D

OM

AIN

UN

IT F

IVE

ITEM

8

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

6In

terp

retin

g th

e m

eani

ng o

f � d

iagr

ams �

7Tr

ansl

atin

g fr

om o

ne fo

rm to

ano

ther

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

C

The

res

pons

e pr

ovid

es tw

o of

�16

5.00

� fo

r se

ctio

n w

idth

�12

3.75

(or

cons

eque

ntia

lly c

orre

ct v

alue

) � fo

r se

ctio

n he

ight

�

330.

20 �

for

whe

el r

im d

iam

eter

�28

8.85

(or

cons

eque

ntia

lly c

orre

ct v

alue

) � fo

r ro

lling

rad

ius.

Dim

ensi

ons m

ay b

e sh

own

usin

g al

low

able

eq

uiva

lent

s.

A

The

res

pons

e pr

ovid

es, o

n Fi

gure

2

�16

5.00

� fo

r se

ctio

n w

idth

�12

3.75

� fo

r se

ctio

n he

ight

�

330.

20 �

for

whe

el r

im d

iam

eter

�28

8.85

� fo

r ro

lling

rad

ius.

B

The

res

pons

e pr

ovid

es th

ree

of

�16

5.00

� fo

r se

ctio

n w

idth

�12

3.75

(or

cons

eque

ntia

lly c

orre

ct v

alue

) � fo

r se

ctio

n he

ight

�

330.

20 �

for

whe

el r

im d

iam

eter

�28

8.85

(or

cons

eque

ntia

lly c

orre

ct v

alue

) � fo

r ro

lling

rad

ius.

Dim

ensi

ons m

ay b

e sh

own

usin

g al

low

able

eq

uiva

lent

s.

Not

es:

1.Fo

r al

l gra

des:

� 1

65.0

0 m

ay b

e w

ritt

en a

s 165

or

165.

0 an

d 33

0.20

may

be

wri

tten

as 3

30.2

� th

ere

is n

o re

quir

emen

t to

show

uni

ts if

it is

cle

ar b

y th

e nu

mbe

rs it

is m

illim

etre

s.

2.Fo

r th

e A

-gra

de, �

prov

ides

on

Figu

re 2

� req

uire

s the

val

ues t

o be

on

the

diag

ram

or

valu

es in

the

wor

king

to b

e cl

earl

y co

nnec

ted

by a

rrow

s or

othe

r in

dica

tors

to th

eir

corr

ect p

ositi

ons o

n Fi

gure

2.

3.Fo

r th

e B

- and

C-g

rade

s, if

dim

ensi

ons a

re sh

own

on th

e di

agra

m th

ese

are

the

valu

es w

hich

are

to b

e co

nsid

ered

for

cred

iting

eve

n if

they

are

not

con

sist

ent w

ith w

hat i

s sho

wn

in th

e w

orki

ng se

ctio

n.

If th

e di

men

sion

s are

cle

arly

iden

tifie

d in

the

wor

king

but

are

not

on

the

diag

ram

thes

e ar

e th

e va

lues

whi

ch c

an b

e co

nsid

ered

for

cred

it.

4.Fo

r th

e B

- and

C-g

rade

s, co

nseq

uent

ially

cor

rect

val

ues f

or se

ctio

n he

ight

and

the

rolli

ng r

adiu

s mus

t be

chec

ked

as th

ese

can

be a

ffec

ted

by a

n in

corr

ect v

alue

in o

ne o

r m

ore

of th

e ot

her

valu

es.

5.Fo

r th

e B

- and

C-g

rade

s, �a

llow

able

equ

ival

ents

� are

val

ues t

hat h

ave

been

giv

en c

orre

ctly

to o

ne d

ecim

al p

lace

or

to a

who

le n

umbe

r, e.

g.�

123

.8 o

r 12

4 fo

r se

ctio

n he

ight

� 3

30 fo

r w

heel

rim

dia

met

er�

288

.9 o

r 28

9 fo

r ro

lling

rad

ius (

or a

val

ue in

kee

ping

with

whi

chev

er c

orre

ct r

ound

ings

wer

e us

ed fo

r se

ctio

n he

ight

and

whe

el r

im d

iam

eter

� 2

89.1

, 288

.75,

288

.8) .

6.R

espo

nses

in w

hich

the

dim

ensi

ons a

re g

iven

in c

entim

etre

s (w

ith th

e un

its sh

own)

may

gai

n cr

edit

at th

e C

-gra

de.


38

Mar

king

Sch

eme

UN

IT F

IVE

ITEM

8

Mar

king

Uni

t 2 5

of 7

Mod

el R

espo

nse:

.........

.........

.........

.........

se

ct

ion

wid

th

= 1

65

se

ct

ion

he

igh

t�

75

=h

��1

65

x 1

00

12

3.7

5 =

h

wh

ee

l rim

dia

me

te

r =

13

�

��1

3 x

25

.4 =

33

0.2

mm

rolli

ng

ra

diu

s =

33

0.2

+ 1

23

.75

= 2

88

.85

2

Sho

w a

ny w

orki

ng h

ere.

165

123.75

330.2

288.85


Item 9

Model response

CommentaryItem 9 is a four-star item that tested achievement in CCEs 43 Analysing, 48 Justifying and 16 Calculating with or without calculators.

This item required students to consider the effects of a change in tyre size on the speed at which a car drives. Standard-sized tyres were replaced by tyres with a smaller rolling radius and students were asked to determine the actual speed of the car over the ground when the speedometer was showing 60 km/hr. There was a reminder to students of the formula for the circumference of a circle and a cue that instructed them to include clear explanations with their calculations.

An A-grade response needed to provide an explanation of a valid process for establishing the actual speed, correctly executed supporting calculations and an answer of 57.5 km/hr or its equivalent (see the marking scheme). Valid processes that could be applied to the situation included:� the concept that in one hour, the number of tyre revolutions for a particular car is constant as measured by

the speedometer� the concept that the time for one revolution of a tyre was a constant value regardless of the tyre fitted

Determine the actual speed of the car when the speedometer is showing 60 kilometres per hour.

Reminder: Circumference of a circle = 2�r

.......................................................................................

.......................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

Include clear

explanations with

your calculations.

Standard tyres: C =

=

In one hour standard tyres travel 60 km = 60000 m

Number of revolutions = = 31381

Replacement tyres: C =

= 1.832 m

In one hour replacement tyres will travel = 57489.99 m

= 57.5 km

Therefore, the actual speed will be approximately 57.5 km/hr.

2 x x� 304.25 = 1911.66

1.912 m

600001.912

291.55 = 1831.86

1.832 x 31381

2 x x�

A B C D N O

100%


40

� the concept that there was a direct-proportion relationship between tyre size and the actual speed over the ground of the car.

Some responses used valid processes for solutions but contained mechanical errors or insufficient explanation and so could not be awarded the highest grade. Final work should be checked for simple errors and explanations must outline clearly and fully (without relying on inference), what the accompanying calculation is intended to determine or why the calculation is required. Using and showing correct units is also very important in these types of problems. A useful strategy is to write the words, then show and execute the calculations noting the result and the unit at each step in a problem until the solution is reached.


UN

IT F

IVE

ITEM

9

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 2 6

of 7

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

43A

naly

sing

48Ju

stify

ing

16

Cal

cula

ting

with

or

with

out c

alcu

lato

rs

C

The

res

pons

e pr

ovid

es

�a v

alid

pro

cess

for e

stab

lishi

ng

the

actu

al sp

eed

�so

me

supp

ortin

g ca

lcul

atio

ns

allo

win

g fo

r at

mos

t one

m

echa

nica

l err

or�

a co

nseq

uent

ially

cor

rect

nu

mer

ical

val

ue fo

r sp

eed.

�T

he re

spon

se p

rovi

des 5

7.5

or

its e

quiv

alen

t.OR

A

The

res

pons

e pr

ovid

es

�an

exp

lana

tion

of a

val

id

proc

ess f

or e

stab

lishi

ng th

e ac

tual

spee

d�

supp

ortin

g ca

lcul

atio

ns,

corr

ectly

exe

cute

d �

57.5

km

/hr

or it

s equ

ival

ent

show

n w

ith k

m/h

r.

No

inco

rrec

t inf

orm

atio

n or

st

atem

ent i

s use

d in

the

cred

itabl

e pa

rt o

f the

res

pons

e.

B

The

res

pons

e pr

ovid

es

�an

exp

lana

tion

of a

val

id p

roce

ss fo

r es

tabl

ishi

ng

the

actu

al sp

eed

�so

me

supp

ortin

g ca

lcul

atio

ns a

llow

ing

for

at m

ost

one

mec

hani

cal e

rror

�a

cons

eque

ntia

lly co

rrec

t spe

ed sh

own

with

km

/hr.

The

res

pons

e pr

ovid

es

�a

valid

pro

cess

for

esta

blis

hing

the

actu

al sp

eed

�so

me

supp

ortin

g ca

lcul

atio

ns, c

orre

ctly

exe

cute

d�

57.5

km

/hr

or it

s equ

ival

ent s

how

n w

ith k

m/h

r.

OR

D

The

res

pons

e pr

ovid

es

�a

corr

ect c

ircu

mfe

renc

e �

at le

ast o

ne o

ther

corr

ect a

nd re

leva

nt

calc

ulat

ion.

The

resp

onse

indi

cate

s tha

t a p

ropo

rtio

n or

per

cent

age o

f the

ori

gina

l spe

ed co

uld

be u

sed

to o

btai

n th

e ac

tual

spee

d.

The

resp

onse

link

s the

chan

ge o

f tyr

es to

a

decr

ease

in sp

eed.O

R

OR

Mod

el R

espo

nse:

1St

anda

rd ty

res:

C =

= In

one

hou

r st

anda

rd ty

res t

rave

l 60

km =

600

00 m

Num

ber

of r

evol

utio

ns =

=

313

81

Rep

lace

men

t tyr

es: C

= = 1.

832

m

In o

ne h

our

repl

acem

ent t

yres

will

trav

el

= 5

7489

.99

m =

57.

5 km

The

refo

re, t

he a

ctua

l spe

ed w

ill b

e ap

prox

imat

ely

57.5

km

/hr.

2

3

04.2

5 =

1911

.66

1.91

2 m 60

000

1.91

2

2

2

91.5

5 =

1831

.86

1.83

231

381

Not

es:

1.A

n ex

plan

atio

n pr

esen

ts so

me

rele

vant

rea

soni

ng fo

r th

e pr

ogre

ssio

n of

step

s sho

wn.

2.Va

lid p

roce

sses

are

bas

ed o

n re

cogn

ition

that

the:

a) n

umbe

r of

rev

olut

ions

in o

ne h

our

is c

onst

ant s

o th

e di

stan

ce tr

avel

led

by a

smal

ler

tyre

will

be

less

b) ti

me

for

one

revo

lutio

n is

con

stan

t, so

spee

d =

dist

ance

/tim

e (d

/t) c

an b

e us

ed to

find

the

actu

al sp

eed

of th

e sm

alle

r ty

rec)

rol

ling

radi

us a

nd th

e sp

eed

are

dire

ctly

pro

port

iona

l so

the

actu

al sp

eed

can

be c

alcu

late

d by

mul

tiply

ing

60 k

m/h

r by

a

suita

ble

ratio

or

perc

enta

ge o

r by

find

ing

perc

enta

ge d

ecre

ase

in sp

eed.

3.T

he �s

uppo

rtin

g ca

lcul

atio

ns� a

re m

eani

ngfu

l for

the

valid

pro

cess

bei

ng u

sed.

4.T

he �c

orre

ctly

exe

cute

d� c

alcu

latio

ns a

llow

for

corr

ect r

ound

ing

to h

ave

been

don

e bu

t doe

s not

allo

w fo

r an

y m

echa

nica

l or

conc

eptu

al e

rror

s to

have

occ

urre

d.

5.T

he �e

quiv

alen

ts� o

f 57.

5 in

clud

e:�

val

ues i

n th

e ra

nge

56.8

� 5

7.6

� a

stat

emen

t (su

ppor

ted

by c

orre

ct w

orki

ng) t

hat s

ays �

abou

t 58

km/h

r�, o

r si

mila

r.

6.M

echa

nica

l err

ors i

nclu

de tr

ansc

ribi

ng in

corr

ectly

, uni

t con

vers

ions

exe

cute

d in

corr

ectly

(if s

ame

mis

take

is m

ade

cons

iste

ntly

cou

nt th

is a

s one

err

or).

7.A

val

id p

roce

ss c

anno

t con

tain

con

cept

ual e

rror

s suc

h as

usi

ng in

dire

ct p

ropo

rtio

n or

not

att

endi

ng to

uni

t con

vers

ions

whe

n it

is n

eces

sary

.


42

Mar

king

Sch

eme

UN

IT F

IVE

ITEM

9

Mar

king

Uni

t 2 7

of 7

Mod

el R

espo

nse:

2St

anda

rd ty

res:

C =

2

304

.25

= 19

11.6

6 m

m

= 0.

0019

12 k

m

Rep

lace

men

t tyr

es: C

= 2

2

91.5

5

= 18

31.8

6 m

m

= 0.

0018

32 k

m

Tim

e fo

r on

e re

volu

tion

=

= = 3.

1866

1

0-5 h

r

As t

he ti

me

for

one

revo

lutio

n w

ill r

emai

n co

nsta

nt w

ith r

epla

cem

ent t

yres

,

new

spee

d = = =

57.4

9 km

/hr

Act

ual s

peed

= 5

7.5

km/h

r.d s 0.00

1912

60

d t0.

0018

323.

1866

10-5

Mod

el R

espo

nse:

3St

anda

rd ty

res:

C =

2

304

.25

= 19

11.6

6

= 1.

