MULTIPLE CHOICE II PAPER 4 SHORT RESPONSE · MULTIPLE CHOICE II PAPER 1 WRITING TASK Queensland...
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Partnership and innovation PAPER 2 MULTIPLE CHOICE I PAPER 3 SHORT RESPONSE PAPER 4 MULTIPLE CHOICE II PAPER 1 WRITING TASK Queensland Core Skills Test Retrospective
Transcript of MULTIPLE CHOICE II PAPER 4 SHORT RESPONSE · MULTIPLE CHOICE II PAPER 1 WRITING TASK Queensland...
Partnership and innovation
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Queensland Core Skills Test
Retrospective
Information regarding this publication may be obtained from the Testing and Analysis SectionPhone: (07) 3864 0344
This material is copyright. It may be copied freely for the use of schools in Queensland.It may not be reproduced for sale without express permission.
© The State of Queensland (Queensland Studies Authority) 2005
The 2005 Queensland Core Skills Test Retrospective
ISSN 1321–3938
Queensland Studies Authority295 Ann Street, Brisbane QldPO Box 307, Spring Hill Qld 4004
Phone: (07) 3864 0299Fax: (07) 3221 2553Email: [email protected]: www.qsa.qld.edu.au
Foreword
The 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 threads or common curriculum elements that are within the curriculum experience of at least 95 per cent of 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—Writing Task, Short Response and two Multiple Choice papers. 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 testsetters, 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.
Kim BannikoffDirector
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Contents
Multiple Choice (MC) I & II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Short Response (SR) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Writing Task (WT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
Relative worth of each subtest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
Appendixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Appendix 1: The 49 Common Curriculum Elements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Appendix 2: Glossary of terms used in relation to the QCS Test . . . . . . . . . . . . . . . . . . . . .83
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Multiple Choice (MC) I & II
Commentary
The table on pages 4–6 gives the name of each multiple choice unit in order on the MC subtest, the keyed response for each item, and the common curriculum elements tested in each unit. The table on page 7 gives average facilities for each unit, and the average facility for the MC subtest as a whole.
The MC testpapers
In 2005 the MC subtest consisted of 100 items divided evenly across two testpapers, the first with 11 units, the second with 12 units. A wide variety of common curriculum elements was assessed, including a handful more common on the SR subtest but here tested at ‘second order’ (e.g. graphing, gesturing). Equally diverse were the areas covered by the units, which included English language and literature (units 2, 5, 6, 15 and 18), history (units 10 and 20), the physical sciences (physics–unit 21, biology–unit 4, geography–unit 3, psychology–units 8 and 12, chemistry–unit 13), applied sciences (economics–unit 17, forensics–unit 19), popular culture (units 8, 10 and 22), pure mathematics (units 7 and 16), as well as applied mathematics (units 9, 11 and 23). These areas were broached through a variety of formats, including novels, poems, extracts from newspapers, magazines and non-fiction books, diagrams, illustrations, cartoons, graphs, tables and maps.
These areas and formats were used in assessing a range of verbal, quantitative and spatial understandings. Sometimes more than one of these categories was tested in the same unit. Amongst the units that tested mainly verbal understandings were 2 (Paradise), 5 (Writing Style), 6 (Tradition), 10 (Primitive Cinema), 15 (Brisbane), 18 (Tereza), 20 (Napoleon) and 22 (Cool). In addition, units 1 (Justice System) and 12 (Faces/Feelings) tested verbally contextualised spatial understandings. Units that tested mainly quantitative understandings included 3 (Surface Area), 7 (Hypocycloid), 11 (Change Ringing), 13 (Equilibria), 16 (Narcissistic Numbers), 17 (Interest Rates) and 21 (Quarks). Some units tested spatial understandings within a predominantly quantitative environment: 14 (Old Age), 19 (Fingerprints) and 23 (Desk). Units that tested verbal, quantitative and spatial understandings included 4 (Caecilians), 8 (Shopaholics/Stress) and 9 (Train Set).
Justice System (Unit 1) was the only cartoon on the testpapers, and students found it only moderately challenging. Paradise (Unit 2) was the harder of the two extracts from novels on the testpapers, with an average facility of 53.6 per cent. Many of the items in this unit involved implied meanings and linguistic subtleties, which students traditionally find quite challenging. Surface Area (Unit 3) required students to search and locate quantitative data in a large table and to perform relatively straightforward arithmetic calculations on the selected data. Most students handled this task with relative ease, though they found Item 12, which required a deal of visualisation, rather more challenging. Caecilians (Unit 4) proved to be an ‘average’ unit, having an average facility (56.1 per cent) exactly the same as that for the MC subtest as a whole. Caecilians offered a biology-based theme, and required students to extract meanings from rather difficult verbal texts and to re-present aspects of those meanings in a more quantitative, spatial form.
Writing Style (Unit 5) proved to be one of the more difficult verbal units, partly because of its rather high linguistic and conceptual level, and partly because the items focused more on implied meanings. Hypocycloid (Unit 6) was by far the hardest unit on the testpapers, its two items yielding an average facility of only 36 per cent. This result was expected. The material required students to undertake
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abstract visualisation, and to manipulate formulae, in solving problems involving circles of differing radii moving relative to each other. Item 23 was the second most difficult item on the testpapers (F=0.25). Shopaholic/Stress (Unit 8) looked at issues related to stress in verbal (Items 25–27) and quantitative (Items 28–30) formats. The ‘Shopaholic’ half of the unit required students to infer meaning from a number of verbal statements presented as a self-help quiz. The ‘Stress’ half made use of simple graphs of human stress response. Students handled both parts of this unit with ease (mean facility of 66.6 per cent). Train Set (Unit 9) presented students with material with which they would have been relatively unfamiliar: pieces of a toy train set with a variety of switches that could alter the path of a train along the tracks. Students needed to understand both the meanings of the symbols involved, and the verbally expressed ‘rules’ governing the operation of switches; they then had to apply those understandings to a variety of spatially contextualised situations. As expected, this presented a challenge, though facilities on the items ranged very broadly, with an average of 50 per cent. Item 32 indeed proved to be the most difficult item on the testpapers, with only 23 per cent of students getting it right (it may be noted that this item, however difficult, discriminated very highly). Proving only slightly more difficult than Train Set was the next unit, Primitive Cinema. Though most of the items in this unit involved fairly straight reading from the text (as opposed to subtextual inference and linguistic nuance), the text itself was long and conceptually dense. The final unit on the MC I testpaper, Change Ringing, involved rather esoteric stimulus material, namely the ringing of church carillon bells in predetermined sequences. This unit thus required students to recognise sequence patterns embedded in a series of numbers, and also to understand verbally contextualised sequencing rules; in this latter respect the unit was not unlike Train Set. Change Ringing proved to be a moderate challenge for students, with an average facility of 53.9 per cent.
The MC II testpaper began with a series of three, 2-item units that assessed mainly spatial understandings. Faces/Feelings (Unit 12) required students to recognise graphic conventions in relation to emotions and states of mind; though Item 51 was handled with ease, Item 52 offered a considerable challenge, giving students the bare minimum of graphic clues with which to work. The next unit, Equilibria, though grounded in the chemistry of liquids, was an exercise in applied mathematics, involving understanding how the three-sided graph worked and proceeding to measure ratios and percentages. Students handled this unit with ease. Old Age (Unit 14) required students to interpret symbols on a map and use that understanding to calculate population values and percentages. This too was quite an easy unit. Somewhat harder, though still only moderately challenging, was the poem Brisbane (Unit 15). The items in this unit assessed students’ understandings of metaphor, inference, tonality, empathy, rhyme and rhythm. Students traditionally find such activities very challenging, but this year’s cohort managed the material quite comfortably, with an average facility of 59.5 per cent. Narcissistic Numbers (Unit 16) proved to be the easiest unit by far on the MC subtest, with an average facility of nearly 80 per cent on its three items. This result was unexpected, compared with data from trialling. Narcissistic Numbers was essentially an exercise in arithmetic manipulation, though one had to gauge meaning from a set of verbally contextualised definitions.
Interest Rates (Unit 17) presented a fairly standard bar graph drawn from the field of economics/commerce. Most of the items involved fairly straightforward reading from the graph, though Item 69, which required students to select another ‘zero line’ for the graph and to understand the ramifications of such a move, proved very difficult (F=0.32). Item 70 offered a brief excursion into basic algebra, a branch of mathematics that unfortunately is becoming increasingly difficult to assess on the QCS Test. Tereza (Unit 18) was the second of the two extracts from novels, and focused on a young woman’s self-image in relation to her mother. This was the easiest verbal unit on the MC subtest, with all items being handled comfortably. Fingerprints (Unit 19), by contrast, proved to be very difficult, with an average facility of 45.7 per cent. The stimulus material—a set of inked fingerprints and accompanying
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classification of print types—would have been unfamiliar to the vast majority of students. Most of the items involved recognising types of prints within the inked set. One item, 77, proved very challenging (F=0.29), and required students to visualise mirror images of print patterns. The next unit, Napoleon, was the most difficult verbal unit on the MC subtest, with an average facility of 42 per cent. The text, though fairly short, was linguistically and conceptually rich, with a great deal of fine nuance, and the items required students to engage fully with the text. Item 81 proved to be the most difficult verbal item on the MC subtest (F=0.25).
Quarks (Unit 21) was drawn from the world of nuclear physics, and presented students with a graph-like chart of sub-atomic particles identified by various symbols. This was accompanied by a verbally contextualised explanation of the salient features and properties of these particles. The items required students to interrelate these ‘V’ and ‘Q’ materials, an activity they found reasonably challenging. The strongly algebraic Item 91 proved to be one of the hardest Q items on the MC subtest (F=28.0). Unit 22, Cool, was a verbal foray into popular culture. The relative ease with which students handled this unit suggests that they did indeed engage with the material. Most of the items required straight comprehension of a fairly straightforward text, though in Item 96 even some high achieving students appeared to have mistaken the word ‘laudably’ in the text for ‘laughable’, a misreading that altered their understanding of the meaning of that part of the text. The final unit on the MC II testpaper, Desk, presented students with a sketch illustration of a computer workstation, and required them to visualise various activities related to the construction of that workstation, and also to do some counting and calculating. Most students handled this unit fairly well, with an average facility of 58 per cent.
Common Curriculum Elements and the MC format
Of the 49 CCEs, the following cannot be tested directly in MC format:
• Summarising/condensing written text• Compiling lists/statistics• Recording/noting data• Compiling results in a tabular form• Graphing• Setting out/presenting/arranging/displaying• Structuring/organising extended written text• Structuring/organising a mathematical argument• Explaining to others• Expounding a viewpoint• Creating/composing/devising• Observing systematically• Gesturing• Manipulating/operating/using equipment• Sketching/drawing.
These CCEs can be validly tested in Short Response (SR) format.
Some of these CCEs can be tested at ‘second order’ level in MC format.
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Keyed responses and common curriculum elements tested within MC I & II
Unit Item Key Common Curriculum Elements
1 Justice System 1 C Interpreting the meaning of pictures/illustrationsInterrelating ideas/themes/issues2 B
2 Paradise 3 A
Using vocabulary appropriate to a contextReaching a conclusion which is consistent with a given set of assumptionsEmpathisingAnalysingJudging
4 B
5 B
6 C
7 D
8 B
9 C
3 Surface Area 10 B
Calculating with or without calculatorsComparing, contrastingTranslating from one form to anotherGraphing
11 D
12 A
13 A
4 Caecilians 14 D
Translating from one form to anotherInterrelating ideas/themes/issues
15 B
16 C
17 D
5 Writing Style 18 AReaching a conclusion which is consistent with a given set of assumptionsInterrelating ideas/themes/issuesAnalysing
19 B
20 C
21 D
6 Tradition 22 B Analysing
7 Hypocycloid 23 D Reaching a conclusion which is necessarily true provided a given set of assumptions is true Visualising24 A
8 Shopaholic/Stress 25 A
Interpreting the meaning of words or other symbolsInterrelating ideas/themes/issuesGeneralising from informationComparing, contrastingGraphing
26 A
27 D
28 C
29 C
30 B
9 Train Set 31 D
Recognising letters, words and other symbolsInterpreting the meaning of words or other symbolsPerceiving patternsReaching a conclusion which is necessarily true provided a given set of assumptions is trueApplying a progression of steps to achieve the required answer
32 D
33 A
34 D
35 A
36 B
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10 Primitive Cinema 37 A
Interpreting the meaning of words or other symbolsReaching a conclusion which is consistent with a given set of assumptionsJudgingExtrapolating
38 B
39 C
40 B
41 C
42 D
43 C
11 Change Ringing 44 A
Perceiving patternsApplying a progression of steps to achieve the required answerCalculating with or without calculatorsInterpreting the meaning of words or other symbolsGraphingReaching a conclusion which is necessarily true provided a given set of assumptions is true
45 D
46 C
47 A
48 B
49 B
50 C
12 Faces/Feelings 51 CGesturing
52 D
13 Equilibria 53 B Reaching a conclusion which is necessarily true provided a given set of assumptions is true54 A
14 Old Age 55 BInterpreting the meaning of tables or diagrams or maps or graphs
56 C
15 Brisbane 57 A
EmpathisingReaching a conclusion which is consistent with a given set of assumptionsPerceiving patternsAnalysingSynthesising
58 A
59 B
60 D
61 C
62 A
16 Narcissistic Numbers 63 D
Calculating with or without calculators64 D
65 C
17 Interest Rates 66 CInterpreting the meaning of tables or diagrams or maps or graphsComparing, contrastingCalculating with or without calculatorsReaching a conclusion which is consistent with a given set of assumptionsSubstituting in formulae
67 B
68 B
69 C
70 A
18 Tereza 71 C AnalysingInterrelating ideas/themes/issuesReaching a conclusion which is consistent with a given set of assumptionsEmpathising
72 B
73 C
74 D
Unit Item Key Common Curriculum Elements
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Note: The order of the CCEs tested for each unit does not reflect the order of the items, nor does it imply a cognitive hierarchy.
19 Fingerprints 75 A
Perceiving patternsClassifyingIdentifying shapes in two and three dimensions
76 B
77 D
78 C
20 Napoleon 79 D
Reaching a conclusion which is consistent with a given set of assumptionsAnalysingSynthesisingInterpreting the meaning of words or other symbolsEmpathising
80 A
81 B
82 A
83 C
84 D
85 A
86 B
21 Quarks 87 D
Interrelating ideas/themes/issuesInterpreting the meaning of tables or diagrams or maps or graphsCalculating with or without calculatorsSubstituting in formulae
88 A
89 D
90 B
91 A
22 Cool 92 D
Interpreting the meaning of words or other symbolsGeneralising from informationAnalysing
93 C
94 D
95 C
96 B
23 Desk 97 DReaching a conclusion which is necessarily true provided a given set of assumptions is trueVisualisingCalculating with or without calculators
98 B
99 D
100 A
Unit Item Key Common Curriculum Elements
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Average facilities of units (in increasing order)
Note: For an item, the facility (F) is the proportion of students who gave the correct response. For a unit, the average facility (AF) is the average of the facilities of all items in that unit.
Unit Short name AF (%)
7 Hypocycloid 36.0
20 Napoleon 42.0
6 Tradition 44.4
19 Fingerprints 45.7
10 Primitive Cinema 49.0
9 Train Set 50.0
5 Writing Style 51.7
21 Quarks 53.3
2 Paradise 53.6
11 Change Ringing 53.9
4 Caecilians 56.1
12 Faces/Feelings 57.3
23 Desk 58.0
1 Justice System 59.2
15 Brisbane 59.5
22 Cool 59.9
17 Interest Rates 61.1
14 Old Age 65.7
3 Surface Area 66.6
8 Shopaholic/Stress 66.6
13 Equilibria 66.8
18 Tereza 72.2
16 Narcissistic Numbers 79.3
Average facility on subtest 56.1
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Short Response (SR)
Commentary
As usual, this year’s SR paper was varied in its content and in the way it covered a broad range of CCEs. Items were grouped into testpaper units, which were then grouped into five marking units.
As students worked through each unit, they interacted with stimulus material that was challenging and required them to operate at multiple levels of numeracy and literacy. Each item was framed in a way that made it accessible to most students.
The SR paper was comprised of units with stimulus material selected from fields as diverse as English, economics, art/film, history, mathematics, politics and robotics. This year’s paper was again rich in practical content. The diverse tasks included correcting common errors on signs, calculating GST, reading prose and poetry about fires and the Australian bush, placing oneself in the times of the Moreton Bay prison settlement, as well as considering how robots move. Hopefully these topics interested students and imparted knowledge at the same time as assessing student achievement.
Model responses and commentaries on students’ performance
What follows is an item-by-item discussion that includes model responses, graphs of the distributions of grades, commentaries on how students performed the tasks, and marking schemes. At times, student responses are included to exemplify observations. These responses provide examples of student work and cover a range of grades. Model responses are those that demonstrate the highest level of performance and would have been awarded the highest grade.
For some items, especially the more open-ended items, the responses were extremely varied. For these it is not possible to provide an example of each of the many ways in which students responded. The detailed and item-specific marking schemes indicate the scope of acceptability of responses. Even for the more closed items the marking schemes demonstrate that different ways of perceiving ‘the solution’ were acceptable.
Marking schemes
The marking schemes used during the marking operation and included in this commentary are not designed to be read in isolation. They are but one element of the marking prescription. During the marking operation markers undergo rigorous training (immersion) in one marking unit on how to apply the marking schemes to student responses. The training involves careful consideration of the training material presented by immersers.
For organisational purposes during the marking operation, testpaper units are combined into ‘marking units’. In 2005, marking unit 1 contained testpaper units one and eight, marking unit 2 contained units two and six, 3 contained testpaper unit three, marking unit 4 contained four and seven, and marking unit 5 contained testpaper unit five.
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Unit One
ITEM 1
Model response
Commentary
This closed two-star item required students to rewrite each of four short messages ‘so that the rules and conventions of punctuation are applied correctly and the meaning of the message is clear’ (Using correct spelling, punctuation, grammar). Many students found this item difficult. Although students clearly understood the stem and what it required, a significant number did not follow the cues which directed them to ‘make punctuation changes only’ and to ‘not insert, delete or replace words or letters’. Transcription errors such as reordering and
expanding messages were penalised. Some students who corrected their work with whiteout forgot to write in changes intended.
