Queensland Core Skills Test · 2015-09-24 · 10 16/4/03–I:\qcs\retrospective\retro2002\Short...

$: Queensland Core Skills Test · 2015-09-24 · 10 16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm Model responses are those which demonstrate the highest level of performance$
Queensland Core Skills Test

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Retrospective 2002 (Part 2 of 5)

Note: The PDF version of this document has been split into sections for easier download. This file is Part 2 of 5.

9

16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm

Short-Response (SR)

General commentary

This year’s SR paper was varied in its content and in the way it covered a broad range of CCEs.

Items were grouped into testpaper units, which were then grouped into marking units—this year’s

paper consisted of 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. The challenge in setting

any item is to frame it in a way that makes it accessible to all students.

This year’s paper was again rich in practical contexts. Stimuli such as cartoons, travel

reimbursement, growing pearls, a letter to the editor, juggling, photographs, sculpture and reading a

poem aroused and maintained student interest.

The first unit of the test paper was a cartoon unit that concentrated on the use and interpretation of

words and symbols and the use of vocabulary. Students also had to create a caption for a cartoon.

Students were required to read some fairly typical information in a unit on travel reimbursements.

They were then extended with two five-star, open-ended items. One of these required the

students to respond to two photographs and elaborate, in a unified coherent way, on how the

photographs worked together to make a powerful statement. Another item presented students

with stimulus in the form of a poem and students were required to say what features of the poem

they would bring out and how they would bring them out in a reading for an audience.

A rather large unit on the practical art of juggling interested many students. So much so that many

students did this unit first, despite it being the fifth of eight units. The unit examined the very

practical ways in which jugglers remember their routines, and in so doing led to a very innovative

application of graphing.

A unit on language examined the use of ‘alternate’ and ‘alternative’ as adjectives. It required

students to read a letter from a newspaper, and then use each word in a sentence to convey the

meanings that the writer favoured.

Students were extended by a unit about an artist who created sculptures by drilling holes in a

horizontal board and pouring cement onto the board. The cement then hardened to a sculpture

resembling a moonscape. This unit involved geometrical constructions as well as analysing why the

shapes turned out as they did.

Model responses and commentaries on candidates’ performance

What follows is an item-by-item discussion that includes a model response, a histogram of the

distribution of grades, a commentary on how candidates performed the task, and a marking

scheme. At times, some candidate responses are included to exemplify an observation. In doing this

we have tried to provide examples of student work (and comments) that cover a range of grades.

10


Model responses are those which demonstrate the highest level of performance and would

invariably have been awarded the highest grade.

For some items the responses were extremely varied, especially for the more open-ended items.

For these it is not possible to provide an example of each of the many ways that students

responded. The detailed and item-specific marking schemes indicate the scope of acceptability of

responses. For the more closed items responses were less varied (as would be expected), but again

the marking schemes demonstrate that different ways of perceiving ‘the solution’ were acceptable.

Marking schemes

The marking schemes used during the marking operation and included in this commentary are not

designed to be read in isolation. They are but one element of the marking prescription. During the

marking operation markers undergo rigorous training (immersion) in one marking unit in the

application of marking schemes to candidate responses. This training involves careful consideration

of the material presented by immersers and is documented in the immersion notes (which do not

appear in this Retrospective).

For organisational purposes during the marking operation, testpaper units are combined into

marking units. The following table lists each marking unit and its constituent testpaper units for the

year 2002 (note: 4 and 5 subsumed).

Marking

Unit

Testpaper

Unit

1 ONE

FOUR

2 TWO

FIVE

3 THREE

SEVEN

6 SIX

8 EIGHT

11


Unit One

ITEM 1

Model response

Commentary

In Item1 students were asked to interpret the meaning of words

(CCE 4) in eight given gag types. They then had to classify (CCE 30)

four cartoons according to the gag type best represented.

An A-grade was awarded to 17 per cent of students. Students

generally had some difficulty classifying the gag types, particularly for

the last cartoon.

As usual in the Short-Response paper the first item was felt to be inviting for students. Almost all

students (99.9 per cent) attempted this item and were clear as to what was required.

While more than one gag type could possibly be applied to some of the cartoons, the stem directed

the students to select the best gag type. Two gag types were requested for the last cartoon, the

order of the gag types being irrelevant.

Gag type: ......................................

Give only one type.

Gag type: .....................................

Give only one type.

Gag type: ....................................

Give only one type.

Gag type: ......................................

Give one type.

Gag type: ......................................

Give another type.

Unseen element Old versus new

Big and small Unseen element

Surprise-ending caption

A B C D E N O

100%

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Mar

king

Uni

t 1 1

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N

Res

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e is

unin

telli

gibl

eor

doe

s not

sa

tisfy

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 ti

me.

30C

lass

ifyin

g4

Inte

rpre

ting

the

mea

ning

of w

ords

or

othe

r sy

mbo

ls

C

The

resp

onse

pro

vide

s thr

eeof

the

corr

ect g

ag ty

pes.

B

The r

espo

nse p

rovi

des f

our o

f th

e co

rrec

t gag

type

s.

E

The r

espo

nse p

rovi

des o

neof

th

e co

rrec

t gag

type

s.

Not

es:

1.C

onsi

der

the

cart

oon

at th

e to

p le

ft as

1, t

op r

ight

as 2

, bot

tom

left

as 3

and

bot

tom

rig

ht a

s 4.

2.T

he c

orre

ct g

ag ty

pes f

or c

arto

on 4

may

be

give

n in

any

ord

er.

3.A

bbre

viat

ions

are

acc

epta

ble

if th

ey c

an b

e ea

sily

tran

slate

d.

Mod

el R

espo

nse:

1. U

nsee

n el

emen

t2.

Old

ver

sus

new

3.B

ig a

nd s

mal

l4.

Uns

een

elem

ent

Surp

rise

-end

ing

capt

ion

D

The

resp

onse

pro

vide

s two

of

the

corr

ect g

ag ty

pes.

A

The

res

pons

e pr

ovid

es th

e fo

llow

ing

five

gag

type

s1.

Uns

een

elem

ent

2.O

ld v

ersu

s new

3.Bi

g an

d sm

all

4.U

nsee

n el

emen

t, an

d Su

rpri

se-e

ndin

g ca

ptio

n.

13


ITEM 2

Model responses

Commentary

Item 2 was more open and required students to create/compose/

devise (CCE 46). It was a two-star item and so was relatively

straightforward. As expected this item resulted in a wide range of

responses. Most students attempted the item and indicated an

understanding of at least some elements of the task. An A-grade was

awarded to 20 per cent of the students.

The responses suggested that students generally understood the understatement gag type and the

need for the caption to suggest a link to the high-energy action, with the speaker seeming to ignore

the problem, i.e. the diner’s violent/fiery reaction. It is not surprising that the range of attempts at

creating elements of humour within the caption was quite broad.

The typical A response included: Is the sauce hot?, I think the sauce may be a little spicy, Who used all

the sauce!, and Would he want more sauce?. Many B responses failed to ignore the high-energy

action, and included examples such as: Oops sorry, I thought it was Tomato sauce, not Tabasco!, and He

doesn’t seem to like my homemade sauce. B-grades were also awarded to responses that made only

an attempt at humour. Examples of this type of B-grade included: Do you want more sauce? and This

sauce is mild. To be awarded a C-grade, students provided a link to the high-energy action. This link

was generally provided by a reference to the sauce or the food, such as: Pass the sauce, Do you want

sauce?, This food is hot, and He is having problems. Some very humorous captions received an

N-grade because they lacked the essential element of understatement.

Gag type: Understatement

Write a

punchline

here.

Gag type: Understatement

Write a

punchline

here.

1.

2.

Do you think this sauce

is hot?

I think this sauce may be a

little spicy.

A B C N O

100%

14


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Mark

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Un

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2 o

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N

Res

po

nse

is

un

inte

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ible

or d

oes

no

t

sati

sfy

th

e

req

uir

emen

ts

for a

ny

oth

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grad

e.

O

No

res

po

nse

has

bee

n m

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e

at

an

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46

Cre

ati

ng

/co

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osi

ng

/dev

isin

g3

1In

terr

ela

tin

g

Mod

el

Res

pon

ses:

1.

Do y

ou

th

ink

th

is s

au

ce i

s h

ot?

2.

I th

ink

th

is s

au

ce m

ay b

e a

lit

tle

spic

y.

Note

s:

1.

Hu

mo

ur

does

not

hav

e to

mea

n c

au

sin

g l

au

gh

ter.

It

cou

ld r

efer

to c

lev

ern

ess

or

wit

, w

hic

h a

re i

mp

ort

an

t in

a c

art

oon

.

2.

Ass

um

e th

e p

ers

on

on

th

e ri

gh

t is

talk

ing,

un

less

th

is i

s o

bv

iou

sly n

ot

the

case

.

C

Th

e re

spon

se p

rovid

es a

ca

pti

on

th

at

•ca

n b

e li

nk

ed t

o t

he

hi g

h-e

nerg

y a

ctio

n.

A

Th

e re

spon

se p

rov

ides

a c

ap

tio

n t

hat

•is

tam

e or

un

der

state

d

•can

be

lin

ked

to

th

e h

i gh

-en

erg

y a

ctio

n

•is

hu

moro

us

an

d t

he s

pea

ker

see

ms

to i

gn

ore

th

e p

rob

lem

.

B

Th

e re

spon

se p

rovid

es a

ca

pti

on

th

at

•is

tam

e or

un

der

state

d

•ca

n b

e li

nk

ed t

o t

he

hi g

h-e

ner

gy

act

ion

•sh

ow

s so

me a

ttem

pt

at

hu

mo

ur.

15


ITEM 7

Model responses

Commentary

In this two-star item, students were required to explain to others

(CCE 26) how the commentator’s use of the word ‘unique’ was in

conflict with the meaning of ‘unique’ advocated by the writer of the

letter.

Students clearly understood what was required of them. Many

selected relevant sections from the text of the letter to support, or

even form the basis of, their explanation. A substantial proportion, 53 per cent of students, were

successful in attaining an A-grade by explaining both the correct and incorrect uses of the word

‘unique’. A B-grade was achieved by 20 per cent of students. This usually resulted from a correct

identification of the ‘one of a kind’ meaning in conjunction with a partial explanation of the

commentator’s incorrect use. A typical B response used the words ‘rare’ or ‘unusual’ from the text

in relation to the commentator’s use of the word ‘unique’, but neglected to refer to the players (e.g.

‘with two others’, ‘three players’, ‘more than one player’) mentioned by the commentator.

In some cases, students were distracted or confused by the reference to ‘six premiership sides’.

This often detracted from the clarity or even the correctness of an explanation. There were also

some responses in which students were confused between the users of the word ‘unique’. While an

A-grade could be achieved without necessarily referring to the writer and commentator specifically,

students got no credit for an explanation that confused the writer’s view, e.g. ‘The writer says

unique means rare and unusual’.

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

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

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

The writer believes that unique means ‘only one of its kind’. The sports commentator said

three players had the ‘unique distinction’ and so was using the word to mean unusual, rather

than ‘the only one’.

Unique, according to the writer, means the only one. A ‘unique distinction’ would therefore be

the only one, and could not be held by three different players.

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

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

1.

2.

A B C N O

100%

16


Sep

tem

ber 1

5, 2

002

12:1

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SC

HE

ME

Mar

king

Uni

t 1 3

of 4

N

Res

pons

e is

unin

telli

gibl

eor

doe

s not

sa

tisfy

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 ti

me.

26E

xpla

inin

g to

oth

ers

4In

terp

retin

g th

e m

eani

ng o

f wor

ds …

C

The

res

pons

e co

rrec

tly e

xpla

ins

•Th

e w

rite

r’s p

refe

rred

use

of u

niqu

e.

The

resp

onse

par

tly e

xpla

ins

•th

e co

mm

enta

tor’

s inc

orre

ct u

se o

f ‘un

ique

’.

OR

A

The

res

pons

e co

rrec

tly e

xpla

ins

•th

e co

mm

enta

tor’

s inc

orre

ct u

se o

f ‘un

ique

’

and

•th

e w

rite

r’s p

refe

rred

use

of u

niqu

e.

B

The

resp

onse

cor

rect

ly e

xpla

ins

•th

e co

mm

enta

tor’

s inc

orre

ct u

se o

f ‘un

ique

’.

The

resp

onse

cor

rect

ly e

xpla

ins

•th

e w

rite

r’s p

refe

rred

use

of u

niqu

e

and

part

ly e

xpla

ins

•th

e co

mm

enta

tor’

s inc

orre

ct u

se o

f ‘un

ique

’.

OR

Not

e: 1.Th

e us

e or

non

-use

of q

uota

tion

mar

ks is

not

to b

e ta

ken

into

con

sider

atio

n.

Mod

el R

espo

nses

:1.

