Queensland Core Skills Test
Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email: [email protected]; Website: www.qsa.qld.edu.au
© The State of Queensland (Queensland Studies Authority) 2007 Copyright protects this work. Please read the Copyright notice on our website.
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.
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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.
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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
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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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UN
IT O
NE
ITE
M 1
PER
FOR
MA
NC
E D
OM
AIN
MA
RK
ING
SC
HE
ME
Mar
king
Uni
t 1 1
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.
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.
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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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Se
pte
mb
er
16
, 2
00
2 1
4:0
9 p
m(*
foo
ter
to r
em
ain
un
til fin
al p
rin
t*)
F:\
qcs\s
ri\s
ri2
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0P
ap
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UN
IT
ON
EIT
EM
2
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 1
2 o
f 4
N
Res
po
nse
is
un
inte
llig
ible
or d
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.
46
Cre
ati
ng
/co
mp
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.
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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%
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Sep
tem
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5, 2
002
12:1
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(*fo
oter
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mai
n un
til fi
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UN
IT F
OU
RIT
EM
7
PER
FOR
MA
NC
E D
OM
AIN
MA
RK
ING
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
.
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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%
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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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tem
ber 1
6, 2
002
13:2
8 pm
(*fo
oter
to re
mai
n un
til fi
nal p
rint*
)I:\
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UN
IT F
OU
RIT
EM
8
PER
FOR
MA
NC
E D
OM
AIN
MA
RK
ING
SC
HE
ME
Mar
king
Uni
t 1 4
of 4
N
Res
pons
e is
un
inte
lligi
ble
or d
oes n
ot
satis
fy th
e re
quir
emen
ts
for
any
othe
r gr
ade.
O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
6th treatment of 16 yields 8
5th treatment of 32 yields 16
4th treatment of 64 yields 32
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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.
��������������� ���������������������������� ������ �
������������� ��������������������������������������������........�
������������������� �����������������������������������������������������........������
����������������������������������������������������� ��������� ������������������
��������......� ......� ......� ......��17 352923
2
3
A B C D N O
100%
30
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
Sep
tem
ber 1
6, 2
002
15:0
9 pm
(*fo
oter
to re
mai
n un
til fi
nal p
rint*)
F:\q
cs\s
ri\sr
i200
2\00
Pape
r\sri9
87\s
ri987
gm\m
sche
me\
05-0
09-m
s.fm
UN
IT
FIV
EIT
EM
9
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 2
3 o
f 8
N
Res
po
nse
is
un
inte
llig
ible
or d
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.
6In
terp
reti
ng t
he
mean
ing
of
… d
iagram
s …
49
Per
ceiv
ing
pa
tter
ns
35
Ex
trap
ola
tin
g
C
Th
e r
esp
on
se c
om
ple
tes
the
state
men
t
as
•2 f
or
the
first
sta
tem
ent
or
3 f
or
the
seco
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
32
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
Sep
tem
ber 1
6, 2
002
15:0
9 pm
(*fo
oter
to re
mai
n un
til fi
nal p
rint*
)F:
\qcs
\sri\
sri2
002\
00Pa
per\s
ri987
\sri9
87gm
\msc
hem
e\05
-009
-ms.
fm
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 2
4 o
f 8
UN
IT
FIV
EIT
EM
9
Mo
del
Resp
on
se:
���
����
���
�
���
� �
����
��
��
���
��
����
��
���
���
��
���
��
� �
������������� �������������������
�������������������������........�
����
���������
������ �����������������������������������������������������........���
���
��������
����
����������������������������������������� ��������� ������������������
�������
�......� ......� ......� ......��
173
52
92
3
2
3
33
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
Sep
tem
ber 1
6, 2
002
15:0
9 pm
(*fo
oter
to re
mai
n un
til fi
nal p
rint*)
F:\q
cs\s
ri\sr
i200
2\00
Pape
r\sri9
87\s
ri987
gm\m
sche
me\
05-0
10-m
s.fm
UN
IT
FIV
EIT
EM
10
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 2
5 o
f 8
N
Res
pons
e is
un
inte
lligi
ble
or d
oes
not
sati
sfy
the
requ
irem
ents
fo
r an
y ot
her
grad
e.
O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
7T
rans
lati
ng f
rom
one
form
to
anot
her
6In
terp
reti
ng t
he m
eani
ng o
f …
dia
gram
s …
50V
isua
lisin
g
C
The
dia
gram
sho
ws
•th
ree
balls
onl
y •
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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.
���������� ��� ������������������������������������������
������������ ��� ������������������������������������������
����������� ��� ������������������������������������������
������������ ��� ������������������������������������������
�����������������
shower
shower
234
fountain
fountain
Choose from cascade, shower and fountain
ITEM 11
ITEM 12
A B C D N O
100%
37
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
Sep
tem
ber 1
6, 2
002
15:1
0 pm
(*fo
oter
to re
mai
n un
til fi
nal p
rint*)
F:\q
cs\s
ri\sr
i200
2\00
Pape
r\sri9
87\s
ri987
gm\m
sche
me\
05-0
11an
d012
-ms.
fm
UN
IT
FIV
EIT
EM
11
/12
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 2
6 o
f 8
N
Res
po
nse
is
un
inte
llig
ible
or d
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.
C
An
yth
ree
corre
ct r
esp
on
ses
are
giv
en.
A
Th
efi
ve c
orr
ect
resp
on
ses
are
giv
en
:
•sh
ow
er
•fo
un
tain
•fo
un
tain
•sh
ow
er
•2
3 4
.
