Retrospective
2011 Queensland Core Skills Test
Foreword
The Retrospective is a yearly publication that provides detailed and wide-ranging feedback on the
Queensland Core Skills (QCS) Test and the responses of students.
The core skills are the common curriculum elements that are within the curriculum experience of most senior
students. The level of sophistication demanded by the test is appropriate for Year 12 students. It is a crosscurriculum test, which means that it does not test the content of specific subjects. Rather it tests the skills
learnt from the combination of subjects in a balanced curriculum.
The QCS Test consists of four testpapers — a Writing Task, a Short Response paper and two Multiple Choice
papers. Students experience a variety of stimulus material such as prose passages, poetry, graphs, tables,
maps, mathematical and scientific data, cartoons, and reproductions of works of art.
The Retrospective is a definitive and descriptive report on the integration of the test specifications, the
expectations of the test constructors, and the performance characteristics of the students. It also provides
information on the relative worth of items on the test, data that allow the determination of student
achievement on the test.
The Retrospective does not include copies of the testpapers. All schools receive copies of the testpapers
during the administration of the QCS Test. Any individual or organisation requiring copies may buy these
from the Queensland Studies Authority.
In addition to having value at school level, this publication should appeal to a wider audience. In fact, anyone
interested in cross-curriculum testing is sure to find it informative.
Peter Luxton
Acting Director
ISSN 1321-3938
© The State of Queensland (Queensland Studies Authority) 2011
Copyright protects this material. Copyright in the Core Skills Test is owned by the State of Queensland and/or the Queensland
Studies Authority. Copyright in some of the material included in the paper is owned by third parties.
Except as permitted by the Copyright Act 1968 (Cwlth), reproduction by any means (photocopying, electronic, mechanical,
recording or otherwise), making available online, electronic transmission or other publication of this material is prohibited without
prior written permission of the relevant copyright owner/s.
The Queensland Studies Authority requires to be recognised as the source of the Core Skills Test and requires that its material
remain unaltered.
Enquiries relating to copyright in this material, which is owned by the State of Queensland or the Queensland Studies Authority,
should be addressed to:
Manager
Publishing Unit
Email: [email protected]
Contents
Multiple Choice (MC) I & II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
MC I & II 2011 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
MC I commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
MC II commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Common Curriculum Elements (CCEs) and the MC format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Short Response (SR) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
SR 2011 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Unit One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Unit Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit Three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Unit Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Unit Five . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Unit Six . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Unit Seven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Unit Eight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Writing Task (WT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
WT 2011 Overall concept: Gold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Diagram of the testpaper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Stimulus pieces: visual, written or combination? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Choice of text type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Choice of genre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Criteria and standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Selected student responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Relative worth of each subtest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Relative worth of parts of the QCS Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Deemed CCEs and QCS Test items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Balance of the QCS Test in terms of CCEs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Appendixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Appendix 1: The 49 Common Curriculum Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Appendix 2: CCEs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Appendix 3: CCEs grouped by baskets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Appendix 4: Glossary of terms used in relation to the QCS Test . . . . . . . . . . . . . . . . . . . . . . . . 94
Multiple Choice (MC) I & II
Commentary
The 2011 MC subtest consisted of two testpapers, each with 25 verbal and 25 quantitative items. For an item,
the facility is the proportion of students who gave the correct response. It is expressed as a percentage. The
average facility on verbal items was 49, on quantitative items 52. The average facility on the subtest as a
whole was 50.6. Each testpaper had approximately the same facility, i.e. no testpaper proved to be
significantly harder than the other. Within the verbal domain, stimulus materials were broad-ranging,
encompassing cartoons, extracts from novels, poetry, playscripts, personal reflections and quotations.
Within the quantitative domain, stimulus materials included diagrams, puzzles, games, graphs and tables.
Subjects covered included English language and literature, ancient and modern history, politics, biography,
archaeology/anthropology, geography/demography, musical instrumentation and composition, nuclear
physics, astronomy and mathematics (arithmetic, geometry, spatial analysis, rules/processes),
environmental studies and physical education.
Summarised in the following table are particulars of the 18 units that made up the 2011 MC subtest. The
dominant Common Curriculum Elements (CCEs) that are tested in a unit are listed. The order of the CCEs for
each unit does not reflect the order of the items, nor does it imply a cognitive hierarchy. The baskets into
which CCEs are grouped are shown in Appendix 2. For a unit, the average facility (AF) is the average of the
facilities of all items in that unit.
MC I & II 2011 summary
Unit
1 Carbon Footprint
(cartoon)
2 Treadmill
(diagrams, numerical
operations)
3 Beckett
(prose non-fiction)
4 Fahrenheit 451
(novel)
Item
Key Basket
F
57
D