The w

rite

r bel

ieve

s tha

t uni

que

mea

ns ‘o

nly

one o

f its

kin

d’. T

he sp

orts

com

men

tato

r sai

d th

ree p

laye

rs h

ad th

e ‘u

niqu

e dist

inct

ion’

and

so w

as u

sing

the w

ord

to m

ean

unus

ual,

rath

er th

an ‘t

he

only

one

’.

2.U

niqu

e, a

ccor

ding

to th

e w

rite

r, m

eans

the

only

one

. A ‘u

niqu

e di

stin

ctio

n’ w

ould

ther

efor

e be

the

only

one

, and

cou

ld n

ot b

e he

ld b

y th

ree

diffe

rent

pla

yers

.

17


ITEM 8

Model response

Commentary

In this three-star item students were required to use the adjectives

‘alternative’ and ‘alternate’ in separate meaningful sentences to

convey the meaning favoured by the writer of the letter. So the first

task was to establish the meanings favoured by the writer. Then a

separate sentence was to be written for each word showing the use

of vocabulary appropriate to a context (CCE 10). Students found this

item particularly demanding with its requirements of using the words

as adjectives and also conveying their meaning. Only 5 per cent of students gained an A-grade, while

16 per cent gained a B and 38 per cent gained a C.

For this item, a sentence was considered to be ‘a group of words that make sense on their own’.

The marking scheme did not include penalties for incorrect punctuation or spelling. The meaning of

‘alternative’ favoured by the writer was ‘affording a choice’ while ‘alternate’ was considered to

mean ‘arranged or following each after the other; in succession’.

The words ‘alternative’ and ‘alternate’ used as different parts of speech could gain some credit for

conveying meaning. Plurals of the words could also gain credit, but other derivatives (e.g.

alternatively or alternated) gained no credit.

Most students who attempted this item were able to use the word ‘alternative’ in a sentence.

However, ‘alternative’ was often used as a noun, e.g. ‘Soy milk is often a healthy alternative to cows

milk.’ Even when ‘alternative’ was used as an adjective, it often did not fully convey the meaning

favoured by the writer, e.g. ‘I used alternative transport’ rather than ‘Because the car broke down, I

had to use alternative transport’.

Students had more difficulty with the word ‘alternate’, particularly in using it as an adjective. In many

cases alternate was used as a verb, e.g. ‘I only have two uniforms so I alternate them each day’,

which could gain some credit. In other cases, ‘alternate’ was used in place of ‘alternative’, e.g. ‘I

listen to alternate music like Limp Biskit’, which gained no credit.

alternative: ..............................................................................................

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

alternate: ................................................................................................

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

The radio station played alternative music rather than conventional.

My partner and I share the chores by doing them on alternate days.

A B C D N O

100%

18


Some students attempted to give definitions of the words. If the words ‘alternative’ or ‘alternate’

were not used in a sentence, the response gained no credit.

Many students used the writer’s example of an incorrect use of alternate (‘alternate lifestyles’) in

their responses and hence gained little or no credit.

In grading a response a sentence was considered to convey meaning if the reader was left in little

doubt of the meaning of the word in the given context. If the sentence did not convey meaning, it

could still illustrate an appropriate use of the word. The use of the word was considered to be

‘appropriate’ if another word could be easily substituted for ‘alternative’ or ‘alternate’ in the

sentence.

The following examples illustrate the difference:

• We walk the dog on alternate days. (appropriate use)

• My partner and I take turns in walking the dog on alternate days of the week. (conveys

meaning)

• He was told to choose an alternative career. (appropriate use)

• He was told to choose an alternative career to law. (conveys meaning)

• She wears alternative clothes. (appropriate use)

• The hippie wears alternative clothes made from gum leaves. (conveys meaning)

19


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002

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Res

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un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

10U

sing

voc

abul

ary

appr

opri

ate

to a

con

text

A

Both

of t

he w

ords

are

use

d •

as a

djec

tives

•

in se

nten

ces t

hat c

onve

y th

eir

mea

ning

.

B

Bot

h of

the

wor

ds a

re u

sed

•in

sent

ence

s tha

t con

vey

thei

r m

eani

ng.

One

of t

he w

ords

is u

sed

•as

an

adje

ctiv

e.

Bot

h of

the

wor

ds a

re u

sed

•as

adj

ectiv

es.

One

of t

he w

ords

is u

sed

•in

a se

nten

ce th

at c

onve

ys it

s m

eani

ng.

The

oth

er w

ord

is u

sed

•in

a se

nten

ce th

at il

lust

rate

s its

ap

prop

riat

e us

e.OR

D

One

of t

he w

ords

is u

sed

•in

a se

nten

ce th

at c

onve

ys it

s m

eani

ng.

One

of t

he w

ords

is u

sed

•as

an

adje

ctiv

e •

in a

sent

ence

that

illu

stra

tes i

ts

appr

opri

ate

use.

Bot

h of

the

wor

ds a

re u

sed

•in

sent

ence

s tha

t illu

stra

te th

eir

appr

opri

ate

use.O

R

OR

Not

es:

1.Al

tern

ativ

e —

affo

rdin

g a

choi

ce, a

nd a

ltern

ate

— a

rran

ged

or fo

llow

ing

each

afte

r th

e ot

her;

in su

cces

sion.

2.‘A

n ap

prop

riat

e us

e of

the

wor

d’ is

take

n as

one

that

the

wri

ter

wou

ld fa

vour

, e.g

. He

had

an a

ltern

ativ

e ha

irsty

le. A

n ex

ampl

e of

an

inap

prop

riat

e us

e is

He

had

an a

ltern

ate

hairs

tyle

.

3.Th

e w

ords

use

d as

diff

eren

t par

ts o

f spe

ech

may

gai

n so

me

cred

it. A

ltern

ativ

em

ay b

e us

ed a

s a n

oun

and

alte

rnat

e(s)

may

be

used

as a

verb

.

4.T

he u

se o

f the

plu

ral a

ltern

ativ

es m

ay g

ain

cred

it, b

ut o

ther

der

ivat

ives

of a

ltern

ativ

e or

alte

rnat

e w

ill g

et n

o cr

edit.

5.B

e aw

are

that

cre

dit i

s not

giv

en fo

r si

mpl

y us

ing

one

of th

e w

ords

as a

n ad

ject

ive.

6.Th

e ad

ject

ive

need

not

be

in fr

ont o

f the

nou

n it

desc

ribe

s, e.

g. T

he c

loth

es sh

e we

ars a

re re

ally

alte

rnat

ive.

Mod

el R

espo

nse:

The

rad

io st

atio

n pl

ayed

alte

rnat

ive

mus

ic r

athe

r th

an

conv

entio

nal.

My

part

ner

and

I sha

re th

e ch

ores

by

doin

g th

em o

n al

tern

ate

days

.

Last

Pag

e C

ount

C

One

of t

he w

ords

is u

sed

•as

an

adje

ctiv

e •

in a

sent

ence

that

con

veys

its

mea

ning

.

One

of t

he w

ords

is u

sed

•in

a se

nten

ce th

at c

onve

ys it

s m

eani

ng.

The

othe

r w

ord

is us

ed

•in

a se

nten

ce th

at il

lust

rate

s its

ap

prop

riat

e us

e.

Both

of t

he w

ords

are

use

d•

in se

nten

ces t

hat i

llust

rate

thei

r ap

prop

riat

e us

e.

One

of t

he w

ords

is u

sed

•as

an

adje

ctiv

e.OR

OR

20


Unit Two

This unit presented students with stimulus material in the form of a table from which private motor

vehicle expense reimbursements could be calculated.

ITEM 3

Model responses

Commentary

This item required students to calculate (CCE 16) reimbursement

after reading the table (CCE 6 Interpreting the meaning of tables or

diagrams or maps or graphs) to determine the kilometric rate for a car

of given engine capacity (3200 cc) driven for 75 km in the geographic

region with unsealed roads. Although it was not a requirement to

show working for this item, almost all students included some form

of working as part of their response. This provided students with the

opportunity to satisfy the descriptor for a B-grade or C-grade even if their response was incomplete

or not correct.

This closed two-star item was well handled by students, with 65 per cent of students awarded an

A-grade and only 10 per cent of students receiving an N- or O-grade. To receive an A-grade,

students used the table to find the kilometric rate of 55.8c/km and then multiplied by 75 kilometres

to arrive at a reimbursement of $41.85. A small proportion of responses, about 7 per cent, were

awarded a B-grade. Students who were unable to correctly convert cents to dollars or made an

error in calculation received this grade.

A significant number of students, 16 per cent, were awarded a C-grade. A high proportion of this

group of students misread the table and used the reimbursement rate for vehicles under 3200 cc,

54.2c/km, to arrive at a reimbursement of $40.65. Students who used the correct reimbursement

rate with an incorrect distance or used 55.8c/km but may not have had a calculator and calculated

incorrectly were also credited with a C-grade.

A few students arrived at astonishingly large reimbursement amounts (e.g. $133 920). This usually

resulted when students introduced inappropriate factors such as the 3200 cc engine capacity of the

car into the calculation.

1.

2.

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

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

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

$41.85

For a car of 3200cc reimbursement rate = 58.8c/km

distance = 75 km

reimbursement = 55.8 x 75

= $41.85

A B C N O

100%

21


Sep

tem

ber 1

6, 2

002

16:0

3 pm

(*fo

oter

to re

mai

n un

til fi

nal p

rint*

)I:\

qcs\

sri\s

ri200

2\pa

per\s

ri203

\msc

hem

e\02

-003

-ms.

fm

UN

IT T

WO

ITE

M 3

PE

RF

OR

MA

NC

E D

OM

AIN

MA

RK

ING

SC

HE

ME

Mar

king

Uni

t 2 1

of 8

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

6In

terp

retin

g th

e m

eani

ng o

f tab

les …

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

C

The

resp

onse

giv

es th

e re

imbu

rsem

ent r

ate

as 5

5.8.

The

resp

onse

giv

es•

a re

imbu

rsem

ent r

ate

obta

ined

from

the

tabl

e•

75 a

s the

dist

ance

•th

e fin

al a

nsw

er w

ith a

ppro

pria

te u

nits

cor

rect

ly

calc

ulat

ed fr

om th

ese

valu

es.

OR

A

The

resp

onse

giv

es th

e re

imbu

rsem

ent a

s $41

.85.

B

The

res

pons

e gi

ves t

he r

eim

burs

emen

t as 4

1.85

or

4185

cen

ts.

The

res

pons

e us

es 5

5.8

and

75 m

ultip

lied

toge

ther

to

give

a fi

nal a

nsw

er.

OR

Not

e:1.

Rei

mbu

rsem

ent r

ates

may

be

give

n w

ith o

r w

ithou

t uni

ts. T

he m

agni

tude

of t

he r

eim

burs

emen

t rat

es g

iven

mus

t be

cons

isten

t with

the

incl

uded

mon

etar

y un

its. F

or

exam

ple,

55.

8 an

d 0.

558

are

acce

ptab

le. I

f uni

ts a

re in

clud

ed in

the

resp

onse

then

the

reim

burs

emen

t rat

e gi

ven

mus

t be

corr

ect f

or th

e un

its sh

own.

Mod

el R

espo

nses

:1.

$41.

85

2.Fo

r a

car

of 3

200c

cre

imbu

rsem

ent r

ate

= 55

.8di

stan

ce=

75re

imbu

rsem

ent

= 55

.8 ×

75

= $4

1.85

22


ITEM 4

Model response

Commentary

This three-star closed item required students to translate (CCE 7) an

employee’s brief travel itinerary into kilometric distances, relate the

distances to the appropriate geographical regions, identify from the

table the kilometric rate for each region according to the engine

capacity and then calculate (CCE 16) the reimbursement entitlement.

The cue directed students to show their working and almost all

students responded by providing some working or explanation. To be awarded an A-grade, students

were required to show that 50 km was travelled in region A, 150 km was travelled in region B and

that the reimbursement entitlement was $93.90. About 68 per cent of students were able to do so.

A small proportion of students calculated the correct reimbursement but did not indicate in their

working the region to which the various rates or amounts related. Some students presented logical

and complete working by showing correct distances and kilometric rates for each region but because

of a calculation error did not arrive at the correct reimbursement of $93.90. These types of

responses were credited with a B-grade and accounted for 9.0 per cent of all responses for this item.

Almost 10 per cent of responses received a C-grade. In a substantial number of these responses,

distances of 66.6 km and 133.3 km for regions A and B respectively were used. Alternatively some

students misinterpreted the stimulus material and determined the distances as 200 for region A and

600 for region B. If these distances were accompanied by the correct respective kilometric rates

and calculations such responses were awarded the C-grade. Responses where the regions and

distances were correct but the student used one of the kilometric rates twice were also credited

with a C-grade provided the correct calculations followed.

Approximately 5 per cent of students were able to read the table correctly but could not determine

the distance travelled in each region and received a D-grade.