In the first sign, there was confusion between the contraction it’s (it is) and the possessive pronoun its. Many students recognised the incorrect use of the apostrophe in the second sign, CDs, DVDs, Videos. The Latest News sign allowed some flexibility in what was regarded as correct punctuation following the word found and two alternative responses were acceptable in the final sign: members’
It’s confirmed!
Bank decreases its
rates.
Latest
CDs, DVDs, Videos
for sale
LOST HIKERS
FOUND
SEARCHERS
CELEBRATING
LOST HIKERS
FOUND
SEARCHERS
CELEBRATING
,.
Members’ Library
A B C D N O
100%
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(plural possessive) or members (adjective). However, many students demonstrated that they were uncertain about the uses of apostrophes and were not consistent in applying the conventions.
There was some tolerance in grading responses, in that the insertion of punctuation at the end of signs, changes of case, and spelling errors were disregarded. On the other hand the deletion of the final s from any word was treated as a punctuation error. This was because some students seemed to employ a strategy of omitting the final s to avoid a decision about whether punctuation was needed. In quite a few responses punctuation marks were often very faint, or minuscule, perhaps reflecting student uncertainty.
10
Nb
22
00
11
3(*
fi
ilfi
li
*)I
\\
i\i2
00
\i\M
Ui0
1\M
Sh
\i6
00
\01
00
1f
UN
IT
ON
EIT
EM
1
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 1
1 o
f 3
N
Resp
on
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for a
ny
oth
er
gra
de.
O
No r
esp
on
se
has
been
mad
e
at
an
y t
ime.
9U
sin
g c
orre
ct
… p
un
ctu
ati
on
, g
ra
mm
ar
A
Th
e re
spon
se s
core
s si
x p
oin
ts.
D
Th
e re
spon
se s
core
s on
e p
oin
t.
B
Th
e re
spon
se s
core
s fi
ve
poin
ts.
Note
s:
1.
Corr
ect
pu
nct
uati
on
ch
an
ges
in
clu
de:
It’s
con
firm
ed!
Ban
k d
ecre
ase
s it
s ra
tes
Late
st C
Ds,
DV
Ds,
Vid
eos
for
sale
LO
ST
HIK
ER
S F
OU
ND
; S
EA
RC
HE
RS
CE
LE
BR
AT
ING
Mem
bers’
Lib
ra
ry
or M
em
bers
Lib
ra
ry
2.
‘Sco
rin
g’:
•W
hen
a c
orr
ect
pu
nct
uati
on
ch
an
ge
is m
ad
e, i
t sc
ore
s on
e p
oin
t. E
ach
in
corr
ect
pu
nctu
ati
on
ch
an
ge
lose
s on
e p
oin
t.
•A
ny o
r all
of
the
foll
ow
ing i
ncu
r a p
enalt
y o
f on
e p
oin
t fo
r th
at
sign
: alt
erin
g w
ord
ord
er, ad
din
g w
ord
s, o
mit
tin
g w
hole
or
part
of
a s
ign
.
•T
he
min
imu
m s
core
on
an
y o
ne
sign
is
zero
.
3.
Dis
regard
•th
e ad
dit
ion
of
a p
un
ctu
ati
on
mark
at
the
end
of
a s
ign
•an
y c
ha
ng
e f
rom
up
per
ca
se t
o l
ow
er c
ase
or
low
er c
ase
to u
pp
er c
ase
•sp
ell
ing
erro
rs.
4.
Del
etin
g t
he
fin
al
‘s’
from
an
y w
ord
in
th
e si
gn
s is
to b
e re
gard
ed a
s an
in
corr
ect
pu
nct
uati
on
ch
an
ge.
5.
Th
e L
ate
st N
ews
sign
can
be
corr
ecte
d b
y t
he
ad
dit
ion
of
an
y o
f th
e fo
llow
ing a
fter
th
e w
ord
fou
nd
:
full
sto
p,
com
ma,
excl
am
ati
on
mark
, co
lon
, se
mic
olo
n,
dash
, el
lip
sis.
6.
In t
he
hea
dli
ne,
Its
con
firm
ed!,
th
e ex
clam
ati
on
mark
may b
e re
pla
ced
by
an
y o
f th
e p
un
ctu
ati
on
mark
s li
sted
in
Note
5.
C
Th
e re
spon
se s
core
s th
ree p
oin
ts.
11
Unit Two
ITEM 2
Model response
Commentary
Item 2, a three-star item, contained two parts. Part I asked students to complete a table by calculating, in NZ$, GST-inclusive prices for a selection of grocery items. In part II, students were to convert the NZ$ total to A$ and indicate, by completing a final statement, in which country (Australia or New Zealand) the groceries were cheaper and by how much. Completion of these tasks involved performance in Calculating with or without calculators and Substituting
in formulae. This item was relatively easy. Around 85 per cent of students were able to achieve a creditable grade and over a third were awarded an A-grade. Few students did not attempt this item.
In part I a few students entered the GST value instead of the total price including GST. The most common incorrect total was $12.61. Students calculated this amount by dividing each price without GST by 12.5 and adding this result to the price without GST. In general, other incorrect amounts resulted from errors in calculation.
price
without
GST
GST price
including
GST
price
without
GST
GST price
including
GST
125 g water crackers NZ$........
2.07
2 L flavoured milk NZ$........
4.14
1.2 kg tin dog food NZ$........
2.97
300 g iced cake NZ$........
3.96
NZ$........
13.14
II.
....................................................................................................
....................................................................................................
....................................................................................................
....................................................................................................
The country is .............. and the groceries are cheaper by A$ .......... .
I. Australia New Zealand
A$1.60 10% A$1.76 NZ$1.84 12.5%
A$4.30 10% A$4.73 NZ$3.68 12.5%
A$2.10 10% A$2.31 NZ$2.64 12.5%
A$3.50 10% A$3.85 NZ$3.52 12.5%
total A$12.65 total
NZ$ 13.14 = A$ 13.14
= A$ 12.28
Difference = A$ 12.65 – A$ 12.28
NZ 0.37
.
. 1.07
= A$ 0.37
A B C D N O
100%
12
Students used several methods to convert and compare the price totals in part II. The majority of students converted the NZ$ total to A$ by dividing by 1.07. Only a small number of those students who correctly converted failed to determine correctly the difference. A very small number of students who successfully arrived at the difference were unable to complete correctly the final statement.
A few students multiplied the NZ$ total by 0.93 to convert it to A$. This introduced inaccuracy that prevented determining the correct difference. This approach was only given credit as a suitable method when it was evident that 0.93 had been obtained from 1.07.
A significant number of students ignored the importance of the cue and final statement and approached part II by working in NZ$. Some students then completed the final statement without converting the difference back to A$. Of those students who did the double currency conversion, many were unable to maintain accuracy in their calculations and this was reflected in the grades awarded. In general, those students who twice converted currency accurately obtained the correct answer and correctly completed the final statement.
13
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UN
IT
TW
OIT
EM
2
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 2
1 o
f 6
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
16
Ca
lcu
lati
ng
wit
h o
r w
ith
ou
t ca
lcu
lato
rs1
9S
ub
stit
uti
ng
in
fo
rmu
lae
C
I.
Th
e fi
ve
corr
ect
entr
ies
are
giv
en.
OR
II.
Th
e re
spon
se s
how
s th
at
a s
uit
ab
le
met
ho
d f
or
com
pari
ng
th
e tw
o
tota
ls h
as
bee
n u
sed
.
Th
e co
nse
qu
ent
dif
fere
nce
is
corr
ectl
y c
alc
ula
ted
an
d u
sed
to
com
ple
te t
he
state
men
t
ap
pro
pri
ate
ly. O
R
I.
At
least
tw
o o
f th
e fi
rst fo
ur
corr
ect
entr
ies
are
giv
en.
II.
Th
e re
spon
se s
how
s a c
orr
ect
met
hod
of
curr
ency
con
ver
sion
an
d s
ub
tra
ctio
n o
f a
mo
un
ts i
n t
he
sam
e cu
rren
cy.
A
I.
Th
e fi
ve
corr
ect
entr
ies
are
giv
en:
•$2
.07
•$4
.14
•$2
.97
•$3
.96
•$13.1
4
II.
...N
Z .
......A
$0.3
7
B
I.
Th
e fi
ve
corr
ect
entr
ies
are
giv
en.
II.
Th
e re
spon
se s
how
s th
at
a s
uit
ab
le
met
hod
for
com
pari
ng t
he
two
tota
ls h
as
bee
n u
sed
.
OR
I.
At
least
th
ree
of
the
firs
t fo
ur
corr
ect
entr
ies
are
giv
en.
II.
Th
e re
spon
se s
how
s th
at
a s
uit
ab
le
met
hod
for
com
pari
ng t
he
two
tota
ls h
as
bee
n u
sed
.
Th
e co
nse
qu
ent
dif
fere
nce
is
corr
ectl
y c
alc
ula
ted
an
d u
sed
to
com
ple
te t
he
sta
tem
ent
ap
pro
pri
ate
ly.
D
I.
At
least
th
ree
of
the
firs
t fo
ur
corr
ect
entr
ies
are
giv
en.
II.
Th
e re
spon
se s
how
s th
at
a s
uit
ab
le
met
hod
for
com
pari
ng t
he
two
tota
ls h
as
bee
n u
sed
.
I.
At
least
on
e of
the
firs
t fo
ur
corr
ect
entr
ies
is g
iven
.
II.
Th
e re
spon
se s
how
s a c
orr
ect
met
hod
of
curr
ency
con
ver
sion
.
OR
OR
Note
:
1.
Su
itab
le m
eth
od
sfo
r co
mp
ari
ng t
he
two t
ota
ls i
ncl
ud
e co
nver
tin
g
•a
NZ
$ t
ota
l to
A$
by d
ivid
ing b
y 1
.07, fo
llow
ed b
y a
su
btr
act
ion
in
A$
•A
$12.6
5 t
o N
Z$ b
y m
ult
iply
ing b
y 1
.07,
foll
ow
ed b
y a
su
btr
act
ion
in
NZ
$ a
nd
th
en a
fu
rth
er c
on
ver
sion
of
the
dif
fere
nce
fro
m N
Z$
to A
$ b
y d
ivid
ing
by
1.0
7.
14
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pte
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MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 2
2 o
f 6
UN
IT
TW
OIT
EM
2
Mod
el R
esp
on
se:
pri
ce
wit
ho
ut
GS
T
GS
T
pri
ce
incl
ud
ing
GS
T
pri
ce
wit
ho
ut
GS
T
GS
Tp
rice
incl
udin
g
GS
T
125 g
wat
er c
rack
ers
NZ
$........
2.0
7
2 L
fla
voure
d m
ilk
NZ
$........
4.1
4
1.2
kg t
in d
og f
ood
NZ
$........
2.9
7
300 g
ice
d c
ake
NZ
$........
3.9
6
NZ
$........
13.1
4
II.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
Th
e co
un
try
is .............. a
nd
th
e g
roce
ries
are
ch
eap
er b
y A
$ ..........
.
I.A
ust
rali
aN
ew Z
eala
nd
A$1.6
010%
A$1.7
6N
Z$1.8
412.5
%
A$4.3
010%
A$4.7
3N
Z$3.6
812.5
%
A$2.1
010%
A$2.3
1N
Z$2.6
412.5
%
A$3.5
010%
A$3.8
5N
Z$3.5
212.5
%
tota
lA
$1
2.6
5to
tal
NZ
$ 1
3.1
4 =
A$ 1
3.1
4
= A
$ 1
2.2
8
Dif
fere
nce =
A$ 1
2.6
5 –
A$ 1
2.2
8
NZ
0.3
7
. .1.
07
= A
$ 0
.37
15
ITEM 3
Model response
Commentary
Item 3 was a three-star item composed of two related parts. Part I of this item continued the theme of GST from Item 2. It asked the student to show that a short-cut method ‘to calculate the GST included in the price is to divide that price by 11’ always works. The cue instructed students to show all steps in Structuring/organising a mathematical argument which, in essence, explained that
• GST included in a price is 110 per cent of the original price, and
• dividing this price by 11 gives 10 per cent of the original price, which equals the GST.
Part II of this item asked students what number you would need to divide by to calculate the GST if GST in Australia were 5 per cent rather than 10 per cent.
Students used a variety of methods and calculations (Calculating with or without calculators) to show that, in general, the Australian Tax Office’s short-cut of ‘dividing by 11 always works’. Some of these general methods involved
• verbal descriptions
• algebraic proofs using variables
• a model such as the following:
I. Let pre-GST price be P
GST = 10% of P
Price including GST = 10% of P + P
= 110% of P
=
= 10% of P
= GST
II. 21
Price including GST
11
110% of P
11
A B C D N O
100%
16
Commonly, students chose one or two specific prices (either their own prices or prices from the Item 2 table) and based an explanation on these values. A response of this type could be awarded the D-grade. However, often these concrete examples led to more general explanations which gained a higher grade.
The C-grade was the most common grade awarded for this item. Many of the 29 per cent of students awarded a C-grade performed the necessary calculations (based on one or two specific prices) and, presumably, gained enough insight into the relationships between the prices involved in the calculations to deduce the correct answer for part II.
100%10% 10% 10% 10% 10%
price without GST10% 10% 10% 10% 10%
110%10% 10% 10% 10% 10%
price with GST10% 10% 10% 10% 10% 10%
17
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pte
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20
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11
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ma
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t*)
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UN
IT
TW
OIT
EM
3
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 2
3 o
f 6
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
22
Str
uct
uri
ng
/org
an
isin
g a
ma
them
ati
cal
arg
um
ent
16
Ca
lcu
lati
ng
wit
h o
r w
ith
ou
t ca
lcu
lato
rs
37
Ap
ply
ing
a p
rog
ress
ion
of
step
s to
ach
iev
e th
e re
qu
ired
an
swer
C
Th
e re
spo
nse
giv
es
I.
a c
lear
exp
lan
ati
on
sh
ow
ing, in
gen
eral
term
s, t
hat
the
pri
ce
incl
ud
ing G
ST
is
• 1
10%
(or
its
equ
ivale
nt)
of
the
pre
-GS
T p
rice
.
OR
Th
e re
spo
nse
giv
es
II.
21
A
Th
e re
spo
nse
giv
es
I.
a c
lear
exp
lan
ati
on
sh
ow
ing, in
gen
eral
term
s, t
hat
the
pri
ce
incl
ud
ing
GS
T i
s
•11
0%
(or
its
equ
ivale
nt)
of
the
pre
-GS
T p
rice
•re
late
d t
o t
he
GS
T b
y a
fact
or
of
11.
II.
21
B
Th
e re
spon
se g
ives
I.
a c
lear
exp
lan
ati
on
sh
ow
ing,
in
gen
era
l te
rms,
th
at
the
pri
ce
incl
ud
ing G
ST
is
•11
0%
(or
its
equ
ivale
nt)
of
the
pre
-GS
T p
rice
•re
late
d t
o t
he
GS
T b
y a
fa
cto
r
of
11.
OR
Th
e re
spon
se g
ives
I.
a c
lear
exp
lan
ati
on
sh
ow
ing,
in
gen
era
l te
rms,
th
at
the
pri
ce
incl
ud
ing G
ST
is
• 1
10%
(or
its
equ
ivale
nt)
of
the
pre
-GS
T p
rice
.
II.
21
D
Th
e re
spon
se s
how
s
I.
that
div
idin
g a
sp
ecif
ic p
rice
by 1
1
giv
es t
he
GS
T.
Mod
el R
esp
on
se:
I.
L
et p
re-G
ST
pri
ce b
e P
GS
T =
10%
of
P
Pric
e in
clu
din
g G
ST
= 1
0%
of
P +
P
= 1
10%
of
P
=
=
10%
of
P
= G
ST
II.
2
1
Pri
ce i
ncl
ud
ing G
ST
11
110%
of
P
11
18
Unit Three
ITEM 4
Model response
Commentary
Nearly every student attempted the three items in this unit, indicating that they were not deterred by the complexity of the extract or the two stanzas of poetry.
About 50 per cent of students were able to locate the three words in the extract that were closest in meaning to the three given words. Matching ‘phenomena’ with ‘events’ was the most common correct matching.
Incorrect responses often included the words ‘myriad’ or ‘sclerophyll’ and these were matched with any of the three given words. Other incorrect responses mismatched ‘innocuous’ and ‘asphyxiating’. It seems that rather than omit all or part of the response, students chose words whose meaning they really did not know and attempted to match them with the given words.
events
harmless
suffocating
............................
............................
............................
phenomena
innocuous
asphyxiating
A B C N O
100%
19
Se
pte
mb
er
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20
05
12
:02
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ote
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re
ma
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ntil fin
al p
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-ms.f
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UN
IT
TH
RE
EIT
EM
4
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 3
1 o
f 4
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
10
Usi
ng
vo
cab
ula
ry a
pp
rop
ria
te t
o a
co
nte
xt
52
Sea
rch
ing
an
d l
oca
tin
g …
in
form
ati
on
C
Th
e re
spo
nse
pro
vid
es t
he
corr
ect
ma
tch
for
on
e of
the
giv
en w
ord
s.
A
Th
e re
spo
nse
pro
vid
es t
he
corr
ect
ma
tch
for
each
of
the
thre
e giv
en w
ord
s.
B
Th
e re
spon
se p
rovid
es t
he
corr
ect
matc
h f
or
two o
f th
e giv
en w
ord
s.
Note
s:
1.
Th
e co
rrec
t m
atc
hes
for
the
thre
e w
ord
s are
, in
ord
er, ph
enom
ena
or
Au
stra
lian
ph
enom
ena,
inn
ocu
ou
s an
d a
sph
yxia
tin
g.
2.
Wh
en a
res
pon
se p
rovid
es m
ore
th
an
on
e w
ord
for
a g
iven
word
, tr
eat
it a
s th
ou
gh
th
e co
rrec
t m
atc
h h
as
not
bee
n m
ad
e. T
he
on
e ex
cep
tion
is
Au
stra
lian
ph
enom
ena a
s
in N
ote
1.
3.
Dis
regard
sp
elli
ng e
rrors
.
Mod
el R
esp
on
se:
even
ts
har
mle
ss
suff
oca
ting
............................
............................
............................
phenom
ena
innocuous
asph
yxiating
20
ITEM 5
Model response
Commentary
Even though this was a three-star item, the set task had several dimensions. Students were told that Les Murray’s message in the extract was that poetry ‘misleads’ some Australians into choosing to live in or close to the bush. They then had to read the two stanzas of poetry, interpret the messages given and compare them to decide which of the two Les Murray would consider to be poetry that would ‘mislead’. After making this choice, students had to establish why they
chose that stanza rather than the other one.