B
An
yfo
ur
corr
ect
resp
on
ses
are
giv
en.
D
An
ytw
o c
orr
ect
resp
on
ses
are
giv
en
.
6In
terp
reti
ng
th
e m
ea
nin
g o
f …
dia
gra
ms
…4
9P
erc
eiv
ing
pa
ttern
s
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:
����
���
��
�
���
��
��
�����
����
����
��������������������
�
����
����
���
����
�
���
��
��
���
��
����
��� ���������������������
�
���
�
����
���
���
�
���
��
��
���
��
���
�����
��������������������
�
����
����
����
���
�
���
��
��
���
��
����
���
���������������������
�
���
�
��
���
���
�����
����
shower
shower
234
fountain
fountain
38
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
Sep
tem
ber 1
6, 2
002
15:1
0 pm
(*fo
oter
to re
mai
n un
til fi
nal p
rint*)
F:\q
cs\s
ri\sr
i200
2\00
Pape
r\sri9
87\s
ri987
gm\m
sche
me\
05-0
13-m
s.fm
UN
IT
FIV
EIT
EM
13
PE
RF
OR
MA
NC
E D
OM
AIN
MMAA
RRKK
IINN
GG SS
CCHH
EEMM
EE
Mark
ing
Un
it 2
7 o
f 8
N
Res
po
nse
is
un
inte
llig
ible
or d
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
Sep
tem
ber 1
6, 2
002
15:1
0 pm
(*fo
oter
to re
mai
n un
til fi
nal p
rint*
)F:
\qcs
\sri\
sri2
002\
00Pa
per\s
ri987
\sri9
87gm
\msc
hem
e\05
-013
-ms.
fm
MMAA
RRKK
IINN
GG SS
CCHH
EEMM
EE
Mark
ing
Un
it 2
8 o
f 8
UN
IT
FIV
EIT
EM
13
Note
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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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Sep
tem
ber 1
6, 2
002
16:3
0 pm
(*fo
oter
to re
mai
n un
til fi
nal p
rint*)
F:\q
cs\s
ri\sr
i200
2\00
Pape
r\sri_
phot
os\m
sche
mes
\06-
014_
1-m
s.fm
UN
IT
SIX
IT
EM
14
FIR
ST
PE
RF
OR
MA
NC
E D
OM
AIN
MA
RK
IN
G S
CH
EM
E
Ma
rkin
g U
nit
6 1
of
3
N
Res
po
nse
is
un
inte
llig
ible
or d
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.
43
An
aly
sin
g2
8E
mp
ath
isin
g
35
Ex
tra
po
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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tem
ber 1
6, 2
002
16:3
0 pm
(*fo
oter
to re
mai
n un
til fi
nal p
rint*
)F:
\qcs
\sri\
sri2
002\
00Pa
per\s
ri_ph
otos
\msc
hem
es\0
6-01
4_1-
ms.
fm
MA
RK
IN
G S
CH
EM
E
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
Sep
tem
ber 1
6, 2
002
17:1
8 pm
(*fo
oter
to re
mai
n un
til fi
nal p
rint*
)I:\
qcs\
sri\s
ri200
2\pa
per\s
ri_ph
otos
\msc
hem
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
������������� �����
��������������������������������������
� ������������������������� ������ �!���
���������"#�� #�
�$��
��������� �
�����������
���
���� � �
�� ���
������������
��������
���������
������
������
�������
�����������
�������������������
����������������������������������������
90cm
2.2
m
65cm
1.8
m
criti
cal
angl
ecr
itica
lan
gle
sand
ylo
am
pebb
les
� !!!
��
��!!!!!!
� !!!
52
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
��������� �
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K
56
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
Sept
embe
r 16,
200
2 14
:11
pm(*
foot
er to
rem
ain
until
fina
l prin
t*)
I:\qc
s\sr
i\sri2
002\
pape
r\sri3
50\s
ri350
gm\m
sche
mes
\07-
017-
ms.
fm
MA
RK
ING
SC
HE
ME
Mar
king
Uni
t 3 8
of 8
UN
IT S
EV
EN
ITE
M 1
7M
odel
Res
pons
e:
A
E
C
D
BM
DC
B
AE
N
Las
t P
age
Cou
nt
60
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
Sep
tem
ber 1
6, 2
002
16:5
1 pm
(*fo
oter
to re
mai
n un
til fi
nal p
rint*
)I:\
qcs\
sri\s
ri200
2\pa
per\s
ri979
\msc
hem
e\08
-018
-ms.
fm
UN
IT E
IGH
TIT
EM
18
PER
FOR
MA
NC
E D
OM
AIN
MA
RK
ING
SC
HE
ME
Mar
king
Uni
t 8 1
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.
43A
naly
sing
10U
sing
voc
abul
ary
appr
opri
ate
to a
con
text
31In
terr
elat
ing
idea
s/th
emes
/issu
es55
Ges
turi
ng
A
For
both
sele
ctio
ns:
INTE
RPR
ETA
TIO
NA
ll co
mm
ents
are
con
sist
ent
with
a r
easo
nabl
e re
adin
g of
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
16/4/03–I:\qcs\retrospective\retro2002\Short Response.fm
Sep
tem
ber 1
6, 2
002
16:5
1 pm
(*fo
oter
to re
mai
n un
til fi
nal p
rint*
)F:
\qcs
\sri\
sri2
002\
00Pa
per\s
ri979
\msc
hem
e\08
-018
-ms.
fm
MA
RK
IN
G S
CH
EM
E
Mark
ing
Un
it 8
2 o
f 3
UN
IT
EIG
HT
IT
EM
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.
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