��

��

��

��

��

��

��

��

Ratio of distance is 1:3

Distance in Region A = x 200 = 50 km

Distance in Region B = 150 km

For Region A, 46.2 x 50 = $23.10

For Region B, 47.2 x 150 = $70.80

Reimbursement = $23.10 + $70.80

1

4

$ .93 90

A B C D E N O

100%

23


Sep

tem

ber 1

6, 2

002

15:0

9 pm

(*fo

oter

to re

mai

n un

til fi

nal p

rint*

)I:\

qcs\

sri\s

ri200

2\pa

per\s

ri203

\msc

hem

e\02

-004

-ms.

fm

UN

IT T

WO

ITE

M 4

PER

FOR

MA

NC

E D

OM

AIN

MA

RK

ING

SC

HE

ME

Mar

king

Uni

t 2 2

of 8

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

7Tr

ansl

atin

g fr

om o

ne fo

rm to

ano

ther

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

C

The

resp

onse

show

s•

50 a

s the

dist

ance

for

regi

on A

and

15

0 as

the

dist

ance

for

regi

on B

•a

reim

burs

emen

t rat

e as

eith

er46

.2 fo

r re

gion

A

or 47.2

for

regi

on B

.

The

resp

onse

giv

es th

e •

dist

ance

s tra

velle

d in

eac

h re

gion

as

eith

er a

ddin

g up

to 2

00

or in a

rat

io o

f 1 :

3 fo

r A

and

B

•re

imbu

rsem

ent r

ates

as

46.2

for

regi

on A

47

.2 fo

r re

gion

B.

OR

A

The

resp

onse

show

s•

50 a

s the

dist

ance

in r

egio

n A

•

150

as th

e di

stan

ce in

reg

ion

B

•$9

3.90

as t

he r

eim

burs

emen

t.

B

The

res

pons

e gi

ves $

93.9

0 or

93.

90 a

s th

e re

imbu

rsem

ent.

The

resp

onse

use

s the

dist

ance

and

re

imbu

rsem

ent r

ate

as

•50

and

46.

2 fo

r re

gion

A

•15

0 an

d 47

.2 fo

r re

gion

B.

OR

D

The

resp

onse

giv

es th

e re

imbu

rsem

ent

rate

s as

•46

.2 fo

r re

gion

A

•47

.2 fo

r re

gion

B

The

resp

onse

show

s the

dist

ance

s as

•50

for

regi

on A

•

150

for

regi

on B

.OR

Not

es:

1.R

eim

burs

emen

t rat

es m

ay b

e gi

ven

with

or

with

out u

nits

. The

mag

nitu

de o

f the

rei

mbu

rsem

ent r

ates

giv

en

mus

t be

cons

isten

t with

any

incl

uded

mon

etar

y un

its.

2.M

ark

wha

t is w

ritte

n in

the

box

or w

hat i

s obv

ious

ly m

eant

as t

he a

nsw

er.

Mod

el R

espo

nse:

Rat

io o

f dist

ance

s is 1

: 3D

istan

ce in

Reg

ion

A =

×

200

= 50

Dist

ance

in R

egio

n B

= 15

0

For

Reg

ion

A, 4

6.2

c/km

× 5

0 km

= $2

3.10

For

Reg

ion

B, 4

7.2

c/km

× 1

50 k

m=

$70.

80

Rei

mbu

rsem

ent =

$23

.10

+ $7

0.80

1 4---

$93.

90

24


Unit Three

This is a closed three-star item which required students to determine the number of core seeds

needed to produce four pearls if half the core seeds are discarded after each of seven coats of

mother-of-pearl and all the core seeds are retained after the eighth coat.

To complete Item 5, students needed to structure a mathematical argument (CCE 22) and calculate

(CCE 16). The item appears to have presented a challenge to a significant number of students with

around 50 per cent of students receiving an N- or O-grade. Almost all students who attempted this

item followed the cue to ‘show your steps’.

ITEM 5

Model responses

Show your steps.

7th treatment of 8 yields 4




3rd treatment of 128 yields 64

2nd treatment of 256 yields 128

1st treatment of 512 yields 256

∴ 512 core seeds are needed

1.

2. Show your steps.

Let x represent the number of core seeds.

x = 4

x = 4 × (2

7

)

∴ x = 512 core seeds

1

2

)(

7

3. Show your steps.

Number of core seeds = 4 × 2

7

= 4 × 128

= 512

25


Commentary

An understanding of the significance of the word each was crucial if

students were to gain one of the four creditable grades.

About 40 per cent of students received an A-grade with a further

10 per cent of students gaining a creditable grade of B, C or D.

About 8 per cent of students gave 1024 as a response and were

awarded a C-grade. These students overlooked the information that

all core seeds were retained after the eighth coat and repeated the process of doubling eight times

instead of the required seven times, and so arrived at 1024.

Some students were able to relate the information in the item to a doubling process but could not

determine the number of times the core seeds should be doubled. The majority of these students

gave an answer of 256 and were awarded a D-grade. However any response that showed repeated

doubling also received a D-grade. Only 4 per cent of responses were of this type.

The N-grade was awarded to over 38 per cent of responses. The majority of those students who

were awarded this grade appear to have not appreciated the significance of the words ‘discarded

after the application of each of the first seven coats’ in the introduction and gave their answer as 8.

About 10 per cent of students did not attempt this item.

A B C D E N O

100%

26


Sep

tem

ber 1

6, 2

002

13:4

6 pm

(*fo

oter

to re

mai

n un

til fi

nal p

rint*

)I:\

qcs\

sri\s

ri200

2\pa

per\s

ri854

\msc

hem

e\03

-005

-ms.

fm

UN

IT T

HR

EE

ITE

M 5

PER

FOR

MA

NC

E D

OM

AIN

MA

RK

ING

SC

HE

ME

Mar

king

Uni

t 3 1

of 8

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

22St

ruct

urin

g/or

gani

sing

a m

athe

mat

ical

arg

umen

t16

Cal

cula

ting

with

or

with

out c

alcu

lato

rs

C

The

resp

onse

giv

es•

1024

as t

he a

nsw

er.

A

The

res

pons

e gi

ves

•ap

prop

riat

e st

eps

•51

2 as

the

answ

er.

B

The

res

pons

e gi

ves

•51

2 as

the

answ

er.

The

res

pons

e gi

ves

•ap

prop

riat

e st

eps

•an

ans

wer

that

wou

ld b

e co

rrec

t ex

cept

for

one

mec

hani

cal e

rror

.

OR

D

The

res

pons

e gi

ves

•so

me

appr

opri

ate

step

s.

Not

e: 1.A

ppro

pria

te st

eps i

ndic

ate

wha

t hap

pens

to th

e nu

mbe

r of

par

tly d

evel

oped

pea

rls a

s suc

cess

ive

coat

s are

app

lied.

A

ppro

pria

te st

eps d

o no

t nec

essa

rily

ref

er to

def

inite

mat

hem

atic

al st

eps.

Mod

el R

espo

nses

:1. 2. 3.

7th

trea

tmen

t of

8yi

elds

46t

htr

eatm

ent o

f16

yiel

ds8

5th

trea

tmen

t of

32yi

elds

164t

htr

eatm

ent o

f64

yiel

ds32

3rd

trea

tmen

t of

128

yiel

ds64

2nd

trea

tmen

t of

256

yiel

ds12

81s

ttr

eatm

ent o

f51

2yi

elds

256

∴ 5

12 c

ore

seed

s are

nee

ded

Let

x re

pres

ent t

he n

umbe

r of

cor

e se

eds.

=4

x=

4 ×

(27 )

∴x

=51

2 co

re se

eds

x1 2--- ⎝⎠

⎛⎞7

Num

ber

of c

ore

seed

s=

4 ×

(2)7

= 4

× (1

28)

= 51

2

27


ITEM 6

Model response

Commentary

In Item 6, students were required to determine the diameter of a pearl

after three coats of mother-of-pearl had been applied by firstly

substituting the correct value, 3, into the formula (CCE 19) and then

calculating the diameter of the pearl (CCE 16). In general, students

performed well on this relatively easy two-star closed item.

Approximately 85 per cent of students received one of the three

creditable grades. As might be expected for this reasonably

straightforward item, an A-grade was achieved by two-thirds of students. Many students achieving

an A-grade incorporated 2.66 into a concluding sentence. Again, students generally followed the

cues by rounding to two decimal places and showing calculations.

About 9 per cent of students achieved a B-grade. These students overlooked a direction provided in

the stem or cue. Some substituted correctly and then calculated in centimetres or converted

millimetres to centimetres to give 0.27 cm. However the majority of students receiving a B-grade

did not follow the direction in the cue to answer to two decimal places and responded with 2.662

or 2.7 (with or without mm) as their answer. Very few students achieved a B-grade by arriving at the

answer without showing any working.

Over 10 per cent of students received a C-grade. All these students were able to show 3 substituted

into the formula as a power but many appeared either not to understand what the ‘n’ superscript

meant or did not understand the order of operations. These students gave answers such as

6.6 (2 x 1.1 x 3) and 10.65 (2 x 1.1)3

. The nature of these responses suggest that raising to a power

and order convention are not understood well by some students. Having a calculator did not help

students with limited understanding of these concepts. Including units was not a requirement but it

was expected that students show an answer equivalent to 2.66 mm. Those students who showed

the correct substitution but gave an answer with incorrect units such as metres were also awarded

a C-grade.

��

��

��

��

��

��

d = 2 × 1.10

3

= 2 × 1.331

= 2.662

∴d = 2.66

A B C N O

100%

28


Sep

tem

ber 1

6, 2

002

14:0

1 pm

(*fo

oter

to re

mai

n un

til fi

nal p

rint*

)I:\

qcs\

sri\s

ri200

2\pa

per\s

ri854

\msc

hem

e\03

-006

-ms.

fm

UN

IT T

HR

EE

ITE

M 6

PER

FOR

MA

NC

E D

OM

AIN

MA

RK

ING

SC

HE

ME

Mar

king

Uni

t 3 2

of 8

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

19Su

bstit

utin

g in

form

ulae

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

C

The

resp

onse

show

s •

a co

rrec

t sub

stitu

tion

for

nin

the

equa

tion.

A

The

resp

onse

show

s •

a co

rrec

t sub

stitu

tion

for

n in

the

equa

tion

•2.

66 o

r 2.

66 m

m a

s the

ans

wer

.

B

The

res

pons

e sh

ows

•a

corr

ect s

ubst

itutio

n fo

r n

in th

e eq

uatio

n•

0.27

cm

as t

he a

nsw

er.

The

res

pons

e sh

ows

•2.

66, 2

.662

or

2.7

(with

mm

or

no u

nits

) as t

he

answ

er.

OR

Mod

el R

espo

nse:

d=

2 ×

1.10

3

=2

× 1.

331

=2.

662

∴d

=2.

66

29


Unit Five

The art of juggling was used as a vehicle to introduce students to five items which tested a range of

CCEs in a visually rich and colourful context.

ITEM 9

Model response

Commentary

This was a closed 2 star-item that required students to interpret the

meaning of a diagram (CCE 6), determine patterns (CCE 49) and to

extend the patterns beyond the information given

(CCE 35 Extrapolating). Nearly all students attempted this item. The

majority of these showed an understanding of at least some elements

of the task with 97 per cent of students gaining one of the 4

creditable grades. An A-grade was awarded to 46 per cent of

students.

The majority of students were successfully able to complete at least one of the first two statements

but found completing the third statement more difficult. It was the response for statement 3 that

was often the difference between the A- and B-grades. The correct sequence for the third

statement was 17, 23, 29, 35. To arrive at this, students needed to extend the pattern for the black

ball when it next leaves the left hand after beat 11. Some students misread the stem and extended

the pattern for other movements of the black ball. Other sequences which could gain some credit

as part of B, C or D-grades were

• 12, 17, 18, 23 — for the next four times after beat 11 that the black ball leaves either the

left or right hand

• 12, 18, 24, 30 — for the next four times after beat 11 that the black ball leaves the right

hand.

��

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2

3

A B C D N O

100%

30


Approximately 20 percent of students received a B-grade. The majority of these completed the first

two statements correctly and completed the third statement with one of the alternative creditable

sequences above given. Only a few students were awarded a B-grade for completing only one of

the first two statements correctly but giving the correct sequence for the third statement.

The majority of the 20 per cent of students awarded a C-grade completed one of the first two

statements correctly and completed the third statement with one of the alternative sequences.

Students with only one of the first two statements correct or having completed the third statement

with one of the alternative sequences made up the 11 per cent of students receiving a D-grade.

31


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35

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t

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nd

•12,

17

, 1

8,

23

fo

r th

e th

ird

.

Th

e r

esp

on

se c

om

ple

tes

the s

tate

men

ts

as

•2 f

or

the

first

sta

tem

ent

or

3 f

or

the

seco

nd

•12,

18

, 2

4,

30

fo

r th

e th

ird

.