8
B

63
9
B

44
10
A

41
11
D

36
12
C

53
13
B

49
14
C

64
15
D

38
16
B

52
17
C

46
18
C
65
19
C


1
D
2
A
3
C
4
C
5
B
6
B
7
61
70
AF (%)
Common Curriculum Elements
5
59
Interpreting the meaning of pictures/
illustrations
28 Empathising
31 Interrelating ideas/themes/issues
57
16 Calculating with or without calculators
43
11 Summarising/condensing written text
33 Reaching a conclusion which is consistent
with a given set of assumptions
42 Criticising
48
53
59
65
4
50
10
42
43
45
Interpreting the meaning of words or other
symbols
Using vocabulary appropriate to a context
Criticising
Analysing
Judging
36
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Unit
Item
5 Rubik’s Cube
(diagrams & rules,
spatial analysis &
logical reasoning)
6 Butterflies
(personal memoir,
ethics & morality)
7 Planets
(graph/chart,
astronomy)
8 Serendipity
(quotations)
9 Feynman Diagrams
(diagrams, physics)
10 Zipf Rule
(tables & formula,
demography)
11 Typist
(playscript)
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Key Basket
20
B
21
B
22
D
23
C
24
B
25
B
26
A
27
B
28
C
29
D
30
D
31
A
32
A
33
B
34
D
35
D
36
D
37
D
38
D
39
B
40
B
41
D
42
C
43
D
44
D
45
C
46
C
47
B
48
A
49
D
50
A
51
A
52
C
53
C
54
B
55
C
56
C
57
B
58
B
59
D
60
B
61
A
2011 QCS Test










































F
AF (%)
Common Curriculum Elements
66
50
6
54
Interpreting the meaning of tables or
diagrams or maps or graphs
16 Calculating with or without calculators
49 Perceiving patterns
50 Visualising
49
28 Empathising
33 Reaching a conclusion which is consistent
with a given set of assumptions
43 Analysing
44 Synthesising
50
43
48
63
56
51
40
40
63
69
56
6
78
42
35
46
29
Interpreting the meaning of tables or
diagrams or maps or graphs
7 Translating from one form to another
18 Approximating a numerical value
35 Extrapolating
45 Judging
24
36
54
4
27
5
57
49
40
34
25
29
33
43
45
31
Interpreting the meaning of words or other
symbols
Interpreting the meaning of pictures/
illustrations
Comparing, contrasting
Reaching a conclusion which is consistent
with a given set of assumptions
Analysing
Judging
65
6
63
55
59
64
Interpreting the meaning of tables or
diagrams or maps or graphs
49 Perceiving patterns
50 Visualising
48
83
62
69
6
69
60
Interpreting the meaning of tables or
diagrams or maps or graphs
18 Approximating a numerical value
19 Substituting in formulae
52
4
64
45
62
67
67
61
33
60
43
44
45
Interpreting the meaning of words or other
symbols
Reaching a conclusion which is consistent
with a given set of assumptions
Analysing
Synthesising
Judging
Unit
12 Bell Numbers
(diagrams, geometry
& set theory)
13 Guitar
(prose non-fiction)
14 Ricketty Kate
(card game, rules &
symbols)
15 Past and Politics
(prose non-fiction,
anthropology)
16 Line Honours
(tables, time
calculations)
17 Dransfield
(poem)
18 Greenhouse Gases
(graph, environment)
Item
Key Basket
62
D
63
B
64
A
65
B
66
B
67
A
F