The CCE Comparing and contrasting was tested in comparing the two stanzas. Achievement in the CCE Expounding a viewpoint was ascertained by how well the choice of stanza was supported.
Most responses reflected reasonable readings of both stanzas, with the stanza from Bell-Birds presenting the Australian bush as cool, beautiful and peaceful while the stanza from Envoi paints a harsh, dry and hot picture. Nearly all creditable responses chose the first stanza, but some were still awarded only a D-grade. Other responses, however, chose the stanza from Envoi as the one that Les Murray would have regarded as misleading, suggesting that the message of the extract and the set task were not understood.
Responses awarded a C-grade showed a correct choice of stanza but made general statements only to support the choice. Here is an example of a response awarded a C-grade.
I chose the first stanza because the second stanza is more of a reality check while the first stanza says many things that might attract people to live in the bush.
Responses awarded an A-grade (34 per cent) rather than a B-grade (26 per cent) explored several ideas from the two stanzas and sometimes referred to the prose extract or even what might have been included in the first stanza (e.g. it does not talk about the parts of the bush that do not have mosses and sedges). B-grade responses usually picked up on the main differences between the two stanzas and quoted from each or referred closely to each to support the choice of stanza one.
It was pleasing to note that approximately 91 per cent of responses gained creditable grades for this item. Students were able to read, interpret and comment on poetry.
I The first box is ticked.
II Les Murray would think that the first stanza is misleading because it refers to ‘moss’, ‘sycamore bowers’ and ‘coolness’, all of which seem to belong more to the ‘wet deciduous forests’ of Europe rather than the more realistic Australian bush described in the second stanza. The ‘faint sterility’ of the dry soil that ‘disheartens and derides’ and the ‘remote disorder’ of distant and threatening gum trees are true representations rather than ‘echoes’ calling down ‘dim gorges’.
A B C D N O
100%
21
No
em
be
r2
52
00
51
20
6p
m(*
foo
ter
tore
ma
inn
tilfin
alp
rin
t*)
I\q
cs\s
ri\s
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00
5\p
ap
er\
sri0
88
\msch
em
e\0
30
05
ms
fm
UN
IT
TH
RE
EIT
EM
5
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 3
2 o
f 4
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
29
Co
mp
ari
ng
, co
ntr
ast
ing
27
Ex
po
un
din
g a
vie
wp
oin
t
C
Th
e re
spon
se
•in
dic
ate
s cl
earl
y t
hat
stan
za o
ne
has
bee
n c
ho
sen
as
mis
lea
din
g
•p
rovid
es a
vali
d e
xp
lan
ati
on
for
this
ch
oic
e.
A
Th
e re
spon
se
•in
dic
ate
s cl
earl
y t
hat
stan
za o
ne
has
bee
n c
hose
n a
s m
isle
ad
ing
•u
ses
rele
van
t cl
ose
ref
eren
ce t
o, or
qu
ota
tion
fro
m, b
oth
sta
nza
s in
pro
vid
ing a
cle
ar
an
d c
on
vin
cin
g
exp
lan
ati
on
for
this
ch
oic
e.
All
com
men
ts a
re c
on
sist
ent
wit
h
reaso
nab
le r
ead
ings
of
the
extr
act
an
d t
he
two s
tan
zas.
B
Th
e re
spon
se
•in
dic
ate
s cl
earl
y t
hat
stan
za o
ne
ha
s b
een
ch
ose
n a
s m
isle
ad
ing
•u
ses
rele
van
t cl
ose
ref
eren
ce t
o, o
r
qu
ota
tion
fro
m, b
oth
sta
nza
s in
pro
vid
ing a
n e
xp
lan
ati
on
for
this
cho
ice.
Most
com
men
ts m
ad
e are
con
sist
ent
wit
h r
easo
na
ble
rea
din
gs
of
the
extr
act
an
d t
he
two s
tan
zas.
OR
Th
e re
spon
se
•in
dic
ate
s cl
earl
y t
hat
stan
za o
ne
ha
s b
een
ch
ose
n a
s m
isle
ad
ing
•u
ses
rele
van
t cl
ose
ref
eren
ce t
o, o
r
qu
ota
tion
fro
m, on
e st
an
za i
n
pro
vid
ing
a c
lear
an
d c
on
vin
cin
g
exp
lan
ati
on
for
this
ch
oic
e.
Most
com
men
ts m
ad
e are
con
sist
ent
wit
h r
easo
na
ble
rea
din
gs
of
the
extr
act
an
d t
he
two s
tan
zas.
D
Th
e re
spon
se i
nd
icate
s cl
earl
y t
hat
stan
za o
ne
has
bee
n c
hose
n a
s
mis
lead
ing.
OR
Th
e re
spon
se m
ak
es a
t le
ast
on
e vali
d
com
pari
son
bet
wee
n t
he
two s
tan
zas.
Th
e co
mp
ari
son
mad
e re
late
s to
wh
y
on
e of
the
stan
zas
mig
ht
be
mis
lead
ing.
Note
s:
1.
Sta
nza
on
e ca
n b
e co
nsi
der
ed m
isle
ad
ing b
ecau
se i
t p
rese
nts
eith
er
a m
isle
ad
ing v
iew
of
the
Au
stra
lian
bu
sh
or
a v
iew
of
the
Au
stra
lian
bu
sh t
hat
wou
ld m
isle
ad
peo
ple
in
to l
ivin
g i
n o
r cl
ose
to i
t.
2.
A r
esp
on
se c
an
sh
ow
a c
hoic
e of
stan
za b
y e
ith
er a
mark
in
I o
r w
ord
s in
II.
3.
If a
res
pon
se s
how
s th
e in
corr
ect
box, b
oth
boxes
or
no b
ox m
ark
ed, it
wil
l n
ot
be
pen
ali
sed
if
the
wh
ole
res
po
nse
in
dic
ate
s cl
earl
y t
ha
t th
e co
rrec
t st
an
za h
as
bee
n c
ho
sen
.
Mod
el R
esp
on
se:
IT
he
firs
t b
ox i
s ti
cked
.
IIL
es M
urr
ay w
ou
ld t
hin
k t
hat
the
firs
t st
an
za i
s m
isle
ad
ing b
ecau
se i
t re
fers
to ‘
moss
’, ‘
syca
more
bow
ers’
an
d ‘
cooln
ess’
, all
of
wh
ich
see
m t
o b
elon
g m
ore
to t
he
‘wet
dec
idu
ou
s fo
rest
s’ o
f E
uro
pe
rath
er t
han
th
e m
ore
rea
list
ic A
ust
rali
an
bu
sh d
escr
ibed
in
th
e se
con
d s
tan
za.
Th
e ‘f
ain
t st
eril
ity’
of
the
dry
soil
th
at
‘dis
hea
rten
s an
d
der
ides
’ an
d t
he
‘rem
ote
dis
ord
er’
of
dis
tan
t a
nd
th
reate
nin
g g
um
tre
es a
re t
rue
rep
rese
nta
tion
s ra
ther
th
an
‘ec
hoes
’ ca
llin
g d
ow
n ‘
dim
gorg
es’.
22
ITEM 6
Model response
Commentary
The analysing in this item needed to be at a micro level—the generalisation had already been given—that Les Murray is a poet; the extract has subject matter and language that could reflect this fact. Students were asked to find the subject matter and the use of language to justify the generalisation.
It was expected that students would ask themselves, ‘What is in this extract that one might expect a poet to write about?’ Nature, the
environment and poetry are reasonable answers to this question. Most students who attempted to identify the relevant subject matter chose one of these. Other aspects such as expressing an opinion or making a protest were given no credit as they are not subject matter of the extract.
Most students were able to recognise that the language of the prose extract was poetic. However, if a general statement to this effect was the only indication, no credit was given. Students were told in the cue that examples were required. Quite a few students identified the cluster of poetic language in lines 10 to 20, but did not analyse this long passage any further. This approach was considered as providing one way, with exemplification, in which the language was poetic.
To be given credit for providing a way in which the language was poetic, students had to attempt classification with exemplification. For example, the following response was given credit for providing two ways in which the language was poetic—imagery and personification.
Les Murray uses descriptive imagery, as a poet would, to reinforce his message. An example of this is when he talks about the second flowering as being a glorious and terrible bushfire the size of a skyscraper. He also uses human features to describe objects such as when he says peach overalls are dragging a hose along.
The following response was awarded an N-grade because, although two poetic devices were named, the student was unable to show how they were used in the extract.
Murray is a poet because you can see metaphors and hyperbole all through the extract so he has to be a poet.
1. Les Murray, the poet, writes authoritatively about the power of poetry and he shows a deep appreciation of nature, as many poets do. He uses figurative language, referring metaphorically to bushfire as a ‘flowering’ of the gum trees and their flowers as ‘leather nostrils’. The alliteration in ‘sylvan solitudes’ and ‘glimpse … wet gullies’ and the use of the simile ‘glorious and terrible as an air raid’ are two other poetic devices used. The contrast of heat and cold in the juxtaposition of the words ‘blizzarding’ and ‘cinders’ and the contrast in the description of the air raid as both ‘terrible’ and ‘glorious’ provide powerful imagery.
A B C D N O
100%
23
Although many students were able to name and exemplify correctly poetic devices such as metaphor, simile and personification, some responses gave examples of poetic devices named incorrectly, e.g. he uses the simile leather nostrils. Credit was given for providing a way in which the language was poetic despite the fact that the device was named incorrectly.
Considering the complexity of the language in the prose extract, it is very pleasing to note that nearly 59 per cent of students provided responses that were awarded at least a C-grade, with 15 per cent of students gaining a B-grade.
24
Novem
ber
25
2005
12:1
7p
m(*
foo
ter
tore
ma
inu
ntilfin
alp
rin
t*)
I:\q
cs\s
ri\s
ri2
00
5\p
ap
er\
sri
08
8\m
sch
em
e\0
30
06
ms
fm
UN
IT
TH
RE
EIT
EM
6
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 3
3 o
f 4
N
Res
pon
se i
s
un
inte
llig
ible
or
do
es n
ot
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
48
Ju
stif
yin
g4
3A
na
lysi
ng
4In
terp
reti
ng
th
e m
ean
ing
of
wo
rds
or
oth
er s
ym
bo
ls
C
Th
e re
spon
se m
ak
es a
t le
ast
on
e li
nk
bet
wee
n t
he
sub
ject
matt
er o
f th
e
extr
act
an
d t
he
fact
th
at
the
wri
ter
is a
po
et.
Th
e re
spon
se
•p
rovid
es o
ne
way i
n w
hic
h t
he
lan
gu
age
of
the
extr
act
is
poet
ic
•ex
emp
lifi
es t
his
way b
y q
uota
tion
from
, or
close
ref
eren
ce t
o,
the
extr
act
.
OR
Th
e re
spon
se
•p
rovid
es t
wo w
ays
in w
hic
h t
he
lan
gu
age
of
the
extr
act
is
poet
ic
•ex
emp
lifi
es t
hes
e w
ays
by q
uota
tion
from
, or
close
ref
eren
ce t
o,
the
extr
act
.
A
Th
e re
spon
se m
ak
es a
t le
ast
on
e li
nk
bet
wee
n t
he
sub
ject
matt
er o
f th
e
extr
act
an
d th
e fa
ct t
ha
t th
e w
rite
r is
a p
oet
.
Th
e re
spon
se
•p
rovid
es a
ran
ge
of
ways
in w
hic
h
the
lan
gu
age
of
the
extr
act
is
po
etic
•ex
emp
lifi
es t
hes
e w
ays
by
qu
ota
tion
fro
m, o
r cl
ose
ref
eren
ce
to, th
e ex
tra
ct.
All
com
men
ts a
re c
on
sist
ent
wit
h a
rea
son
ab
le r
ead
ing o
f th
e ex
tra
ct.
B
Th
e re
spon
se m
ak
es a
t le
ast
on
e li
nk
bet
wee
n
the
sub
ject
matt
er o
f th
e ex
tract
an
d t
he
fact
that
the
wri
ter
is a
poet
.
Th
e re
spo
nse
•p
rov
ides
tw
o w
ay
s in
wh
ich
th
e la
ng
ua
ge
of
the
extr
act
is
poet
ic
•ex
emp
lifi
es t
hes
e w
ays
by q
uota
tion
fro
m,
or
close
ref
eren
ce
to,
the
extr
act
.
Mo
st c
om
men
ts a
re c
on
sist
ent
wit
h a
reaso
nab
le r
ead
ing o
f th
e ex
tract
.
OR
Th
e re
spon
se
•p
rovid
es a
ran
ge
of
ways
in w
hic
h t
he
lan
gu
age
of
the
extr
act
is
poet
ic
•ex
emp
lifi
es t
hes
e w
ays
by q
uota
tion
fro
m,
or
close
ref
eren
ce
to,
the
extr
act
.
Mo
st c
om
men
ts a
re c
on
sist
ent
wit
h a
reaso
nab
le r
ead
ing o
f th
e ex
tract
.
D
Th
e re
spon
se m
ak
es a
t le
ast
on
e li
nk
bet
wee
n t
he
sub
ject
matt
er o
f th
e
extr
act
an
d t
he
fact
th
at th
e w
rite
r is
a p
oet
.
OR
Th
e re
spon
se
•p
rovid
es o
ne
way i
n w
hic
h t
he
lan
gu
age
of
the
extr
act
is
poet
ic
•ex
emp
lifi
es t
his
way
by
qu
ota
tio
n
from
, or
close
ref
eren
ce t
o, th
e
extr
act
.
Mod
el R
esp
on
se:
1.
Les
Mu
rray,
th
e p
oet
, w
rite
s a
uth
ori
tati
vel
y a
bou
t th
e p
ow
er o
f p
oet
ry a
nd
he
sho
ws
a d
eep
ap
pre
cia
tio
n o
f n
atu
re, a
s m
an
y p
oet
s d
o.
He
use
s fi
gu
rati
ve
lan
gu
age,
refe
rrin
g m
eta
ph
ori
call
y t
o b
ush
fire
as
a ‘
flo
wer
ing
’ o
f th
e g
um
tre
es a
nd
th
eir
flow
ers
as
‘lea
ther
no
stri
ls’.
Th
e a
llit
era
tion
in
‘sy
lva
n s
oli
tud
es’
an
d ‘
gli
mp
se …
wet
gu
llie
s’ a
nd
th
e u
se o
f th
e si
mil
e ‘g
lori
ou
s an
d t
erri
ble
as
an
air
raid
’ are
tw
o o
ther
poet
ic d
evic
es u
sed
. T
he c
on
trast
of
heat
an
d c
old
in
th
e ju
xta
posi
tion
of
the
word
s
‘bli
zzard
ing’
an
d ‘
cin
der
s’ a
nd
th
e co
ntr
ast
in
th
e d
escr
ipti
on
of
the
air
raid
as
both
‘te
rrib
le’
an
d ‘
glo
riou
s’ p
rovid
e p
ow
erfu
l im
ag
ery.
25
Se
pte
mb
er
3,
20
05
12
:01
pm
(*fo
ote
r to
re
ma
in u
ntil fin
al p
rin
t*)
I:\q
cs\s
ri\s
ri2
00
5\p
ap
er\
sri0
88
\msch
em
e\0
3-0
06
-ms..
fm
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 3
4 o
f 4
UN
IT
TH
RE
EIT
EM
6
Note
s:
1.
A r
an
ge
of
ways
in w
hic
h t
he
lan
gu
age
is p
oet
ic m
igh
t in
clu
de
•p
oet
icd
evic
es(s
imil
e,p
erso
nif
ica
tio
n,m
eta
ph
or,
etc.
).E
ach
of
thes
eca
nb
eco
nsi
der
eda
sa
dif
fere
nt
wa
y
•ch
oic
e of
word
s—d
escri
pti
ve,
un
usu
al,
etc
.
•p
osi
tion
ing o
f w
ord
s—u
nu
sual
word
seq
uen
ces,
ju
xta
posi
tion
of
word
s fo
r ef
fect
, co
ntr
ast
•rh
yth
m
•im
ager
y—
images
th
at
are
sta
rtli
ng o
r u
nu
sual
(vis
ual,
sou
nd
, et
c.)
2.
To g
ain
cre
dit
for
exem
pli
fica
tion
of
a w
ay i
n w
hic
h t
he
lan
gu
age
is p
oet
ic, th
e li
nk
bet
wee
n t
he
way i
nd
icate
d a
nd
th
e q
uota
tion
or
close
ref
eren
ce t
o t
he
text
mu
st b
e
pro
vid
ed b
y t
he
resp
on
se.
3.
If a
poet
ic d
evic
e h
as
bee
n n
am
ed (
e.g.
sim
ile)
an
d e
xem
pli
fied
wit
h e
ith
er a
dif
fere
nt
poet
ic d
evic
e (e
.g.
met
ap
hor)
or
an
exam
ple
of
poet
ic l
an
gu
age,
ign
ore
th
e
inco
rrec
t n
am
ing
an
d c
ou
nt
it a
s o
ne
wa
y i
n w
hic
h t
he
lan
gu
ag
e is
po
etic
.
Ex
am
ple
s:
•h
e u
ses
a s
imil
e su
ch a
s ‘l
eath
er n
ost
rils
’
•L
es M
urr
ay
use
s all
iter
ati
on
wh
en h
e c
all
s th
e fi
rem
en ‘
pea
ch o
vera
lls’
.
4.
If a
poet
ic d
evic
e h
as
bee
n n
am
ed a
nd
exem
pli
fied
by w
ord
s th
at
clea
rly d
o N
OT
sh
ow
poet
ic e
ffec
t, d
o N
OT
cou
nt
this
as
a w
ay i
n w
hic
h t
he
lan
gu
ag
e is
po
etic
.
Ex
am
ple
s:
•h
e u
ses
all
iter
ati
on
as
in ‘
mis
lead
s u
s’
•re
pet
itio
n s
uch
as
‘am
on
g t
hem
or
even
ver
y n
ear
them
’.
5.
Rh
ym
e is
not
to b
e co
nsi
der
ed a
s a w
ay i
n w
hic
h t
he
lan
gu
ag
e o
f th
e p
rose
ex
tra
ct i
s p
oet
ic.