Th

e r

esp

on

se c

om

ple

tes

the s

tate

men

ts

as

•2 f

or

the

first

sta

tem

ent

•3 f

or

the

seco

nd

.

Th

e r

esp

on

se c

om

ple

tes

the

thir

d

state

men

t a

s

•17,

23

, 2

9,

35

.

OR

OR

OR

A

Th

e re

spon

se c

om

ple

tes

the

state

men

ts

as

•2

fo

r th

e f

irst

sta

tem

ent

•3

fo

r th

e s

eco

nd

•1

7,

23,

29

, 3

5 f

or

the

thir

d.

B

Th

e re

spon

se c

om

ple

tes

the s

tate

men

ts

as

•2

fo

r th

e f

irst

sta

tem

en

t

•3

fo

r th

e s

eco

nd

•1

2,

17

, 18

, 2

3 f

or t

he

thir

d.

Th

e re

s pon

se c

om

ple

tes

the s

tate

men

ts

as

•2

fo

r th

e f

irst

sta

tem

en

t

•3

fo

r th

e s

eco

nd

•1

2,

18

, 24

, 3

0 f

or t

he

thir

d.

Th

e re

s pon

se c

om

ple

tes

the s

tate

men

ts

as

•2

fo

r th

e f

irst

or

3 f

or

the s

eco

nd

•1

7,

23

, 29

, 3

5 f

or t

he

thir

d.

OR

OR

D

Th

e re

spo

nse

com

ple

tes

the

firs

t

state

men

t as

•2.

Th

e re

s po

nse

com

ple

tes

the

secon

d

state

men

t as

•3.

Th

e re

spo

nse

com

ple

tes

the

thir

d

state

men

t as

•12

, 1

7, 1

8,

23

.

Th

e re

spo

nse

com

ple

tes

the

thir

d

state

men

t as

•12

, 1

8, 2

4,

30

.

OR

OR

OR

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33


ITEM 10

Model response

Commentary

Item 10 was a three-star item and represented a challenge to a

significant proportion of students with over 43 per cent of students

receiving either N- or O-grades. Students needed to interpret the

meaning of the diagram provided in the stem (CCE 6), visualise (CCE

50) the location of three coloured juggling balls at a given instant on

the timeline diagram and then translate (CCE 7) this information to a

sketch showing how the position of the balls would appear to

someone watching the juggling routine.

The cue instructed students to colour the balls appropriately and indicate, with arrows, the

direction of travel of each ball. It was evident that a significant number of students did not have the

required coloured pencils. However the marking scheme accepted responses using labels, keys/

legends or other methods of identifying the three different ball colours without penalty. Likewise,

students used various methods to indicate direction of travel. Many gave complete paths, or even

verbal descriptions. Again, no penalty was applied for the method of indicating direction as long as it

was obvious (i.e. L→R or R←L).

Almost 38 per cent of students provided a sketch which was credited as an A-grade. The critical

feature of an A-grade was the relative heights of the balls. The balls needed to be drawn in positions

which generally reflected their relative location at the point in time described in the stem and as per

the diagram.This feature of the sketch was the difference between the A and B-grades. However

less than 3 per cent of students completed sketches with the number, order and colour, and

directions all drawn correctly but did not show the appropriate relative heights and therefore

received a B-grade.

Almost 16 per cent of students were awarded a C-grade. In an overwhelming majority of the

C-grade responses, three balls of appropriate colour and at appropriate heights were drawn.

However all three arrows that were included showed the same direction of travel, either all right-

to-left (the most common) or all left-to-right. Several drew ‘dynamic’ diagrams that appeared to

represent the juggling routine at more than one instant at time. This type of sketch included more

Colour the balls and use arrows for directions.

A B C D N O

100%

34


than three balls. This often made judgments about the order, relative heights and directions of travel

difficult because of the ambiguity. However multiple ball sketches with the correct order and

directions made up only a small proportion of the C-grade responses. Multiple ball type sketches

with the order matched to the colour only were awarded a D-grade. Less than 1 per cent of all

responses received this grade.

A large number of students (41 per cent), received an N-grade in this item—some because they

were not able to translate the information from the timeline into a diagram and many because they

simply repeated or modified diagrams which were contained in the stimulus.

The item had a low omit rate of around 2 per cent.

35


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Mark

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N

Res

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e is

un

inte

lligi

ble

or d

oes

not

sati

sfy

the

requ

irem

ents

fo

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y ot

her

grad

e.

O

No

resp

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ha

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at a

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7T

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6In

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C

The

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•th

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balls

onl

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the

yello

w b

all c

lear

ly h

ighe

r th

an

the

blue

whi

ch is

cle

arly

hig

her

than

th

e bl

ack

•at

leas

t tw

o of

the

bal

ls fo

llow

ing

diff

eren

t pa

ths.

The

dia

gram

sho

ws

•th

ree

balls

onl

y•

corr

ect

dire

ctio

ns o

f tra

vel.

The

dia

gram

sho

ws

mor

e th

an t

hree

ba

lls, w

ith

•ye

llow

cle

arly

hig

her

than

blu

e w

hich

is

cle

arly

hig

her

than

bla

ck

•co

rrec

t dir

ecti

ons o

f tra

vel f

or y

ello

w,

blue

and

bla

ck b

alls

.

OR

OR

A

The

dia

gram

sho

ws

•th

ree

balls

onl

y

•th

e ye

llow

bal

l hig

her

than

the

blu

e w

hich

is h

ighe

r th

an th

e bl

ack

•co

rrec

t dir

ecti

ons

of t

rave

l •

appr

opri

ate

rela

tive

hei

ghts

.

B

The

dia

gram

sho

ws

•th

ree

balls

onl

y

•ye

llow

bal

l cle

arly

hig

her

than

the

blue

whi

ch is

cle

arly

hig

her

than

the

blac

k•

corr

ect

dire

ctio

ns o

f tra

vel.

D

The

dia

gram

sho

ws

mor

e th

an th

ree

balls

, wit

h•

yello

w c

lear

ly h

ighe

r th

an b

lue

whi

ch

is c

lear

ly h

ighe

r th

an b

lack

.

Not

es:

1.L

abel

ling

of t

he b

alls

on

a di

agra

m c

an r

epla

ce t

he u

se o

f col

our.

2.If

the

col

ours

of

two

balls

are

giv

en c

orre

ctly

, ass

ume

the

corr

ect

colo

ur fo

r th

e th

ird

ball.

Mod

el R

espo

nse:

36


ITEM 11/12

Model response

Commentary

Items 11 and 12 were combined for marking and together formed a

three-star item. Students were required to correctly interpret the

diagrams of the three basic juggling patterns and the site swap

sequence and also identify the patterns associated with the juggling

diagrams in order to complete four statements for Item 11 and the

site swap sequence for Item 12. (CCE 6 Interpreting the meaning of

tables or diagrams or maps or graphs and CCE 49 Perceiving patterns.)

In general, students responded well to the combined items with approximately 94 per cent

achieving one of the four creditable grades. Fewer than 1 per cent of students did not attempt items

11 and 12. Many students were able to complete the four statements and site swap sequence

correctly with over 50 per cent being awarded an A-grade.

Some students who were able to correctly complete the statements for Item 11 and then

successfully complete the ‘throw’ line in Item 12, did not distinguish between the repeated

component of the pattern or site swap sequence (i.e. ‘234’) and gave the whole pattern

(i.e. ‘234234234’). These students were awarded a B-grade and made up the majority of the 27 per

cent (approximately) of B-grades awarded. A small proportion of these students completed Item 12

correctly but were unable to complete the fourth statement.

The majority of students receiving C- and D-grades did not complete Item 12 correctly. Most of the

12 per cent of students awarded a C-grade recognised that the paths shown on the timeline for the

second ball and third ball were identical and were able to match this path to the fountain juggling

pattern. The juggling pattern for the first and fourth balls was also the same, however students did

not recognise these paths as identical and most answered only the first statement correctly. This

was most likely because the paths shown on the timeline for these two balls have different starting

points in the site swap sequence and students believed the fourth ball followed a cascade pattern.

Students may have felt compelled to use each of the three of the basic juggling patterns at least

once. A very small number of C-grades were awarded to students who completed the second and

third statements correctly and gave the correct site swap sequence for Item 12.

��

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234

fountain

fountain

Choose from cascade, shower and fountain

ITEM 11

ITEM 12

A B C D N O

100%

37


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no

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sfy

th

e

req

uir

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ts

for a

ny

oth

er

grad

e.

O

No

res

po

nse

has

bee

n m

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e

at

an

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C

An

yth

ree

corre

ct r

esp

on

ses

are

giv

en.

A

Th

efi

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orr

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resp

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are

giv

en

:

•sh

ow

er

•fo

un

tain

•fo

un

tain

•sh

ow

er

•2

3 4

.

B

An

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ur

corr

ect

resp

on

ses

are

giv

en.

D

An

ytw

o c

orr

ect

resp

on

ses

are

giv

en

.

6In

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th

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ttern

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Note

s:

1.

An

y f

orm

s of

reco

gn

isab

le a

bb

revia

tion

s of

the

word

s are

acc

epta

ble

.

2.

Th

e co

rrect

sit

e s

wap

seq

uen

ce i

s 23

4 o

r i

ts e

qu

ivale

nt.

Mod

el R

esp

on

se:

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38


ITEM 13

Model response

Commentary

This three-star item, the final item in this unit, asked students to

complete a height vs time graph (CCE 15) in the form of a timeline,

given a swap sequence. Students needed to interpret (CCE 6) and

translate this data (CCE 7) before drawing the timeline. Despite the

provision of clearly labelled space for rough working and the final

response, some students did not follow the cues and gave their final

answer in the rough working space. However, no penalty applied.

For this item 78 per cent of students received a C-grade or better. Although geometric precision

was not necessary in the response, reasonable accuracy was required. Careless curve sketching was

often a cause of responses receiving lower grades than they would have otherwise obtained. Many

students did not understand that the higher a ball is thrown the longer it remains in the air. These

students drew all graphs at approximately the same heights.

As in Item 10, a variety of methods other than colour were used to clearly represent the different

pathways for each of the four graphs. As expected, students had reasonable success in plotting the

correct intersection of the graphs with the horizontal time axis, but incorporating the correct

relative heights of the various graphs proved to be more difficult. This was the most common

difference between the A- and B-grade responses with about 31 per cent of students receiving an

A-grade and a further 25 per cent receiving a B-grade.

Almost 24 per cent of students received a C-grade. Many students obtained a C-grade when they

correctly completed the timeline for the first three balls but ignored or missed the existence of the

fourth ball. Responses that did not identify the different balls or consider the relative heights but

correctly represented balls on the timeline, were a less common form of a C-grade.

0

5

L L L L L LR R R R R R R

1

6

2

1

3

5

4

6

5

1

6

5

7

6

8

1

9

5

10

6

11

1

12

5

BEAT

THROW

Use a different

colour for each

ball.

Show the

relative

heights,

consistently.

Take care in

getting the

correct number

of balls.

A B C D N O

100%

39


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oes

no

t

sati

sfy

th

e

req

uir

emen

ts

for a

ny

oth

er

grad

e.

O

No

res

po

nse

has

bee

n m

ad

e

at

an

y t

ime.

A

Th

e re

spon

se g

ives

fou

r d

isti

nct

set

s o

f

con

nect

ing

arc

s w

hic

h

•a

re i

den

tifi

ed

•a

re c

om

ple

te

•re

pre

sen

t th

e c

orr

ect

ball

s th

row

n o

n

the

ap

pro

pri

ate

bea

ts

•sh

ow

th

e re

lati

ve

hei

gh

ts g

enera

lly

con

sist

ent

wit

h t

he

nu

mb

er

of

beats

on

th

e ti

mel

ine.

B

Th

e re

spo

nse

giv

es f

ou

r d

isti

nct

sets

of

con

nec

tin

g a

rcs

wh

ich

•a

re i

den

tifi

ed

•a

re c

om

ple

te

•re

pre

sen

t th

e corr

ect

ba

lls

thro

wn

on

the

ap

pro

pri

ate

bea

ts.

Th

e re

spo

nse

giv

es f

ou

r d

isti

nct

sets

of

con

nec

tin

g a

rcs.

Up

to b

eat

10,

the

sets

of

arc

s

•a

re i

den

tifi

ed

•re

pre

sen

t th

e corr

ect

ba

lls

thro

wn

on

the

ap

pro

pri

ate

bea

ts

•sh

ow

th

e re

lati

ve

hei g

hts

gen

era

lly

con

sist

ent

wit

h t

he

nu

mb

er o

f b

eats

on

th

e ti

mel

ine.