62
68
AF (%)
64
Common Curriculum Elements
49 Perceiving patterns
62
49
4
57
58
52
29
31
33
Interpreting the meaning of words or other
symbols
Comparing, contrasting
Interrelating ideas/themes/issues
Reaching a conclusion which is consistent
with a given set of assumptions
Analysing
68
B

62
69
C

39
70
A

48
71
B

74
72
D

42
73
C

39
74
B

27
75
C

38
Interpreting the meaning of words or other
symbols
16 Calculating with or without calculators
32 Reaching a conclusion which is necessarily
true provided a given set of assumptions is
true
36 Applying strategies to trial and test ideas
and procedures
76
A
56
4
77
C
78
B
79
B
80
B
81
B
82
A
83
D
84
D
85
A
86
A
87
A
88
B
89
A
90
B
91
D
92
D
93
A
94
B
95
D
96
A
97
B
98
C
99
A
100
A

























43
4
44
42
26
41
55
27
Interpreting the meaning of words or other
symbols
28 Empathising
33 Reaching a conclusion which is consistent
with a given set of assumptions
43 Analysing
61
55
42
30
4
45
Interpreting the meaning of words or other
symbols
16 Calculating with or without calculators
18 Approximating a numerical value
49
10
31
38
43
45
Using vocabulary appropriate to a context
Interrelating ideas/themes/issues
Generalising from information
Analysing
Judging
6
Interpreting the meaning of tables or
diagrams or maps or graphs
Graphing
Calculating with or without calculators
Approximating a numerical value
Reaching a conclusion which is necessarily
true provided a given set of assumptions is
true
44
37
53
49
62
48
36
54
43
51
49
25
49
45
64
33
45
Average facility on subtest
15
16
18
32
50.6
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MC I commentary
In this section, the main aims of each unit are briefly outlined. Two units (1 and 5) are singled out for detailed
analysis.
Unit 1 Carbon Footprint
The four items in this unit ask students to investigate the meaning of a cartoon based on analyses of the
words and graphics.
To correctly answer Item 1, students need to understand the ironic intent of the words ‘Don’t laugh’ in
relation to the facial expression of the man with the poster. We are meant to understand that the man still
thinks nukes are bad, just not quite as bad as the problem of global warming. Thus option D is the key.
Option A is wrong because the cartoon does not deal with the causes of global warming. Option B conveys
correctly the idea that nukes are bad, but wrongly attributes them with being efficient. Option C correctly
conveys the man’s sense of despair, but incorrectly has the man surrendering to the inevitability of global
warming.
In Item 2, students need to evaluate the demeanour of the man in relation to common cartoon graphic
conventions. The man’s eyes are downcast and the lines of his mouth droop downward; also, he has lowered
the placard. All these features signal despondency and a sense of deflation. Option A is therefore the key.
Option B is wrong because, although the man appears despondent, he is far from accepting the status quo.
Option C is wrong because, despite his despondency, the man is still committed to his cause, which is not the
attitude of a cynic. Option D is wrong because the man is fully aware of his predicament, rather than being
confused about it.
Item 3 asks students to interrogate features of the cartoon from a spatial perspective. A key issue here is the
size of the man relative to the footprint, reinforced by the fact that he is shown ‘lost’ within the footprint and
off to one side of it. Each of these features points to the man being enveloped and dwarfed by the footprint,
and therefore by the problem of global warming. Option C is therefore the key. Option A is wrong because,
while it is arguably true that the man represents all those on one side of the debate, there is nothing in his
positioning that contributes to such an understanding. Option B correctly interprets the closeness of the man
to the problem, but wrongly suggests that this impacts upon his sense of clarity — his words show that he
fully understands the situation. Option D is likewise a plausible reading of the positioning, but is wrong
because the man’s words show that he is still looking for solutions to the problem, and is thus not a part of
the problem.
Item 4 asks students to evaluate the significance of text fonts as graphic objects. The key to understanding
this item is to realise that the font style chosen by the cartoonist for the words ‘Carbon Footprint’ is
associated with attributes of clearness, crispness, definitiveness, authority, permanence and power. The
item asks students to choose a font style that is associated with an opposing set of attributes. Option A is