Last
Page
Cou
nt
26
Unit Four
ITEM 7
Model response
Commentary
The stimulus material explained how Dr Goodwin, a nineteenth century amateur mathematician, almost succeeded in having an incorrect value for π accepted as law by the members of the Indiana General Assembly. It also contained formulae for area and circumference of a circle and area of a square. The stem required students to use one of Dr Goodwin’s assertions to find the associated incorrect value of π—for this assertion a value of 4.
This item tested achievement in Translating from one form to another and Structuring/organising a mathematical argument. The cue asked students to show all steps so working needed to be shown. Most students attempted this item. However, many did not realise that a general argument was needed for a response to be awarded an A-grade, and substituted specific values for variables to try to solve the problem. A common approach involved using the accepted value for π (3.14159……..) in expressions. Using algebra also appeared to be a problem for many.
About 8 per cent of responses received an A-grade and about 11.5 percent a B-grade. Commonly responses credited with a B-grade showed a correct equation from which π could be determined but did not show this equation correctly solved. Responses in which a specific value was chosen for the radius, side length or circumference, and where ‘4’ (the π value) was then correctly derived, also received B-grades.
About 7 per cent of responses received a C-grade. This grade was awarded to responses that showed, for the area of a square, a correct algebraic expression in terms of π and the circle’s radius, but did not show this area correctly equated to the area of the associated circle. Where the accepted value of π was used to show that Dr Goodwin’s assertion could not be correct, the highest grade possible was a C-grade.
About 18 per cent of students were awarded a D-grade and 56 per cent an N or O-grade. This was disappointing as the item did not require algebraic manipulation to obtain a B-, C-, or D-grade.
area of circle = area of square with side length
therefore = =
so (assuming )
therefore (assuming )
2πr4
---------
πr2 2πr4
---------⎝ ⎠⎛ ⎞ 2 1
4---π2r2
π π2
4-----= r 0≠
π 4= π 0≠
A B C D N O
100%
27
Dec
embe
r8
2005
08:2
8am
(*fo
oter
tore
mai
nun
tilfin
alpr
int*
)I:\
qcs\
sri\s
ri200
5\pa
per\
sri9
80\m
sche
me\
0400
7m
sfm
UN
IT
FO
UR
IT
EM
7
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 4
1 o
f 5
Mod
el R
espo
nse:
area
of
circ
le =
are
a of
squ
are
wit
h si
de le
ngth
2r
4--------
-
ther
efor
er
2 =
2r
4--------
-2
= 1 4---
2r
2
so2 4-----
=(a
ssum
ing
r 0
)
ther
efor
e4
=(a
ssum
ing
r 0
)
N
Res
pons
e is
un
inte
lligi
ble
or d
oes
not
sati
sfy
the
requ
irem
ents
fo
r an
y ot
her
grad
e.
O
No
resp
onse
ha
s bee
n m
ade
at a
ny t
ime.
7T
rans
lati
ng f
rom
one
form
to
anot
her
22St
ruct
urin
g/or
gani
sing
a m
athe
mat
ical
arg
umen
t
D
The
res
pons
e sh
ows
the
side
of
the
squa
re a
s 2r
4--------
- (
or it
s eq
uiva
lent
).
OR
The
res
pons
e eq
uate
s r
2 t
o s
2
(or
an e
quiv
alen
t).
A
The
res
pons
e eq
uate
s th
e ar
ea r
2 t
o
the
area
2r
4--------
-2
(or
its
equi
vale
nt)
to a
rriv
e at
=
4.
B
The
res
pons
e eq
uate
s th
e ar
ea r
2 t
o
the
area
2r
4--------
-2
(or
its
equi
vale
nt).
OR
The
res
pons
e su
bsti
tute
s a sp
ecif
ic v
alue
fo
r on
e of
the
vari
able
s ot
her
than
, t
o ar
rive
at
= 4
.
C
The
res
pons
e sh
ows
the
area
of
the
squa
re a
s 2r
4--------
-2
(or
its
equi
vale
nt).
OR
The
res
pons
e us
es a
val
ue o
f an
d/or
a
valu
e of
r t
o sh
ow t
hat
the
area
of
a ci
rcle
doe
s no
t eq
ual t
he a
rea
of t
he
asso
ciat
ed s
quar
e an
d to
dra
w a
co
nclu
sion
.
Not
es:
1.It
is n
ot n
eces
sary
for
the
resp
onse
to
stat
e th
at r
0 a
nd t
hat
0.
2.If
a n
umbe
r is
sub
stit
uted
for
r, aw
ard
no m
ore
than
a B
-gra
de.
28
Unit Five
ITEM 8
Model response
Commentary
Item 8 was a two-star item. Students were asked to provide reasons ‘for’ and ‘against’ publishing an account that was critical of Captain Logan (Hypothesising). The cues indicated that students should give at least two reasons ‘for’ and two reasons ‘against’ publishing. While students were told that they should use point form, they were not penalised for writing in sentences.
Most students attempted this item. Sixty-nine per cent of students achieved an A- or B-grade and just over 26 per cent of students achieved a C- or D-grade.
To achieve an A-grade, students had to provide two valid reasons ‘for’ publication, and two valid reasons ‘against’ publication.
A wide range of valid reasons for both publishing the account and not publishing the account were possible.
While most responses attempted to give more than one valid reason in each category, generally responses not awarded the higher grades lacked detail and/or were not clear or not valid. Some reasons were not considered to be acceptable and, therefore, could not be credited. For example, saying that Hall would publish the account to show that Logan was an effective commandant was considered invalid as the report in The Monitor was clearly critical of Logan. Also, treating the account as a contemporary publication was a misreading of the material. Reasons against publication based simply upon Matthews’ poor grammar or punctuation were similarly inappropriate.
1. For publication:- If the story is not published, Logan would be left free to commit further crimes because of the paper’s silence.- A sensational story will help sell more newspapers.
2. Against publication:- The story might not be true because it was told by a condemned convict.- Logan, whether guilty or innocent, might sue the paper and the editor for libel.
A B C D N O
100%
29
Se
pte
mb
er
5,
20
05
10
:03
am
(*fo
ote
r to
re
ma
in u
ntil fin
al p
rin
t*)
I:\q
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UN
IT
FIV
EIT
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8
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 5
1 o
f 3
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
C
Th
e re
spon
se g
ives
tw
o d
iffe
ren
t,
vali
d r
easo
ns.
A
Each
cou
rse
of
act
ion
is
sup
port
ed
by a
t le
ast
tw
o d
iffe
ren
t, v
ali
d
reaso
ns.
B
Th
e re
spo
nse
giv
es t
hre
e d
iffe
ren
t,
va
lid
rea
son
s.
Each
cou
rse
of
act
ion
is
sup
port
ed
by a
t le
ast
on
e of
thes
e.
D
Th
e re
spon
se g
ives
on
e vali
d r
easo
n.
OR
Th
e re
spon
se a
llu
des
to t
wo
dif
fere
nt,
va
lid
rea
son
s.
41
Hy
po
thes
isin
g
Note
s:
1.
If m
ore
th
an
tw
o r
easo
ns
are
giv
en f
or
a c
ou
rse
of
act
ion
, co
nsi
der
th
e b
est
two i
n g
rad
ing t
he
resp
on
se.
2.
If a
res
pon
se i
s giv
en i
n t
he
wro
ng s
pace
, cr
edit
th
e re
spon
se o
nly
if
it i
s cl
earl
y ‘
for’
or
‘again
st’.
For
exam
ple
, ‘H
e sh
ou
ld n
ot
pu
bli
sh b
ecau
se ...’
is a
rea
son
again
st.
3.
A r
esp
on
se ‘
all
ud
es’
to a
vali
d r
easo
n w
hen
it
att
emp
ts t
o a
scri
be a
pla
usi
ble
con
seq
uen
ce t
o t
he
pu
bli
cati
on
of
Matt
hew
s’ a
cco
un
t, b
ut
the
lin
k i
s n
ot
clea
r.
41
Hy
po
thes
isin
g
Mod
el R
esp
on
se:
1.
Fo
r p
ub
lica
tion
:
- If
th
e st
ory
is
not
pu
bli
shed
, L
ogan
wou
ld b
e le
ft f
ree
to c
om
mit
fu
rth
er c
rim
es b
ecau
se o
f th
e p
ap
er’s
sil
ence
.
- A
sen
sati
on
al
story
wil
l h
elp
sel
l m
ore
new
spap
ers.
2.
Again
st p
ub
lica
tion
:
- T
he
story
mig
ht
not
be
tru
e b
ecau
se i
t w
as
told
by a
con
dem
ned
con
vic
t.
- L
og
an
, w
het
her
gu
ilty
or
inn
oce
nt,
mig
ht
sue
the
pap
er a
nd
th
e ed
itor
for
lib
el.
30
ITEM 9
Model response
Commentary
Item 9 was a three-star item, which indicated that it was more challenging than the previous item. Students were required to compare Cowper’s testimony with Matthews’ claims in The Monitor (Comparing, contrasting) and to state how the testimony either confirmed or contradicted Matthews’ account (Explaining to others). They were asked to refer to particular statements from the extracts and to write in sentences.
Most students attempted this item and, on the whole, were able to identify at least one confirmation and one contradiction. Just under 70 per cent of responses achieved an A- or B-grade and about 23 per cent of responses achieved a C- or D-grade.
A-grade responses provided three examples from Cowper’s testimony, with at least one confirming and one contradicting the claims made in The Monitor. Each example was clear and accurate. A clear response told what in Matthews’ account was either confirmed or contradicted by what Cowper said. An accurate response identified real contradictions and confirmations, and attributed words and actions to the correct people.
A number of instances in Cowper’s testimony either confirmed or contradicted the claims made by Matthews and many students had little trouble identifying these.
Valid ‘confirmations’ include the fact that men had been sent from the hospital to be flogged; that men were flogged or punished for running away; and that one man died in hospital as a result of flogging.
Valid ‘contradictions’ appear in comparing Matthews’ claims that Logan sent all patients from the hospital to be flogged, and that he gave 200 lashes for ‘running away’, with Cowper’s statements that Logan never interfered in the hospital, and that 200 lashes were given for ‘breaking out’, not ‘running away’.
A significant number of students, however, saw ‘breaking out’ and ‘running away’ as being the same and this interpretation was considered an acceptable reading in this context. Students were credited with an example of a confirmation if they stated that Logan gave prisoners 200 lashes for running away and this was confirmed by Cowper.
1. Cowper’s testimony confirms Matthews’ story in that he says that eight men were given 200 lashes. One of these men died. This is nearly exactly the same as Matthews’ story. Cowper’s testimony contradicts Matthews’ story, however, as Cowper says that 200 lashes were never given for a man running away. Matthews says that 200 lashes were given for men running away. Cowper also said that Logan never interfered with the hospital whereas Matthews said that men were taken out of the hospital and flogged on Logan’s orders. These statements contradict each other.
A B C D N O
100%
31
Some students believed that Cowper contradicted himself in his statements about ‘breaking out’ and ‘running away’. By itself, this was not a creditable response, as it is not a contradiction between Matthews and Cowper. Nevertheless, responses were credited when this observation was used to show that Cowper’s testimony both contradicted and confirmed Matthews’ account.
32
Se
pte
mb
er
5,
20
05
10
:03
am
(*fo
ote
r to
re
ma
in u
ntil fin
al p
rin
t*)
I:\q
cs\s
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UN
IT
FIV
EIT
EM
9
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 5
2 o
f 3
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
29
Co
mp
ari
ng
, co
ntr
ast
ing
26
Ex
pla
inin
g t
o o
ther
s
C
Th
e re
spon
se g
ives
on
e ex
am
ple
fro
m
Cow
per
’s t
esti
mon
y w
hic
h c
on
firm
s
or
con
trad
icts
a c
laim
mad
e in
Th
e
Mon
itor.
Th
e ex
am
ple
is
clea
r a
nd
acc
ura
te.
A
Th
e re
spon
se g
ives
th
ree
exam
ple
s
from
Cow
per
’s t
esti
mon
y, o
f w
hic
h
at
least
on
e co
nfi
rms
an
d o
ne
con
tra
dic
ts t
he
cla
ims
ma
de
in T
he
Mon
itor.
Ea
ch e
xam
ple
is
clea
r a
nd
acc
ura
te.
B
Th
e re
spon
se g
ives
on
e ex
am
ple
fro
m
Cow
per
’s t
esti
mon
y t
hat
con
firm
s
an
d o
ne
tha
t co
ntr
ad
icts
th
e cl
aim
s
ma
de
in T
he
Mon
itor.
Each
exam
ple
is
clea
r an
d a
ccu
rate
.
D
Th
e re
spon
se a
llu
des
to o
ne
asp
ect
from
Cow
per
’s t
esti
mon
y t
hat
con
firm
s o
r co
ntr
ad
icts
a c
laim
mad
e
inT
he
Mon
itor.
Mod
el R
esp
on
se:
1.
Cow
per
’s t
esti
mon
y c
on
firm
s M
att
hew
s’ s
tory
in
th
at
he
says
that
eigh
t m
en w
ere
giv
en 2
00 l
ash
es. O
ne
of
thes
e m
en d
ied
. T
his
is
nea
rly
ex
act
ly t
he
sam
e a
s
Matt
hew
s’ s
tory
. C
ow
per
’s t
esti
mon
y c
on
trad
icts
Matt
hew
s’ s
tory
, h
ow
ever
, as
Cow
per
says
that
200 l
ash
es w
ere
nev
er g
iven
for
a m
an
ru
nn
ing a
way.
Matt
hew
s sa
ys
that
200 l
ash
es w
ere
giv
en f
or
men
ru
nn
ing a
way.
Cow
per
als
o s
aid
th
at
Logan
nev
er i
nte
rfer
ed w
ith
th
e h
osp
ital
wh
erea
s M
att
hew
s sa
id t
hat
men
wer
e ta
ken
ou
t of
the
hosp
ital
an
d f
logged
on
Logan
’s o
rder
s. T
hes
e st
ate
men
ts c
on
trad
ict
each
oth
er.
Note
s:
1.
An
exa
mp
le i
s a
ccu
rate
wh
en i
t id
enti
fies
rea
l co
ntr
ad
icti
on
s/co
nfi
rma
tio
ns,
an
d a
ttri
bu
tes
wo
rds
an
d a
ctio
ns
to t
he
corr
ect
peo
ple
.
2.
A r
esp
on
se ‘
all
ud
es’
to a
con
firm
ati
on
or
con
trad
icti
on
wh
en a
n a
spec
t of
Cow
per
’s t
esti
mon
y i
s id
enti
fied
, b
ut
it i
s n
ot
clear
how
it
rela
tes
to t
he
claim
s in
Th
e M
on
itor.
33
ITEM 10
Model response
Commentary
Item 10, a four-star item, was quite open and challenging. Students were required to suggest a line of reasoning that the inquiry may have followed to reach the conclusion that Logan did not murder Swann (Interrelating ideas/themes/issues and Justifying). They were to consider all five extracts and any other relevant information, and refer to details in their responses.
An A-grade response required a clear line of reasoning that supported the inquiry’s findings. A clear line of reasoning included reasons, arranged in a logical manner, forming a cohesive whole, and leading to the required conclusion. In addition, the line of reasoning had to be consistent with a reasonable reading of the extracts, be supported by evidence, and refer to most of the available evidence.
Acceptable lines of reasoning included:
• that evidence from the officers Bell, Cowper and Logan was considered more favourably than that from the prisoner Matthews
• that Swann was not the man who died as a result of being flogged on Logan’s orders
• that there were too many contradictions in the statements and testimonies to have sufficient evidence against Logan.
Most students attempted this item, producing responses of reasonable length. The challenging nature of this item, however, was indicated by the relatively small percentage of A-grade responses (9 per cent). Twenty-seven per cent of responses achieved a B-grade and 53 per cent of students achieved a C- or D-grade.
Misreading of the evidence often detracted from what might otherwise have been an A-response. For example, Matthews and Cowper mention a prisoner who died in the prison hospital after receiving 200 lashes. A significant number of students simply assumed that Swann was that prisoner. This interpretation is not consistent with a reasonable reading of the extracts.
1. The inquiry found that Swann wasn’t the man who died from 200 lashes. First, Cowper stated that Swann was hospitalised for dysentery and died two days later from that disease, not from flogging. Second, Logan supported this view by stating that Swann was last punished two months before his death, and that he had then received only 25 lashes (Bell says not more than 50) and not 200 lashes. Third, Bell said that Swann was old and debilitated, yet Cowper said that the man who died from the 200 lashes had been a stout, robust person. So, it seems clear that Swann was not the man who died eight days after receiving 200 lashes, and that Logan was not to blame for Swann’s death.
A B C D N O
100%
34
B-grade responses showed some development of a line of reasoning, rather than a clear line of reasoning. Although such a response was generally consistent with a reasonable reading of the extracts, it referred to only some of the available evidence.
The difference between a B-grade and a C-grade was in the line of reasoning. Responses that provided only some reasons that supported the inquiry’s findings, without developing a line of reasoning, received a C-grade.
A reason was a piece of evidence linked to why Logan did not murder Swann. Acceptable reasons included that Logan didn’t inflict unjust or unfair punishment; that the inquiry would have accepted the evidence of the officers over that of a criminal; that Swann died of dysentery; that there were too many inconsistencies in the statements; and that Swann was not the man who died after receiving 200 lashes.
By using supporting evidence, it was possible for students to develop these reasons into a line of reasoning, but many students had difficulty doing this. Merely stating a line of reasoning, without supporting evidence, did not constitute an A- or B-grade response.
Unacceptable reasons included:
• the inquiry would have found Logan not guilty of murdering Swann because he was old and debilitated
• Cowper said Swann was a stout and robust man
• Hall had been prosecuted for libel.
35
Se
pte
mb
er
5,
20
05
10
:03
am
(*fo
ote
r to
re
ma
in u
ntil fin
al p
rin
t*)
I:\q
cs\s
ri\s
ri2
00
5\p
ap
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49
5\m
sch
em
e\0
5-0
10
-ms.f
m
UN
IT
FIV
EIT
EM
10
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 5
3 o
f 3
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
31
Inte
rrel
ati
ng
… i
ssu
es4
8J
ust
ify
ing
C
Th
e re
spon
se g
ives
som
e re
aso
ns
that
sup
port
th
e in
qu
iry’s
fin
din
g.
Th
e re
aso
ns
are
gen
era
lly
co
nsi
sten
t
wit
h a
rea
son
ab
le r
ead
ing o
f th
e
extr
act
s.