Th

e re

spo

nse

giv

es f

ou

r d

isti

nct

sets

of

con

nec

tin

g a

rcs

wh

ich

•a

re c

om

ple

te

•re

pre

sen

t th

e corr

ect

ba

lls

thro

wn

on

the

ap

pro

pri

ate

bea

ts

•sh

ow

th

e re

lati

ve

hei g

hts

gen

era

lly

con

sist

ent

wit

h t

he

nu

mb

er o

f b

eats

on

th

e ti

mel

ine.

OR

OR

D

Th

e re

spon

se g

ives

two s

ets

of

con

nec

tin

g a

rcs

wh

ich

•are

com

ple

te

•re

pre

sen

t th

e co

rrec

t b

all

s as

thro

wn

on

th

e a

pp

rop

ria

te b

eats

•sh

ow

th

e re

lati

ve

hei

gh

ts o

f th

e t

wo

arc

s a

re c

on

sist

ent

wit

h t

he n

um

ber

of

bea

ts o

n t

he

tim

elin

e.

Th

e re

spon

se g

ives

thre

e s

ets

of

con

nec

tin

g a

rcs.

Up

to

beat

10

, th

e se

ts o

f arc

s

•re

pre

sen

t th

e co

rrec

t b

all

s as

thro

wn

on

th

e a

pp

rop

ria

te b

eats

.

OR

7T

ra

nsl

ati

ng

fro

m o

ne f

orm

to

an

oth

er

6In

terp

reti

ng

th

e m

ea

nin

g o

f …

dia

gra

ms

…1

5G

ra

ph

ing

C

Th

e r

esp

on

se g

ives

th

ree d

isti

nct

set

s of

con

nec

tin

g a

rcs

wh

ich

•are

id

enti

fied

•are

co

mp

lete

•re

pre

sen

t th

e co

rre

ct b

all

s th

row

n o

n

the a

pp

rop

ria

te b

eats

.

Th

e r

esp

on

se g

ives

fou

r d

isti

nct

sets

of

con

nec

tin

g a

rcs,

tw

o o

f w

hic

h

•are

id

enti

fied

•are

co

mp

lete

•re

pre

sen

t th

e co

rre

ct b

all

s th

row

n o

n

the a

pp

rop

ria

te b

eats

•sh

ow

th

e r

ela

tiv

e h

eigh

ts g

ener

all

y

con

sist

ent

wit

h t

he n

um

ber

of

bea

ts

on

th

e ti

mel

ine.

Th

e r

esp

on

se g

ives

fou

r d

isti

nct

sets

of

con

nec

tin

g a

rcs

wh

ich

•are

co

mp

lete

•re

pre

sen

t th

e co

rre

ct b

all

s th

row

n o

n

the a

pp

rop

riate

bea

ts o

n t

he

tim

elin

e.

OR

OR

40


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s:

1.

If t

he

bo

ttom

res

po

nse

are

a i

s b

lan

k o

r c

an

cell

ed, m

ark

th

e to

p r

esp

on

se u

nle

ss d

irec

ted

els

ewh

ere.

2.

Dis

tin

ct s

ets

of

arc

s d

o n

ot

share

com

mon

po

ints

on

th

e t

imeli

ne.

3.

Arc

s m

ay

be

iden

tifi

ed b

y m

eth

od

s oth

er t

han

colo

ur,

su

ch a

s d

ott

ed

lin

es,

lab

els

an

d n

um

ber

ing.

4.

A s

et

of

arc

s is

com

ple

te w

hen

it

rea

ches

at

least

bea

t 1

2.

5.

Th

ere

are

4 d

isti

nct

set

s of

arc

s to

be

show

n.

Th

e a

rcs

rep

rese

nt:

ba

ll 1

th

row

n o

n b

eats

0,

5, 6

, 11,

12

, ....

....

...

ba

ll 2

th

row

n o

n b

eats

1,

7, ..

....

....

....

....

....

ba

ll 3

th

row

n o

n b

eats

2,

3, 8

, 9

, ..

....

....

.....

ba

ll 4

th

row

n o

n b

eats

4,

10,

....

....

....

....

.....

Mo

del

Resp

on

se:

0 5

LL

LL

LL

RR

RR

RR

R

1 6

2 1

3 5

4 6

5 1

6 5

7 6

8 1

9 5

10 6

11 1

12 5

BEAT

THRO

W

La

stP

ag

eC

ou

nt

41


Unit Six

General commentary

Students were given two photographs, one from the Gulf War in 1991 showing a group of

distressed and wounded soldiers, and one from Queens, New York, 1979, showing a small child

holding a toy gun and hiding inside the shell of an old television set. The stimulus material also

included a statement by a renowned photographer giving her preference for displaying grouped

rather than single photographs.

In this five-star item, grades were awarded in two performance domains. For the first performance

domain, students had to deconstruct and explain the two images (CCE 43 Analysing), appreciate and

identify with the emotions and reactions of the individuals involved (CCE 28 Empathising), and

expand on this to show how progressions and contradictions in the photographs conveyed a

‘powerful statement’ (CCE 35 Extrapolating).

For the second performance domain, in order to provide a well-crafted response, students had to

compose or write a unified and coherent response, based on aspects of the photographs

(CCE 44 Synthesising) and (CCE 46 Creating/composing/devising).

42


ITEM 14

Model response

Commentary

To achieve an A-grade, students had to provide a response that was a reasonable interpretation of

the images. In describing aspects of both photographs, a clear ‘powerful statement’ had to be

indicated, fully supported and endorsed by the concepts of progressions and contradictions.

Reference to the interaction between the photographs and a depth of insight in linking the

photographs and the concepts were also expected.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Feel free to reflect

on the emotions

evoked by the

photographs.

A well-crafted

response is

required.

Independent of each other, both of these photographs are fairly effective in

reaching out to their audience–particularly the photo of the soldier in the

Gulf War. The raw emotion expressed here gives us the impression of an

exhausted, traumatised young man who is seeing the horrors of war first-

hand, for the first time, and though we may not have ever been in this situation, we can

sympathise with the man.

However, when paired, each of the shots brings a new meaning and significance to the other.

Seeing the young boy from 1979 playing with the toy gun in one picture, and the young soldier

weeping in the other, leads us to make a connection between the two figures, reconciling them as a

younger and older version of one person, regardless of whether this be the case in real life.

The powerful statement made by pairing these two shots together relates to the changes one

can experience with regard to their attitudes, values and beliefs over a period of time (e.g. childhood

to adulthood), especially when exposed to experiences as devastating as those in the war-zone.

The child playing with the toy gun is innocent, untouched by war or devastation–he plays

‘soldier’ without knowing what it means to be one. The real soldier, the crying man, is the antithesis

of the child–he knows what it means to be a soldier, and weeps for it.

43


Some commonly used progressions included:

• childhood innocence to manhood reality

• the world of the imagination to the world of reality

• TV media violence breeding violence/war.

Some commonly used contradictions included:

• the ‘fun’ of playing soldiers versus the reality of war

• the strong child versus the crying soldier

• the excitement/expectation of childhood games versus the reality of war.

In general, most students attempted the item and their responses were of a reasonable length. The

challenging nature of this unit was indicated by the relatively small percentage of students who

achieved an A or B in the first performance domain (7 per cent). It was disappointing that 6 per cent

of students did not attempt the item.

First performance domain

The A-grade response in the first performance domain was

characterised by an easily recognisable powerful statement, and

through a discussion of how aspects of the photographs suggested

progressions and contradictions, an endorsement of the powerful

statement was provided. Students who produced A-grade responses

were able to refer to the interaction between the photographs and

show insight in linking the photographs and the concepts.

Many students failed, however, to satisfy the requirements for an A-grade due to a number of

factors. The omission of a ‘powerful statement’ and failure to refer to the interaction between the

photographs, which was the focus of the item, detracted from the quality of a response. While

some students focused on either progressions or contradictions, others referred to the concepts

but did not define them or suggest how they related to the images.

Lack of support for comments arising from the stimulus material and the stem was a major

deficiency of many student responses. Examples of this included simply restating the stem and

describing the photographs without linking the images to progressions and contradictions;

‘philosophising’ on world/moral issues, without reference to the images presented; focusing on the

emotions evoked by the photographs, as suggested in the cue, without making a link to specific

aspects of both photographs.

Some students made mention of specific aspects related to only one of the photographs; others

made no mention of specific aspects of either photograph.

Students who were awarded a C-grade either did not make a ‘powerful statement’ or discussed

only one photograph in detail.

A progression or contradiction within a photograph could only be credited at a D-grade level, as it

failed to demonstrate the interaction between the photographs, the focus of the stem.

A B C D N O

100%

44


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llig

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or d

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t

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sfy

th

e

req

uir

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ts

for a

ny

oth

er

grad

e.

O

No

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nse

has

bee

n m

ad

e

at

an

y t

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43

An

aly

sin

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ath

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g

35

Ex

tra

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lati

ng

C

In g

ener

al,

th

e ob

serv

ati

on

s,

inte

rpre

tati

on

s or r

eact

ion

s are

rea

son

ab

le.

For e

ach

of

pro

gre

ssio

ns

an

d

con

trad

icti

on

s, a

spect

s of

both

ph

oto

gra

ph

s are

ref

erre

d t

o t

hro

ugh

com

men

ts w

hic

h

•are

com

pati

ble

wit

h t

he

na

ture

of

the

con

cep

ts

•re

fer t

o t

he

inte

ract

ion

bet

wee

n t

he

ph

oto

gra

ph

s.

OR

For p

rog

ress

ion

s or

con

trad

icti

on

s,

asp

ect

s of

bo

th p

ho

tog

rap

hs

are

des

crib

ed t

hro

ug

h c

om

men

ts w

hic

h

•are

com

pati

ble

wit

h t

he

na

ture

of

the

con

cep

ts

•re

fer t

o t

he

inte

ract

ion

bet

wee

n t

he

ph

oto

gra

ph

s

•p

oin

t to

a ‘

po

wer

ful

sta

tem

en

t’.

AN

D

A

In g

en

era

l, t

he

ob

serva

tio

ns,

inte

r pre

tati

on

s o

r re

acti

on

s a

re

reaso

na

ble

.

Fo

r ea

ch

of

pro

gre

ssio

ns

an

d

con

trad

icti

on

s, a

spec

ts o

f b

oth

ph

oto

gra

ph

s are

des

crib

ed t

hro

ug

h

com

men

ts w

hic

h

•sh

ow

a d

e pth

of

insi

gh

tin

lin

kin

g t

he

ph

oto

gra

ph

s an

d t

he

con

cep

t

•re

fer

to t

he i

nte

ract

ion

bet

ween

th

e

ph

oto

gra

ph

s

•en

dorse

a ‘

po

wer

ful

state

men

t’.

B

In g

ener

al,

th

e ob

serv

ati

on

s,

inte

rpre

tati

on

s or r

eact

ion

s are

rea

son

ab

le.

For e

ach

of

pro

gre

ssio

ns

an

d

con

trad

icti

on

s, a

spect

s of

both

ph

oto

gra

ph

s a

re d

esc

rib

ed th

rou

gh

com

men

ts w

hic

h

•are

com

pati

ble

wit

h t

he

na

ture

of

the

con

cep

ts

•re

fer t

o t

he

inte

racti

on

bet

wee

n

the

ph

oto

gra

ph

s

•p

oin

t to

a ‘

pow

erfu

l st

ate

men

t’.

OR

For p

rogre

ssio

ns

or

con

tra

dic

tio

ns,

asp

ect

s of

bo

th p

ho

tog

rap

hs

are

des

crib

ed t

hro

ug

h c

om

men

ts

wh

ich

•sh

ow

a d

e pth

of

insi

gh

t in

lin

kin

g

the

ph

oto

gra

ph

s an

d t

he

con

cep

t

•re

fer t

o t

he

inte

racti

on

bet

wee

n

the

ph

oto

gra

ph

s

•en

do

rse a

‘p

ow

erfu

l st

ate

men

t’.

AN

D

D

In g

ener

al,

th

e ob

serv

ati

on

s,

inte

rpre

tati

on

s or r

eact

ion

s are

rea

son

ab

le.

As p

ects

of

bo

th p

ho

tograp

hs

are

ref

erre

d

to a

nd

th

e r

esp

on

se a

ttem

pts

to l

ink

th

ese

to o

ne

of

pro

gre

ssio

ns

an

d c

on

tra

dic

tio

ns.

OR

Asp

ects

of

on

e p

hoto

gra

ph

are

ref

erre

d t

o

an

d t

he

resp

on

se a

ttem

pts

to l

ink

th

ese

to

pro

gre

ssio

ns

an

d c

on

trad

icti

on

s.

AN

D

45


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MA

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IN

G S

CH

EM

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Mark

ing

Un

it 6

2 o

f 3

UN

IT

SIX

IT

EM

14

Note

s:

1.

‘Th

e co

nce

pts

’ re

fer

to t

he t

erm

s ‘p

rog

ress

ion

s’ a

nd

‘co

ntr

ad

icti

on

s’.