912

m

Rep

lace

men

t tyr

es: C

= 2

2

91.5

5

= 18

31.8

6

= 1.

832

m

Dec

reas

e in

size

of t

yres

will

res

ult i

n a

decr

ease

in sp

eed

of c

ar.

Tyre

cir

cum

fere

nce

of 1

.912

sh

ows 6

0 km

/hr

Tyre

cir

cum

fere

nce

of 1

.832

show

s

60

= 57

.49

km/h

r

Act

ual s

peed

abo

ut =

57.

5 km

/hr.

(usi

ng r

adii)

Tyre

with

rad

ius 3

04.2

5 sh

ows 6

0 km

/hr

Tyre

with

rad

ius 2

91.5

5

show

s

60

= 57

.5 k

m/h

r

1.83

21.

912

291.

5530

4.25

Mod

el R

espo

nse:

4St

anda

rd ty

res:

C =

1.9

12 m

Rep

lace

men

t tyr

es: C

= 1

.832

m

A p

erce

ntag

e of

size

of t

yres

giv

es

corr

espo

ndin

g %

in sp

eed

of c

ar.

1

00 =

95.

82%

95.8

2% o

f 60

= 57

.5 k

m/h

r

(usi

ng r

adii)

1

00 =

95.

83%

95.8

3% o

f 60

= 57

.5 k

m/h

r

1.83

21.

912

291.

5530

4.25

Mod

el R

espo

nse:

5St

anda

rd ty

res:

C =

191

1.66

mm

Rep

lace

men

t tyr

es: C

= 1

831.

86 m

m

A p

erce

ntag

e de

crea

se in

size

of t

yres

will

re

sult

in sa

me

% d

ecre

ase

in sp

eed.

% d

ecre

ase

=

100

= 4.

17%

Act

ual s

peed

= (1

00 �

4.1

7)%

6

0

= 57

.5 k

m/h

r

(usi

ng r

adii)

% d

ecre

ase

=

100

= 4.

17%

Act

ual s

peed

= 9

5.83

%

60

= 57

.5 k

m/h

r

1911

.66

� 18

31.8

619

11.6

6

304.

25 �

291

.55

304.

25

Las

t Pag

e C

ount


Unit Six

The items of this unit are based on the poem Retrial written on the opening in 1956 of Douglas Stewart�s play, Ned Kelly.


Item 10

Model response

A B C D E N O

Item 10 17.6 22.2 26.3 18.3 11.8 4

Item 11 1.9 3.8 52.5 20 10.3 5.4 6.1

From those given above, choose two different techniques that are used in the poem. For each

of your chosen techniques, give one clear example from the poem and explain how the

example illustrates the technique.

................................................................................................

................................................................................................

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............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

You may

use point

form.

Pun — ‘left him in suspense’ — This could simply mean that he was left wondering

what the outcome of the trial would be, but in light of the fact that Kelly was

hanged, it has a double meaning; a clear reference to the outcome of the trial — he

was ‘suspended’ when he was hanged for his crime.

Hyperbole — ‘He could not safely go to work Except in armour-plate’ — The poet

does not really think Kelly needed protection because he was a victim. The

association between ‘safely going to work’ and ‘armour-plate’ is about Kelly as the

aggressor in his battles with police. The poet has deliberately misrepresented and

exaggerated the situation in an attempt to be funny.


44

CommentaryItem 10 is a three-star item that tested achievement in CCEs 30 Classifying,43 Analysing and 26 Explaining to others.

This item required students to choose two different techniques from the four given (along with their definitions) that were used in the poem Retrial to achieve certain poetic effects. They were asked to give one clear example from the poem for each of the chosen techniques and explain how the example illustrated the technique. The cue stated that the students could use point form.

An A-grade response needed to nominate two different techniques and for each of the two techniques cite an example from the poem. The response then had to explain how the cited example was illustrative of the technique nominated.

Almost all students attempted this item. However, many did not provide clear and complete explanations of how the examples they cited illustrated their chosen techniques but rather relied on what they assumed a reader might already know. Explanations should be conclusive and convincing and not rely on any inferences.

A B C D N O

100%


UN

IT S

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EM 1

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NC

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OM

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king

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eme

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ober

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2 11

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ain

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T:\q

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Mar

king

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t 1 3

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N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

30C

lass

ifyin

g 43

Ana

lysi

ng

26E

xpla

inin

g to

oth

ers

C

The

res

pons

e no

min

ates

ON

E o

f the

te

chni

ques

from

the

four

giv

en.

For

this

tech

niqu

e,

�an

exa

mpl

e fr

om th

e po

em is

cite

d �

a cl

ear

expl

anat

ion

of h

ow th

e ex

ampl

e is

illu

stra

tive

of th

e te

chni

que

is g

iven

.

The

resp

onse

nom

inat

es T

WO

diff

eren

t te

chni

ques

from

the

four

giv

en.

For

each

tech

niqu

e,

�an

app

ropr

iate

exa

mpl

e fr

om th

e po

em is

pro

vide

d.OR

A

The

resp

onse

nom

inat

es T

WO

diff

eren

t te

chni

ques

from

the

four

giv

en.

For

each

tech

niqu

e,

�an

exa

mpl

e fr

om th

e po

em is

cite

d�

a cl

ear

expl

anat

ion

of h

ow th

e ex

ampl

e is

illu

stra

tive

of th

e te

chni

que

is g

iven

.

B

The

resp

onse

nom

inat

es T

WO

diff

eren

t te

chni

ques

from

the

four

giv

en.

For

one

tech

niqu

e,

�an

exa

mpl

e fr

om th

e po

em is

cite

d �

a cl

ear

expl

anat

ion

of h

ow th

e ex

ampl

e is

illu

stra

tive

of th

e te

chni

que

is g

iven

.

For

the

seco

nd te

chni

que,

�an

app

ropr

iate

exa

mpl

e fr

om th

e po

em is

pro

vide

d.

D

The

res

pons

e no

min

ates

ON

E o

f the

te

chni

ques

from

the

four

giv

en.

For

this

tech

niqu

e,

�an

app

ropr

iate

exa

mpl

e fr

om th

e po

em is

pro

vide

d.

The

resp

onse

pro

vide

s an

expl

anat

ion

of

an e

xam

ple

that

illu

stra

tes O

NE

of t

he

tech

niqu

es fr

om th

e fo

ur g

iven

OR

Mod

el R

espo

nse:

Pun

� �l

eft h

im in

susp

ense

� � T

his c

ould

sim

ply

mea

n th

at h

e w

as le

ft w

onde

ring

wha

t the

out

com

e of

the

tria

l wou

ld b

e, b

ut in

ligh

t of t

he fa

ct th

at K

elly

was

han

ged,

it h

as a

dou

ble

mea

ning

; a c

lear

refe

renc

e to

the

outc

ome

of th

e tr

ial �

he

was

�sus

pend

ed� w

hen

he w

as h

ange

d fo

r hi

s cri

me.

Hyp

erbo

le �

�He

coul

d no

t saf

ely

go to

wor

k Ex

cept

in a

rmou

r-pl

ate�

� T

he p

oet d

oes n

ot r

eally

thin

k K

elly

nee

ded

prot

ectio

n be

caus

e he

was

a v

ictim

. The

ass

ocia

tion

betw

een

�saf

ely

goin

g to

wor

k� a

nd

�arm

our-

plat

e� is

abo

ut K

elly

as t

he a

ggre

ssor

in h

is b

attle

s with

pol

ice.

The

poe

t has

del

iber

atel

y m

isre

pres

ente

d an

d ex

agge

rate

d th

e si

tuat

ion

in a

n at

tem

pt to

be

funn

y.


46

Oct

ober

26,

201

2 11

:32

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er to

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until

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l prin

t*)

T:\q

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Mar

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Sch

eme

Mar

king

Uni

t 1 4

of 5

UN

IT S

IXIT

EM 1

0N

otes

:1.

The

tech

niqu

e/s n

omin

ated

mus

t be

from

the

4 gi

ven

tech

niqu

es.

2.A

n ex

ampl

e m

ust c

ome

from

the

poem

, rat

her

than

the

intr

oduc

tion.

3.A

res

pons

e th

at u

ses t

he sa

me

exam

ple

to il

lust

rate

two

diffe

rent

tech

niqu

es w

ill g

ain

cred

it at

the

A-g

rade

onl

y if

an e

xpla

natio

n of

how

the

exam

ple

is il

lust

rativ

e of

eac

h te

chni

que

is g

iven

and

ea

ch e

xpla

natio

n is

clea

r.

4.To

be

deem

ed a

ppro

pria

te, t

he e

xam

ple

mus

t eith

er b

e fr

om th

e ap

prop

riat

e ex

ampl

e ta

ble

(bel

ow) o

r be

acc

ompa

nied

by

an e

xpla

natio

n th

at d

emon

stra

tes i

ts a

ppro

pria

tene

ss.

exam

ple

iron

ypu

nun

ders

tate

men

thy

perb

ole

refe

rrin

g to

Kel

ly a

s �to

o te

nder

�

refe

rrin

g to

Kel

ly a

s �a

bank

er�

refe

rrin

g to

Kel

ly a

s �a

stoc

k an

d st

atio

n de

aler

�

refe

rrin

g to

Kel

ly a

s an

�arm

amen

ts p

rodu

cer�

� � le

ft h

im in

susp

ense

�

� � h

arsh

Vic

tori

an st

ate�

� � ju

ry o

f his

pee

rs�

� � w

ork

� �

�He

coul

d no

t saf

ely

go to

wor

k E

xcep

t in

arm

our-

plat

e�

�As a

ban

ker

he w

as h

arri

ed �

by

the

capt

ains

of f

inan

ce�

�As a

stoc

k an

d st

atio

n de

aler

� h

e ne

ver

had

a ch

ance

�

�As a

n ar

mou

rmen

ts p

rodu

cer �

he m

ight

hav

e fou

nd h

is fe

et�

�The

y go

t him

dow

n to

Mel

bour

ne�

�The

y m

ade

a lo

t of c

harg

es�

� � la

wer

ly p

rete

nce

� �

� d

idn�

t wan

t him

to c

ompe

te �

�

Las

t Pag

e C

ount


Item 11

Model response

CommentaryItem 11 is a four-star item that tested achievement in CCEs 43 Analysing, 31 Interrelating ideas/themes/issues 48 Justifying, and 45 Evaluating.

This item required students to read the poem Retrial and consider two possible interpretations of Ned Kelly�s bushranging career. Either he was fighting for freedom against an oppressive establishment or he was a thug and common criminal. The item required students to suggest the interpretation with which the poet most likely agrees.

It is clear that the stanzas of the poem are laced with irony, hyperbole, pun and understatement. An analysis of the stanzas would lead to a comprehensive reading of the poem. Students needed to recognise that there was a deeper underlying meaning in the poem. Only a superficial reading of the poem would suggest that the poet was sympathetic towards Kelly.

An A-grade response needed to suggest the poet�s view was that Ned Kelly was a thug and a common criminal (a non-literal reading would support this). Responses were required to discuss how this meaning was revealed and use evidence from the poem to support this interpretation. The justification needed to be clearly expressed and well argued.

Responses that failed to recognise that the poem had a deeper meaning indicated that little or no analysis of the poem had occurred. Students should be mindful to attend to the stem as some responses were obviously a personal view of Ned Kelly and not based on the poem. Others offered an interpretation which differed from the two offered in the stem.

In Retrial, the poet alludes to these competing interpretations. Suggest the interpretation with

which the poet most likely agrees.

...........................................................................................

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............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

Justify your

conclusion with

evidence from

the poem.

In the poem ‘Retrial’, the poet is treating the view of Ned Kelly as a

champion of the people sarcastically. If taken at face value, you would think

the poet believes Kelly to have been badly treated. For example, the poet

says Kelly was ‘too tender for the harsh Victorian state’. But Kelly was a tough

bushranger and a criminal and the Victorian state was soft because they couldn’t catch

Kelly so this is ironic. The second and third stanzas of the poem suggest Kelly was

stopped by the establishment from legitimate jobs such as banker, stock-and-station

dealer and armaments producer. But this is not meant to be taken seriously as Kelly’s

‘jobs’ were bank robbing and cattle stealing and he wore armour to protect himself in a gun

battle with police. Ultimately, the poet believes Kelly to be a thug and a common criminal.

A B C N O

100%

D E


48

UN

IT S

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EM 1

1

PER

FOR

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NC

E D

OM

AIN

Mar

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Sch

eme

Oct

ober

22,

201

2 15

:33

pm(*

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er to

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until

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l prin

t*)

T:\q

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per\s

ri665

\msc

hem

es\m

s665

-11.

fm

Mar

king

Uni

t 1 5

of 5

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

43A

naly

sing

31

Inte

rrel

atin

g id

eas/

them

es/is

sues

48Ju

stify

ing

45E

valu

atin

g

C

The

res

pons

e

�su

ppor

ts th

e po

et�s

vie

w o

f N

ed K

elly

bei

ng a

�thu

g an

d a

com

mon

cri

min

al�

�pr

ovid

es a

ppro

pria

te

exam

ples

from

the

poem

to

supp

ort t

his i

nter

pret

atio

n.

The

res

pons

e

�pr

opos

es th

at th

e poe

t�s vi

ew

was

that

Ned

Kel

ly w

as

�fig

htin

g fo

r fr

eedo

m

agai

nst a

n op

pres

sive

es

tabl

ishm

ent�

�

is su

ppor

ted

with

evi

denc

e fr

om th

e po

em

�is

cle

arly

exp

ress

ed.