A
Th
e re
spon
se s
ets
ou
t a c
lear
lin
e of
rea
son
ing
th
at
sup
po
rts
the
inq
uir
y’s
fin
din
g.
Th
e li
ne
of
rea
son
ing
is
•co
nsi
sten
t w
ith
a r
easo
nab
le
rea
din
g o
f th
e ex
tra
cts
•su
pp
ort
ed b
y e
vid
ence
•re
fers
to m
ost
of
the
avail
ab
le
evid
ence
.
B
Th
e re
spon
se s
how
s so
me
dev
elo
pm
ent
of
a l
ine
of
rea
son
ing
that
sup
port
s th
e in
qu
iry’s
fin
din
g.
Th
e li
ne
of
reaso
nin
g i
s
•gen
era
lly
con
sist
ent
wit
h a
reaso
nab
le r
ead
ing o
f th
e ex
tract
s
•su
pp
ort
ed b
y e
vid
ence
•re
fers
to s
om
e of
the
avail
ab
le
evid
ence
.
D
Th
e re
spon
se g
ives
a r
easo
n t
hat
sup
port
s th
e in
qu
iry’s
fin
din
g.
Th
e re
aso
n i
s gen
erall
y c
on
sist
ent
wit
h a
rea
son
ab
le r
ead
ing o
f th
e
extr
act
s.
No
tes:
1.
A c
lear
lin
e of
reaso
nin
g
•in
clu
des
rea
son
s th
at
are
arr
an
ged
in
a l
og
ical
man
ner
an
d f
orm
a c
oh
esiv
e w
ho
le
•le
ad
s to
th
e re
qu
ired
co
ncl
usi
on
.
2.
Tw
o e
xam
ple
s of
a r
easo
nab
le r
ead
ing o
f th
e te
xt
are
:
•T
hat
Sw
an
n w
as
not
the
man
wh
o d
ied
fro
m 2
00 l
ash
es b
ecau
se (
...
reaso
ns)
, th
eref
ore
Logan
was
not
resp
on
sib
le f
or
his
dea
th.
•T
her
e is
in
suff
icie
nt
evid
ence
to s
up
port
th
e ch
arg
e th
at
Logan
mu
rder
ed S
wan
n,
as
the
test
imon
y o
f w
itn
esse
s d
o n
ot
agre
e b
ecau
se (
...
reaso
ns)
.
Mod
el R
esp
on
se:
1.
Th
ein
qu
iry f
ou
nd
th
at
Sw
an
nw
asn
’t t
he
man
wh
o d
ied
fro
m200 l
ash
es.
Fir
st,
Cow
per
state
dth
at
Sw
an
nw
as
hosp
itali
sed
for
dy
sen
tery
an
d d
ied
tw
o d
ays
late
r
from
th
at
dis
ease
, n
ot
from
flo
ggin
g. L
ogan
su
pp
ort
ed t
his
vie
w b
y s
tati
ng t
hat
Sw
an
n w
as
last
pu
nis
hed
tw
o m
on
ths
bef
ore
his
dea
th,
an
d t
hat
he
had
th
en r
ecei
ved
on
ly 2
5 lash
es (
Bel
l sa
ys
not
more
th
an
50)
an
d n
ot
200 lash
es. T
hir
d, B
ell sa
id t
hat
Sw
an
n w
as
old
an
d d
ebil
itate
d, yet
Cow
per
said
th
at
the
ma
n w
ho d
ied
fro
m t
he
200
lash
es h
ad
bee
n a
sto
ut,
ro
bu
st p
erso
n.
So, it
see
ms
clea
r th
at
Sw
an
n w
as
not
the
man
wh
o d
ied
eig
ht
days
aft
er r
ecei
vin
g 2
00 l
ash
es, an
d t
hat
Logan
was
not
to b
lam
e
for
Sw
an
n’s
dea
th.
Last
Page
Cou
nt
36
Unit Six
ITEM 11
Model response
Commentary
An A-grade was awarded to nearly 50 per cent of students in this two-star item.
Most other responses gained some credit, with 21 per cent credited with a B-grade. Generally, these responses showed the necessary calculations (Calculating with or without calculators) but not the answer correctly rounded to one decimal place.
Approximately 20 per cent of responses were awarded an N-grade. Many of these showed 346 divided by 0.006 instead of a product. In many of these responses memory aids were used for the formula speed = distance/time rather than a understanding of how to change the subject of a formula.
Some students mistakenly supposed that the small robots (‘millibots’) were associated with the prefix milli, as in millimetre, and introduced an irrelevant factor of 1000 into their calculations.
distance = 346 m/s x 0.006 s
= 2.076 m
≈ 2.1 m
A B C N O
100%
37
No
ve
mb
er
30
,2
00
51
0:1
5a
m(*
foo
ter
tore
ma
inu
ntilfin
alp
rin
t*)
I:\q
cs\s
ri\s
ri2
00
5\p
ap
er\
sri4
94
\msch
em
e\0
6-0
11
-ms.f
m
UN
IT
SIX
IT
EM
11
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 2
4 o
f 6
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
16
Ca
lcu
lati
ng
wit
h o
r w
ith
ou
t ca
lcu
lato
rs
C
Th
e re
spon
se s
how
s 346 m
ult
ipli
ed b
y 0
.006.
A
Th
e re
spo
nse
giv
es 2
.1 (
m).
B
Th
e re
spon
se g
ives
on
e of
the
foll
ow
ing
•2.0
76
(m
)
•2.0
8 (
m)
•2.0
7 (
m)
•2 (
m)
•207.6
cm
.
Mod
el R
esp
on
se:
dis
tan
ce=
346 m
/s x
0.0
06 s
= 2
.07
6 m
2.1
m
38
ITEM 12
Model response (reduced)
Commentary
In this three-star item students were asked to locate the positions of millibots 3 and 4 after being told their distances from millibots 1 and 2. Students were required to measure the distances from millibots 1 and 2 (Manipulating/operating/using equipment) and label the possible positions—two for each of the millibots 3 and 4. The second aspect of this item required students to identify the real positions of millibots 3 and 4 by working out their relationships to the position of millibot 1
(Graphing). For millibot 1 to be moving further away from millibot 3 as millibot 1 moved north, millibot 3 must be south of millibot 1. Only one of the possible locations of millibot 3 is south of millibot 1 and therefore this is the real position of millibot 3. Students were asked to circle this location. Similarly, the real position of millibot 4 is located north of millibot 1.
Although students were asked to circle the real positions of millibots 3 and 4, many found other creative ways to identify the real positions. Provided the intention was clear to the marker, the response was given credit for identifying the real positions.
In general this item was well done, with 31 per cent of students obtaining an A-grade and 67 per cent gaining a C-grade or higher.
A B C D E N O
100%
39
Positions classed as ‘located accurately’ were within 2 mm of the correct position while those within 5 mm were considered to be ‘within acceptable limits’.
A large number of students did as expected and used a compass to mark the distances from millibots 1 and 2. These intersecting arcs, if labelled correctly, were considered sufficient. Where students chose to place a dot or a cross to identify the position, the centre of the dot or cross was considered as the location of the position.
Some students, having located the real positions of millibots 3 and 4, chose to erase the working and/or the other two possible positions of millibots 3 and 4. As they had been told to locate all possible positions and then circle the real positions of M3 and M4, these students received no more than a C-grade.
Some students did not use a drawing compass to measure the distances from millibots 1 and 2. This may be because they did not have a compass or did not realise that one could be used for this purpose. Some of the students who did not use a compass were still able to measure the position accurately enough to achieve higher grades. They often used a trial and error process to locate the position simply by measuring from each millibot and eventually finding a point that satisfied the two measurements. Although this would have been a time-consuming process some of these students were also able to achieve an A-grade.
The majority of the students labelled the positions as M3 and M4 but other labels such as 3 and 4 were also acceptable.
Most students drew their construction lines neatly and precisely but some used a wide variety of writing implements including fluorescent markers and coloured pencils of varying thicknesses.
40
Se
pte
mb
er
3,
20
05
11
:56
am
(*fo
ote
r to
re
ma
in u
ntil fin
al p
rin
t*)
I:\q
cs\s
ri\s
ri2
00
5\p
ap
er\
sri
49
4\m
sch
em
e\0
6-0
12
-ms.f
m
UN
IT
SIX
IT
EM
12
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 2
5 o
f 6
A
Th
e re
spon
se s
how
s on
ly f
ou
r
posi
tion
s la
bel
led
.
Th
ese
po
siti
on
s are
•lo
cate
d a
ccu
rate
ly
•la
bel
led
corr
ectl
y.
Th
e re
al
po
siti
on
s o
f M
3 a
nd
M4 a
re c
learl
y i
nd
icate
d.
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
15
Gra
ph
ing
57
Ma
nip
ula
tin
g/o
per
ati
ng
/usi
ng
eq
uip
men
t
C
Th
e re
spon
se s
how
s, a
t m
ost
,
fou
r p
osi
tion
s la
bel
led
, of
wh
ich
tw
o a
re
•lo
cate
d a
ccu
rate
ly
•la
bel
led
corr
ectl
y.
OR
Th
e re
spon
se s
how
s, a
t m
ost
,
fou
r p
osi
tion
s la
bel
led
.
Th
e re
al
posi
tion
s of
M3 a
nd
M4
are
cle
arl
y i
nd
ica
ted
an
d
are
•lo
cate
d w
ith
in a
ccep
tab
le
lim
its
•la
bel
led
corr
ectl
y.
B
Th
e re
spon
se s
how
s on
ly f
ou
r
posi
tion
s la
bel
led
.
Th
ese
po
siti
on
s a
re
•lo
cate
d a
ccu
rate
ly
•la
bel
led
co
rrec
tly.
OR
Th
e re
spon
se s
how
s on
ly f
ou
r
posi
tion
s la
bel
led
.
Th
ese
po
siti
on
s a
re
•lo
cate
d w
ith
in a
ccep
tab
le
lim
its
•la
bel
led
co
rrec
tly.
Th
e re
al
posi
tion
s of
M3 a
nd
M4 a
re c
learl
y i
nd
icate
d.
D
Th
e re
spon
se s
how
s th
e fo
ur
posi
tio
ns
•cl
earl
y m
ark
ed
•lo
cate
d w
ith
in a
ccep
tab
le
lim
its.
OR
Th
e re
spon
se s
how
s at
least
two p
osi
tion
s
•lo
cate
d w
ith
in a
ccep
tab
le
lim
its
•la
bel
led
corr
ectl
y.
E
Th
e re
spon
se s
how
s at
least
two
posi
tio
ns
•cl
earl
y m
ark
ed
•lo
cate
d w
ith
in a
ccep
tab
le
lim
its.
Th
e re
spon
se s
how
s at
least
on
e p
osi
tion
•lo
cate
d w
ith
in a
ccep
tab
le
lim
its
•la
bel
led
co
rrec
tly.
OR
Note
s:
1.
A p
osi
tio
n i
s lo
cate
d
•acc
ura
tely
wh
en i
t is
on
or
wit
hin
th
e in
ner
dia
mon
d o
n t
he
tem
pla
te
•w
ith
in a
ccep
table
lim
its
wh
en i
t is
on
or
wit
hin
th
e ou
ter
dia
mon
d o
n t
he
tem
pla
te.
41
Se
pte
mb
er
3,
20
05
11
:56
am
(*fo
ote
r to
re
ma
in u
ntil fin
al p
rin
t*)
I:\q
cs\s
ri\s
ri2
00
5\p
ap
e
UN
IT
SIX
IT
EM
12
Mod
el R
esp
on
se:
42
Unit Seven
ITEM 13
Model response
Commentary
Item 13 was a two-star item with a degree of openness. Students were required to suggest why the French people, soon after the French revolution, resisted the introduction of the decade to replace the seven-day week. Students could answer in point form.
This item tested achievement in Empathising and Inferring. To gain credit, reasons needed to be true and also to provide support for an
argument against introducing the decade. Any reasons given in favour of the decade gained no credit. Most students attempted this item and about 84 per cent of responses gained a creditable grade, with 15 per cent awarded an A-grade and 26 per cent a C-grade.
In the marking scheme, ‘some insight into the context of the situation’ related to categories such as: opposition to the revolution/imposed system, religious observance, economic aspects, and mismatch across countries, e.g. trade. Reasons that lacked insight but were still ‘possible’ included: cost of change, inconvenience, confusion, resistance to change, maintaining the status quo, less school, habit, and fewer ‘full days’ rest time per month. An example of an often-quoted but untrue statement was: ‘The introduction of the Republican system led to extra time at work.’
• Some people opposed the revolution.
• The religious observance of Sunday had been in existence for many centuries and losing this would have been very traumatic for some.
• People would not have wanted to change what they had been using their whole lives.
A B C D N O
100%
43
No
ve
mb
er
25
20
05
13
:41
pm
(*fo
ote
rto
rem
ain
un
tilfin
alp
rin
t*)
I:\q
cs\s
ri\s
ri2
00
5\p
ap
er\
sri9
76
\msch
em
e\0
70
13
msjf
fm
UN
IT
SE
VE
NIT
EM
13
FIR
ST
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 4
2 o
f 5
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
28
Em
pa
this
ing
33
In
ferr
ing
C
Th
e re
spon
se p
rovid
es o
ne p
oss
ible
rea
son
fo
r re
sist
ing
th
e in
tro
du
ctio
n o
f
the
dec
ad
e.
Th
e re
aso
n s
how
s so
me
insi
gh
t in
to t
he
con
tex
t o
f th
e si
tua
tio
n.
OR
Th
e re
spon
se p
rovid
es t
wo p
oss
ible
reaso
ns
for
resi
stin
g th
e in
trod
uct
ion
of
the
dec
ad
e.
A
Th
e re
spo
nse
pro
vid
es a
t le
ast
th
ree
poss
ible
rea
son
s fo
r re
sist
ing t
he
intr
od
uct
ion
of
the
dec
ad
e.
Th
e re
spon
se s
how
s so
me
insi
gh
t in
to
the
con
text
of
the
situ
ati
on
.
B
Th
e re
spo
nse
pro
vid
es t
wo
po
ssib
le
reaso
ns
for
resi
stin
g th
e in
trod
uct
ion
of
the
dec
ad
e.
Th
e re
spon
se s
how
s so
me
insi
gh
t in
to
the
con
text
of
the
situ
ati
on
.
OR
Th
e re
spon
se p
rovid
es a
t le
ast
th
ree
poss
ible
rea
son
s fo
r re
sist
ing t
he
intr
od
uct
ion
of
the
dec
ad
e.
D
Th
e re
spon
se p
rovid
es o
ne
poss
ible
reaso
n f
or
resi
stin
g t
he
intr
od
uct
ion
of
the
dec
ad
e.
Mod
el R
esp
on
se:
•S
om
e p
eop
le o
pp
ose
d t
he
rev
olu
tion
.
•T
he
reli
gio
us
ob
serv
an
ce o
f S
un
day h
ad
bee
n i
n e
xis
ten
ce f
or
man
y c
entu
ries
an
d l
osi
ng t
his
wou
ld h
ave b
een
ver
y t
rau
mati
c fo
r so
me.
•P
eop
le w
ou
ld n
ot
have
wan
ted
to c
han
ge
wh
at
they
had
bee
n u
sin
g t
hei
r w
hole
liv
es.
No
te:
1.
Som
e in
sigh
t is
sh
ow
n b
y r
easo
ns
rela
ted
to c
ate
gori
es s
uch
as:
•o
pp
osi
tio
n t
o t
he
rev
olu
tio
n /
im
po
sed
sy
stem
•re
ligio
us
ob
serv
an
ce
•ec
on
om
ic
•m
ism
atc
h a
cro
ss c
ou
ntr
ies,
e.g
. tr
ad
e.
44
ITEM 14
Model response
Commentary
Item 14 was a two-star item which students generally found to be accessible. It was based on additional stimulus material following Item 13—a partly completed conversion table enabling dates in the Gregorian and French Revolutionary calendars to be converted from one to the other. Students needed to determine how many days 28 Frimaire Year II was after 11 Thermidor Year I.
CCEs tested were Interpreting the meaning of tables; Applying a progression of steps to achieve the required answer, and Calculating with or without calculators. Sixteen per cent of responses gained an A-grade and 16 per cent a B-grade, with approximately a third of responses disappointingly receiving a non-contributory grade.
One method involved using the Republican Calendar to add together the number of days in the complete months and the two incomplete months (19 + 30 + 5 + 30 + 30 + 28) to get 142. Another involved converting the given dates to the more familiar Gregorian dates (29 July 1793 and 18 December 1793), and then calculating the number of days between these two dates—leading to the following sum using correct dates: 2 + 31 + 30 + 31 + 30 + 18. Still other methods involved a combination of both calendars to obtain the answer, e.g. 2 + 31 + 30 + 31 + 21 + 27.
Applying the marking scheme involved recognising the errors students had made. Common errors included: forgetting to add on the 5 supplementary days at the end of the Republican year; incorrectly converting a Republican date to a Gregorian date; adding on an extra leap year day; adding a whole year of 365 days, incorrectly assuming the dates went from Year I to Year II; incorrectly calculating the number of days left in an incomplete month, or just simply adding up incorrectly.
Number of days = 19 + 30 + 5 + 30 + 30 + 28 = 142 days
A B C D N O
100%
45
Se
pte
mb
er
3,
20
05
13
:33
pm
(*fo
ote
r to
re
ma
in u
ntil fin
al p
rin
t*)
I:\q
cs\s
ri\s
ri2
00
5\p
ap
er\
sri9
76
\msch
em
e\0
7-0
14
jf-m
s.f
m
UN
IT
SE
VE
NIT
EM
14
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 4
3 o
f 5
N
Res
pon
se i
s
un
inte
llig
ible
or
do
es n
ot
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
6In
terp
reti
ng
th
e m
ean
ing
of
tab
les
…
37
Ap
ply
ing
a p
rog
ress
ion
of
step
s to
ach
iev
e th
e re
qu
ired
an
swer
16
Ca
lcu
lati
ng
wit
h o
r w
ith
ou
t ca
lcu
lato
rs
C
Th
e re
spo
nse
in
clu
des
work
ing
th
at
show
s th
e an
swer
wou
ld h
ave
bee
n 1
42
exce
pt
for
two
erro
rs.
A
Th
e re
spon
se g
ives
th
e an
swer
as
142.
B
Th
e re
spon
se i
ncl
ud
es w
ork
ing t
hat
show
s th
e an
swer
wou
ld h
ave
bee
n 1
42
exce
pt
for
one
erro
r.