partly correct since it is in a loose, cursive style with lots of ‘roundedness’, but is wrong because it is bolded,
which draws it back towards strength and authority. The same can be said for option D. Option B does not
have bold letters, but the letters are clear-cut, crisp and well-defined, which aligns the font more closely with
that used in the cartoon. The font style in option C is non-bolded and cursive, and in addition the individual
letters are not very distinct but tend to run into each other. The font style is in fact close to that used to
express the man’s thoughts. Thus, of the alternatives given, C is most at odds with the font style used in the
cartoon.
Unit 2 Treadmill
This unit asks students to manipulate numerical data given in the form of the display on an exercise bike, in
order to demonstrate proficiency in arithmetical operations, percentages and problem solving.
Unit 3 Beckett
In this unit, Samuel Beckett, the great playwright and essayist, presents a critical view of formal expression.
Students are asked to understand Beckett’s viewpoint and to pick up on the meanings of keywords in the
text.
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Retrospective
2011 QCS Test
Unit 4 Fahrenheit 451
This extract from Ray Bradbury’s famous novel was chosen for its rich and evocative metaphorical language.
Students are asked to apply analytical skills to the text to extract essential meaning (applicable especially to
Items 14, 15 and 17), and to engage with the metaphorical language to appreciate the subtle flavour of the
text and the character of Montag (applicable especially to Items 13, 16, 18 and 19).
Unit 5 Rubik’s Cube
Rubik’s Cube is well known to students, though few have much idea of how it works. This unit asks students
to think about the basic features of a Rubik’s Cube and how to harness that understanding to solve the
puzzle. This calls upon strong spatial reasoning skills, especially visualisation of objects moving in three
dimensions, as well as strong logical skills.
Item 20 is something of a ‘primer’, aimed at giving as many students as possible access to the unit. It is
essentially a counting exercise, making use of basic spatial reasoning.
Item 21 is founded on students understanding what the unit means by the term ‘location’ — a fixed point on a
Rubik’s Cube. In a Rubik’s Cube there are eight corner-block locations, and there are eight blocks which
always remain corner blocks regardless of how often the layers are rotated. Thus the chances of any corner
block ending up in the same corner location as it started at is 1 in 8, option B.
To solve Item 22, students need to understand that if two coloured stickers share an adjacent edge, those
colours can never be on opposite faces, because opposite faces have no edges in common. Looking at the
given diagram, one can see that orange stickers share edges with grey, yellow, white and blue stickers, but
not with purple stickers. Thus option D, purple, is the only possible answer.
Item 23 requires proving that three of the options are unsolvable. The cube in option A is unsolvable because
there can be no more than one edge-adjacent yellow/blue combination in any middle layer; here there are at
least two. Option B is unsolvable because there can be only two corner blocks that have an edge-adjacent
yellow/blue combination; in option B there are at least three. Option D is unsolvable because there can be no
more than one of each colour in the centre of each face; here, yellow appears in the centres of the top face
and the right-hand face. This leaves option C as the key. There is nothing visible on the cube in option C that
would render it unsolvable.
In Item 24, students have to perform two layer rotations; a few will do this in their heads, but most will simply
mark on the cubes provided the position of the yellow sticker after the first rotation and then determine what
further rotation is needed to get to the final position. In option B, a first rotation will position the yellow
sticker at the near left corner of the top face, and the second rotation will set it at the top left corner of the
right-hand face. Thus option B is the key. Options A and C will, after two rotations, position the yellow sticker
at the near right corner of the top face, while option D will position it at the far bottom corner of the right-hand
face.
Item 25 calls upon somewhat stronger visualisation skills because it requires three rotations and, unlike the
preceding item, provides only the starting arrangement. Option B, the key, involves a quarter-rotation of the
top layer towards the right, and 2 quarter-rotations of the bottom layer also towards the right; there are thus