The

res

pons

e

�pr

esen

ts a

dis

cuss

ion

abou

t th

e po

et�s

vie

w o

f Ned

Kel

ly

that

con

side

rs th

e tw

o in

terp

reta

tions

pre

sent

ed�

wei

ghs u

p ev

iden

ce fr

om th

e po

em in

supp

ort o

f the

two

inte

rpre

tatio

ns�

is c

lear

ly e

xpre

ssed

.

OR

OR

A

The

res

pons

e

�su

ppor

ts th

e po

et�s

vie

w o

f N

ed K

elly

bei

ng a

�thu

g an

d a

com

mon

cri

min

al�

�di

scus

ses h

ow m

eani

ng is

re

veal

ed

�is

wel

l-sup

port

ed w

ith

evid

ence

from

the

poem

�

is c

lear

ly e

xpre

ssed

and

w

ell-a

rgue

d.

B

The

res

pons

e

�su

ppor

ts th

e po

et�s

vie

w o

f N

ed K

elly

bei

ng a

�thu

g an

d a

com

mon

cri

min

al�

�re

cogn

ises

an

unde

rlyi

ng

mea

ning

�is

supp

orte

d w

ith e

vide

nce

from

the

poem

.

D

The

res

pons

e

�su

ppor

ts th

e po

et�s

vie

w o

f N

ed K

elly

bei

ng a

�thu

g an

d a

com

mon

cri

min

al�

�re

fers

to a

n ap

prop

riat

e el

emen

t of t

he p

oem

to

supp

ort t

his i

nter

pret

atio

n.

The

res

pons

e

�pr

opos

es th

at th

e poe

t�s vi

ew

was

that

Ned

Kel

ly w

as

�fig

htin

g fo

r fr

eedo

m

agai

nst a

n op

pres

sive

es

tabl

ishm

ent�

�

uses

an ap

prop

riat

e exa

mpl

e fr

om th

e po

em to

supp

ort

this

pro

posi

tion.

OR

E

The

res

pons

e

�pr

esen

ts a

n al

tern

ativ

e op

inio

n of

Ned

Kel

ly�

draw

s on

aspe

cts o

f the

po

em to

supp

ort t

his

opin

ion.

Mod

el R

espo

nse:

In th

e poe

m �R

etri

al�,

the

poet

is tr

eatin

g th

e vi

ew o

f Ned

Kel

ly

as a

cha

mpi

on o

f the

peo

ple

sarc

astic

ally

. If t

aken

at f

ace

valu

e, y

ou w

ould

thin

k th

e po

et b

elie

ves K

elly

to h

ave

been

ba

dly

trea

ted.

For

exam

ple,

the p

oet s

ays K

elly

was

�too

tend

er

for

the

hars

h V

icto

rian

stat

e�. B

ut K

elly

was

a to

ugh

bush

rang

er a

nd a

cri

min

al a

nd th

e V

icto

rian

stat

e w

as so

ft

beca

use

they

cou

ldn�

t cat

ch K

elly

so th

is is

iron

ic. T

he se

cond

an

d th

ird

stan

zas o

f the

poe

m su

gges

t Kel

ly w

as st

oppe

d by

the

esta

blis

hmen

t fro

m le

gitim

ate

jobs

such

as b

anke

r, st

ock-

and-

stat

ion

deal

er a

nd a

rmam

ents

pro

duce

r. B

ut th

is is

not

mea

nt

to b

e ta

ken

seri

ousl

y as

Kel

ly�s

�job

s� w

ere

bank

rob

bing

and

ca

ttle

stea

ling

and

he w

ore

arm

our

to p

rote

ct h

imse

lf in

a g

un

batt

le w

ith p

olic

e. U

ltim

atel

y, th

e po

et b

elie

ves K

elly

to b

e a

thug

and

a c

omm

on c

rim

inal

.

Las

t Pag

e C

ount



Unit Seven

The items of this unit are about pirate crews and how they divided up their loot, the value of the Australian dollar, and the price of gold over time.


Item 12

Model response

CommentaryItem 12 is a three-star item that tested achievement in CCEs 16 Calculating with or without calculators and 52 Searching and locating � information.

This item required students to find the number of gold moidores given to each ordinary pirate as their share of a 40 000 moidore prize that the pirates seized from a ship. This was based on the information given in the introduction defining how prizes were shared.

An A-grade response needed to articulate a clear and appropriate process to calculate the total number of shares allocated to all crew members (375) and

working to give the correct number of moidores (after rounding down) given to each ordinary pirate (106). The key to this problem was to convert people (captains, quarter-masters, etc.) to share-lots so that the value of one share of the prize (an ordinary pirate�s share) could be calculated.

At times an appropriate method was devised but simple errors were made, such as not following the second cue (round down to the nearest whole coin) or writing one and a quarter as one point four. Another problem that was evident was that some responses lacked clarity when outlining steps and this caused vital information to be omitted which then led to an incorrect answer.

If trial and error is used as a method that could lead to a solution, particular attention must be paid to providing enough detail for the process to be followed and justification for the result.

A B C D E N O

Item 12 15.2 6.2 16.4 21.2 34.4 6.7

Item 13 23.6 28.8 13.9 8.5 16.7 8.6

Item 14 3.5 15.6 12.6 11.7 13.3 24.4 18.9


Assume there were 16 ‘other officers’ on board. How many gold moidores were given to each

ordinary pirate on the Rover?

..........................................................................................

..........................................................................................

..........................................................................................

............................................................................................................

Show all steps.

Round your

calculation down

to the nearest

whole coin.

Number of ordinary pirates = 368 – (1 +1 +1 +1 + 6) = 3481

Number of shares = 2 + 2 +1.5 +1.5 +16 x 1.25 + 348 = 375 shares

One share of prize = 40 000 ÷ 375 = 106.66

Rounds down to 106 gold moidores given to each ordinary pirate.

A B C N O

100%

D

50

UN

IT S

EVEN

ITEM

12

Mar

king

Sch

eme

Mar

king

Uni

t 7 1

of 4

PER

FOR

MA

NC

E D

OM

AIN

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

52Se

arch

ing

and

loca

ting

� in

form

atio

n

C

The

res

pons

e sh

ows

�34

8 (o

r w

orki

ng th

at w

ould

lead

to

348)

ord

inar

y pi

rate

s�

27 (o

r w

orki

ng w

hich

indi

cate

s tha

t th

ere

are

27) s

hare

s for

the

offic

ers.

The

res

pons

e sh

ows 3

75 (o

r w

orki

ng

that

wou

ld le

ad to

375

) sha

res.

The

res

pons

e sh

ows

�a

proc

ess t

hat i

s app

ropr

iate

�w

orki

ng to

find

a n

umbe

r of

shar

es�

wor

king

to fi

nd th

e nu

mbe

r of

gol

d m

oido

res g

iven

to e

ach

ordi

nary

pi

rate

.

OR

OR

A

The

res

pons

e sh

ows

�a

proc

ess t

hat i

s cle

ar a

nd

appr

opri

ate

�w

orki

ng w

hich

lead

s to

375

shar

es�

wor

king

whi

ch le

ads t

o 10

6 as

the

num

ber

of g

old

moi

dore

s giv

en to

ea

ch o

rdin

ary

pira

te.

No

inco

rrec

t wor

king

is sh

own

in th

e st

eps w

hich

lead

to th

e nu

mbe

r of

gol

d m

oido

res g

iven

to e

ach

ordi

nary

pir

ate.

B

The

res

pons

e sh

ows

�a

proc

ess t

hat i

s cle

ar a

nd

appr

opri

ate

�w

orki

ng w

ith a

t mos

t one

obs

erva

ble

mec

hani

cal e

rror

�

a co

nseq

uent

ially

cor

rect

num

ber

of

gold

moi

dore

s for

eac

h or

dina

ry

pira

te.

The

resp

onse

show

s 106

as t

he n

umbe

r of

gol

d m

oido

res g

iven

to ea

ch o

rdin

ary

pira

te.

No

inco

rrec

t wor

king

is u

sed

in th

e st

eps w

hich

lead

to th

e an

swer

.

OR

D

The

res

pons

e sh

ows 3

48 (o

r w

orki

ng

that

wou

ld le

ad to

348

) ord

inar

y pi

rate

s.

The

res

pons

e sh

ows 2

7 (o

r w

orki

ng

whi

ch in

dica

tes t

hat t

here

are

27)

sh

ares

for

the

offic

ers.

The

res

pons

e ha

s wor

king

that

show

s 40

000

divi

ded

corr

ectly

by

a ca

lcul

ated

nu

mbe

r of s

hare

s as t

he n

umbe

r of g

old

moi

dore

s giv

en to

each

ord

inar

y pi

rate

.

OR

OR

Not

es:

1.M

echa

nica

l err

ors i

nclu

de:

� n

ot r

ound

ing

106.

66�

rou

ndin

g 10

6.66

to 1

07

� a

tran

scri

ptio

n er

ror

� a

n ar

ithm

etic

err

or.

2.A

con

sequ

entia

lly c

orre

ct n

umbe

r of

gol

d m

oido

res

for

each

ord

inar

y pi

rate

doe

s not

hav

e to

be

roun

ded.

Mod

el R

espo

nse:

Num

ber

of o

rdin

ary

pira

tes =

368

� (1

+1+1

+1+1

6) =

348

Num

ber

of sh

ares

= 2

+2+1

.5+1

.5+1

6x1.

25+3

48 =

375

shar

esO

ne sh

are

of p

rize

= 4

0000

÷ 3

75 =

106

.66

Rou

nds d

own

to 1

06 g

old

moi

dore

s giv

en to

eac

h or

dina

ry p

irat

e.


Item 13

Model response

CommentaryItem 13 is a three-star item that tested achievement in CCE 16 Calculating with or without calculators and 7 Translating from one form to another.

This item required students to determine how long it would have taken a typical British merchant sailor to earn 151 moidores. The stem provided the necessary conversion information to calculate this. The first cue instructed students to show all steps and the second required that their answer be given in years and months.

An A-grade response needed to detail clearly the conversions used to determine that it would take 95 months to earn 151 moidores. This time was then required to be converted to 7 years and 11 months.

Many students chose a problem-solving strategy based on trial and error to arrive at an answer. As well as taking a disproportionate amount of time, this method is often cumbersome when attempting to convey that a clear, logical process has been used. Students should be cautioned that if they use this strategy, they need to give details of the underlying processes used and not simply leap to an answer (which may be correct) without showing the necessary corroborating and supporting steps.

Some responses misused simple conversions involving time, incorrectly translating 7.9 years to 7 years and 9 months.

Items involving time require students to be familiar with �non-decimal� conversions such as converting 14.7 years to years and months or 5.8 minutes to minutes and seconds, etc.

A typical British merchant sailor of this era was paid 2 pounds and 3 shillings per month. A

pound was worth 20 shillings and a Portuguese gold moidore was worth 27 shillings. When a

pirate crew shared out a particular prize, each pirate received 151 moidores.

How long would it have taken a typical British merchant sailor to have earned 151 moidores?

.......................................................................................

.......................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

Show all steps.

Give your answer in

years and months.

Value of share = 151 x 27 = 4077 shillings

Pay per month = 2 pounds 3 shillings = 43 shillings

Time taken to earn equivalent = 4077 ÷ 43 95 months = 7 years 11 months»

A B C N O

100%

D


52

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 7 2

of 4

UN

IT S

EVEN

ITEM

13

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

7Tr

ansl

atin

g fr

om o

ne fo

rm to

ano

ther

C

The

res

pons

e sh

ows

�a

proc

ess t

hat i

s app

ropr

iate

�w

orki

ng th

at d

eter

min

es a

tim

e ta

ken

allo

win

g fo

r at

mos

t tw

o ob

serv

able

mis

take

s.

The

res

pons

e sh

ows t

he c

orre

ct ti

me

give

n in

mon

ths o

r ye

ars.

No

inco

rrec

t wor

king

is u

sed

in th

e st

eps w

hich

lead

to th

e an

swer

.

OR

A

The

res

pons

e sh

ows

�a

proc

ess t

hat i

s cle

ar a

nd

appr

opri

ate

�w

orki

ng to

det

erm

ine

the

time

take

n�

the

corr

ect t

ime

give

n in

yea

rs a

nd

mon

ths.

No

inco

rrec

t wor

king

is u

sed

in th

e st

eps w

hich

lead

to th

e an

swer

.

B

The

res

pons

e sh

ows

�a

proc

ess t

hat i

s cle

ar a

nd

appr

opri

ate

�w

orki

ng th

at d

eter

min

es a

tim

e ta

ken

allo

win

g fo

r at

mos

t one

ob

serv

able

mis

take

.

The

res

pons

e sh

ows t

he c

orre

ct ti

me

give

n in

yea

rs a

nd m

onth

s.

No

inco

rrec

t wor

king

is u

sed

in th

e st

eps w

hich

lead

to th

e an

swer

.

OR

D

The

res

pons

e sh

ows t

wo

of th

e co

nver

sion

s (do

ne co

rrec

tly) t

hat c

ould

be

use

d to

det

erm

ine

the

time

take

n.

Not

es:

1.T

he m

onth

s in

the

time

take

n ca

n be

cor

rect

ly r

ound

ed w

hole

mon

ths o

r co

rrec

tly r

ound

ed o

r tr

unca

ted

mon

ths w

ith a

de

cim

al c

ompo

nent

, e.g

.�

the

corr

ect t

ime

in y

ears

and

mon

ths c

ould

be

7 ye

ars 1

1 m

onth

s or

7 ye

ars 1

0.8

mon

ths

� th

e co

rrec

t tim

e in

mon

ths c

ould

be

95 m

onth

s or

94.8

mon

ths.