D
Th
e re
spon
se s
how
s a s
ign
ific
an
t st
ep.
Note
s:
1.
Dif
fere
nt
ap
pro
ach
es m
ay b
e u
sed
to o
bta
in 1
42 d
ays,
su
ch a
s:
•19 +
30 +
5 +
30 +
30 +
28
•2 +
31 +
30 +
31 +
30 +
18
•1
9 +
4 x
30
+ 5
– 2
•49 +
5 +
88
•5
x 3
0 +
5 –
11
– 2
•2 +
31 +
30 +
31 +
21 +
27.
2.
11 T
her
mid
or
Yea
r I
is e
qu
ivale
nt
to 2
9 J
uly
1793 a
nd
28 F
rim
air
e Y
ear
II i
s eq
uiv
ale
nt
to 1
8 D
ecem
ber
1793.
3.
Each
of
the
foll
ow
ing i
s to
be
con
sid
ered
as
on
e er
ror:
•in
corr
ect
ad
dit
ion
of
corr
ect
nu
mb
ers
of
days
in t
he
list
•o
mis
sion
of
on
e ti
me
per
iod
, e.
g.
five
sup
ple
men
tary
days
at
the
end
of
the
yea
r, o
ne
of
the
com
ple
te m
on
ths,
days
in o
ne
of
the
inco
mp
lete
mon
ths
•in
clu
sion
of
an
extr
a c
om
ple
te m
on
th o
r oth
er d
ays,
e.g
. 6 d
ays
inst
ead
of
5 d
ays
•a
n i
nco
rrec
t n
um
ber
of
day
s fo
r o
ne
of
the
inco
mp
lete
mon
ths
•an
in
corr
ect
nu
mb
er o
f d
ays
in o
ne
of
the
com
ple
te m
on
ths
•a
dd
ing
in
an
extr
a 3
65
da
ys.
4.
Sig
nif
ican
t st
eps
incl
ud
e: t
he
corr
ect
nu
mb
er o
f d
ays
in a
n in
com
ple
te m
on
th, th
e n
um
ber
137 w
ith
no w
ork
ing, a c
orr
ect
con
ver
sion
fro
m a
Rep
ub
lican
to a
Gre
gori
an
date
, as
wel
l as
the
use
of
five
sup
ple
men
tary
days.
Mod
el R
esp
on
se:
Nu
mb
er o
f d
ays
= 1
9 +
30
+ 5
+ 3
0 +
30
+ 2
8 =
14
2 d
ay
s
46
ITEM 15
Model response
Commentary
Item 15, as a three-star item, was not straightforward. Students were required to make two date conversions, one from a Republican date to a Gregorian date and the other from a Gregorian date to a Republican date. The process for converting from a Republican date to a Gregorian date is described for the students via an example below the conversion table.
This item tested Interpreting the meaning of tables and Applying a progression of steps to achieve the required answer. An A-grade was awarded to 3 per cent of responses, 9 per cent received a B-grade and 23 per cent a C-grade. Approximately one-third of responses received a non-contributory grade because of the exacting nature of the task.
The most common error was when a conversion gave an answer one day different from the correct day (i.e. 15 or 17 March in part I and 22 or 24 Prairial in part II). Responses could still gain a B- or C-grade with these dates, depending on how many parts were correct. D- and E-grades could also be given to responses that were two days different from the correct days when the months were correct. Most responses identified March and Prairial as the correct months, but the years 1795 and Year I were often either wrong or omitted altogether. A B-grade could still be awarded when both days and months were calculated correctly. D- and E-grades were also awarded to responses that showed four or two correct pieces of information respectively, with each of the day, month and year in each part being considered as separate pieces of information.
I. 16 March 1795
II. 23 Prairial Year
A B C D E N O
100%
47
Se
pte
mb
er
3,
20
05
13
:33
pm
(*fo
ote
r to
re
ma
in u
ntil fin
al p
rin
t*)
I:\q
cs\s
ri\s
ri2
00
5\p
ap
er\
sri
97
6\m
sch
em
e\0
7-0
15
-ms.f
m
UN
IT
SE
VE
NIT
EM
15
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 4
4 o
f 5
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
6In
terp
reti
ng
th
e m
ean
ing
of
tab
les
…
37
Ap
ply
ing
a p
rog
ress
ion
of
step
s to
ach
iev
e th
e re
qu
ired
an
swer
C
Th
e re
spon
se s
how
s
•on
e of
the
exact
date
s.
OR
Th
e re
spon
se s
how
s, f
or
bo
th
date
s, t
he
day n
o m
ore
th
an
on
e
day d
iffe
ren
t fr
om
th
e co
rrec
t
day,
an
d t
he
mon
th c
orr
ect.
A
Th
e re
spon
se s
how
s th
e
exact
date
s
I.
16 M
arc
h 1
795
II.
23 P
rair
ial
Yea
r I.
B
Th
e re
spon
se s
how
s
•on
e o
f th
e ex
act
da
tes
AN
D
•th
e oth
er d
ate
one
day d
iffe
ren
t
fro
m t
he
exa
ct d
ate
.
OR
Th
e re
spon
se s
how
s, f
or b
oth
date
s, t
he
corr
ect
day a
nd
mon
th.
D
Th
e re
spon
se s
how
s fo
ur
of
the
six p
iece
s of
info
rmati
on
in
th
e
exact
date
s.
OR
Th
e re
spon
se s
how
s, f
or b
oth
da
tes,
th
e d
ay
no
more
th
an
tw
o
days
dif
fere
nt
from
th
e co
rrec
t
day,
an
d t
he
mon
th c
orr
ect.
E
Th
e re
spon
se s
how
s tw
o o
f th
e si
x
pie
ces
of
info
rma
tio
n in
th
e ex
act
date
s.
OR
Th
e re
spon
se s
how
s, f
or
on
e
date
, th
e d
ay n
o m
ore
th
an
tw
o
da
ys
dif
fere
nt
fro
m t
he
corr
ect
day,
an
d t
he
mon
th c
orr
ect.
Mo
del
Res
po
nse
:
I.16 M
arc
h 1
795
II. 23 P
rair
ial
Yea
r I
No
te:
1.
Ab
bre
via
tion
s su
ch a
s 16/3
/1795, 16 M
ar
1795 a
re a
ccep
tab
le.
48
ITEM 16
Model response
Commentary
Item 16 was a four-star item indicating that it was a reasonably demanding item. Students were required to complete the final column of the conversion table. The CCEs being tested were Extrapolating, Synthesising and Analysing. Two per cent of responses obtained an A-grade, 13 per cent a B-grade and almost 50 per cent a C-grade. Very few students left this item blank.
To complete this item correctly, students had to work through a process of calculating the date of the first day of each of the months in the Republican calendar. Students needed to fill in the Gregorian years 1795 and 1796, and hopefully recognise 1796 was a leap year by including an asterisk next to it. To find the date that corresponded to 1 Vendémiaire, students needed to begin at 18 August, add 30 days for one Republican month to reach the beginning of Vendémiaire, add on the 5 supplementary days and add on one day in recognition that Year III was a Republican leap year. This resulted in the date for the beginning of Year IV being 23 September. Students then had to add 30 days to this beginning date and all subsequent dates until they reached the end of the column. In doing this, it was necessary to recognise that February 1796 was in a leap year and had 29 days instead of 28.
Republican Year I II III* IV
Republican month Gregorian Year 1792* 1793 1794 1795
1 Vendémiaire September 22 22 22 23
1 Brumaire October 22 22 22 23
1 Frimaire November 21 21 21 22
1 Nivôse December 21 21 21 22
Gregorian Year 1793 1794 1795 1796*
1 Pluviôse January 20 20 20 21
1 Ventôse February 19 19 19 20
1 Germinal March 21 21 21 21
1 Floréal April 20 20 20 20
1 Prairial May 20 20 20 20
1 Messidor June 19 19 19 19
1 Thermidor July 19 19 19 19
1 Fructidor August 18 18 18 18
A B C D E N O
100%
49
An A-grade response showed the 14 correct numbers with an asterisk next to leap year 1796, indicating that the five processes had been recognised and used correctly. B- to E-grades were awarded based on the number of the features recognised (described above), as indicated by the numbers inserted into the table. The most common response was a C-grade where students inserted the correct Gregorian years, added the 5 supplementary days on to the end of Year III to obtain 22 September as the starting date, and followed the pattern of numbers indicating the number of days in each month until the end of the year. In this response, both leap days were omitted. Many students did recognise that 1796 was a leap year but could not calculate the date equivalent to 1 Germinal correctly, often being one day out either way.
This item was one that, though demanding, did entice students into working through it. For a four-star item, students had considerable success, with many managing to obtain a C-grade for recognising the supplementary days, the years and the days in the months.
50
Se
pte
mb
er
3,
20
05
13
:33
pm
(*fo
ote
r to
re
ma
in u
ntil fin
al p
rin
t*)
I:\q
cs\s
ri\s
ri2
00
5\p
ap
er\
sri9
76
\msch
em
e\0
7-0
16
-msjf.f
m
UN
IT
SE
VE
NIT
EM
16
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 4
5 o
f 5
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy
the
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
ha
s b
een
mad
e at an
y
tim
e.
35
Ex
tra
po
lati
ng
4
4S
yn
thes
isin
g4
3A
na
lysi
ng
C
Th
e p
att
ern
of
nu
mb
ers
in t
he
resp
on
se i
nd
icate
s th
at
thre
eo
f
the
five
featu
res
have
bee
n u
sed
corr
ectl
y.
A
Th
e re
spon
se s
how
s
•a
ll 1
4 e
ntr
ies
corr
ect
•1796 a
ster
isk
ed.
B
Th
e p
att
ern
of
nu
mb
ers
in t
he
resp
on
se
ind
icate
s th
at
four
of
the
foll
ow
ing f
ive
fea
ture
s h
av
e b
een
use
d c
orr
ectl
y:
•ex
tra
da
y f
or
Rep
ub
lica
n l
eap
yea
r
•fi
ve
Rep
ub
lica
n s
up
ple
men
tary
days
•b
oth
Gre
gori
an
yea
rs c
orr
ect
•co
rrec
t n
um
ber
of
day
s in
mo
nth
s
•ex
tra
da
y f
or
Gre
go
ria
n l
eap
yea
r.
D
Th
e p
att
ern
of
nu
mb
ers
in t
he
resp
on
se i
nd
icate
s th
at
two
of
the
five
featu
res
have
bee
n u
sed
corr
ectl
y.
E
Th
e p
att
ern
of
nu
mb
ers
in t
he
resp
on
se i
nd
icate
s th
at
one
of
the
five
featu
res
has
bee
n u
sed
corr
ectl
y.
Rep
ublic
an Y
ear
III
III*
IV
Rep
ub
lican
mo
nth
Gre
go
rian
Year
1792*
17
93
1794
17
95
1 V
en
dém
iair
eS
ep
tem
ber
22
22
22
23
1 B
rum
air
eO
cto
ber
22
22
22
23
1 F
rim
air
eN
ov
em
ber
21
21
21
22
1 N
ivôse
Decem
ber
21
21
21
22
Gre
go
rian
Year
1793
17
94
1795
1796*
1 P
luviô
se
January
20
20
20
21
1 V
entô
se
Febru
ary
19
19
19
20
1 G
erm
inal
Marc
h2
12
12
12
1
1 F
loré
al
Ap
ril
20
20
20
20
1 P
rair
ial
May
20
20
20
20
1 M
essid
or
June
19
19
19
19
1 T
herm
ido
rJu
ly1
91
91
91
9
1 F
ructi
do
rA
ug
ust
18
18
18
18
Last
Page
Cou
nt
Mo
del
Res
po
nse
:
51
Unit Eight
ITEM 17
Model response
Commentary
The stimulus for this item was a still from the film The Piano. Although some students may have identified the film, this neither advantaged nor disadvantaged them as it was the image presented, not the film, that was to be the focus of the response.
This, the last item on the test paper, was a five-star item, which indicated that it was a challenging item. The stem instructed students
to ‘describe the atmosphere of the scene and how it is conveyed’ (Criticising). This was further elaborated by the cue which required students to ‘take into account the relationships among setting, objects, the appearance of the people and their body language’ (Gesturing). As well, they were directed to ‘produce a well-crafted response’ (Creating/composing/devising).
The instruction to describe an atmosphere required students to refer to specific aspects of the image in some detail. Few students had difficulty identifying the aspects of the image: the formality of dress and body language of the woman, the pose of the girl on the piano, the surrounding beach and the piano and stool, the tall cliff in the background.
Most students were able to discuss the relationships among various aspects of the image by referring to such things as positioning, incongruities, similarities and the cumulative effect of aspects taken together. Other students, however, misunderstood the meaning of relationships, assuming it meant relationships between people as in mother and daughter.
There was not a particular atmosphere that was the only one acceptable. Any tone, mood or feeling perceived to be appropriate to the image could be the main idea of a student’s response. The key to gaining credit in this item was to provide comments on how the various aspects of the image gave support to the stated atmosphere (or in many cases, atmospheres).
An atmosphere of melancholy is created by the image. Overall, the scene is dismal and this is reinforced by the dull colours of the sky and the white mist. Also the threat of the dark hill in the background highlights the sadness. This feeling is shown too in the people who, though perhaps mother and daughter, do not connect; the child sits in a relaxed pose but the woman seems stiff and both look unhappily into the distance. The style and colour of the clothes of the woman—a sombre black full-length dress with long sleeves and a bonnet—add to the dismal mood, suggesting that perhaps she is in mourning. In addition, there is a sadness about a beautiful grand piano being placed on a deserted beach. Through the setting, people and objects in the image, a sad mood is conveyed.
A B C D E N O
100%
52
For many students, the concept of atmosphere was problematical and it was evident that limitations in vocabulary resulted in the identification of non-specific atmospheres such as ‘negative’, ‘odd’ and ‘abstract’. In some instances, when words such as ‘cold’ and ‘dull’ were given, it was unclear whether they were responses to the climatic conditions represented in the image or were attempts at identifying an atmosphere. Students who provided multiple atmospheres often discussed complementary moods (‘dreary’, ‘sad’, ‘isolated’) with comments made on the relationships among aspects supporting the commonality of the atmosphere/s. However, other students offered contrasting moods such as ‘hopeful’ and ‘depressed’. Some very able writers could integrate discussion of such diverse atmospheres in a way that maintained the cohesion of the response; others presented initially a discussion of one atmosphere followed by a totally disconnected paragraph on the other atmosphere.
Possibly under the impression that there was a ‘correct’ atmosphere, some students identified as many as six atmospheres and, in doing so, limited their opportunity to demonstrate how the relationships between setting, objects and people helped convey atmosphere. A significant number of responses merely presented a description of the image. Others speculated on the events that led to the woman and girl being on the beach; or what might eventuate from their being on the beach.
To achieve an A-grade, students had to interweave their ideas into a cohesive piece of writing, through the discriminating selection and effective structuring of language. Just over 4 per cent of students were able to do this. For a B-grade, the ideas had to be presented logically and organised in some manner. The most common organiser was a discussion of the aspects: setting, objects and people. At the B level, provided students gave comments on aspects of the image in support of the atmosphere given, there was no requirement for technical accuracy; organisation of thought was paramount. Seventeen per cent of students gained a B-grade. Many responses presented a series of disconnected or loosely linked comments on aspects of the image, demonstrating limited ability in Creating/composing/devising. Such students gained credit at the C-grade or below.
Some students attempted a critical literacy approach to answering the item and in so doing ignored the stem, which required students to perform a very specific task, that is, describe the atmosphere and how it is conveyed.
In this item the rate of omission was low with most students providing a response appropriate in length to the space provided. Because most students were able to read the visual text and offer comments on the atmosphere and aspects of the image, few N- and O-grades were awarded.
53
No
ve
mb
er
25
20
05
13
:55
pm
(*fo
ote
rto
rem
ain
un
tilfin
alp
rin
t*)
I:\q
cs\s
ri\s
ri2
00
5\im
me
rse
\MU
nit0
1\M
Sch
em
e\s
ri6
61
\01
-01
7-m
sfm
UN
IT
EIG
HT
IT
EM
17
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 1
3 o
f 3
N
Res
pon
se i
s
un
inte
llig
ible
or
does
not
sati
sfy t
he
req
uir
emen
ts
for
an
y o
ther
gra
de.
O
No r
esp
on
se
has
bee
n m
ad
e
at
an
y t
ime.
42
Cri
tici
sin
g 4
6C
rea
tin
g/c
om
po
sin
g/d
evis
ing
55
Ges
turi
ng
A
An
atm
osp
her
e is
des
crib
ed b
y
the
inte
rwea
vin
g o
f id
eas
rela
ted
to a
spec
ts o
f th
e im
age.
A c
oh
esiv
e p
iece
of
wri
tin
g i
s
crea
ted
th
rou
gh
th
e ca
refu
l
sele
ctio
n o
f la
ng
ua
ge
an
d
effe
ctiv
e st
ruct
uri
ng.
E
Th
e re
spon
se
•re
fers
to s
ever
al
asp
ects
of
the
image
in s
om
e d
etail
.
D
Th
e re
spo
nse
•su
gges
ts a
n a
tmosp
her
e
•re
fers
to s
ever
al
asp
ects
of
the
ima
ge
in s
om
e d
eta
il.
C
Th
e re
spon
se
•giv
es a
n a
tmosp
her
e
•re
fers
to s
ever
al
asp
ects
of
the
ima
ge
in s
om
e d
eta
il
•ex
plo
res
rela
tion
ship
s
am
on
g a
spec
ts o
f th
e im
age.
Som
e of th
e co
mm
ents
su
pp
ort
a g
iven
atm
osp
her
e.
B
Th
e re
spo
nse
•giv
es a
n a
tmosp
her
e
•re
fers
to s
ever
al
asp
ects
of
the
ima
ge
in s
om
e d
eta
il
•ex
plo
res
rela
tion
ship
s
am
on
g a
spec
ts o
f th
e im
ag
e
•is
wel
l st
ruct
ure
d.
A r
an
ge
of
com
men
ts p
rovid
e
sup
port
for
a g
iven
atm
osp
her
e.
Mod
el R
esp
on
se:
An
atm
osp
her
e of
mel
an
choly
is
crea
ted
by t
he
image.
Over
all
, th
e sc
ene
is d
ism
al
an
d t
his
is
rein
forc
ed b
y t
he
du
ll c
olo
urs
of
the
sky a
nd
th
e w
hit
e m
ist.