three quarter-rotations. Option A involves only two quarter-rotations, both of the top layer towards the right.
Option C involves a quarter-rotation of the top layer towards the right, and a quarter-rotation of the bottom
layer towards the right, totalling two quarter-rotations. Option D likewise involves a total of two quarterrotations, one of the top layer towards the left, and the second of the bottom layer towards the right.
Item 26 is a straightforward counting exercise. There are eight blocks with three stickers each, 24 blocks with
two stickers each, for a total of 32 blocks, option A.
Unit 6 Butterflies
In this extract from a reflective essay, students are asked to read the text for meaning, and more importantly,
to come to an understanding of the author’s motivations from an ethical or moral perspective, and to
empathise with her.
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Unit 7 Planets
This is a fairly complex and demanding unit, which asks students to extract meaning and manipulate data
from information presented in three forms — verbally, diagrammatically and graphically. The subject matter
is astronomy, and the graph shows how far ahead of, or behind, the Sun are five of the planets in our solar
system as they rise, move in an arc across the sky, and set. Some of the items call for basic graph-reading
and calculating skills (Items 31, 32 and 33), while others call for more complex problem-solving skills,
including pattern recognition and extrapolation (Item 35), logical sequencing (Item 36) and interrelating
different kinds of information (Item 37). These last two items were among the most challenging on the MC
subtest. The difficulty of Item 36 is obvious: having to deconstruct five individual observations, four of which
require manipulating opposing qualifiers such as increasing/decreasing, eastern/western and sunrise/
sunset, and then making sense of the five observations in relation to the graph. As Item 37 asks students to
locate a conjunction before sunrise, they should be looking at the left-hand side of the graph. More than half
of the students went to the right-hand side of the graph, and those who went correctly to the left-hand side
were split between C and D. Those who chose C failed to realise that this was a conjunction of only two
planets, and that the conjunction occurred so close to sunrise as to be barely visible to the naked eye. With
option D, there is a conjunction of three planets and the conjunction has a greater elongation, making it more
easily visible.
Unit 8 Serendipity
This unit asks students to compare and contrast nine different definitions of the word ‘serendipity’. Some of
these definitions are far from obvious and require considerable unpacking. Items 40 and 44 proved to be
among the most difficult verbal items on the MC subtest. In addition, Item 45 asks students to identify how
the general notion of serendipity relates to information presented in a cartoon.
Unit 9 Feynman Diagrams
This unit asks students to comprehend and apply information in diagrammatic and symbolic form, within the
realm of nuclear physics.
MC II commentary
In this section, the main aims of each unit are briefly outlined. Two units (14 and 17) are singled out for
detailed analysis, including how students were meant to respond to individual items.
Unit 10 Zipf Rule
This unit asks students to understand and apply a formula for predicting the populations of cities, using
quantitative data supplied in tabular form.
Unit 11 Typist
This unit presents students with an excerpt from a play, and asks them to analyse, and to empathise with, the
attitudes of the characters as revealed through their transactional dynamics.
Unit 12 Bell Numbers
Bell Numbers is essentially an exercise in set theory, but with the added complexity that the sets are
presented in the form of geometric diagrams. The unit thus overlays logical reasoning with an element of
visualisation.
Unit 13 Guitar
This unit presents two passages dealing with the great Spanish guitarist, Segovia. Students are asked to read
each passage for meaning, and to compare/contrast various aspects of the passages.
Unit 14 Ricketty Kate
This unit presents a particular card game, and asks students to understand and apply the rules for scoring
the game. A particular challenge in this unit is absorbing information in verbal form then manipulating it in
quantitative form. The items in this unit ranged very broadly in facilities.
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Item 71 provides easy access to the unit: six cards in the collection attract one penalty point each, while one
card (King of clubs) attracts ten. Option B is therefore the key.