2.A

mis

take

ref

erre

d to

in th

e de

scri

ptor

s can

be:

� a

con

vers

ion

erro

r �

a tr

ansc

ript

ion

erro

r �

a c

alcu

latio

n er

ror

� a

rou

ndin

g er

ror

� in

appr

opri

ate

roun

ding

or

trun

catin

g, i.

e. g

ivin

g an

ans

wer

diff

eren

t fro

m th

e co

rrec

t or

cons

eque

ntia

lly c

orre

ct a

nsw

er�

faili

ng to

follo

w th

e se

cond

cue

, i.e

. not

con

vert

ing

mon

ths o

r ye

ars i

nto

year

s and

mon

ths.

3.T

he c

onve

rsio

ns th

at c

ould

be

used

to d

eter

min

e th

e tim

e ta

ken

incl

ude,

but

are

not

lim

ited

to:

� p

ound

s to

shill

ings

, e.g

. mer

chan

t sai

lors

ear

n 2

poun

ds 3

shill

ings

= (2

x 2

0) +

3 =

43

shill

ings

per

mon

th�

moi

dore

s to

shill

ings

, e.g

. 151

x 2

7 =

4077

shill

ings

� sh

illin

gs to

moi

dore

s, e.

g. m

erch

ant s

ailo

rs e

arn

43 ÷

27

= 1.

592

moi

dore

s per

mon

th�

shill

ings

to p

ound

s, e.

g. m

erch

ant s

ailo

rs e

arn

2 +

(3 ÷

20)

= 2

.15

poun

ds p

er m

onth

� m

onth

s to

year

s, e.

g. m

erch

ant s

ailo

rs e

arn

43 x

12

= 51

6 sh

illin

gs p

er y

ear,

1.59

2 x

12 =

19.

1 m

oido

res p

er y

ear

� m

onth

s int

o ye

ars a

nd m

onth

s, e.

g. 3

7 m

onth

s = 3

yea

rs 1

mon

th.

Mod

el R

espo

nses

:1.

Valu

e of

shar

e =

151

x 27

= 4

077

shill

ings

Pay

per

mon

th =

2 p

ound

s 3 sh

illin

gs =

43

shill

ings

Tim

e ta

ken

to e

arn

equi

vale

nt =

407

7 ÷

43

95

mon

ths =

7 y

ears

11

mon

ths

2.Sa

ilors

ear

n 43

shill

ings

per

mon

th.

Sailo

rs p

ay in

moi

dore

s 43

÷ 27

= 1

.593

moi

dore

s per

mon

thTi

me

take

n to

ear

n eq

uiva

lent

= 1

51 ÷

1.5

93 =

94.

79 m

onth

s =

94.7

9 ÷

12 =

7.9

yea

rs =

7 y

ears

10.

8 m

onth

s


Item 14

Model response

I. On the chart on the opposite page, use pencil to draw lines that capture the fluctuations

over the two days. Mark in any relevant values.

100

95

90

85

80

75

70

65

400

500

600

700

800

900

1000

1100

Price of 1 troy ounceof gold in $US

Value of 1$Ain US cents

Intrinsic value of1 doubloon in $A

350

360

370

340

330

320

310

300

290

280

270

260

250

240

230

220

210

200

190

180

170

160

150

140

130

120

110

100

920

74910

72275


54

CommentaryItem 14 is a three-star item that tested achievement in CCEs 6 Interpreting the meaning of � graphs, 57 Manipulating/operating/using equipment, 43 Analysing and 26 Explaining to others.

This item required students to draw lines on a chart to capture information about the fluctuations of the gold price, the value of the Australian dollar and the intrinsic value of a collector�s twelve Spanish gold doubloons. They also had to discuss how the price of gold and the value of the Australian dollar fluctuated and how this affected the intrinsic value of the collector�s twelve doubloons. The

stimulus provided an example of a line drawn for given values of the price of gold and the value of the Australian dollar. It also indicated how the intrinsic value of the doubloon for that day could be read from the chart. This line and the information it could provide was given as a model for students to follow. Any examples or models given in an item are intended to help guide a correct response.

An A-grade response needed to accurately draw the two lines with at least three relevant values shown. It also needed to relate the fall in the price of gold and the fall in the Australian dollar to the rise of the intrinsic value of the coins and give the total intrinsic value of the twelve coins on both days. Relevant values had to be evident in the discussion.

Lack of precision when drawing lines or neglecting to show numbers on the chart (as the stem indicated must be done) were problems that could have been avoided with more care. Some responses did not specifically discuss how the price of gold and the value of the Australian dollar fluctuated and how this affected the intrinsic value of the doubloons as required in the stem.

Students should be aware that a stem says precisely what the given task is and should be reread after completing the response to be sure every part has been attended to.

Students should come to the test with appropriate equipment including sharp pencils and a reliable ruler.

II. Discuss how the price of gold and the value of the Australian dollar fluctuated and how

this affected the intrinsic value of a doubloon. Include the intrinsic value of the collector’s

twelve doubloons on each of the days in your discussion.

.........................................................................................

.........................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

Be sure to

explain what

your lines and

values show.

The line for the first day shows that the initial value of $A1 is 74 US cents.

This drops to 72 US cents overnight and the gold price dips to $US910 and

the line that connects these shows that there is a rise in the intrinsic value

to around $A275 for each doubloon.

This will result in the gold being worth 12 x $A275 = $A3300

instead of 12 x $A270 = $A3240.

A B C D N O

100%

E


UN

IT S

EVEN

ITEM

14

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 7 3

of 4

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

6In

terp

retin

g th

e m

eani

ng o

f � g

raph

s57

Man

ipul

atin

g/op

erat

ing/

usin

g eq

uipm

ent

43A

naly

sing

26E

xpla

inin

g to

oth

ers

C

The

res

pons

e

�ha

s tw

o lin

es, o

ne o

f whi

ch is

re

ason

ably

dra

wn

�re

late

s the

fall

in th

e pri

ce o

f go

ld a

nd th

e fa

ll in

the

Aus

tral

ian

dolla

r to

the

chan

ge in

the i

ntri

nsic

val

ue

of th

e co

ins

�gi

ves a

cha

nge

in in

trin

sic

valu

e of

the

coin

s con

sist

ent

with

the

char

t.

The

res

pons

e

�ha

s tw

o re

ason

ably

dra

wn

lines

�gi

ves t

he r

ise

in in

trin

sic

valu

e of

the

coin

s con

sist

ent

with

the

char

t.

The

res

pons

e ha

s

�tw

o ac

cura

tely

dra

wn

lines

�

thre

e re

leva

nt v

alue

s ev

iden

t.

OR

OR

A

The

res

pons

e

�ha

s tw

o ac

cura

tely

dra

wn

lines

with

thre

e re

leva

nt

valu

es m

arke

d (w

ith

num

bers

) on

the

char

t�

rela

tes t

he fa

ll in

the p

rice

of

gold

and

the

fall

in th

e A

ustr

alia

n do

llar

to th

e ri

se

in th

e in

trin

sic

valu

e of

the

coin

s�

give

s the

intr

insi

c va

lue

risi

ng fr

om $

3240

to a

bout

$3

300

�ha

s all

rele

vant

val

ues

evid

ent.

B

The

res

pons

e

�ha

s one

acc

urat

ely

draw

n lin

e an

d on

e re

ason

ably

dr

awn

line

�re

late

s the

fall

in th

e pri

ce o

f go

ld a

nd th

e fa

ll in

the

Aus

tral

ian

dolla

r to

the

rise

in

the

intr

insi

c va

lue

of th

e co

ins

�gi

ves t

he r

ise

in in

trin

sic

valu

e of

the

coin

s con

sist

ent

with

the

char

t.

The

res

pons

e

�ha

s tw

o ac

cura

tely

dra

wn

lines

with

thre

e re

leva

nt

valu

es m

arke

d (w

ith

num

bers

) on

the

char

t�

give

s the

intr

insi

c va

lue

risi

ng fr

om $

3240

to a

bout

$3

300

�ha

s all

rele

vant

val

ues

evid

ent.

OR

D

The

res

pons

e

�ha

s tw

o lin

es, o

ne o

f whi

ch is

re

ason

ably

dra

wn

�gi

ves a

cha

nge

in in

trin

sic

valu

e of

the

coin

s con

sist

ent

with

the

char

t.

The

res

pons

e ha

s tw

o re

ason

ably

dra

wn

lines

.

The

res

pons

e

�ha

s a li

ne fo

r D

ay 2

thro

ugh

a po

int w

hich

is 2

US

cent

s le

ss (u

p th

e $A

1 sc

ale)

than

th

e lin

e fo

r D

ay 1

inte

rcep

t�

give

s an

intr

insi

c va

lue

of

the c

oins

on

Day

2 co

nsis

tent

w

ith th

e ch

art.

OR

OR

E

The

res

pons

e ha

s one

re

ason

ably

dra

wn

line.

The

res

pons

e ha

s

�th

e pr

ice

of g

old

is $

US9

10

per

ounc

e on

Day

2�

the

intr

insi

c va

lue

of $

3240

fo

r th

e tw

elve

coi

ns o

n D

ay 1

.

The

res

pons

e ha

s a li

ne fo

r D

ay 2

thro

ugh

a po

int w

hich

is

2 U

S ce

nts l

ess (

up th

e $A

1 sc

ale)

from

the

line

for

Day

1

inte

rcep

t.

The

resp

onse

giv

es a

chan

ge in

in

trin

sic

valu

e of

the

coin

s co

nsis

tent

with

the

char

t.

OR

OR

OR


56

Mar

king

Sch

eme

Mar

king

Uni

t 7 4

of 4

UN

IT S

EVEN

ITEM

14

Not

es:

1.T

he p

oint

s for

the

line

for

Day

1 a

re 9

20 o

n th

e pr

ice

of g

old

scal

e an

d 27

0 on

the

valu

e of

1

doub

loon

scal

e.

2.T

he p

oint

s for

the

line

for

Day

2 a

re 9

10 o

n th

e pr

ice

of g

old

scal

e an

d 2

US

cent

s les

s (up

th

e sc

ale)

than

the

line

for

Day

1 in

terc

ept o

n th

e va

lue

of $

A1

scal

e.

3.A

n �a

ccur

atel

y dr

awn�

line

is a

sing

le st

raig

ht li

ne th

at a

ppea

rs to

be

draw

n w

ith a

rul

er

and

it go

es th

roug

h th

e po

ints

spec

ified

for

that

line

and

join

s the

two

outs

ide

scal

es.

4.Fo

r a

line

to g

o th

roug

h a

poin

t the

re sh

ould

be

no sp

ace

visi

ble

betw

een

the

dot

repr

esen

ting

the

poin

t and

the

draw

n lin

e.

5.A

�rea

sona

bly

draw

n� li

ne g

oes c

lose

to th

e po

ints

spec

ified

for

that

line

and

join

s the

two

outs

ide

scal

es.

6.R

elev

ant v

alue

s for

the

lines

that

are

to b

e m

arke

d on

the

char

t are

:�

for

the l

ine

for

Day

1, t

he p

rice

of g

old

$US9

20, t

he in

terc

ept w

ith th

e va

lue

of $

A1

line

(app

roxi

mat

ely

74)

� fo

r th

e lin

e fo

r D

ay 2

, the

pri

ce o

f gol

d $U

S910

, the

val

ue o

f $A

1 (a

ppro

xim

atel

y 72

) an

d th

e in

terc

ept w

ith th

e in

trin

sic

valu

e lin

e (a

ppro

xim

atel

y 27

5).

7.Fo

r gr

ades

oth

er th

an A

-gra

de th

e ri

se o

r ch

ange

in in

trin

sic

valu

e of

the

coin

s can

be

give

n by

spec

ifyin

g:

� th

e va

lue

of e

ach

coin

on

Day

2 e

.g. $

275

� th

e va

lue

of th

e co

llect

or�s

12

coin

s on

Day

2 e

.g. $

3300

�

the

diff

eren

ce in

val

ue b

etw

een

Day

1 a

nd D

ay 2

and

a d

irec

tion,

e.g

. $5

incr

ease

.

8.W

here

ther

e ar

e m

ore

than

two

lines

dra

wn

on th

e ch

art:

� If

it is

cle

ar fr

om th

e di

scus

sion

whi

ch tw

o lin

es a

re b

eing

use

d th

en m

ark

thes

e lin

es.

Thi

s cou

ld in

clud

e th

e us

e of

labe

ls, r

elev

ant v

alue

s or

a le

gend

.�

If it

is u

ncle

ar w

hich

line

s are

use

d th

en m

ark

the b

est t

wo

lines

and

app

ly a

one

-gra

de

pena

lty.

9.T

he g

iven

blu

e lin

e ca

nnot

be

used

as a

line

for

Day

1 o

r D

ay 2

.

Mod

el R

espo

nse:

The

line

for

the

first

day

show

s tha

t the

initi

al v

alue

of $

A1

is 7

4 U

S ce

nts.

Thi

s dro

ps to

72

US

cent

s ove

rnig

ht a

nd th

e go

ld p

rice

dip

s to

$US9

10 a

nd th

e lin

e th

at c

onne

cts

thes

e sh

ows t

hat t

here

is a

ris

e in

the

intr

insi

c va

lue

to a

roun

d $A

275

for

each

dou

bloo

n.T

his w

ill r

esul

t in

the

gold

bei

ng w

orth

12

x $

A27

5 =

$A33

00 in

stea

d of

12

x $

A27

0 =

$A32

40.