Als
o t
he
thre
at
of
the
dark
hil
l in
th
e b
ack
gro
un
d
hig
hli
gh
ts t
he
sad
nes
s. T
his
fee
lin
g i
s sh
ow
n t
oo i
n t
he
peo
ple
wh
o, th
ou
gh
per
hap
s m
oth
er a
nd
dau
gh
ter,
do n
ot
con
nec
t; t
he
chil
d s
its
in a
rel
axed
pose
bu
t th
e w
om
an
see
ms
stif
f an
d b
oth
look
un
hap
pil
y i
nto
the
dis
tan
ce. T
he
style
an
d c
olo
ur
of
the
cloth
es o
f th
e w
om
an
—a s
om
bre
bla
ck f
ull
-len
gth
dre
ss w
ith
lon
g s
leev
es a
nd
a b
on
net
—ad
d t
o t
he
dis
mal m
ood
, su
gges
tin
g t
hat
per
hap
s sh
e is
in
mou
rnin
g. In
ad
dit
ion
,
ther
e is
a s
ad
nes
s ab
ou
t a b
eau
tifu
l gra
nd
pia
no b
ein
g p
lace
d o
n a
des
erte
d b
each
. T
hro
ugh
th
e se
ttin
g,
peo
ple
an
d o
bje
cts
in t
he
ima
ge,
a s
ad
mo
od
is
con
vey
ed.
Last
Page
Cou
nt
No
te:
1.
Asp
ects
of
the
ima
ge
ma
y b
e g
rou
ped
un
der
th
e h
ead
ings:
set
tin
gs,
ob
ject
s, t
he
ap
pea
ran
ce o
f th
e p
eop
le a
nd
th
eir
bod
y l
an
gu
ag
e. T
he
asp
ects
in
clu
de:
th
e o
cea
n, th
e
san
d, th
e sk
y, t
he
clif
f, l
igh
t, c
olo
ur,
th
e p
ian
o, th
e st
ool,
th
e w
om
an
, th
e gir
l, c
loth
ing,
bod
y l
an
gu
age
an
d p
ost
ure
.
54
Writing Task (WT)
This section describes the 2005 Writing Task testpaper and comments on the writing that students produced in response to it. The comments are based on an analysis of a statistically significant sample of student scripts. Also included is the criteria and standards guide used by markers to grade students’ scripts, along with graphs showing the distribution of grades awarded to students in 2005 in each of the five substantive criteria. Finally a selection of student scripts has been featured to exemplify successful writing as defined by the task criteria.
Commentary
The Writing Task complements the other subtests by testing students’ abilities to produce 600 words of continuous English prose in response to written and visual stimulus material on a testpaper. Each piece of stimulus material evokes a different aspect of a single concept. Students are free to respond to as many pieces as they wish and in any form or style other than poetry.
The 2005 testpaperThe topic of the 2005 testpaper was Discovery. The concept of Discovery covers a very wide range of times, places, people and situations and therefore lends itself easily to providing many diverse points of stimulation for writing.
The collection of stimulus pieces presented to students had a focus on the process of discovery rather than the end product of the act of discovery. They considered the emotional, psychological, social, historical and ethical impacts of discoveries, and the moment of discovering as well as how discovery can occur. The time frame of the stimulus material extended from very early world ‘discoverers’ to present-day discovery and hinted about what might be discovered in the future. For example, the ancient map of the coastline of Australia contrasted with the most current noteworthy mapping of new territory—genome mapping, represented by the graphic of a DNA strand. The text pieces included extracts from a poem, a novel, a radio interview and a story submitted to a website for youth. All but two of the stimulus texts—a quote from Marcel Proust and an extract from a radio interview with Gus Nossal—were accompanied by graphics that related to them by representation, connotation or contextualisation.
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The test paper had twelve separate pieces of stimulus material relating to Discovery, as shown diagrammatically:
Diagram of the testpaper
As was the case in previous years, many students, around 56 per cent, chose to respond to only one of the pieces, while more than 90 per cent of students responded to three pieces or fewer. The sample evidence tends to indicate that when students respond to more than four pieces they are less likely to achieve grades at the highest level. This is not to say that responding to fewer pieces is a guarantee of a better result. The grades of students who chose to respond to only one piece ranged from the very highest to the lowest in the sample.
Description of stimulus pieces
1. Discovering life
This extract is from a short story written by a young man. It reflects the feelings many young people have as they move beyond school life. The signpost in the graphic reinforces that a choice can be made to stay where one feels secure and loved or move on to explore and discover the unknown. The background graphics emphasise the need to make plans (get a passport, book tickets, etc.) if you are going to travel.
This piece was a popular choice with 45 per cent of the sample responding to it either alone or in combination with other pieces, particularly pieces 2, 5 or 6. As was expected, narrative and personal reflection were the most common forms used with many students presenting stories involving moving to another school, town or country. A number of responses took the form of farewell speeches while one unusual response involved a near-death experience and the afterlife. Although most students used this piece competently, a clearer focus on a central idea was often needed.
12
3 4
6
758
9
1011
12
56
2. Self-discovery
The surreal painting ‘Uncovering the Self’ by Mariu Suarez, a Colombian artist, is linked with words spoken to a graduating class by Bill Watterson, a cartoonist well known for his social commentary in the series Calvin and Hobbes. Watterson’s words stress the necessity of knowing yourself and the graphic suggests that one way to know yourself is to ‘open your eyes’ and ‘peel away the layers’.
This piece also proved popular, with 29 per cent of the sample responding to it, frequently in some combination with pieces 1, 5 or 6. Narratives, personal reflections and expositions were common. A number of responses were written as speeches, particularly graduation speeches, which explored the theme of self-discovery and urged their audience to strive to reach their full potential. One student explored these notions through a book review of Amy Tan’s novel The Joy Luck Club.
3. Forensic science
Two dimensions of discovery are inherent in this stimulus. There are the ongoing and current discoveries being made about how DNA can be used and there is the concept of the perpetrator of a crime being ‘discovered’ through the use of DNA evidence. The colours used in the graphic add a sense of intrigue and reflect those used in current popular TV series about crime detection.
About 11 per cent of students responded to this piece with most adopting exposition and argumentative genres, often in the form of articles, to explore issues concerning new discoveries in forensic science and their impact on crime detection. These were generally well handled although at times the distinction between argumentative and expository writing could have been established more clearly. Narratives based around crime investigations were also quite popular, perhaps due to the prevalence of such programs on television.
4. Smokebush
The issue of who owns the intellectual property rights of certain knowledge or discoveries is very topical today. The instance referred to in this stimulus is currently being played out in Western Australia. Contemporary intellectual property law fails to recognise any legal rights in indigenous peoples’ communally held knowledge. Indigenous groups in countries other than Australia are also fighting for their rights.
The 7 per cent of students who used this piece tended towards exposition and argumentative style responses to analyse the conflict associated with establishing ownership of a discovery. News articles proved popular and in most cases these responses had a clear focus and presented their arguments quite effectively. One unusual response was in the style of a formal report on a drug trial set up to discover the effectiveness of Smokebush as a cancer treatment.
5. Children explore
The concepts of exploration and discovery are intertwined. When a person explores he/she is most likely to discover something, and if a discovery has been made there has most likely been some exploration leading up to it. The concept being introduced here is that children need to be allowed the freedom to explore so they can learn. The graphic of the young child reaching out to the beetle that looks as though it is about to strike brings the element of risk into the discovery-learning situation.
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This stimulus struck a chord with students with around 20 per cent responding to it, often in some combination with pieces 1 and 2. Although exposition and narrative styles were most popular, this piece generated writing in a wide range of genres, from personal reflections on childhood experiences to argumentative writing in the form of articles, speeches and letters to the editor.
6. New eyes
This quotation of Marcel Proust’s words introduces the concept of discovery being the product of lateral thinking. It might not be something completely new that is discovered but something already known, understood differently. No accompanying graphic has been included with this text as the ideas expressed in it can be applied to many of the other stimulus pieces.
As predicted, most of the 13 per cent of students responding to this piece used it in conjunction with at least one other stimulus piece, most often pieces 1 and 2. As was also expected, narratives and personal reflections depicting a journey of the mind were common. One narrative response told the story of an American Indian who felt he had to learn to see with ‘white man’s eyes’ if he was to discover how to survive.
7. Science
The use of the words of a well-known, contemporary scientist, in a conversational setting, aims at personalising scientists and scientific method. The context was provided in order to explain the conversational language used and to reveal the year in which the words were spoken. Some students would know of Gus Nossal and his discoveries in medical science and/or his being named Australian of the Year in 2000.
Relatively few students (3 per cent) responded to this piece with most of those using it in combination with a range of other pieces. While many of these responses tended to make only a glancing reference to the ideas in Nossal’s statement, one student used this piece to present a detailed explanation of the stages in the discovery and progression of the periodic table.
8. Writing
This short, sharp statement is a very open stimulus piece. The graphic reflects the world of many students where most writing is undertaken on a computer.
Perhaps because of its open nature, only 5 per cent of the sample responded to this piece. However, as could be expected, it attracted students who were enthusiastic writers and this resulted in some passionate and creative pieces. Narrative and exposition were the most popular choices of genre, although one response took the form of a speech to the National Authors’ Convention.
9. Diary
This extract from a contemporary novel provides a starting point for a narrative piece of writing. A sense of mystery surrounds the search for and the finding of the diary. The clear visual images are supplemented with sensory stimulation—the effort as she lifts the lid, the fear in the fumbling hand and the various smells. The associated graphic provides cues to a sense of delving back into the past to find some unknown.
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Thirteen per cent of students in the sample made use of this piece and overwhelmingly they wrote narratives. This was understandable given the strong narrative feel of the stimulus itself. While most students were able to build competent stories around the elements of the stimulus, the better responses dealt more with the impact and consequences of a discovery rather than just relying on a surprise revelation at the end of the story.
10. Cook
Kenneth Slessor is not just referring to the discovery of the east coast of Australia by Captain Cook. He is making clear and strong statements about a discovery being made because someone went where others dared not go. The last line was included to ensure that students realised that the poem was about Australia and also to retain the integrity of the poem.
This piece was used by around 6 per cent of students, most commonly in combination with a number of other pieces, particularly 1, 11 or 12. Often the stimulus found its way into students’ writing more as a passing reference than as the central focus piece. Those who did use it as their central focus tended towards the narrative style with first-hand accounts of voyages or journal entries being popular. One student chose to write an advertisement enticing sailors to join Cook’s crew, using the opportunity to be part of wonderful discoveries as the lure.
11. Modern discovery
This stimulus piece introduces ideas of possible future discoveries—discoveries of new plants and animals; archaeological finds unravelling past history; the depths of the oceans revealing unimagined life forms; further exploration of the complexities of our solar system. The final statement invites the writer to imagine what might still be ‘out there’ to be discovered.
This piece proved quite popular, with 17 per cent of those sampled responding to it, frequently in combination with a range of other pieces. Most of the responses fell into either the exposition/argumentative genre or the narrative genre. Many students used this piece as a starting point for a general discussion about new discoveries, often using other pieces on the paper, particularly pieces 3 and 4, as examples. These essays, although responsive to the concept of discovery, often lacked a clear purpose and development of ideas. Contrary to what might have been predicted, this piece with its reference to future discoveries didn’t tend to inspire writers of speculative fiction. Most narratives took the form of diving and underwater adventure stories.
12. Magellan
The English words are the translation of the Latin ones that appear around the frame of the picture of Magellan’s ship the Victoria. The picture of the ship and the words around the frame first appeared on an ancient map of the Pacific Ocean drawn in 1589. It was not expected that students would know historical facts about Magellan, but rather that they would respond to the concepts of the prize of discovery and the personal pride in discovery.
The majority of the 7 per cent of students who responded to this piece wrote narratives. Many linked their writing to piece 10 because of the similarity in subject matter and wrote in the form of seafarers’ diaries or captains’ logs. Fortunately for some students there was no expectation that historical accounts should be factually accurate, but students should remember that the criterion Central Idea does require markers to judge the logic and coherence of the writing.
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Student Performance
To be awarded high grades, students must perform well in aspects of writing that are defined by the criteria-and-standards guide. An excellent script must have a unifying central idea; its vocabulary or word choices must fit the intended meanings; it must show responsiveness to the Writing Task testpaper; its mechanical aspects (grammar, punctuation and spelling) must be correct and effective in conveying meaning; and the structure and sequencing of its components must be skilful.
Markers also took note of whether a script had conformed to the length prescription. The ability to write to a specific length is part of the skill of organising and composing prose.
Central Idea
Central Idea is the main thread or thrust of the writing. It is marked according to how well a script focuses on and develops its particular message over its entire length. For grading in this criterion, the responsiveness of the central idea to the testpaper is not taken into account.
The importance of this criterion was revealed in the analysis of the sample scripts: those students who performed well overall tended to achieve their best results in Central Idea (along with Responsiveness), while those students who performed poorly had their lowest results in Central Idea.
Although the vast majority of scripts sampled were able to present an identifiable central idea, for many the clarity and development of that idea was lacking. This was particularly the case with exposition and argumentative responses where too many students attempted to merely write everything they knew or thought about the concept of discovery without refining and directing it to a given purpose. In these scripts even though the topic of discovery might have been evident, the particular aspect of discovery being focused on, or the particular point being made, remained debatable. As a consequence of this, the distinction between an exposition and an argumentative response was often blurred because the purpose of the script wasn’t made clear.
Preparation for the Writing Task should emphasise strongly the need for clear planning and organisation of ideas.
Vocabulary
Precise and well-chosen words are a key ingredient of effective writing. Markers look for word selection that best suits the location and desired effect.
Most students achieve solidly in this criterion, showing that they are capable of using language appropriately. On average, students in the sample scored higher in Vocabulary than in any other criteria and this was even more pronounced for those students whose overall results were low.
Responsiveness
Responsiveness is the extent to which a script develops some part(s) of the stimulus while connecting with the overall concept of the paper. Students therefore needed to respond to one or more of the twelve stimulus pieces provided, as well as the concept of Discovery.
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Students who performed well overall tended to score strongly in Responsiveness. Most students seemed well aware of the requirement to respond to both the stimulus and the concept. There was a tendency however to discuss the concept of discovery using the stimulus pieces as examples rather than exploring the theme through a more in-depth treatment of the stimulus material. Students also appear to be getting the message that referring to a large number of stimulus pieces does not necessarily improve Responsiveness. In fact, such approaches can often lack a depth of treatment and also lose the ‘sustained connectedness’ that is required. As mentioned previously, the sample evidence tends to indicate that when students respond to more that four pieces they are less likely to achieve grades at the highest level. It must also be noted that responding to fewer pieces is not a guarantee of a better result.
Grammar, Punctuation, Spelling
This criterion deals with the micro level of organisation inside sentences and words. Grammar, punctuation and spelling are marked as a unit in which all of the elements are taken into consideration. They are also considered as a hierarchy, with grammar judged as the most crucial to conveying clear meaning, followed by punctuation and then spelling.
This is an area where students should be encouraged to work on developing their skills since Grammar, Punctuation, Spelling scores tend on average to lower rather than raise grades overall. In the sample scripts, even students who performed well tended to gain their lowest rating in this criterion.
Structuring and Sequencing
This is the macro level of ordering—the order in which ideas are sequenced by logic or time or space. This criterion is concerned with how effectively and thoughtfully sentences and paragraphs are ordered and arranged to achieve a planned effect. It is possible for a script to have a unifying central idea and yet be disorganised in the arrangement and development of its content.
Along with Central Idea, this criterion is the one that most often separates the top scripts from those at the lower end of the scale. The sample scripts showed that on average, students received their lowest results in Structuring and Sequencing and for students who performed poorly in the Writing Task, Structuring and Sequencing was much more likely to detract from, rather than enhance, their results. In terms of student preparation for the Writing Task this is an area that perhaps deserves closer attention, particularly the understanding of effective paragraphing and the use of cohesive ties and links to show the logical development of an idea.
Length
Students are required to write approximately 600 words of continuous English prose and must write in the range of 500–750 words to avoid a length penalty.
Around 15 per cent of the sample scripts were penalised for being either too long or too short. It is always disappointing when students don’t get full value for the quality of their writing. Writing Task preparation should emphasise the importance of writing within the given limits.
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Prose forms
Each year the testpaper gives students a list of writing suggestions such as argument, literary criticism, speech, book review and so on. The list is intended to stimulate, not prescribe, and any form except poetry can be used. The only recommendation is that students should write in the styles with which they are comfortable and familiar and which ultimately display their writing ability at its best.
As was the case in previous years, narrative was the most favoured form of writing (39 per cent). This was followed by exposition (16 per cent) and personal reflection (13 per cent) with article, diary, speech, argumentative and letter all fairly even (around 6 per cent each).
When considering these figures it needs to be remembered that the above genres can overlap. For example many scripts written as speeches and articles could also be classified as exposition or argumentative, just as many diaries and letters could be considered narratives.
Criteria and standards schema for markingThe criteria and standards schema is reproduced overleaf. It features five substantive criteria (Central Idea; Vocabulary; Responsiveness; Grammar, Punctuation, Spelling; and Structuring and Sequencing) plus Length.
Each script receives a minimum of three markings. Each marker provides four criteria-based grades or three criteria based-grades plus a judgement on length. Therefore, different mixes of the six criteria are marked during each of the three readings.
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Criteria and standards schema for marking
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22
22
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55
55
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Cri
teri
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Mark
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Gu
ide
63
05
1015
2025
3035
0.000.050.100.150.20
Tota
l raw
sco
re fo
r cr
iterio
n
Str
uctu
rean
d S
eque
ncin
g
Proportion of scripts
05
1015
2025
3035
0.000.050.100.150.20
Tota
l raw
sco
re fo
r cr
iterio
n
Gra
mm
ar, P
unct
uatio
n,S
pelli
ng
Proportion of scripts
05
1015
2025
3035
0.000.050.100.150.20
Tota
l raw
sco
re fo
r cr
iterio
n
Res
pons
iven
ess
Proportion of scripts
05
1015
2025
3035
0.000.050.100.150.20
Tota
l raw
sco
re fo
r cr
iterio
n
Voc
abul
ary
Proportion of scripts
05
1015
2025
3035
0.000.050.100.150.20
Tota
l raw
sco
re fo
r cr
iterio
n
Cen
tral
Idea
Proportion of scripts
Dis
trib
utio
n of
raw
gra
des
in e
ach
crit
erio
n
64
Selected student responses
The following responses to the 2005 Writing Task subtest were selected from those scripts that met the standards for successful writing as defined by the criteria and standards for marking the Writing Task.