Item 72 deals with the distribution of penalty points. The total number of penalty points in a round is 43, with
13 for the hearts and 7 + 10 + 13 = 30 for the Ace, King and Queen of spades. Option D (31, 9, 2, 1) is the only
possible distribution of those given, because the three high spades could all go to one unfortunate player
along with one of the hearts. This would score 31 points and the remaining twelve hearts could be shared
among the other three players.
In Item 73, option A asserts that a game cannot last for four rounds. This is wrong because after four rounds a
total of 43 x 4 = 172 penalty points will have been distributed. This is not enough to guarantee that one
player will have scored more than 50 points (50 + 45 + 40 + 37 = 172, for example). Although in every round
at least one player must score at least 13 (by getting the Queen of spades) and 4 x 13 = 52, which is greater
than 50, it is not necessarily always the same player; so even after four rounds the game might not have been
finished. It follows that neither option A nor option B is correct. The game ends when one player has
accumulated more than 50 points. With 43 points available in each round, it is possible to collect more than
50 points in just two rounds. This means that option D is wrong, since two is not included. Option C mentions
five as a possible number of rounds played before a game’s overall winner is decided. After five rounds,
43 x 5 = 215 points will have been distributed among four players. At least one of them will definitely have
scored more than 50 points as 215/4 = 53.75. So a game that has lasted for five rounds must be finished.
Thus option C is the key.
In Item 74, students who chose option A assigned the seven points attached to the Ace of clubs to one player
and shared the remaining 36 either equally (12 + 12 + 12, which is impossible) or unequally (11 + 12 + 13,
which is possible) among the other three players. Since one of the hearts that has been assigned to one of
the losing players can be reassigned to the person with the Ace of clubs, to give them 8, option A is wrong. In
choosing option D, students simply divided the 43 penalty points as equally as possible among the four
players and rounded the 10.75 up to 11. Some students who did this division recognised that the points
scored had to be whole numbers and assumed that 11 + 11 + 11 + 10 was the optimal distribution and gave
10 (option C) as the answer. Of the 43 penalty points available in a round, 13 go to the player who has the
Queen of clubs, leaving 30 points to be distributed among the other three players. If the distribution of these
points is unequal (e.g. 25 + 3 + 2), the winner’s score will be very low. For the winner’s score to be as high as
possible, the distribution ought to be as equal as possible. An absolutely equal distribution is 10 + 10 + 10,
which matches option C. This, however, does not yield a sole winner but a three-way tie. Option B correctly
matches the optimal distribution (9 + 10 + 11): 9 is the highest number of points a sole winner can get. A
player who has scored more than 13 points in a round must necessarily have at least one of the high spades
in their collection.
In Item 75, there are five different ways in which a player can accumulate 20 penalty points in a round: Ace of
clubs + 13 hearts; King of spades + 10 hearts; King of spades + Ace of spades + 3 hearts; Queen of spades +
7 hearts; Queen of spades + Ace of spades (option C). Those who chose option A possibly missed those two
combinations that contained the two high spades. Those who chose option D might not have recognised that
two of the combinations they had found were not essentially different.
Unit 15 Past & Politics
The text selected for this unit comes from an academic journal article. The challenge of this piece lies not so
much in the subject matter as in the relatively high conceptual and linguistic loading. The items test
students’ abilities to analyse individual parts of the text, though for the final item students need to have
understood the gist of the argument as a whole.
Unit 16 Line Honours
This unit asks students to understand quantitative information presented in verbal and tabular forms, and to
make use of that information in responding to the items. The crux of this unit is understanding how to do
arithmetical operations on time measurements expressed in days, hours, minutes and seconds. This proved
to be a fairly challenging exercise for students.
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Unit 17 Dransfield
This unit asks students to understand poetic forms and language via a poem by Michael Dransfield. Poetry is