90

85

80

75

70

65

60

0

70

0

80

0

90

0

10

00

110

0

Price o

f 1 tro

y o

unce

of gold

in $

US

Valu

e o

f1

$A

in U

S c

ents

Intr

insic

valu

e o

f1 d

oublo

on in

$A

35

0

36

0

37

0

34

0

33

0

32

0

31

0

30

0

29

0

28

0

27

0

26

0

25

0

24

0

23

0

22

0

21

0

20

0

19

0

18

0

17

0

16

0

15

0

14

0

92

0

74

910

72

275

Las

t Pag

e C

ount


Unit Eight

The items of this unit are based on two prose passages. In one, a writer ponders on physical things and in the other a different writer reflects on an e-gift he received.


Item 15

Model response

CommentaryItem 15 is a two-star item that tested achievement in CCE 4 Interpreting the meaning of words � and 28 Empathising.

This item required students to describe the writer�s attitude toward his smartphone, as conveyed in the first paragraph of the given passage. The cue directed students not to merely quote from the text.

To achieve an A-grade, responses had to capture the author�s attitude to his smartphone by explaining an advantage and a drawback and to indicate the writer�s preference for �old formats�.

Some students failed to recognise the author�s mixed views about his phone. These students relied solely on the opening statement, �I love my smartphone� to respond and failed to acknowledge the deficiencies of the smartphone as alluded to later in the paragraph.

Cues provide essential and additional instruction/s on how to respond to the task outlined in the stem but despite a cue requiring more than simply quoting from the text, the advantage or drawback proffered by some responses were simply words from the text, e.g. it �holds things� (usefulness); �there is no musty smell� (appeal to the senses); �can be deleted with a tap� (impermanence). Unless a quotation was accompanied with some added detail or some synonym for the quality, a creditable grade could not be awarded.

A B C D E N O

Item 15 19.6 23 21.4 33.2 2.8

Item 16 18.8 36.3 19.9 10 8.3 6.8

Item 17 16 14 24.1 18.2 5.2 8.7 13.8


Describe the writer’s attitude toward his smartphone, as conveyed in the first paragraph.

...........................................................................................

...........................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

Do not simply

quote from

the text.

In the first paragraph, the writer’s attitude towards his smartphone is that

it is a limitless storage container that stores information; however, it

cannot be compared with the joy of reading information from books. Reading

a book provides textures and feelings that a smartphone cannot provide.

A B C N O

100%


58

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 8 1

of 3

UN

IT E

IGH

TIT

EM 1

5

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

4In

terp

retin

g th

e m

eani

ng o

f wor

ds �

28

Em

path

isin

g

C

The

res

pons

e re

cogn

ises

the

wri

ter�

s mix

ed v

iew

s ab

out h

is sm

artp

hone

.

The

res

pons

e is

not

inco

nsis

tent

with

Pas

sage

1.

A

The

res

pons

e

�in

dica

tes t

he w

rite

r�s p

refe

renc

e for

�old

form

ats�

as

expr

esse

d in

the

first

par

agra

ph o

f Pas

sage

1�

capt

ures

his

att

itude

to h

is sm

artp

hone

by

� e

xpla

inin

g an

adv

anta

ge

and

� e

xpla

inin

g a

draw

back

.

B

The

res

pons

e

�in

dica

tes t

he w

rite

r�s p

refe

renc

e for

�old

form

ats�

as

expr

esse

d in

the

first

par

agra

ph o

f Pas

sage

1�

capt

ures

his

att

itude

to h

is sm

artp

hone

by

� e

xpla

inin

g a

draw

back

.

Not

es:

1.A

n ad

vant

age

of th

e sm

artp

hone

ref

ers t

o its

use

fuln

ess,

acce

ssib

ility

, fun

ctio

nalit

y or

stor

age

capa

bilit

y.

2.T

he d

raw

back

of t

he sm

artp

hone

ref

ers t

o its

lack

of a

ppea

l to

the

sens

es o

r co

nnec

tion

to th

e pa

st o

r pe

rman

ence

or

emot

iona

l/sen

timen

tal a

ppea

l.

3.To

�exp

lain

� stu

dent

s mus

t use

thei

r ow

n w

ords

. Exa

mpl

es:

� in

exp

lain

ing

an a

dvan

tage

of t

he sm

artp

hone

a st

uden

t cou

ld w

rite

, �H

e lik

es h

is sm

artp

hone

bec

ause

it�s

use

ful f

or st

orin

g th

ings

.� If

a st

uden

t wri

tes,

�he

likes

his

smar

tpho

ne b

ecau

se it

hol

ds th

ings

� an

d do

esn�

t ela

bora

te, t

hen

a st

uden

t is s

impl

y qu

otin

g fr

om th

e fir

st p

arag

raph

. Thi

s is n

ot �e

xpla

inin

g�.

� in

exp

lain

ing

a dr

awba

ck o

f the

smar

tpho

ne a

stud

ent c

ould

wri

te, �

he p

refe

rs b

ooks

bec

ause

they

hav

e a

conn

ectio

n to

pas

t hap

peni

ngs.�

If a

stud

ent w

rite

s, �H

e pr

efer

s boo

ks b

ecau

se th

ey o

oze

hist

oric

al

sign

ifica

nce�

then

a st

uden

t is s

impl

y qu

otin

g fr

om th

e fir

st p

arag

raph

. Thi

s is n

ot �e

xpla

inin

g�.

4.T

he e

xpla

natio

ns o

f adv

anta

ges a

nd d

raw

back

s can

onl

y be

cre

dite

d if

they

are

take

n fr

om p

arag

raph

1.

Mod

el R

espo

nse:

In th

e fir

st p

arag

raph

, the

wri

ter�

s att

itude

tow

ards

his

smar

tpho

ne is

that

it is

a li

mitl

ess s

tora

ge c

onta

iner

that

stor

es in

form

atio

n; h

owev

er, i

t can

not b

e co

mpa

red

with

the

joy

of r

eadi

ng in

form

atio

n fr

om

book

s. R

eadi

ng a

boo

k pr

ovid

es te

xtur

es a

nd fe

elin

gs th

at a

smar

tpho

ne c

anno

t pro

vide

.


Item 16

Model response

CommentaryItem 16 is a three-star item that tested achievement in CCEs 45 Judging, 31 Interrelating ideas/themes/issues and 29 Comparing, contrasting.

This item required students to evaluate the effectiveness of the comparison the writer makes between his old paperback book to a tattoo. The cue indicated that students were to refer to similarities and/or differences.

An A-grade response needed to explain how a similarity or a difference (paperback�tattoo) highlighted the importance of the book to the writer and to

identify another similarity or difference between the book and the tattoo. The response when read as a whole needed to convey an evaluation of the effectiveness of the comparison.

Many students managed to explain similarities between the book and the tattoo which allowed them to highlight the importance of the book to the writer of Passage 1. Students who explained differences between the tattoo and the book found it slightly more difficult to establish the importance of the book to the writer. When conveying the effectiveness of the comparison, students were able to do this explicitly by stating, �The comparison is effective because � � However, a significant number of students conveyed the effectiveness implicitly by explaining how or why the comparison was effective in the body of their response. Sophisticated responses were notable in their ability to achieve this. A number of responses showed ambivalence about the effectiveness of the comparison and were able to argue the case and still meet the requirements of the A grade.

By identifying and acting on the key words in a stem, students have a better chance of responding well. In this item it was important that students had a thorough understanding of the opinions expressed by the writer of Passage 1. The second paragraph in particular provided a number of ideas such as �having memories stored�, �prized possessions� and �connection to a point in his life� which were useful in explaining the similarities and highlighting the importance of the book to the author.

In line 17, the writer likens his old paperback book to a tattoo.

Evaluate the effectiveness of this comparison in terms of what the writer is saying in the

passage.

...........................................................................................

...........................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

Refer to

similarities

and/or

differences.

This comparison is effective as it draws similarities between the old

paperback book and a tattoo. Like a tattoo, the paperback signifies an

important emotion or event in the writer’s life. It symbolises a connection to a certain

point in his life — the same as a tattoo would. Like a tattoo, the memories inspired by the

paperback book will stay with him forever. Because of this, it becomes a prized possession

to be cherished no matter what becomes of it.

A B C N O

100%

D


60

Mar

king

Sch

eme

Mar

king

Uni

t 8 2

of 3

UN

IT E

IGH

TIT

EM 1

6

PER

FOR

MA

NC

E D

OM

AIN

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

45Ju

dgin

g 31

Inte

rrel

atin

g id

eas/

them

es/is

sues

29C

ompa

ring

, con

tras

ting

C

The

res

pons

e

�id

entif

ies a

sim

ilari

ty o

r a

diff

eren

ce

�lin

ks th

at si

mila

rity

or

diffe

renc

e to

th

e im

port

ance

of t

he b

ook

to th

e w

rite

r.

A

The

res

pons

e

�ex

plai

ns h

ow a

sim

ilari

ty o

r a

diff

eren

ce h

ighl

ight

s the

impo

rtan

ce

of th

e bo

ok to

the

wri

ter

AND

�id

entif

ies a

noth

er si

mila

rity

or

diff

eren

ce.

The

res

pons

e co

nvey

s an

eval

uatio

n of

th

e ef

fect

iven

ess o

f the

com

pari

son.

B

The

res

pons

e

�ex

plai

ns h

ow a

sim

ilari

ty o

r a

diff

eren

ce h

ighl

ight

s the

impo

rtan

ce

of th

e bo

ok to

the

wri

ter.

The

resp

onse

giv

es a

n ev

alua

tion

of th

e ef

fect

iven

ess o

f the

com

pari

son.

D

The

res

pons

e

�id

entif

ies a

sim

ilari

ty o

r a

diff

eren

ce.

Not

es:

1.To

�exp

lain

�, st

uden

ts m

ust u

se th

eir

own

wor

ds. �

Iden

tify�

mea

ns m

erel

y qu

otin

g fr

om th

e te

xt w

ithou

t ela

bora

tion.

2.Id

eas d

eriv

ed fr

om th

e pa

ssag

e in

clud

e ha

ving

mem

orie

s sto

red,

spin

e fin

ally

dis

inte

grat

ing,

pri

zed

poss

essi

ons,

conn

ectio

n to

a p

oint

in li

fe, w

hole

thin

g di

ssol

ving

� tr

easu

ring

it, p

rom

inen

tly d

ispl

ayin

g.

Mod

el R

espo

nse:

T

his c

ompa

riso

n is

eff

ectiv

e as

it d

raw

s sim

ilari

ties b

etw

een

the

old

pape

rbac

k bo

ok a

nd a

tatt

oo. L

ike

a ta

ttoo

, the

pap

erba

ck si

gnifi

es a

n im

port

ant e

mot

ion

or e

vent

in th

e w

rite

r�s l

ife. I

t sym

bolis

es a

co

nnec

tion

to a

cer

tain

poi

nt in

his

life

� th

e sa

me

as a

tatt

oo w

ould

. Lik

e a

tatt

oo, t

he m

emor

ies i

nspi

red

by th

e pa

perb

ack

book

will

stay

with

him

fore

ver.

Bec

ause

of t

his,

it be

com

es a

pri

zed

poss

essi

on to

be

cher

ishe

d no

mat

ter

wha

t bec

omes

of i

t.


Item 17

Model response

CommentaryItem 17 is a four-star item that tested achievement in CCEs 46 Creating/composing/devising, 31 Interrelating ideas/themes/ideas, 33 Reaching a conclusion which is consistent with a given set of assumptions and 28 Empathising.

This item required students to write an argument against the point of view that the writer�s Lonely Otter (e-gift) is just as good as a traditional birthday card or gift. The argument was required to be in keeping with the opinions expressed by the

writer of Passage 1. The cues indicated that students were to give clear reasons to support their argument and to consider both the sender and the recipient when forming their response.

An A-grade response needed to establish the proposition that a physical card or gift is better than a Lonely Otter. It was required to put forward two different sound reasons to support the proposition and be consistent with the opinions of the writer of Passage 1. It needed to convey that the notion of gifting had been considered.

The inclusion of reasons that were not considered sound (not in keeping with the ideas evident in Passage 1) precluded a considerable number of responses being awarded an A grade.

The writer of Passage 2 is of the view that his Lonely Otter is just as good as a traditional

birthday card or gift.

In keeping with the opinions expressed by the writer of Passage 1, write an argument against

this point of view.

...........................................................................................

...........................................................................................

...........................................................................................

...........................................................................................

............................................................................................................

Give clear

reasons to

support your

argument.

Consider both

the sender and

the recipient.

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

Immaterial gifts given online are not as good as physical gifts. The memory of

receiving the lonely otter is entirely dependent on the person. As one ages,

they may use technology less and their memory is sure to fade. By giving

material gifts the memory of the gift and its giver is ‘stored in a physical

medium’. A person may forget about their ‘birthday otter’ online but the presence of a

physical gift in one’s room such as a book or a postcard, is an ongoing reminder. A physical

gift would be better as a person can comprehend the gift with more senses. An online gift is

just registered by the mind, but a material gift can be seen from all directions, its textures

felt and its unique sense identified.

A B C D N O

100%

E


62

UN

IT E

IGH

TIT

EM 1

7

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 8 3

of 3

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

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Las

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ount


Writing Task (WT)CommentaryThe Writing Task complements the other subtests by testing students� abilities to produce a piece of continuous English prose about 600 words in length. Students write in response to written and visual stimulus material on an overall concept or theme. Each piece of stimulus material evokes a different aspect of the overall concept. Students respond in any form or style other than poetry to this concept and to as many stimulus pieces as they wish.

This section describes the 2012 testpaper and provides comments on the writing that students produced. The comments are based on an analysis of a statistically significant random sample of student responses. The breakdown of student responses according to stimulus pieces selected and genres of responses is provided.