2.

Th

e c

on

cep

ts m

ay

be i

den

tifi

ed e

xp

lici

tly o

r im

pli

citl

y. I

t is

th

e c

on

cep

t it

self

, n

ot

the

parti

cu

lar w

ord

th

at

is t

o b

e id

enti

fied

.

3.

A r

es p

on

se i

s sa

id t

o d

emon

stra

te a

‘d

epth

of

insi

gh

t’ w

hen

it

is p

erce

pti

ve,

dis

cern

ing

an

d/o

r d

emon

stra

tes

a h

igh

lev

el o

f se

nsi

tiv

ity t

o t

he p

hoto

gra

ph

s an

d/o

r th

e

con

cep

t.

4.

‘As p

ects

of

the

ph

oto

gra

ph

’ in

clu

des

•ob

ject

s, p

eop

le i

n t

he p

hoto

gra

ph

•co

mp

osi

tion

al

featu

res.

5.

An

in

tegrate

d a

pp

roach

ma

y b

e a

pp

lied

to

dis

cuss

ing t

he c

on

cep

ts.

6.

Fa

ctu

al

info

rma

tio

n i

n t

he

res p

on

se s

hou

ld, in

gen

eral,

be d

isre

gard

ed i

f it

is

inco

rre

ct. S

imil

arly

, o

ver

look

an

y m

inor i

nte

rna

l in

con

sist

ency

.

7.

Th

e m

ean

ing

of

term

s u

sed

in

th

e m

ark

ing s

chem

e:

•en

do

rse:

aff

irm

, a

uth

oris

e, c

on

firm

, ra

tif y

, su

pp

ort,

ap

pro

ve o

f, s

ust

ain

, b

ack

up

•p

oin

t to

: in

dic

ate

, h

ints

at,

im

pli

es, su

gges

ts.

Mod

el R

esp

on

se:

1.

Th

e p

hoto

gra

ph

er h

as

use

d t

hes

e t

wo p

ho

tog

rap

hs

to w

ork

tog

eth

er

to f

orm

a p

ow

erfu

l st

ate

men

t ab

ou

t th

e re

ali

ties

of

war.

In

th

e 1

979

ph

oto

th

ere

is a

boy

wh

o,

wit

h t

he

ba

ckd

rop

of

a c

alm

New

York

cit

y, i

s p

rete

nd

ing

to

be

a h

ero h

idin

g f

rom

im

agin

ary ‘

enem

y f

ire’

in

an

ab

an

do

ned

tel

evis

ion

set.

Th

is b

oy

is

seen

to

portr

ay

th

e st

ereoty

pic

al

emoti

on

of

yo

un

g b

oy

sp

rete

nd

ing

to b

e w

ar

her

oes

, w

ait

ing,

yea

rnin

g f

or

thei

r o

pp

ortu

nit

y t

o p

rove t

hem

selv

es

as

tru

e A

mer

ican

wa

r h

eroes

, fi

gh

tin

g i

n a

no

ble

an

d g

lori

ou

s w

ar

to d

efen

d t

hei

r

cou

ntr

y. T

he

pro

gre

ssio

n i

s th

en u

sed

in

th

e n

ext

ph

oto

to

mak

e a

pow

erf

ul

sta

tem

ent

ab

ou

t th

e re

ali

ty o

f w

ar

an

d t

he

lack

of

fou

nd

ati

on

an

d t

ru

th b

ehin

d t

his

boy

ish

dre

am

. T

his

is

con

vey

ed t

hro

ugh

th

e cr

yin

g s

old

ier

wh

o i

s fi

gh

tin

g i

n t

he

real

war,

sit

tin

g n

ext

to i

nju

red

so

ldie

rs.

Th

is s

ho

ws

tha

t th

e yo

un

g b

oy

’s d

ream

of

bei

ng a

her

o f

igh

tin

g i

n a

no

ble

wa

r w

as

just

th

at,

a d

ream

. B

y s

ho

win

g

the

eagern

ess

in

th

e b

oy’s

ey

es a

nd

con

trast

ing i

t w

ith

th

e s

old

ier’s

loo

k o

f a

ng

uis

h, th

e p

ho

tog

rap

her

ha

s als

o u

sed

con

tra

dic

tio

n t

o

con

vey a

pow

erfu

l st

ate

men

t. T

he

fun

th

e b

oy

feel

s in

his

ch

ild

hoo

d g

am

e of

war

is v

ery

dif

fere

nt

from

th

e re

ali

ty o

f w

ar.

Th

rou

gh

jux

tap

osi

tion

an

d t

he u

se o

f p

rog

ress

ion

s an

d c

on

trad

icti

on

s, t

hes

e p

ho

tog

rap

hs

form

a p

ow

erf

ul

state

men

t on

th

e la

ck o

f tr

uth

beh

ind

the

ster

eoty

pic

al

vie

w o

f th

e ‘n

ob

le a

nd

glo

riou

s w

ar’.

46


Second performance domain

For the second performance domain, a composition that shed light

on, or elucidated, how the two photographs worked together to

make a ‘powerful statement’ was required. It had to be fluent and

cohesive and the written expression had to express an

interrelatedness by making logical associations between their ideas.

The A-grade response also needed to demonstrate sophistication,

intricacy or subtlety in the written expression. Refinement and

discrimination, with a fine or delicate interweaving of complex ideas characterised an A-grade

response. It was reassuring that 71 per cent of students were able to meet the descriptor for a

C-grade; however, only 0.7 per cent of students received an A-grade.

Many students merely provided a list of examples in support of the ‘powerful statement’, rather

than using those examples to add a layer of meaning to the response. Other responses were, in fact,

disjointed statements, describing and identifying aspects of the photographs rather than providing

an interweaving of ideas. All creditable responses had to exhibit a connectedness, a cohesion.

Few students were able to compose a piece of writing that exhibited artful construction and thoughtful

ordering of sentences, or to develop thoughts and ideas that comprised a harmonious whole.

Responses that expounded on more general issues, but were not based on aspects of the photographs,

could not be awarded a creditable grade, even though they may have been fluent and cohesive.

There was no direct correlation between the grade awarded for the first performance domain and

that awarded for the second performance domain. An extract from a response that was awarded a

C-grade in both dimensions reads

A B C N O

100%

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

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

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

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

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

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

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

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

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

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

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

Feel free to reflect

on the emotions

evoked by the

photographs.

A well-crafted

response is

required.

The 2 photographs work together to make the statement. On their own each

could make a different statement. The second photo pictured (Queens, NY,

1979) is older than the first photo pictured (Gulf War 1991). The second photo

appears to be a young child playing ‘soldiers’. He has a toy weapon indicating

this. The second photo is of wartime. It represents the hardships of war. The soldier crying, the

injuries of the other soldier and the body bag all represent this. The two photographs show the

progression from childhood to adulthood. There is 12 years between photographs, therefore the boy

in photo two is approximately old enough to be in photo one.

The contradictions that can be drawn are how in photo two war is seen as being harmless and just

a game. In contrast in picture two it is seen for what it really is. The reader can’t help but feel the

emotion expressed.

47


Sep

tem

ber 1

6, 2

002

17:1

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oter

to re

mai

n un

til fi

nal p

rint*

)I:\

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2\pa

per\s

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otos

\msc

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es\0

6-01

4_2-

ms.

fm

UN

IT S

IXIT

EM

14

SEC

ON

D P

ERFO

RM

AN

CE

DO

MA

IN

MA

RK

ING

SC

HE

ME

Mar

king

Uni

t 6 3

of 3

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

46C

reat

ing/

com

posi

ng /d

evis

ing

44Sy

nthe

sisi

ng

A

The

resp

onse

is a

com

posit

ion

whi

ch e

luci

date

s how

th

e tw

o ph

otog

raph

s wor

k to

geth

er to

mak

e a

‘pow

erfu

l sta

tem

ent’.

It is

flue

nt a

nd c

ohes

ive

and

the

wri

tten

expr

essio

n ex

hibi

ts in

terr

elat

edne

ss a

nd a

t lea

st o

ne o

f so

phis

ticat

ion,

intr

icac

y, su

btle

ty.

B

The

resp

onse

is a

com

posit

ion

whi

ch g

ives

supp

ort t

oth

e w

ay th

e tw

o ph

otog

raph

s wor

k to

geth

er to

mak

e a

‘pow

erfu

l sta

tem

ent’.

It is

flue

nt a

nd c

ohes

ive

and

the

wri

tten

expr

essio

n ex

hibi

ts in

terr

elat

edne

ss.

C

The

res

pons

e is

a c

ompo

sitio

n w

hich

•

give

ssup

port

to a

‘pow

erfu

l sta

tem

ent’

•is

base

d on

asp

ects

of o

ne o

r bo

th p

hoto

grap

hs.

A su

bsta

ntia

l por

tion

of th

e pie

ce o

f wri

ting

is co

hesi

ve.

The

res

pons

e is

a c

ompo

sitio

n ba

sed

on a

spec

ts o

f the

ph

otog

raph

s.

A su

bsta

ntia

l por

tion

of th

e pie

ce o

f wri

ting

is co

hesi

ve.

OR

Not

es:

1.A

com

posi

tion

exhi

bits

art

ful c

onst

ruct

ion

and

thou

ghtfu

l ord

erin

g of

sent

ence

s. It

dev

elop

s tho

ught

s and

idea

s to

com

pris

e a

harm

onio

us w

hole

.

Last

Pag

e C

ount

48


Unit Seven

ITEM 15

Model response

Commentary

Unit Seven explored some of the physical features of the three-

dimensional shapes formed when dry granular material such as

cement powder is poured onto a flat perforated surface.

Item 15 was a 3-star item that required students to sketch and label

two dimensional diagrams of the conical piles formed by two

different landscaping materials, sandy loam and pebbles, and then

compare their critical angles. To complete this item, students needed to identify shapes in two and

three dimensions (CCE 51) and to apply a progression of steps to calculate and compare the critical

angles (CCE 37). Most students had difficulty illustrating the diagrams in the detail required and

determining the critical angles with less than 16 per cent of students able to successfully complete

this item and thereby satisfy all the requirements for an A-grade.

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

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

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

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

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

Explain your

approach.

90 cm 2.2 m

65 cm 1.8 m

criticalangle

criticalangle

sandy loampebbles

For pebbles: base = 45

slope = = 1.4

For sandy loam: base = 1.1

slope = 1.8/1.1 = 1.6

∴ sandy loam has a greater critical angle.

1

2

65

45

1

2

Sketches do not

have to be

drawn to scale.

Label each pile

to indicate

material,

measurements,

and where the

critical angle is.

A B C D N O

100%

49


A wide variety of methods were used by students to compare the critical angle for each pile.

Although trigonometry was the most common method used, many students used approaches that

showed insight into the relationship between height and critical angle. Other methods used included

ratios, gradient and scale drawings.

In general, students using ratios and gradients were more successful than students attempting other

methods. If the angles formed were to be accurate, it was essential for the A- and B-grade

responses that the approach used provided an appropriate basis on which to compare the critical

angles. For example, students who chose to use trigonometry and the tangent ratio and substituted

the diameter of the base instead of the radius before determining the critical angles, used part of a

valid approach rather than a valid approach for comparing the critical angles.

Students who had difficulty finding the greatest critical angle often discussed the nature of the

materials and how they would slide over each other. They also compared the size of the piles,

believing that the highest pile will have the greatest critical angle. These types of responses qualified

for the lower grades only, with the overwhelming majority receiving a D-grade. Students were

awarded this grade on the basis of their diagrams, as most did little towards finding the largest

critical angle.There was only a very small proportion of the 45 per cent of students receiving a

D-grade who included part of a method for comparing the critical angles but provided incomplete,

inaccurate or no diagrams.

It would appear that many students may not have considered the diagrams to be of significant value

in their response and provided incomplete and/or inaccurate information on their drawings.

50


Mar

ch 1

2, 2

003

11:5

3 am

(*fo

oter

to re

mai

n un

til fi

nal p

rint*

)I:\

qcs\

sri\s

ri200

2\pa

per\s

ri350

\sri3

50gm

\msc

hem

es\0

7-01

5-m

s.fm

UN

IT S

EV

EN

ITE

M 1

5

PER

FOR

MA

NC

E D

OM

AIN

MA

RK

ING

SC

HE

ME

Mar

king

Uni

t 3 3

of 8

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

51Id

entif

ying

shap

es in

two

and

thre

e di

men

sion

s37

App

lyin

g a

prog

ress

ion

of st

eps t

o ac

hiev

e th

e re

quir

ed a

nsw

er

C

For e

ach

pile

, the

dia

gram

s sho

w T

WO

of

the

follo

win

g fe

atur

es c

orre

ctly

la

belle

d:

•th

e m

ater

ial

•th

e m

easu

rem

ents

•th

e po

sitio

n of

the

criti

cal a

ngle

.