generally difficult for students to grapple with, and although this unit proved a sufficient challenge it was by
no means inaccessible.
In Item 87, students need to pick up on keywords in the poem, such as ‘apathy’ in line 3 and ‘strangers’ in
line 10, which portray Australians as regarding poetry as alien and irrelevant (option A). Option B is wrong
because although it paints poetry as difficult, the words ‘powerful and elusive’ are still very positive in tone.
Option C pulls further towards the negative, yet it suggests that Australians still engage with poetry, which is
incorrect. Option D is something of a truism — it is what many Australians do in fact think about poetry; but it
is not what Dransfield thinks about the Australian attitude to poetry.
In Item 88 students have to analyse the poem and come to an understanding about Dransfield’s poetic
creativity. Picking up on keywords such as ‘commitment’ (lines 5 and 20), and on the rather violent imagery in
stanza 2, students should appreciate that, for Dransfield, poetry involves great sacrifice. Option B is thus the
key. Option A is wrong because, in Dransfield’s view, poetry doesn’t have a social function in Australia; it can
only serve the poet. Though the poem does imply that being a poet can involve living in fear, we gain the
impression from the whole of the poem that Dransfield rises above his fears by rejecting society’s rejection of
him as a poet. Option D is wrong because the poem makes it clear that it was always Dransfield’s problem
that he allowed himself to be vulnerable to public perceptions, a concern which ultimately he renounced.
In Item 89, there are elements of truth in all four options, but whereas options B, C and D express specific
representations, only option A expresses the general representation.
Item 90 asks students to assess the meaning of a word in the context of a metaphorical frame. The word
‘emptiness’ is common enough, but Dransfield uses it in a nuanced way that adds considerable flavour to its
meaning. Students are meant to understand that, within the specific metaphorical frame, emptiness
characterises Australian society — ‘a desert full of strangers’ (line 10) — rather than the physical geography
of the country itself. Option C is therefore wrong, and option B is the key. Option A is wrong because
Dransfield still has his creative energies, he just has no one to share them with. Option D is wrong because it
implies a distinction between the ‘desert’ and ‘society’, whereas for Dransfield they are the same thing; also,
from a tonal perspective there is no sense of Dransfield being ‘free’ of society’s ‘shackles’.
Item 91 asks students to analyse a visual metaphorical frame, in this instance the act of diving into the
ocean. Option A puts too positive a spin on Dransfield’s tone in stanza 3 — for him it is something much more
visceral and imperative. Option B is wrong because there is nothing comforting about the experience of
diving deep; on the contrary, Dransfield finds it a frustrating experience. It is true that, as option C suggests,
Dransfield shows great resilience and strength of spirit; but this is not the intent of the metaphorical frame —
the diving is not done in opposition to anyone or anything, but is something that Dransfield is driven to do
himself. Option D correctly expresses the struggle involved in ‘diving so deep’, and the seeking after
something other or more than the mundane.
Item 92 tackles the same metaphorical frame at a more holistic level, whereas Item 91 focuses on a particular
aspect of it. Diving deep is not an expression of the poet’s isolation — it is simply his normal modus
operandi; therefore option A is wrong. Option B is cast in far too positive a light; for Dransfield this is hardly a
celebration of the imagination. For many people, diving into the ocean is an exhilarating experience, but this
is hardly so for Dransfield, who finds his searching deeply frustrating; thus option C is wrong. Option D
correctly identifies the poet’s sense of frustration, and correctly identifies the ‘something unholdable’ (lines
14 and 15) as a metaphor for ‘real understanding’.
Item 93 is a comprehension question focused on lines 16 and 17 of the poem. In these lines Dransfield
expresses the view that language itself cannot grasp the subtleties that he seeks to apprehend and
communicate (option A). Option B is wrong because there is no suggestion that Dransfield lacks
understanding of the language. Option C is wrong because there is no suggestion that Dransfield’s poetic
endeavours amount to ‘self-inflicted injuries’. Option D is correct to the extent that, for Dransfield, poetry