WT 2012 Overall concept: Getting thereStudents are required to respond to both the overall concept and one or more of the stimulus pieces. The overall concept linking the 13 separate stimulus pieces on the 2012 testpaper is Getting there. The term refers to a deliberate movement towards a place, end point or goal. The focus of the concept can be on the identification of and actual arrival at the end point as much as it is on the process of making one�s way there.

Colloquially, Getting there refers to the physical action of travelling, not aimlessly, but with a specific destination in mind. At a more abstract level, it can represent the process of moving towards and achieving a successful outcome in an endeavour or it can deal with the process of growth and development towards a personal goal in one�s life. It should be possible for students to see a range of applications of the concept. References in the stimulus pieces include the process of establishing and achieving our goals, how we work towards scientific and technical advances, the importance of reducing needless exploitation of resources, the desire to help others along the way towards better times, the significance of the journey, and the joy of arriving.

The most successful responses are those that demonstrate higher achievement in the criteria identified in the marking guide (page 75). The criteria are: Central idea (CI); Vocabulary (V); Responsiveness (R); Grammar, punctuation, spelling (GPS); and Structuring & sequencing (SS); plus Length (L).

Each response is marked by three independent markers. Each marker assigns either four criteria-based standards or three criteria-based standards plus a judgment about Length. Different combinations of judgments are required of the three primary markers (referee marking occurs as required). Markers consider the contribution of each of the criteria they are marking to the holistic worth of the response. On the marksheet they record each of these as a standard (from 1 to 6) with a qualifier (+, 0, �) for each standard and, if required, they indicate the length of the response.

Graphs are included to show the distribution of grades awarded in each of the five substantive criteria. The marking guide is included to show the criteria and standards used to grade responses. Finally, a selection of student responses has been included to exemplify successful writing as defined by the task criteria.


64

Diagram of the testpaperThe diagram below represents the 2012 testpaper. The 13 stimulus pieces are numbered for reference. All pieces relate to the overall concept of the testpaper.

Stimulus pieces The following diagram shows the percentage of students who indicated that they selected a particular stimulus piece (or pieces) as the starting point or prompt for their writing. In reality, most students used a combination of two or more stimulus pieces in developing a response to the concept, thus opening up a greater variety of possibilities for their writing than indicated here. For this reason, the percentages shown in this diagram add to more than 100%.

Indication of stimulus pieces as starting point or resource

12

3

4

6

7

5 8 9

11

12

10

13

14% 6%

11%

10%

29% 6% 15% 21%10% 8%

17%

15%

8%

12

3

4

6 758

9

11

12

10

13


WT commentaryThe following commentary is based on the assumption that students focused on only one stimulus piece as the starting point or source of ideas for their writing. Using a combination of two or more stimulus pieces provided students with a greater variety of possibilities for their writing than those mentioned here.

1 Books

Travel writing and documentaries allow opportunities for readers to learn about other places and other worlds, enjoy vicariously the experiences of others and relive the memories of their own travel. In fiction, the use of a journey can be a strategy to tell a story, develop a character, or explore a theme. A journey can provide a range of locations or minor characters to present challenging situations for a major character. Incidents along the way can present confronting conflicts or new perceptions to the major character and the journey can act as a catalyst for a significant change or realisation or may be the means of taking a character, and perhaps the reader, out of their normal comfort zone. For students, in some cases, �getting there� could mean getting to the end of the book.

This stimulus piece prompted students to consider these aspects of the topic in books or movies that deal with travel. It allowed them to write their own travelogue or travel story. It provided opportunities for reviews of travel books, film documentaries, novels or movies. Some connected their reading experiences with some aspect of their own means of getting there in the process of personal growth and self-discovery.

2 Telegraph wires

This stimulus piece allows students to consider the impact of technology on international communication and relationships. It prompted some to comment on past, current and possible future conflicts in the world, to consider the desire for peace in what seems to be a constantly troubled world and to ask whether peace will ever be achieved.

Responses were mostly expository or persuasive and included feature articles, reports, and political or historical comment.

3 Explorers

Responses to this stimulus piece included factual or imaginary accounts of early settlers and explorers in Australia and their dreams of discovery, expansion, wealth or power. Some students commented on the results of those early explorations and investigations and how they have compared with the dreams. The motel signpost with its vacancies sign prompted some students to draw a comparison between the resting places used by explorers in past times and the kind of accommodation that many of us find as we explore our world today.

This stimulus piece was applied to a wide range and number of investigations including land, sea and space exploration. Some students evaluated the outcomes of previous work or the potential of current and future work in a range of scientific or technical fields. It prompted some to write about the achievements in recent space exploration or about future possibilities.

4 Arrivals

This stimulus piece focused mainly on the arrival aspect of getting there, although the process of getting there is implied by the image of the airport arrivals board. The written text suggests the pleasure one feels on finally reaching one�s destination (or desired result) and finding a welcome (or reward). Inevitably, it suggests the opposite also: that the experience may be one of disappointment. Travellers may look back to the past, to the place and the life they came from with relief or regret, or may look forward with eagerness or apprehension to the future they are now embarking on. They may consider the emotional baggage they bring with them.

This stimulus piece provided students with opportunities for responses that included personal reflections or recounts and analyses of real or imagined experiences of immigrants, visitors and tourists.


66

5 Moving out

All students sitting the test are moving from their final year at school to a new and different stage in their lives. Even if they are not leaving home, their future experiences and adventures are still unknown and the potential lies before them for excitement, happiness, trouble or misery. They have decisions to make, as suggested by the stimulus piece: whether to study further; what career to follow; whether and when to leave home; and what to do with their lives. They will all have some ambitions they hope to achieve. The images of people in clothing that represents a range of careers, the passport, and the Learner and Provisional plates should provide specific examples of some of the choices and milestones that face young people. The street sign indicating a traffic roundabout may also prompt them to think about the directions that people do or do not, take in life in their process of getting there.

This piece provides a starting point for short stories, reflections, inspirational speeches and true or fictional accounts of lives past. Many of the responses to this piece were speculative and imaginative. Some students set out the facts about what lies ahead and where they want to be at some time in the future, physically, materially, emotionally or spiritually and how they plan to get there.

6 Tourists

This piece comments on the motives for tourism, a peculiarly human activity, one which has been important to people past and present. It raises the question of the value and purpose of tourism, and questions the pleasure people gain from travelling as tourists. For some, the whole purpose may be to put a notch on the belt to indicate their success in getting there, wherever �there� may be; for others the purpose and the result of tourism may be a deepening of their understanding of people, culture and themselves.

Students wrote travel journals, memoirs, reflections, accounts, descriptions, discussions, arguments or imaginative texts in response to this stimulus piece.

7 Are we there yet?

Most of us have asked this question at some time. The accompanying image of a family car suggests the boredom of a child on a long journey. It may also refer to the stages along the way that mark one�s progress towards an end point, whether that is an actual place or a goal of some kind. The question prompts one to think about the value, personal or otherwise, of a destination or goal and the time it takes to get to the destination or achieve the goal.

The piece prompted a range of forms and texts: imaginative, typically in the form of short stories and anecdotes; expository, as in discussions about the destination; reflective, in journal entries or memoirs.

8 No more turning back

Franz Kafka�s statement holds true for any undertaking that is worth doing and that involves effort, work, hardship, and difficulty. It reminds us that, for some things, we must simply push on until the time comes that there is no longer a choice and then the effort must continue until the end is reached. This quote suggests any number of applications from work and study to sport and other physical activities. Some students applied the words to the process of building and maintaining relationships with others or shaping one�s own character and personality. Below the main sign is another, pointing the way to a rehabilitation clinic, a place for those who need to recover from an event or habit and return to good health and wellbeing. The piece clearly refers to the process of getting there and to the end goal.

Responses to this stimulus piece included stories and drama scripts, persuasive speeches, expository media texts, and reflective journal entries.

9 Our way

This statement from Geraldine Brooks� Boyer lecture 2011 comments on the importance of helping others, and evokes thoughts of mateship and collegiality. The image of the child being supported by adult hands shows the nurturing of a child and suggests the care of those who are helpless or ill. It also suggests that the inclination to support and assist the vulnerable amongst us is a laudable national characteristic.

Students� writing in response to this stimulus piece included stories, media articles, reflections and persuasive writing.


10 Nothing but facts

Scientists and researchers live by these words of Antoine Lavoisier in his Elements of Chemistry of 1789. The importance of observation and experiment in science would be difficult to exaggerate. Science begins with recording of observations and scientists rely on experiments, carefully designed and conducted so that they can then observe the results. Every statement or theory must be checked and rechecked. Observations must be accurate and experiments must be repeatable. The recommended process of getting there is clear and indisputable.

This stimulus piece provided an opportunity for students to write scientific reports, factual accounts and descriptions or discussions and analyses of scientific hypotheses.

11 Where to now?

The depiction of human evolution on the roadside sign may have reminded some students of T-shirts and posters they have seen. It has a humorous touch in its suggestion that humans have returned to a position reminiscent of an earlier stage but crouched now over their computers.

The question that accompanies the image prompted some students to write speculative expositions or science fiction short stories about the options ahead for human development and the means of getting there.

12 One�s destination

The quote used in this stimulus piece is from Henry Miller�s journal of his time living in the rugged beauty of the Californian coast, exploring his vision of an ideal society. It reminds us that experiencing new locations and meeting different people can affect us in ways that may be life-changing and that can irrevocably change our perceptions of the world and ourselves.

The piece offers students scope to explore real-life incidents and experiences and their effects or to speculate on imaginary travels for others or for themselves in the future. Their responses included stories, biographical and autobiographical writing, journals, reports, speeches and media articles.

13 Human legs

Lewis Mumford wrote much about cities, city architecture, society, the way we live and the way he thought we should live. His comment on the value of human legs and the image that accompanies it prompts some consideration of the means of getting there, varieties of transport, technology and the effects of humans on the world we live in. The row of footwear prompts thoughts of the travellers themselves, their fitness and their impact on the environment.

Students responded to this stimulus piece with opinion pieces about the effects of transport and travel, descriptions of facilities for pedestrians and vehicles, stories about the people who might do the walking and reminiscences of their own walks, trips and journeys.


68

Stimulus pieces: Visual, written or combination?Students have the option of responding to the visual images, the written texts, or a combination of both. Stimulus pieces for the Writing Task are selected to maximise appeal for the wide cross-section of the Year 12 population. The material chosen is designed to attract students and prompt ideas for their writing. When considering a stimulus piece (or pieces) and what to write, students should remember that, by the time they reach Year 12, they have a wealth of personal and subject-based knowledge and experience that they can draw upon.

When students use ideas from the written stimulus pieces, there is a danger that they may quote large portions of text directly. This can affect markers� judgments of Length (words from the stimulus pieces are not counted) and Central idea (if the ideas being presented are not the student�s own). Direct quoting can also detract from a response when the language style of the quoted material differs from that of the student, and when quotations are used out of context or incorrectly (affecting Structuring & sequencing, Vocabulary, and Grammar, punctuation, spelling).

Choice of text typeStudent responses to a Writing Task testpaper may be categorised, according to their purpose, into four major text types: imaginative, expository, reflective and persuasive.

In 2012, the most popular text type for responses was the imaginative, with 34% of students writing in this form. This was closely followed by expository pieces, written by 31% of students. Reflective responses accounted for 21% of scripts and 12% of responses were persuasive. When determining which text type to employ, students need to consider the ultimate purpose of their writing. Do they wish to entertain their audience (imaginative)? Do they want to convey information (expository)? Would they like to recall, contemplate or share experiences (reflective)? Is it their intent to convince their audience of a particular viewpoint (persuasive)? Understanding this can help students to plan effectively and give focus to their writing.

Within these broader categories, students need to make decisions about the specific genre in which they wish to write. They also need to decide which genre will allow them to demonstrate their best writing. They should keep in mind, as they plan their response, that some genres, e.g. the speech and the essay, can have a variety of purposes such as exposition or persuasion. Also, when they choose a genre, they need to be sure they can control its conventions. A short story, for example, should cover a short timespan; a media article should have short paragraphs.


Choice of genreStudents may write in whatever genre they wish, with the exception of poetry. This enables them to draw on their knowledge and strengths, and to match their ideas from the stimulus with a suitable style of response. Ten genres were identified.

Popularity of genre: total sample

As seen in the diagram above, in 2012, the most popular genre was the essay, closely followed by the short story. The speech was the next most popular. It is worth noting that, while genre conventions are not assessed specifically (although they may affect Structuring & sequencing), students should aim to make use of, and indeed exploit, these conventions for effect. This certainly supports the recommendation that students write �what they know� � giving their writing authority and authenticity.

Student achievement and genreThe diagrams below indicate the genres used in higher, middle and lower achieving responses. Note that the percentages shown are rounded.

Essay

The definition of an essay, however, is vague, as it has become a genre required in many school subjects. Perhaps the simplest definition is that it is a piece of writing that usually expresses the author�s personal point of view.

drama script 2%

letter 1%

report 1%

%1critique

journal 3%

media article 5%

biography %2

short story 36%

speech 10% essa 37y %

speech 4%

essay %60

short story8%

biography8%

drama script4%

media article 4%

journal 8%

drama script 2%

journal 4%

speech %11short story %37

media article5%

letter 1%

report 1%

critique 1%

biography 2%

essay %36

critique 1%report 3%

short story 31%

media article11%

essay 94 %

speech %5

other 4%

higher achieving responses middle achieving responses lower achieving responses


70

The essay was a popular choice for students of all abilities. This is perhaps because essay writing lends itself to a range of different topics, is a writing style that students use across the majority of subject areas, and has elements that are similar to several other genres. The most successful of these responses were very clearly focused on purpose and audience and developed a clear thesis. Essays that were well written followed a clear structure, consisting of: an introduction (including a thesis statement), a body of writing containing development and explanation of main points, and a concluding paragraph which presented a summary.