The

resp

onse

also

show

s •

part

of a

val

id a

ppro

ach

for

com

pari

ng th

e cr

itica

l ang

les

•th

at so

me

corr

ect c

alcu

latin

g ha

s be

en d

one.

The

resp

onse

show

s •

a va

lid a

ppro

ach

for

com

pari

ng th

e cr

itica

l ang

les

•co

rrec

t cal

cula

tions

•

the

corr

ect c

oncl

usio

n.

OR

A

Eac

h pi

le is

rep

rese

nted

by

a sk

etch

of

an a

ppro

pria

te sh

ape.

Each

sket

ch sh

ows t

he fo

llow

ing

feat

ures

cor

rect

ly la

belle

d:

•th

e m

ater

ial

•th

e m

easu

rem

ents

(with

uni

ts)

•th

e po

sitio

n of

the

criti

cal a

ngle

.

The

resp

onse

also

show

s •

a va

lid a

ppro

ach

for

com

pari

ng th

e cr

itica

l ang

les

•co

rrec

t cal

cula

tions

•

the

corr

ect c

oncl

usio

n.

B

For e

ach

pile

, the

dia

gram

s sho

w T

WO

of

the

follo

win

g fe

atur

es c

orre

ctly

la

belle

d:•

the

mat

eria

l •

the

mea

sure

men

ts (w

ith u

nits

)•

the

posi

tion

of th

e cr

itica

l ang

le.

The

resp

onse

als

o sh

ows

•a

valid

app

roac

h fo

r co

mpa

ring

the

criti

cal a

ngle

s •

exce

pt fo

r on

e er

ror,

corr

ect

calc

ulat

ions

•

the

corr

ect c

orre

spon

ding

co

nclu

sion.

D

For e

ach

pile

, the

dia

gram

s sho

w T

WO

of

the

follo

win

g fe

atur

es c

orre

ctly

la

belle

d:•

the

mat

eria

l •

the

mea

sure

men

ts•

the

posi

tion

of th

e cr

itica

l ang

le.

The

resp

onse

show

s •

part

of a

val

id a

ppro

ach

for

com

pari

ng th

e cr

itica

l ang

les

•th

at so

me

corr

ect c

alcu

latin

g ha

s be

en d

one.

OR

Not

e:1.

Wor

ds su

ch a

s san

d, sa

ndy

loam

and

loam

and

ston

es, r

ocks

and

peb

bles

are

con

sider

ed in

terc

hang

eabl

e.

51


��

��

� �� !��

��"#�� #�

�$��

��

��

��

��

��

��

��

��

��

��

��

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��

��

90cm

2.2

m

65cm

1.8

m

criti

cal

angl

ecr

itica

lan

gle

sand

ylo

am

pebb

les

� !!!

��

��!!!!!!

� !!!

52


ITEM 16

Model response

Commentary

Item 16 was based upon additional information about an artist,

Jonathon Callan, who pours dry cement powder over perforated

boards to create moonscape sculptures.

Students were given a set of directions or steps that could be used to

predict where the ridges of the sand will form around a particular

hole marked ‘K’ on a section of board.

This item required students to follow a progression of steps (CCE 37) and to manipulate equipment

(CCE 57) to accurately locate the positions of the ridges as they would project onto the board. This

4-star item presented some challenges with 68 per cent of students awarded one of the four

creditable grades. Approximately 4 per cent of students did not attempt Item 16. The level of

accuracy required to complete the task was achievable whether students used a compass and ruler

or simply a ruler.

Approximately 25 per cent of students were able to follow the steps of the process and correctly

use the equipment to obtain and clearly identify the five-sided closed figure around ‘K’ that related

K

Use appropriate instruments to ensure that your construction is accurate.

Use pencil first and then redraw in black pen the boundaries surrounding hole K.

A B C D N O

100%

53


to the positions of the ridges, and were awarded an A-grade. The 12 per cent of students awarded a

B-grade also provided responses that had clearly identified a five-sided closed figure around ‘K’ but

had either inaccurately drawn or incorrectly located one of the boundary lines.

There were a number of different types of responses within the 20 per cent of C-grade responses.

A number of students completed the task accurately but did not follow the cue which directed

them to highlight the boundaries and either failed to highlight any boundaries or highlighted

insufficient boundaries to form an identifiable polygon. Alternatively multiple polygons were formed

from the highlighted boundaries. These students showed they were able to draw accurately at least

five of the nine possible perpendicular bisectors but were unable to relate their construction to the

context provided in this item. A very small number of the C-grades awarded had drawn a closed

figure around K with three of the boundary lines drawn accurately.

Students who were able to bisect each line to locate the midpoints but then simply joined the

midpoints together rather than drawing and joining the perpendicular bisectors were typical of the

9 per cent of D-grade responses. These students did not follow the direction that the perpendicular

bisectors be drawn to locate the boundaries. Almost 25 per cent of students attempted this item

and received an N-grade.

54


Mar

ch 1

2, 2

003

12:4

3 pm

(*fo

oter

to re

mai

n un

til fi

nal p

rint*

)I:\

qcs\

sri\s

ri200

2\pa

per\s

ri350

\sri3

50gm

\msc

hem

es\0

7-01

6-m

s.fm

UN

IT S

EV

EN

ITE

M 1

6

PER

FOR

MA

NC

E D

OM

AIN

MA

RK

ING

SC

HE

ME

Mar

king

Uni

t 3 5

of 8

N

Res

pons

e is

unin

telli

gibl

e or

doe

s not

sa

tisfy

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 ti

me.

37A

pply

ing

a pr

ogre

ssio

n of

step

s to

achi

eve

the

requ

ired

ans

wer

57M

anip

ulat

ing/

oper

atin

g/us

ing

equi

pmen

t

C

The

resp

onse

show

s a p

olyg

on th

at

•su

rrou

nds K

•in

clud

es 3

of t

he d

efin

ing

boun

dary

lin

es d

raw

n ac

cura

tely

.

Any

5 o

f the

9 p

ossib

le p

erpe

ndic

ular

bi

sect

ors h

ave

been

dra

wn

accu

rate

ly.

OR

A

The

resp

onse

show

s a si

ngle

pol

ygon

th

at

•is

cle

arly

iden

tifie

d •

surr

ound

s K•

is fo

rmed

by

the 5

def

inin

g bo

unda

ry

lines

dra

wn

accu

rate

ly.

B

The

resp

onse

show

s a si

ngle

pol

ygon

th

at•

is cl

earl

y id

entif

ied

•su

rrou

nds K

•in

clud

es 4

of t

he d

efin

ing

boun

dary

lin

es d

raw

n ac

cura

tely

.

Not

es:

1.A

pol

ygon

is c

lear

ly id

entif

ied

whe

n on

ly th

e bo

unda

ry li

nes a

re e

mph

asise

d an

d no

oth

er li

nes a

re h

ighl

ight

ed.

2.A

ll bo

unda

ry li

nes a

re fo

rmed

by

the

perp

endi

cula

r bi

sect

ors.

The

defin

ing

boun

dary

line

s are

thos

e bo

unda

ry li

nes t

hat r

epre

sent

the

ridg

es su

rrou

ndin

g th

e ho

le K

.

3.Fo

r a

defin

ing

boun

dary

line

to b

e dr

awn

accu

rate

ly, t

he li

ne o

r th

e ex

tend

ed li

ne m

ust p

ass t

hrou

gh th

e tw

o ci

rcle

s loc

ated

at t

he in

ters

ectio

n po

ints

on

the

tem

plat

e.

D

The

res

pons

e sh

ows a

pol

ygon

that

•

surr

ound

s K•

incl

udes

2 o

f the

def

inin

g bo

unda

ry

lines

dra

wn

accu

rate

ly.

Any

5 o

f the

9 p

ossib

le m

idpo

ints

hav

e be

en lo

cate

d ac

cura

tely

.

OR

55


Mar

ch 1

2, 2

003

12:3

0 pm

(*fo

oter

to re

mai

n un

til fi

nal p

rint*

)I:\

qcs\

sri\s

ri200

2\pa

per\s

ri350

\sri3

50gm

\msc

hem

es\0

7-01

6-m

s.fm

��

��

��

��

��

��

K

56


ITEM 17

Model response

Commentary

Item 17 was a challenging 4-star item. Over 44 per cent of students

were awarded one of the five creditable grades. The stimulus

material directed students’ attention to the ridge shape formed

around a single hole located on a small section of board. Vertical grids

were provided through two ridge lines so that students could

respond with a reasonable degree of accuracy. This item required a

high degree of analysis (CCE 43) and an ability to visualise (CCE 50).

To successfully complete this item, candidates had to determine the critical relationships shown in

the diagram. Point C is closer to the hole than point B and therefore the height of the ridge above C

should be lower than M. The points on BC and CD that are closest to the hole relate to where the

minimum height on each of the ridges should exist. The minimum ridge height associated with BC

should be lower than the minimum for CD. A common point exists where the two grid planes

meet. The common point should be higher than the minimums but lower than M.

A small percentage of students recognised the critical relationships, represented them accurately

and were awarded an A-grade. The requirement of the curve to have a minimum opposite the hole

and that there should be a significant difference in the heights of these minimums was the difference

between the A- and B-grades.

Approximately 15 per cent of students received a C-grade. Most of these students were able to

draw at least one curve that had a minimum point and they also drew the curves with a common

point.

A

E

C

D

B

M

DC

B

AE

N

Use a pencil.

A B C D E N O

100%

57


The majority of students who responded followed the stem and drew the ridge lines as two smooth

curves. A small number of students drew the ridge lines as straight lines or a single straight line

despite the direction for students to draw smooth curves.

Some students were able to draw one of the two curves with the general shape required and

include a single minimum opposite the hole. The majority of these curves were for the plane

including M. This suggests these students had difficulty with the rotated plane. Another group of

responses showed some students realised the general properties the ridge might have but could not

determine more specific features of the curves. These two types of responses received a D-grade

and accounted for about 10 per cent of all responses.

A number of students did not understand the item and the significance of the grid and drew curved

lines off the grid plane and into the hole. These made up many of the 40 per cent of N-grades.

Other types of N-grades included responses with curves that were generally convex in shape and/or

featured one or more points higher than M or N.

Approximately 15 per cent of students did not attempt this item.

58


Sep

tem

ber 1

6, 2

002

14:1

1 pm

(*fo

oter

to re

mai

n un

til fi

nal p

rint*

)I:\

qcs\

sri\s

ri200

2\pa

per\s

ri350

\sri3

50gm

\msc

hem

es\0

7-01

7-m

s.fm

UN

IT S

EV

EN

ITE

M 1

7

PER

FOR

MA

NC

E D

OM

AIN

MA

RK

ING

SC

HE

ME

Mar

king

Uni

t 3 7

of 8

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

43A

naly

sing

50V

isua

lisin

g

C

From

each

of t

he p

oint

s M a

nd

N, a

cur

ve tr

aver

ses t

he

vert

ical

pla

ne. T

he c

urve

has

•th

e ge

nera

l sha

pe

•a

sing

le m

inim

um o

ppos

ite

the

hole

.

From

each

of t

he p

oint

s M a

nd

N, a

cur

ve tr

aver

ses t

he

vert

ical

pla

ne. T

he c

urve

has

•th

e ge

nera

l sha

pe

For

the

two

curv

es•

the

com

mon

poi

nt is

low

er

than

N.

From

each

of t

he p

oint

s M a

nd

N, a

cur

ve tr

aver

ses t

he

vert

ical

pla

ne. T

he c

urve

has

•a

sing

le m

inim

um o

ppos

ite

the

hole

.

For

the

two

curv

es•

the

com

mon

poi

nt is

ap

prec

iabl

y lo

wer

than

N.

OR

OR

A

From

each

of t

he p

oint

s M a

nd

N, a

cur

ve tr

aver

ses t

he

vert

ical

pla

ne. T

he c

urve

has

•th

e ge

nera

l sha

pe

•a

singl

e m

inim

um o

ppos

ite

the

hole

.

For

the

two

curv

es•

the

heig

ht o

f the

min

imum

on

the

left

curv

e is

ap

prec

iabl

y lo

wer

than

that

on

the

righ

t•

the

com

mon

poi

nt is

ap

prec

iabl

y lo

wer

than

N.

B

From

each

of t

he p

oint

s M a

nd

N, a

cur

ve tr

aver

ses t

he

vert

ical

pla

ne. T

he c

urve

has

•

the

gene

ral s

hape

•a

singl

e m

inim

um o

ppos

ite

the

hole

.

For

the

two

curv

es•

the

heig

ht o

f the

min

imum

on

the

left

cur

ve is

low

er

than

that

on

the

righ

t•

the

com

mon

poi

nt is

low

er

than

N.