These complete scripts appear in their original handwritten form. They may contain errors in grammar, punctuation and spelling as well as factual inaccuracies, but they have been published as they were written for the sake of authenticity.
Scripts are marked three times by three different markers working independently. It must be realised however, that a successful piece of writing may reach a less than very high standard on some criteria.
The QSA has not expressed a preference for any particular form of writing by its selection of these examples, nor are the sentiments expressed in them necessarily endorsed by the QSA. Before publication the QSA attempted to establish, but cannot guarantee, the originality of the writing in these scripts.
Response 1The Discovery creates a moving narrative of a husband discovering his late wife’s diary by drawing on the image and text of stimulus piece 9. The connection to the Writing Task theme is further underlined in the climax as the husband also discovers a sense of peace.
Response 2Responding to piece 4, this script takes the form of a letter from a member of an Indigenous rights group challenging modern researchers’ claims to the legal ownership of the discovery of the medicinal properties of the Smokebush plant. The writer has presented a clearly expressed and rationally argued case that centres strongly on the question, ‘Can something be discovered if it has already been found?’.
Response 3Science’s Big Bang is in the form of an argumentative essay that intelligently and logically explores the ideas raised by stimulus piece 11. It challenges the notion that ‘the age of discovery is over and that all discoveries have been made’ by arguing that the important discoveries of recent times have only resulted in more unanswered questions, and a realisation of how much there is still left to discover.
Response 4Voyage of Discovery is a reflective style narrative that centres around stimulus piece 6 and the notion that real discovery requires having ‘new eyes’. In this imaginative piece the narrator uses the analogy of an explorer discovering and mapping new landscapes to explain how she comes to understand the people she encounters. In the end the tables are turned, as the discoverer becomes the discovered and the narrator is taught to see herself through very different eyes.
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Response 1
66
67
68
Response 2
69
70
71
Response 3
72
73
74
Response 4
75
76
Relative worth of each subtest
Relative worth of parts of the QCS Test
Paper Worth Comment
1 WT 68 Two grades on each of the five substantive criteria plus 2 judgments on length
2 MC I 50 50 items of equal worth
3 SR 69 17 items (17 performance domains) with up to five grades each
4 MC II 50 50 items of equal worth
Total 237
n■Worth SR paper
Unit Item number
Grade awarded and Code Worth
A B C D E N O
1 Messages 1 5 4 3 2 2.5
2 GST 2 9 7 5 3 4.5
3 10 8 6 3 5
3 Fire 4 3 2 1 1.5
5 9 7 4 2 4.5
6 12 9 6 3 6
4 Pi 7 9 6 5 3 4.5
5 Logan 8 5 4 3 2 2.5
9 8 6 4 2 4
10 12 9 6 3 6
6 Millibots 11 4 2 1 2
12 10 8 6 4 2 5
7 Republican Calendar 13 5 4 3 2 2.5
14 5 4 3 1 2.5
15 8 7 5 3 1 4
16 11 9 7 5 3 5.5
8 Piano 17 13 11 8 5 2 6.5
A2
Σ A2----⎝ ⎠
⎛ ⎞ 69=
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Deemed CCEs and QCS Test items
Tables showing CCEs tested within the MC and SR testpapers are presented earlier in this document. There appears next to each item (or unit) one or more CCEs. What does this mean?
The QCS Test assesses students in terms of the common elements of the Queensland senior curriculum: reading and writing, analysing and synthesising, evaluating and arguing rationally, graphing, estimating, compiling statistics, and so on. There is not, however, a simplistic match of CCEs and individual items in the QCS Test: exactly one item for each CCE or exactly one CCE for each item. By their nature, some CCEs are obviously widely present—reading, interpreting words and symbols, analysing; others such as graphing may be obviously absent from all but one or two specific items.
The CCE given for an item is not, therefore, a claim that this is the only skill required to complete this item successfully. Nor is it a claim that the CCE should be understood as meaning only the skills apparently required by the item. There may even seem to be ways of completing the item successfully that do not appear to involve the given CCE(s).
The listing of CCEs against items provides information about how the test constructors view each item in the context of the particular QCS Test in which it occurs.
Balance of the QCS Test in terms of CCEs
The listing of CCEs against items may suggest that the balance of a particular QCS Test or a series of QCS Tests can be assessed by a tally of the number of times each CCE is listed.
It is wrong to expect such a tally to show an equal number of items for each of the 49 CCEs because they are not, and were not developed to be, either equal 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).
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AppendixesAppendix 1: The 49 Common Curriculum Elements
DESCRIPTORS AND NOTES
Note: The numbering system given for the testable Common Curriculum Elements is that used within the Testing Unit.Readers should not be perturbed to find that, while the list is in numerical order, there are numbers missing. All 49elements appear in the list.
1 Recognising letters, words and other symbols
2 Finding material in an indexed collection:
Note: Examples of an indexed collection: a dictionary, an encyclopaedia, a library catalogue, a road map, an art catalogue, an instruction booklet, a share register, a classified advertisement column.
3 Recalling/remembering:
Note: Consult Test Specifications Section 2.3 to establish what might reasonably be regarded as assumed knowledge, i.e. ‘an elementary level of “general knowledge”, and a knowledge of vocabulary and mathematical operations at a level of sophistication consistent with a sound general Year 10 education … basic arithmetic operations involved in calculation, also include fundamental mathematical concepts such as simple algebra, percentage, ratio, area, angle, and power of ten notation.’
4 Interpreting the meaning of words or other symbols
5 Interpreting the meaning of pictures/illustrations
6 Interpreting the meaning of tables or diagrams or maps or graphs
7 Translating from one form to another:
Expressing information in a different form.
Note: Translation could involve the following forms:verbal information (in English)algebraic symbolsgraphsmathematical material given in wordssymbolic codes (e.g. Morse code, other number systems)picturesdiagramsmaps.
9 Using correct spelling, punctuation, grammar
10 Using vocabulary appropriate to a context
11 Summarising/condensing written text:
Presenting essential ideas and information in fewer words and in a logical sequence.
Note: Simply listing the main points in note form is not acceptable, nor is ‘lifting’ verbatim from the given passage.
12 Compiling lists/statistics:
Systematically collecting and counting numerical facts or data.
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13 Recording/noting data:
Identifying relevant information and then accurately and methodically writing it down in one or more predetermined categories.
Note: Examples of predetermined categories are: female/male; odd/even; mass/acceleration.
14 Compiling results in a tabular form:
Devising appropriate headings and presenting information using rows and/or columns.
15 Graphing:
Note: 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 which may be either presented to, or created by, the student.
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31 Interrelating ideas/themes/issues
32 Reaching a conclusion which is necessarily true provided a given set of assumptions is true:
Deducing
33 Reaching a conclusion which is consistent with a given set of assumptions:
Inferring
34 Inserting an intermediate between members of a series:
Interpolating
35 Extrapolating:
Logically extending trends or tendencies beyond the information/data given.
36 Applying strategies to trial and test ideas and procedures
37 Applying a progression of steps to achieve the required answer:
Making use of an algorithm (which is already known by students or which 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.
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49 Perceiving patterns:
Recognising and identifying designs, trends and meaningful relationships within text.
50 Visualising:
Note: Examples of aspects of this element that might be tested include:visualising spatial concepts (e.g. rotation in space) visualising abstractions in concrete form (e.g. kinetic theory—the movement of molecules) visualising a notion of a physical appearance from a detailed verbal description.
51 Identifying shapes in two and three dimensions
52 Searching and locating items/information:
Note: This element as it occurs in syllabuses usually refers to field work. As these conditions are plainly impossible to reproduce under QCS Test conditions, testing can only be performed at a ‘second order’ level.
In the sense of looking for things in different places, ‘searching and locating items/information’ may be taken to include quoting, i.e. repeating words given in an extract in the stimulus material.
53 Observing systematically:
Note: This element as it occurs in syllabuses usually refers to laboratory situations. As these conditions are plainly impossible to reproduce under QCS Test conditions, testing can only be performed at a ‘second order’ level.
55 Gesturing:
Identifying, describing, interpreting or responding to visual representations of a bodily or facial movement, or expression that indicates an idea, mood or emotion.
Note: This element as it occurs in syllabuses refers to acting and other forms of movement. It is possible to test only the interpretation of movement and expression. It is understood that there are cultural variations relating to the meanings of particular gestures.
57 Manipulating/operating/using equipment:
Displaying competence in choosing and using an implement (in actual or representational form) to perform a given task effectively.
60 Sketching/drawing:
Sketching: executing simply a drawing or painting, giving essential features but not necessarily with detail or accuracy.
Drawing: depicting an object, idea or system pictorially, such as in a clearly defined diagram, or flowchart.
Note: Sketching/drawing does not include the representation of numerical data as required in CCE 14 and CCE 15.
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Appendix 2: Glossary of terms used in relation to the QCS Test
acceptable minimum standards: the description of a marking process whereby markers are required to use their assessmentskills to interpret a 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 andO (see grade)
assumed knowledge: the benchmark of students’ required learning in terms of QCS testing; taken to be the possession of both anelementary level of general knowledge and a knowledge of vocabulary and mathematical operations at a level of sophisticationconsistent with that of a student with a sound general Year 10 education
batched items: a group of items which relate to the same stimulus material
built-in trade-off: a property of a marking scheme that ensures that the performance domains contribute to the grade in amanner reflective of their hierarchical position in that item
calibration: a routine process aimed at controlling reliability loss by removing irregularities in a marker’s judgment ‘gauge’ beforethat marker is free to ‘gauge standards’, i.e. to mark
check marking: a process involving scrutiny by immersers and unit managers of grades awarded by markers
closed response item: a short response item which involves the student in the production of an answer and requires the markerto assess the accuracy of the response. This type of item usually produces a definite number of response types.
common curriculum element (CCE): one of the 49 generic skills that are common to at least two subjects in the Queenslandsenior curriculum, testable in the current format of the QCS Test, and within the learning opportunities of a high proportion ofstudents
creditable response: a response (to a short response item) which is awarded one of the available grades, A to E, and which thusattracts credit
criterion (also called basket): macroskill. The QCS Test measures achievement in five criteria, each of which is symbolised by aletter of the Greek alphabet:
The 49 common curriculum elements can be distributed amongst these five criteria, each criterion representing a set of relatedCCEs.
cue: an instruction attached to a short response item, situated next to the space provided for the student response. The cuegives 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 ofthat syllabus
denotation: descriptor and/or notes related to a CCE, which represent the meaning of that CCE for the purpose of the QCSTest. Denotations are circulated to the appropriate audiences.
descriptor: see standard descriptor
desirable feature: item-specific characteristic of a student’s short response that demonstrates achievement and thereforecontributes to the determination of attainment in a particular performance domain
dimension: one of nine defined characteristics of a test item. Each item can be classified in terms of each of these ninedimensions. This classification is used for assessing range and balance in the test.
discrepant marker: a marker whose marking differences (compared with other markers) are either not acceptably small or notapparently random
dissonant markings: binders whose items have been given significantly different marks by different markers
α comprehend and collectβ structure and sequenceθ analyse, assess and concludeπ create and presentφ apply techniques and procedures.
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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, viz.
• pens (black ink)• pencil (for drawing, sketching, etc. but not for writing)• protractor• drawing compass• eraser• coloured pencils• ruler• calculator with spare batteries.
exemplar: example of a response included in the marking scheme as an indication to markers of the acceptable standard for theaward of an A-grade
flyer: a written mechanism by which unit managers and immersers can communicate to markers any decisions regarding thetreatment of scripts made after marking has commenced
footnote: additional information provided at the end of the relevant piece of stimulus material, with reference to the stimulusmaterial via a superscript. It may take the form of a commentary on word usage, sourcing of an extract etc.
gloss: definition of a term that students are not expected to know. Substantive vocabulary of a high level of sophistication whosemeaning cannot be determined from the context is provided at the end of the relevant passage, with reference to the passagevia a superscript.
grade (response grade): a measure of performance on a short response item on the basis of a student’s response. Grades areconsecutive letters, with A denoting the grade pertaining to the highest performance level. The number of grades may varyfrom item to item. The lowest available grade identifies the threshold for creditable performance.
hierarchy: a ranking of the performance domains of an item, indicating their relative contributions to the award of the grades
immerser: a person who trains markers before the marking operation, i.e. takes responsibility for immersing markers in themarking schemes of items in one marking unit of the testpaper. During the marking operation the immerser may give adviceabout problematic responses and running rules as well as conducting calibration and various re-calibration (e.g. re-immersion,refocusing) sessions for markers.
immersion: instruction to acquaint markers with details and subtleties of the marking schemes for the items in an allocated unit;discussion of common response types and marking of real 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 guidedassistance in practice marking. Verbal instructions which form part of the marking prescription may be given at this time.
incline of difficulty: the sequencing of units within a testpaper in such a way that units tend to become progressively moredifficult towards the end of the testpaper
introduction: a block of text at the beginning of a unit that, when necessary, gives a reference for the stimulus material and itemsto follow
item: comprises the stem, cue and response area
item-specific: pertaining to a particular item; usually, item-specific documents contain information which can only pertain to oneof the items on a particular subtest
item writer: a person who writes and develops items for inclusion in the itembank. Test specifications are heeded in the writingof items.
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key term: one of a list of verbs used in the stems of short response items as commands or task setters, and for which cleardefinitions are appropriately circulated to students and markers for the purposes of the QCS Test. The key terms include thefollowing:
account for draw (cf. sketch) illustrate/exemplify show (calculations)approximate estimate indicate sketch (cf. draw)argue evaluate justify statecomment on explain list substitute incompare expound outline (in words) suggestcontrast express present summarisederive extrapolate prove transcribedescribe find rank verifydetermine generalise referdiscuss identify quote
line numbers: numbers situated in the left-hand margin of some passages of stimulus material to help students locate detailsmentioned in associated items
marker training: a process which occurs during the days immediately preceding the marking proper, and consists of a pretraining/administration session, immersion session 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 themarker manual. Running rules and flyers are sometimes added to the folio during the course of the marking operation.
marking grid: an item-specific sheet, accompanying the marking scheme, designed to assist markers’ decision making when theapplication of descriptors is particularly complex. The use of such grids may be either compulsory or non-compulsory.
marking pool: the total group of markers selected from the register of markers to be involved in the marking operation for agiven year
marking scheme: the item-specific criteria and standards schema from which markers can determine grades; the markingscheme may not include all of the instructions to the markers. Most marking schemes are presented as a table in which the cellsof each column give the descriptors of standards for the grade shown in that column’s heading.
marking unit: a collection of items that is to be marked using a single marksheet. An individual marking unit may include itemsfrom more than one test unit. The items of an individual test unit may be spread over more than one marking unit.
marksheet: a pre-printed sheet markers use to record information about marking.
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 theconclusion of the test.
model response: an example of a response that demonstrates the highest level of performance and which would invariably beawarded the highest grade
monitoring (marker monitoring): comparison of markers (many pairings) to identify responses to be re-marked, markers whorequire 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 satisfythe requirements for any other grade (N), or when the item is omitted (O)
notes: a note on a marking scheme that: clarifies features of the item; defines, qualifies or explains terms used in the descriptors;gives additional information about the treatment of particular types of response
omit: label given to that category of response to a test item where the student fails to provide a response; that is, the studentmakes no apparent attempt to respond to the task set and leaves the response space completely blank
open-ended response item: a short response item which involves the student in generative thinking and requires the marker toassess the quality of the response. No exhaustive list of desirable features can be identified a priori to describe a given responsetype.
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optional equipment: ‘tools of the trade’ (other than essential equipment) normally used in a course of study, which students maychoose to provide for the test, e.g.
• set square• correction fluid• template• sharpener.
pathological response: one of the 2 per cent or less of different or unpredictable responses not covered directly by thedescriptors in the marking scheme, and discovered after marking commences
performance domain(s): common curriculum element(s) tested by a particular item. For items which are associated with morethan one CCE, the influence of each CCE is clearly evident in the marking scheme.
practice effect: an increase in marking speed as the marker gains experience in reading student responses and grading them withthe 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 ith item.
refocusing: a one-on-one counselling session between an immerser and a marker who is experiencing problems with his/hermarking, as identified by quality-control procedures
referee marking: an independent third marking of a student response which occurs when two independent markers disagree toan extent which 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; that is, the degree to which they arefree of errors
reliability of grades: the degree to which there is marker agreement as to the grade awarded (although some grades are trulyborderline)
response: the student’s work on an item as communicated to the marker. In writing, drawing, calculating and so on in the case ofa short response item. By blackening a circle corresponding to the selected response option in the case of a multiple choiceitem.
response alternative: one of four options from which students choose the best response for a multiple choice item. Studentsrecord 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 orgrid, a designated space in which to write, draw, complete a diagram, fill in a table, etc.
richness: a property of a test item whereby the item can provide more than the usual single piece of information about studentachievement. In the case of a rich short response item, markers are required to award a grade in more than one, usually two,performance domains.
running rules: decisions made by unit managers and immersers after the marking has commenced to supplement the applicationof marking schemes
sample response: authentic 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 byapplying 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 tobe awarded that grade in a particular performance domain
2N pii 1=
n∑
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star-value: a rating for a short response item relative to other items on the short response paper, in terms of worth/effort, from[*] lowest to [*****] highest. The star-value is printed beside the item number.
stem: that part of the item which indicates the task set or the question to be answered
stimulus material: verbal, numerical, pictorial, tabular, or graphical material that sets the context for the item(s) to follow withthe aim of promoting students’ responses
testbook (testpaper): the booklet provided to a student for the SR subtest; the cover carries directions to students; the bookletcontains items arranged within units. The booklet also contains spare pages (in case the student needs extra response space, ordecides to rewrite a response after cancelling the initial attempt) and a fold-out section inside the back cover containing theitem and star-value distribution.
training: see marker training
unit: a part of test construction consisting of stimulus material and associated items and, often, an introduction
unit manager: a person who trains the immersers of a particular unit so that they can train the markers with due regard to theconstruct of the test
validity: the extent to which an assessment instrument measures what it is claimed to measure
validity of grades: the extent to which the item and marking scheme measure achievement in the designated CCE(s)
verbal instructions: information given to markers by immersers to acquaint them with the details and subtleties of markingschemes, and with common response types gleaned from a sample of student responses
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