Short story

The short story was one of the most popular genres amongst the higher and middle achieving responses. Not surprisingly, stories covered a wide variety of topics. The most successful were those that drew on students� own knowledge and experiences and made effective, yet economical, language choices such as varied sentence length and use of description (including metaphor and personification). Also, successful stories tended to be written with a goal in mind from the outset � that is, there was an effective establishment and development of ideas, a resolution and a conclusion. Students should be wary of some strategies that are likely to have a negative impact on achievement. An example is the story that ends with the narrator waking to find it was all a dream or one that is written in the first person with the narrator dying at the end. This can impact significantly on Central idea and Structuring & sequencing as many of these stories indicated a lack of planning and, consequently, a lack of direction. Other common problems were inconsistencies and inaccuracies in using tense and narrative perspective.

Speech

The purpose of speeches ranged from persuasive to informative to motivational. Having a clear understanding of the purpose and audience of the speech is crucial for success. This can be achieved by creating a context that establishes the speaker�s credentials and the audience�s potential interest. This means students need to ensure that their topic is suitable for this genre, that is, it needs to be a topic that is not contrived and that would interest the audience. For example, an informative speech to a convention of company executives may not be appropriate.

Media article

This genre includes texts such as feature articles, editorials and journal articles. Predominantly expositional in nature, media articles require students to have a reasonable knowledge of their topic. Therefore, students should carefully consider their own background knowledge and expertise when selecting this approach to responding to their chosen stimulus piece/s. They should also consider the conventions of the genre. For example, feature articles have shorter paragraphs than do essays.

Journal

Journal writing included texts such as a diary entry and were usually reflective in style. This genre is often difficult for students, because writing �as themselves� may limit opportunities for selecting and demonstrating a wide or discriminating vocabulary. Also, they tend to lose focus as they are writing, which can affect Central idea and Structuring & sequencing. If they do choose to write a diary, the entries should not be short as the effect of this can be a rather disjointed response. Paragraphs are still essential.

Biography

Biographical writing includes specific texts such as memoirs, personal reflections and obituaries. The most successful responses focused on a specific event or recollection rather than on a broad range of information or topics.

Drama script

There was only a small percentage of drama scripts this year. Students who write in this form need a knowledge of the specific conventions of the genre, and need to be able to use them to effect. The lower achieving responses commonly fell short of length requirements; this affected achievement in the other criteria.


Critique

Many of the students who wrote in this genre chose to write reviews about books or films that have had an impact on their lives. Another trend noted was that of students offering a comment about the positive and/or negative effect of technological advances on humanity.

Letter

As with journal writing, letters can often provide challenges in Vocabulary and Structuring & sequencing. To be successful, students should ensure that the purpose and, consequently, the content of the letter is substantive enough to justify the choice of genre and also meet length requirements.

Report

A small percentage of students chose to write a report. Many of these were scientific in nature, perhaps suggesting that students were aware of the genres best suited to their knowledge and experience. While conventions of genre are not assessed specifically, reports should make use of features such as subheadings as well as sections including, for example, objectives, conclusions and recommendations to add to the authenticity of the writing and, consequently, the authority of the writer. It would not be a good idea to write up a scientific experiment with just a list of materials and procedures. Rather, the writing should focus on discussion of the findings.


72

Criteria and standardsThe following table shows the percentage of students who achieved the various standards for each of the criteria.

For the responses sampled, the data from the standards awarded were analysed. The diagram below shows, for each criterion, the percentage of responses for which that criterion represented the highest achievement, that is, the criterion on which students did best.

For the total sample, Central idea was the criterion in which the greatest percentage of responses (22.8%) demonstrated highest achievement. Grammar, punctuation, spelling and Structuring & sequencing were the two criteria in which students were least successful.

higher achieving middle achieving lower achieving

Criterion 1 2 3 4 5 6

CI 0.4 12.3 58.3 26.9 2.0 0.2

V 0.4 10.7 70.6 17.1 1.1 0.1

R 0.3 9.5 57.4 30.2 2.5 0.1

GPS 0.2 9.0 60.1 27.6 2.9 0.2

SS 0.3 10.4 56.9 29.9 2.1 0.2

22.1%22.1%

14.9%

21.5%22.8%22.8%

18.7%18.7%

0%

5%

10%

15%

20%

25%

30%

35%

CI V R SSGPS


Achievement in specific criteria

Central idea

When assessing this criterion, a marker is essentially asking what the response is about. That is, what is the key idea behind the piece of writing, and then, how well has the student deliberately and clearly developed this idea to reach an intended conclusion? The most successful responses will demonstrate direction � whether explicit or implicit � and resolution. Responses suffer in this criterion when the central idea is unevenly developed or when there are several, perhaps vague, ideas present. A lack of resolution often results from lack of direction and consequently has a negative impact on this criterion. An example of a well-developed central idea can be found in the 2004 Retrospective. The response �Market Madness� responded to the concept of What matters and progressed from the introductory statement that it is important to look beyond the tourist façade when visiting other countries to a statement in the conclusion that this leads to varied and fascinating experiences.

Vocabulary

Many people believe that �the bigger the word, the better�. However, this is not necessarily the case. It is never a good idea to sacrifice meaning for style. Success in Vocabulary is determined by word choices: words that have been deliberately selected for effect and exactly fit their location within the text. While students should aim to demonstrate a command and range of vocabulary, their control of language is also crucial. Incorrect and/or inappropriate word choice, lack of variety and language that gets in the way of meaning will all influence a student�s success in this criterion. Trying too hard to use complex vocabulary can also detract from a response. The biggest word is not always the best word. Students could look at �Infinity Mr Grey� from the 2009 Retrospective for an example of simple vocabulary being used for effect.

Making use of language devices such as metaphor and personification, as well as using �technical� language suited to the context, proved to be very effective for many students. Less effective was the often jarring use of exaggeration and hyperbole, tautology and sweeping generalisations. Maintaining an awareness of the purpose and audience of the writing is essential for success in this criterion. Response 3 in the 2011 Retrospective is a good example of this from a student who has been able to resist the temptation to overwrite even though the subject is emotional. In fact, the reflective tone and direct language gives the piece a power that could have been lost with more �impressive� words. This is not to say the words are simple � more that they suit the purpose.

Responsiveness

The piece of writing that a student produces for the Writing Task must clearly be a response to the testpaper on the day, showing a connection to both the concept and the stimulus piece/s. Therefore, Responsiveness is weighted most heavily of all the criteria. Achievement will suffer where the connection is weak, or where the student responds to either the concept or stimulus, but not to both. The highest achieving scripts in this criterion will exhibit a strong and sustained connection to both. It is important to be aware that simply repeating the concept, Getting there, several times is not demonstrating responsiveness. Evidence also suggests that responding to too many stimulus pieces reduces a student�s likelihood of achieving well in this criterion. This is because these responses tend to make only passing or glancing reference to the concept or stimulus.

Students may benefit from a different approach in their planning. Rather than looking at the paper and asking, �What can I write about?�, it may be better to ask, �What do I know a lot about that I can relate to something on this testpaper?� An example of this is in the 2009 Retrospective in which �Austen wants out� is a response that is clearly based on a close reading of Pride and Prejudice. The student has used a strong knowledge of the novel to develop a very responsive analysis that examines the way Elizabeth Bennett represents a character who is �out of her time�. Another example from the 2011 Retrospective is �All that glistens isn�t good, either�. The student has looked at gold both as a substance and as an idea, declaring that �what is pretty may not be strong or dependable�. Both the concept and the stimulus piece are used to develop a clear central idea that has levels of complexity and interest.


74

Grammar, punctuation, spelling

Within this criterion, grammar is deemed more important than punctuation which, in turn, is more important than spelling. This is because each one of these can affect meaning more than the next if not done well. To achieve a high standard, students must consistently demonstrate precise and effective use, with few errors. This includes exploiting the conventions of writing for specific purposes and effects. Student performance on this criterion will be affected by the degree to which errors detract from meaning.

For the entire sample, regardless of achievement level, this is the criterion in which students performed most poorly. Some of the most frequent problems evident in responses were:� inconsistencies with tense� antecedent agreement (particularly with singular, plural and indefinite pronouns)� omission or incorrect use of punctuation, e.g. failing to end questions with question marks� the absence of apostrophes to identify possession.

Some problems are more identifiable by achievement level. Rhetorical questions tended to be used to great effect in higher achieving responses, whereas they were overused in middle and lower achieving responses. The use of varied sentence length and punctuation to create a particular effect (such as rising tension) was more common in higher achieving responses. Middle and lower achieving responses often included overly long sentences packed with too much (often irrelevant) detail and description.

While it is to be expected that higher achieving students will attempt and mostly be successful at more complex language use, there is no suggestion that markers keep a tally of successes or failures. A response that misuses semicolons, colons and em dashes is not necessarily more impressive than one in which every sentence is correct, even though only full stops are used. Markers are looking for correct use of the conventions, not one particular kind of language use or punctuation. For example, advice such as the suggestion that one must use a number of semicolons to be awarded a high grade would be seriously misleading.

Structuring & sequencing

This criterion requires markers to consider the architecture of the piece, that is, the way in which the ideas in the response are arranged. To be successful, the writing must demonstrate controlled structuring and deliberate sequencing of ideas. The writing needs to be fluent, logical and flexible. Achievement is hampered where there are weaknesses evident, such as gaps in logic, poor paragraphing and/or randomness in the arrangement of ideas.

Some of the problems with Structuring & sequencing arise when students do not clearly establish the context of their writing and, consequently, the development of ideas is less sequential. Also, poor proofreading and editing can have a negative impact on writing, particularly when students include information that is superfluous to the purpose, therefore weakening the response. In short stories, this often results from including too much unnecessary description. An example of a very well structured response can be found in the Retrospective for 2008 when the concept was Circle. The student script, �Moons in Orbit�, has a circular structure that describes an event in a continuing relationship. The event clearly represents the nature of the relationship but does not attempt to describe the whole. Of course, one thing that students can do to contribute to a well-structured response is to formulate a clear planning strategy that is best suited to their individual writing abilities.

Students should consider their choice of genre when thinking about the structure and sequence of their writing. Although poetry is the only genre that is specifically forbidden, they should think about whether their genre choice will allow them to develop an idea in a clear sequence. For example, writing a 600 word grocery list is not banned but it would be a very bad idea. Students need to consider and discuss what will allow them to develop and demonstrate their best writing.

Length

The Writing Task subtest requires students to produce a piece of continuous prose, approximately 600 words in length. Penalties are applied for too short, far too short, too long, and far too long responses. While each criterion is considered and assessed independently, Length has the potential to have the greatest impact on achievement in other criteria. In terms of overall performance, scripts that are far too short are the most likely to be among the lower achieving responses.


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76

Selected student responsesThe responses to the 2012 Writing Task that follow were selected from those that met the standards for successful writing as defined by the criteria and standards for judging student responses. These responses appear in their original handwritten form. They may contain errors in expression and factual inaccuracies but, for the sake of authenticity, they have been published as they were written.

With respect to handwriting on the QCS Test, students should be aware that legible handwriting is important. Markers will make a committed attempt to read poor handwriting but they cannot ignore errors due to missing or indecipherable letters. In schools, teachers may become familiar with a student�s handwriting and may guess at their meaning or their spelling. Markers cannot do this. They must assess what they see. Time management may be a consideration in producing legible handwriting.

The selection of these examples does not indicate a preference for any particular form of writing, nor are the sentiments expressed in these responses necessarily endorsed by the QSA. Before publication, the QSA attempted to establish, but cannot guarantee, the originality of the writing in the responses.

Response 1

Getting there: In Praise of Science as a Way to the Future is a media article that aims to convince the reader that science is the pathway to �new and greater pinnacles of human achievement�. In a thoughtful and well-informed discussion the writer points out how successive generations of humans have continued to explore the world and the universe. The response acknowledges the recent death of Neil Armstrong and refers to events in history to explain that the journey is not yet over but that science will �get us there in the end�. The writing is fluent and well-structured and the piece responds clearly and directly to the overall concept of the testpaper as well as to stimulus pieces 10 and 11.

Response 2

Wheels of a Nation provides a tongue-in-cheek response to stimulus piece 6 and to the overall concept. It also pays passing reference to stimulus piece 1. The writer embarks on an investigation and a discussion of what it is that makes Australia such a �car loving country� by first evoking the family slideshows that recorded road trips of the past. We are then taken on the writer�s own road trip and arrival at the first of the chosen destinations which is used to convince us that the attraction lies in the appeal of the road trip to the Australian curiosity to discover what lies ahead. Vocabulary is carefully chosen and, despite some flaws in the expression, images and ideas draw the reader in successfully.

Response 3

In Carpe Diem, the realisation of what is really important in life emerges. It begins with a first-person account of the narrator�s early ambitions to become successful. Everything changes when the narrator�s sister, Rose, succumbs to illness. The focus changes to Rose as her health deteriorates and she finally dies. The narrator comes to understand that finding peace of mind is what really counts in life. This moving account of self-realisation has a sensitive tone, achieved by means of an effective sequencing of ideas and images and the use of simple language. It is very responsive, connecting clearly to the overall concept and to stimulus pieces 3 and 12.

Response 4

Making the way home is a thoughtful commentary on some of the challenges involved in travelling and the joy of arriving at one�s destination. The narrator claims to be one whose childhood has been spent living in and journeying between many countries and reflects on some of the effects of this lifestyle. Then we hear details of the difficulties experienced when travelling as an �unaccompanied minor� and the pleasure of finally arriving to the welcome of family and friends. The piece reflects a strong sense of purpose and the writer has used a deliberate and effective sequence of images and ideas. The command of language is secure and the vocabulary is selected with discrimination to produce a response that makes a strong connection with the overall concept and with stimulus piece 4.