D

From

each

of t

he p

oint

s M a

nd

N, a

cur

ve tr

aver

ses t

he

vert

ical

pla

ne. T

he c

urve

has

•th

e ge

nera

l sha

pe

From

ON

E of

the

poin

ts M

or

N, a

cur

ve tr

aver

ses t

he

vert

ical

pla

ne. T

he c

urve

has

•th

e ge

nera

l sha

pe

•a

singl

e m

inim

um o

ppos

ite

the

hole

.

OR

E

From

each

of t

he p

oint

s M a

nd

N, a

cur

ve tr

aver

ses t

he

vert

ical

pla

ne.

For

the

two

curv

es•

ther

e is

a co

mm

on p

oint

.

From

ON

E of

the

poin

ts M

or

N, a

cur

ve tr

aver

ses t

he

vert

ical

pla

ne. T

he c

urve

has

•th

e ge

nera

l sha

pe

OR

Not

e:1.

Opp

osite

the

hole

mea

ns in

a p

ositi

on a

bove

the

poin

t cor

resp

ondi

ng to

the

shor

test

dist

ance

bet

wee

n th

e ho

le a

nd v

ertic

al p

lane

.

59


Sept

embe

r 16,

200

2 14

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foot

er to

rem

ain

until

fina

l prin

t*)

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nt

60


Unit Eight

This five-star unit presented candidates with stimulus material in the form of a poem Arms and the

Woman by Dorothea McKellar. The speaker in the poem defends the way she uses speech.

ITEM 18

Model responses

1.

2.

3.

Circle thenumber thatcorresponds toyour firstselection.

Fully butpreciselystated

Voice/body/face

What you would bring out:

How you would bring it out:Where youwould bringit out:

I would bring out the woman’s feelings that her weapon (speech) was

always ready and able to defend friends, honour or self-respect.

I would say ‘enemies’ in a suspicious way, and I would say ‘attack’ in

a bold, unblinking manner. I would place significance on the word ‘lurk’

to tell that hidden foes could not escape her ever-present weapon. I

would emphasise the ‘d’ sounds in ‘down’ and ‘daunting’ to reflect a

determination to defend.

I would say the first part of the line, ‘peace and courtesy’ slowly and

calmly, and then change the tone of ‘being armed’ to a more

menacing and fast speech, saying that the weapon might not

always be obvious, but it is always there. When this speech changes

have a rapid and aggressive change in body language.

I would emphasise the words ‘friends’, ‘honour’ and ‘self-respect’,

saying them in a steady and calculating tone. My facial language

would be underpinned by determination and furrowed brow,

representing her desire to defend them.

lines 7, 8

line 24

line 19

61


Commentary

This item required candidates to select two of the three suggested

‘things’ that a reader may bring out when presenting his/her

interpretation of the poem to a general audience of poetry lovers.

They were then required to describe the vocal and physical techniques

they would use to bring out these interpretations.

To do this, candidates circled the choice, elaborated and precisely

stated an aim based on their choice and described the physical and vocal techniques they would use.

In doing this, students had opportunities to demonstrate their ability in CCE 43 Analysing, CCE 31

Interrelating ideas/themes/issues, CCE 10 Using vocabulary appropriate to a context, and CCE 55

Gesturing.

1.

2.

3.

Circle thenumber thatcorresponds toyour secondselection.

Fully butpreciselystated

Voice/body/face

What you would bring out:

How you would bring it out:Where youwould bringit out:

I would bring out the notion that a woman should never be unarmed—her

voice is a deadly weapon.

Emphasise the words ‘firearms’ and ‘weapon’s steel’ saying them in

a powerful voice to represent willingness to fight. When saying these

words a clenched fist and upright posture would enhance the feeling

of power. A malevolent expression would also show a willingness to

use the weapon.

I would say ‘guarded life’ in a suspicious and calculating manner and

as I said ‘God be thanked’ I would look to heaven (upwards) to thank

God for the ability to defend myself. After saying ‘God be thanked’ I

would quickly change to a vicious tone when saying ‘I carry a knife’.

This change in voice could be complemented by any violent action

and a grim facial expression

I would emphasise the ‘p’ sounds in ‘peaceable’ and ‘pretence’,

saying it in a guarded manner, telling people that whilst I am

peaceful by nature, I am able to defend myself through my voice.

line 3

lines 29, 30

line 11

A B C D N O

100%

62


The stem instructed students to circle one choice of the three selections on one template and a

second choice on the second template. Some students circled two selections on each template.

Where more than one choice was made for each selection, responses were graded on the basis of

which choice was referred to in response to the cue ‘What you would bring out’. Where there was

a choice made by circling 1, 2 or 3 but no written response was given to the cue ‘What you would

bring out’, the techniques were related to the choice circled. Where some students did not indicate

line references on the template, it was possible in most instances to discern the exact references

from the discussion of techniques provided in response to the cue ‘How you would bring this out’.

Most students referred to a range of vocal (pace, pitch, volume, pause and emphasis) and/or

physical techniques (facial expressions, posture, gesture, movement).

In responding to the cues ‘What you would bring out’, ‘Where you would bring it out’ and ‘How

you would bring it out’, students revealed an interpretation of the poem related to the use of

speech as a weapon, the woman’s feelings about being criticised for being too argumentative or the

message for women in the audience. Students who misinterpreted the poem referred to real

weapons, self-defence, guns and daggers. These students interpreted the poem in terms of women

needing weapons other than speech to defend themselves.

Characteristics of typical responses included:

Students awarded an A-grade clearly stated the aim to the first two selections in terms of the

feelings of the speaker of the poem, or for the third selection, the message for the women in the

audience. These students described the techniques (including both physical and vocal techniques) in

sufficient detail to make clear that the stated aim would be met. Line references were appropriate

to the techniques chosen and/or aim indicated. This statement of aim and the discussion of

techniques clearly indicated a very good understanding of the poem. While a range of readings of

the poem was acceptable, in an A-grade response all comments were consistent with a reasonable

reading of the poem. Although the requirements for an A response were demanding, 1.7 per cent of

students achieved this grade.

Students awarded a C-grade generally stated the aim using appropriate vocabulary but often, for the

first two choices, it was not clear how the speaker in the poem might have felt. Many of these

students commented on what she did: I would bring out the way the woman reacts to being too

argumentative. Students were generally more successful with the third choice. In this case a message

for the women in the audience was stated and was generally consistent with a reasonable reading of

the poem. Techniques chosen were sometimes only vocal or only physical. Where some physical

and vocal techniques were described, they lacked the specificity and depth required of an A-grade

response describing techniques such as I would then pronounce the words ‘peacable’ and ‘pretence’

clearly to make the people aware. I would say ‘not’ very strongly, I would be moving about. Often

comments were general and although line reference or words were appropriate, the linking of the

suggested techniques used to the choice was not very clear.

Students awarded an E-grade identified the choice, or restated the choice, and described one

technique with reference to lines or words.

The majority of students found this a challenging item. The need to interpret the poem, identify

what they would bring out in their presentation and then interweave the techniques, both physical

and vocal, in order to do this, whilst maintaining a consistently reasonable interpretation of the

63


poem required very high levels of analysis and an ability to interrelate aspects of the poem with the

techniques to achieve the aim.

The awarding of an N-grade response was usually on the basis of an unreasonable reading of the

poem. The most common unreasonable reading of the poem was that the weapon referred to was

real rather than representing speech. However, the use of a symbolic or real weapon as a dramatic

prop was acceptable provided the student’s interpretation of the poem did not infer that women

should arm themselves with real weapons. Other N-grade responses were awarded for incomplete

responses, simply rewriting the choices with no accompanying techniques or explaining the

meaning of lines of the poem.

For the most part, students attempting this challenging item endeavoured to fulfil the requirements

as directed.

64


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tem

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for

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O

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43A

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10U

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31In

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elat

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A

For

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ll co

mm

ents

are

con

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a r

easo

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th

e po

em.

AIM

The

aim

is fu

lly st

ated

and

cl

earl

y de

velo

ps o

ne o

f the

ch

oice

s.

TEC

HN

IQU

EVo

cal a

nd p

hysic

al te

chni

ques

of

inte

rpre

tatio

n ar

e des

crib

ed

with

suffi

cien

t cla

rity

and

de

pth

to e

nsur

e th

at th

e id

eas,

moo

d or

emot

ions

of t

he st

ated

ai

m w

ould

be

conv

eyed

.

D

For

both

sele

ctio

ns:

•In

terp

reta

tion

satis

fies t

he

C1 d

escr

ipto

r.•

Aim

or

Tech

niqu

e sa

tisfie

s th

eC1

des

crip

tor.

For

one

sele

ctio

n:•

Inte

rpre

tatio

n, A

im a

nd

Tech

niqu

e sa

tisfy

the

C1de

scri

ptor

.OR

E

For

one

sele

ctio

n:

INTE

RPR

ETA

TIO

NC

omm

ents

are

gen

eral

ly

cons

isten

t with

a r

easo

nabl

e re

adin

g of

the

poem

.

AIM

A c

hoic

e is

mad

e.

TEC

HN

IQU

EO

ne te

chni

que

of

inte

rpre

tatio

n is

des

crib

ed an

d it

is us

eful

in c

onve

ying

idea

s, m

ood

or e

mot

ions

to su

ppor

t th

e ch

oice

.

For

one

sele

ctio

n•

Inte

rpre

tatio

n an

d A

im

satis

fy th

e C1

des

crip

tor.

OR

B

For

both

sele

ctio

ns:

•In

terp

reta

tion

satis

fies t

he A

desc

ript

or.

For

one

sele

ctio

n:•

Aim

and

Tec

hniq

ue sa

tisfy

th

eA

desc

ript

or.

For

the

othe

r sel

ectio

n:•

Aim

or

Tech

niqu

e sa

tisfie

s th

eA

desc

ript

or a

nd th

e ot

her

satis

fies t

he C

1de

scri

ptor

.

C

For

both

sele

ctio

ns:

INTE

RPR

ETA

TIO

NC

omm

ents

are

gen

eral

ly

cons

iste

nt w

ith a

rea

sona

ble

read

ing

of th

e po

em.

AIM

The

aim

is st

ated

and

it

deve

lops

one

of t

he c

hoic

es.

TEC

HN

IQU

ESo

me

tech

niqu

es o

f in

terp

reta

tion

are

desc

ribe

d an

d th

ey a

re u

sefu

l in

conv

eyin

g id

eas,

moo

d or

em

otio

ns c

onsi

sten

t with

the

choi

ce.

For

one

sele

ctio

n:•

Inte

rpre

tatio

n, A

im a

nd

Tech

niqu

e sa

tisfy

the

Ade

scri

ptor

.OR

65


Sep

tem

ber 1

6, 2

002

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1 pm

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to re

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n un

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nal p

rint*

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18

Note

s:

1.

Th

e ‘

aim

’ re

ferr

ed t

o i

n t

he

des

crip

tors

is

‘wh

at

you

wou

ld b

rin

g o

ut’

.

2.

Vocal

tech

ni q

ues:

pa

ce,

pit

ch, v

olu

me,

pa

use

, em

ph

asi

s; p

hysi

cal

tech

niq

ues:

fa

cial

exp

ress

ion

, p

ost

ure

, g

estu

re, m

ov

emen

t.

3.

Tec

hn

ical

term

s a

re n

ot

nec

essa

r y,

pro

vid

ed t

he

inte

nti

on

is

cle

ar.

4.

Dis

rega

rd t

he

use

of

incorr

ect

term

inolo

gy w

hen

th

e re

spon

se m

ak

es t

he t

ech

niq

ue

clea

r.

5.

Do n

ot

pen

ali

se f

or

clic

hed

or

exa

gg

era

ted

tec

hn

iqu

es.

6.

A t

ech

ni q

ue m

ay

be

cred

ited

in

bo

th t

ab

les

if u

sed

dif

fere

ntl

y.

7.

Wo

rds,

lin

es,

idea

s u

sed

in

th

e sa

mp

le m

ay b

e u

sed

in

th

e re

spon

se p

rov

ided

th

e p

urp

ose

is

sub

sta

nti

all

y d

iffe

ren

t.

8.

Wh

ere

a s

tud

ent

fail

s to

in

dic

ate

lin

es

or

word

s, e

ith

er i

n t

he

colu

mn

pro

vid

ed

or i

n t

he

con

text

of

the

resp

on

se, n

o h

igh

er t

han

an

E-g

rad

e ca

n b

e aw

ard

ed

.

9.

Bu

llet

poin

ts a

re a

ccep

tab

le.

10.

Wh

ere

a s

tud

ent

con

fuse

s th

e p

oet

an

d t

he ‘

wo

ma

n’

(sp

eak

er o

f th

e p

oem

) d

o n

ot

pen

ali

se u

nle

ss i

nte

rpre

tati

on

is

inco

nsi

sten

t w

ith

a r

easo

nab

le r

ead

ing.

Queensland Core Skills Test · 2015-09-24 · 10 16/4/03–I:\qcs\retrospective\retro2002\Short...

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