Response 5

Baggage is an imaginative response that focuses on the three people mentioned in stimulus piece 4, exploring their backgrounds, their thoughts and their observations of one another as they arrive at their destinations. After a moment of connection, each of the travellers goes in a different direction, none entirely happy about the new journey that inevitably lies ahead. The narrative is deceptively straightforward. The three points of view are used to move the story on. The selection of vocabulary creates vivid impressions of the three characters and the language is mostly simple but at times, very skillful. The use of the home countries� names as headings for separate sections at first surprises but does not prevent the development of clear links between the people. References to the bag or suitcase that each one carries subtly suggest the emotional baggage that each one also carries. The Japanese businessman�s final question, quoted from stimulus piece 11, applies to them all and supports the connection of the ideas to the overall concept. This piece moves beyond what is presented on the testpaper and, in fact, the response needs the testpaper in order to fully reveal its complexity and strength.


78

Response 1


80

Response 2


82

84

Response 3


86

Response 4


88

90

Response 5


92

94

Relative worth of each subtestRelative worth of parts of the QCS Test

Worth SR paper

Paper Worth Comment

1 WT 68 Two grades on each of the five substantive criteria plus two judgments on length

2 MC I 50 50 items of equal worth

3 SR 66.5 17 items with up to five grades each

4 MC II 50 50 items of equal worth

Total 234.5

UnitItem

number

Grade awarded and CodeWorth

A B C D E N O

One 1 6 4 2 3

Two2 6 5 3 1 3

3 12 10 7 4 2 6

Three4 5 3 2 2.5

5 9 7 5 3 1 4.5

Four6 7 5 3 1 3.5

7 5 3 1 2.5

Five8 4 3 2 2

9 10 8 6 2 5

Six10 9 7 5 2 4.5

11 12 10 7 4 2 6

Seven

12 8 6 3 2 4

13 6 4 2 1 3

14 9 7 4 2 1 4.5

Eight

15 6 4 2 3

16 9 7 4 2 4.5

17 10 8 5 3 1 5

A2

A2----

66.5=


Deemed CCEs and QCS Test itemsTables showing CCEs tested within the MC and SR subtests 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 students in terms of the common elements of the Queensland senior curriculum: analysing and synthesising, evaluating, comparing, interrelating ideas, graphing, estimating, compiling statistics, and so on. There is not, however, a simplistic match of CCEs and individual items in the QCS Test, meaning there is not exactly one item for each CCE or exactly one CCE for each item. By their nature, some CCEs are obviously widely present � interpreting words and symbols, analysing, interpreting the meaning of diagrams, justifying; 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 constructors view each item in the context of the particular QCS Test in which it occurs.

Balance of the QCS Test in terms of CCEsThe 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 tallying 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 or 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).


96

AppendixesAppendix 1: The 49 Common Curriculum Elements

Descriptors and NotesNote: The numbering system given for the testable Common Curriculum Elements is that used within the

Testing Unit. Readers should not be perturbed to find that, while the list is in numerical order, there are numbers missing. All 49 elements appear in the list.

1 Recognising letters, words and other symbols

2 Finding material in an indexed collection:

Note: Examples of an indexed collection are � 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.�


5 Interpreting the meaning of pictures/illustrations


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

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: Students will be required to construct graphs as well as to interpret them (see CCE 6).

16 Calculating with or without calculators

17 Estimating numerical magnitude:

Employing a rational process (such as applying an algorithm, or 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 that may be either presented to, or created by, the student

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


98

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 (that is already known by students or that is given to students) 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.

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 a drawing or painting in simple form, 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.


100 | Retrospective 2012 QCS Test

Appendix 2: CCEs1 Recognising letters, words and other symbols

2 Finding material in an indexed collection

3 Recalling/remembering







11 Summarising/condensing written text

12 Compiling lists/statistics

13 Recording/noting data

14 Compiling results in a tabular form

15 Graphing


17 Estimating numerical magnitude

18 Approximating a numerical value




22 Structuring/organising a mathematical argument

26 Explaining to others

27 Expounding a viewpoint

28 Empathising

29 Comparing, contrasting

30 Classifying


32 Reaching a conclusion which is necessarily true provided a given set of assumptions is true

33 Reaching a conclusion which is consistent with a given set of assumptions

34 Inserting an intermediate between members of a series

35 Extrapolating


37 Applying a progression of steps to achieve the required answer

38 Generalising from information

41 Hypothesising

42 Criticising

43 Analysing

44 Synthesising

45 Judging/evaluating


48 Justifying

49 Perceiving patterns

50 Visualising


52 Searching and locating items/information

53 Observing systematically

55 Gesturing

57 Manipulating/operating/using equipment

60 Sketching/drawing


Appendix 3: CCEs grouped by baskets Comprehend and collect

1 Recognising letters, words and other symbols

2 Finding material in an indexed collection

3 Recalling/remembering





12 Compiling lists/statistics

13 Recording/noting data

28 Empathising


52 Searching and locating items/information

53 Observing systematically

55 Gesturing

57 Manipulating/operating/using equipment

Structure and sequence


22 Structuring/organising a mathematical argument

29 Comparing, contrasting

30 Classifying



38 Generalising from information

49 Perceiving patterns

50 Visualising

Analyse, assess and conclude

32 Reaching a conclusion which is necessarily true provided a given set of assumptions is true

33 Reaching a conclusion which is consistent with a given set of assumptions

34 Inserting an intermediate between members of a series

35 Extrapolating

41 Hypothesising

42 Criticising

43 Analysing

44 Synthesising

45 Judging/evaluating

48 Justifying

Create and present



11 Summarising/condensing written text

14 Compiling results in a tabular form

15 Graphing


26 Explaining to others

27 Expounding a viewpoint


60 Sketching/drawing

Apply techniques and procedures


17 Estimating numerical magnitude

18 Approximating a numerical value


37 Applying a progression of steps to achieve the required answer

102

Appendix 4: Glossary of terms used in relation to the QCS Testacceptable minimum standards: the description of a marking process whereby markers are required to use their assessment skills to interpret a student 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 and O (see grade)

assumed knowledge: the benchmark of students� required learning in terms of QCS testing; taken to be the possession of both an elementary level of general knowledge and a knowledge of vocabulary and mathematical operations at a level of sophistication 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 a manner 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� before that marker is free to �gauge standards�, i.e. to mark

check marking: a process involving scrutiny by marking supervisors (WT), immersers (SR) and unit managers (SR) of grades awarded by markers

closed response item: a short response item which involves the student in the production of an answer and requires the marker 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 Queensland senior curriculum, testable in the current format of the QCS Test, and within the learning opportunities of a high proportion of students

creditable response: a response (to a short response item) that is awarded one of the available grades, A to E, and thus attracts credit

criterion (also called basket): macroskill. The QCS Test measures achievement in five criteria, each of which is symbolised by a letter of the Greek alphabet:

The 49 common curriculum elements can be distributed among these five criteria, each criterion representing a set of related CCEs.

cue: an instruction attached to a short response item, situated next to the space provided for the student response. The cue gives students 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 of that syllabus

denotation: descriptor and/or notes related to a CCE, which represent the meaning of that CCE for the purpose of the QCS Test. Denotations are circulated to the appropriate audiences.

descriptor: see standard descriptor

desirable feature: item-specific characteristic of a student�s short response that demonstrates achievement and therefore contributes to the determination of attainment in a particular performance domain

comprehend and collect

structure and sequence

analyse, assess and conclude

create and present

apply techniques and procedures.


dimension: one of nine defined characteristics of a test item. Each item can be classified in terms of each of these nine dimensions. 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 not apparently random

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 student must provide in order to complete the test, namely:� pens (black ink)� pencil (for drawing and sketching, 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 the award of an A-grade

flyer: a written mechanism by which unit managers and immersers can communicate to markers any decisions regarding the treatment 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 stimulus material via a superscript. It may take various forms such as a commentary on word usage or sourcing of an extract.

gloss: definition of a term that students are not expected to know. When substantive vocabulary of a high level of sophistication, whose meaning cannot be determined from the context is used, a meaning or explanation is provided at the end of the relevant passage. Reference to the passage is made via a superscript.

grade (response grade): a measure of performance on a short response item on the basis of a student�s response. Grades are consecutive letters, with A denoting the grade pertaining to the highest performance level. The number of grades may vary from 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 (SR): a person who trains markers to apply the prescribed marking schemes and standards for each item; conducts check marking and refocusing sessions as determined by quality control; supports markers with advice on marking; and maintains the standards of the marking

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 student responses

immersion notes: unit-specific script prepared by immersers for use in training markers

immersion session: a set period of time when immersers train markers in the marking scheme and provide them with guided assistance 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 more difficult 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 items to follow

item: comprises the stem, cue and response area


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item-specific: pertaining to a particular item. Usually, item-specific documents contain information that can only pertain to one of 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 writing of items.

key term: one of a list of verbs used in the stems of short response items as commands or task setters, and for which clear definitions are appropriately circulated to students and markers for the purposes of the QCS Test. The key terms include the following:

line numbers: numbers situated in the left-hand margin of some passages of stimulus material to help students locate details mentioned in associated items

marker training: a process which occurs during the days immediately preceding the marking proper, and consists of a pretraining/administration session and an immersion session in an allocated marking unit, together with preliminary marking and feedback sessions

marking history: a collection of marking schemes for all items in the unit in which a marker is trained to mark, together with the marker 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 the application 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 a given year

marking scheme: the item-specific criteria and standards schema from which markers can determine grades; the marking scheme may not include all of the instructions to the markers. Most marking schemes are presented as a table in which the cells of each column give the descriptors of standards for the grade shown in that column�s heading.

marking supervisor (WT): a person who trains markers to apply the prescribed criteria and standards; conducts check marking and refocusing sessions as determined by quality control; supports markers with advice on marking; and maintains the standards of marking.

marking unit: a collection of items that is to be marked using a single marksheet. An individual marking unit may include items from 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.

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 A3 sheet containing abbreviated versions of the items in the testbook. Students may retain this at the conclusion of the test.

account for draw (cf. sketch) illustrate/exemplify show (calculations)

approximate estimate indicate sketch (cf. draw)

argue evaluate justify state

comment on explain list substitute in

compare expound outline (in words) suggest

contrast express present summarise

derive extrapolate prove transcribe

describe find rank verify

determine generalise refer

discuss identify quote


model response: an example of a response that demonstrates the highest level of performance and would invariably be awarded the highest grade

monitoring (marker monitoring): comparison of markers (many pairings) to identify responses to be re-marked, markers who require refocusing, 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 satisfy the 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; and 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 student fails to provide a response, i.e. the student 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 that involves the student in generative thinking and requires the marker to assess the quality of the response. No exhaustive list of desirable features can be identified a priori to describe a given response type.

optional equipment: �tools of the trade� (other than essential equipment) normally used in a course of study, which students may choose to provide for the test, e.g.� set square� correction fluid� sharpener.

pathological response: one of the 2% or less of different or unpredictable responses not covered directly by the descriptors in the marking scheme, and discovered after marking commences

performance domain/s: common curriculum element/s tested by a particular item. For items that are associated with more than one CCE, the influence of each CCE is clearly evident in the marking scheme.

practice effect: an increase in marking speed as the marker gains experience in reading student responses and grading them with the marking scheme

practice set: booklet of authentic student 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 after immersion and before 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 students,

n = number of items on the testpaper, and pi = number of performance domains for the i th item.

refocusing: a one-on-one counselling session between an immerser and a marker who is experiencing problems with his/her marking, as identified by quality-control procedures

referee marking: an independent third marking of a student response, which occurs when two independent markers disagree to an extent that is regarded as significant for that item

registered marker: a marker who has successfully completed a recruitment session

reliability: the degree to which measurements are consistent, dependable or repeatable; i.e. the degree to which they are free of errors

reliability of grades: the degree to which there is marker agreement as to the grade awarded (although some grades are truly borderline)

response: the student�s work on an item as communicated to the marker. In writing, drawing, calculating and so on in the case of a short response item. By blackening a circle corresponding to the selected response option in the case of a multiple choice item.

n

�=i 1

2N pi


106

response alternative: one of four options from which students choose the best response for a multiple choice item. Students record their responses on a mark-sensitive sheet which is computer scanned for scoring.

response area: the space provided in the short response testbook where students give their response. It may be a ruled area or grid or a designated space in which to write, draw, complete a diagram, fill in a table, or other task.

richness: a property of a test item whereby the item can provide more than the usual single piece of information about student achievement. 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 application of marking schemes

sample response: authentic student 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 by applying the marking scheme

standard: a reference point for describing the quality of student responses in performance domains (see marking scheme)

standard descriptor: a statement or list of statements that succinctly conveys the standard or features required in a response to be 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 that 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 with the aim of promoting students� responses

testbook (testpaper): the booklet provided to a student for the SR subtest; the cover carries directions to students; the booklet contains items arranged within units. The booklet also contains spare pages (in case the student needs extra response space, or decides to rewrite a response after cancelling 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 a test consisting of stimulus material and associated items, and often an introduction

unit manager (SR): a person who trains the immersers of a particular unit so that they can train the markers with due regard to the construct of the test. Unit managers direct, assist and monitor the performance of immersers; provide clarification of marking schemes when required; and assist with check marking, referee marking and other quality-control procedures.

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 marking schemes, and with common response types gleaned from a sample of student responses


Queensland Studies Authority154 Melbourne Street, South Brisbane PO Box 307 Spring Hill QLD 4004 AustraliaT +61 7 3864 0299F +61 7 3221 2553

www.qsa.qld.edu.au

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