may lack meaning and certainly lacks an audience; but that doesn’t mean that Dransfield sees poetry as futile
— on the contrary, for him it remains the thing that sustains him.
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Unit 18 Greenhouse Gases
This unit asks students to extract and apply information about greenhouse gas emissions presented in the
form of a graph. All but one of the items requires students to apply their understanding of percentages.
Students found this very challenging.
Common Curriculum Elements (CCEs) and the MC format
Of the 49 CCEs, the following cannot be tested directly in MC format, though a few — such as graphing,
summarising and manipulating equipment — may be tested at ‘second order’ (i.e. indirectly):
• 11 Summarising/condensing written text
• 12 Compiling lists/statistics
• 13 Recording/noting data
• 14 Compiling results in a tabular form
• 15 Graphing
• 20 Setting out/presenting/arranging/displaying
• 21 Structuring/organising extended written text
• 22 Structuring/organising a mathematical argument
• 26 Explaining to others
• 27 Expounding a viewpoint
• 46 Creating/composing/devising
• 53 Observing systematically
• 55 Gesturing
• 57 Manipulating/operating/using equipment
• 60 Sketching/drawing.
These CCEs can be validly tested in Short Response (SR) format.
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Short Response (SR)
Commentary
This year’s SR subtest comprised 17 items across eight units. As students worked through each unit, they
interacted with challenging and engaging stimulus material. Test developers paid careful attention to framing
each item in a way that made it accessible to most students. The SR testpaper comprised units with stimulus
material selected from fields as diverse as mathematics, science, history, IT, literature, physical and social
sciences and visual arts.
This year’s paper was varied in its content, covering a broad range of CCEs. The different tasks included using
various mathematical formulae, presenting data in a table, investigating the behaviour of a correction factor,
testing the strength of passwords, drawing an arc with a compass, composing a short speech, explaining
using examples, comparing and giving reasons for differences, justifying a personal interpretation from
stimuli as diverse as a company logo, a photographic triptych and a historical account. These tasks aimed to
interest students and impart knowledge while assessing student achievement.
Model responses and commentaries on student performance
What follows is an item-by-item discussion that includes model responses and marking schemes, tables and
graphs of the distributions of grades, and commentaries that discuss how students handled the tasks noting
some common observed errors and that give suggestions that might be useful. At times, references to
specific student responses are included to exemplify observations. As much as possible, model responses
are actual student responses. Model responses are those that demonstrate a high level of performance and
would have been awarded the highest grade.
For some items, especially the more open-ended items, responses were extremely varied. For these it is not
possible to provide examples of the many ways in which students responded. The detailed, item-specific
marking schemes indicate the scope of acceptable responses for different grades. Even for the more closed
items the marking schemes demonstrate that different ways of perceiving ‘the solution’ were able to gain
credit.
Marking schemes
The marking schemes used during the marking operation and included in this section of the Retrospective
are not designed to be read in isolation. They are but one element of the marking prescription. During the
marking operation markers undergo rigorous training in how to apply the marking schemes to student
responses of one marking unit. The training involves careful consideration and application of the material
presented by immersers.
For organisational purposes during the marking operation, the testpaper units were grouped into five
marking units. In 2011, Marking Unit 1 contained testpaper units One and Five, Marking Unit 2 contained
testpaper units Two and Eight, Marking Unit 3 contained testpaper unit Three, Marking Unit 4 contained
testpaper units Four and Six and Marking Unit 7 contained testpaper unit Seven.
Since all short response items are double marked, this means that a student’s response booklet was marked
by at least 10 different independent markers — more, if any response/s required referee marking.
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SR 2011 summary
Unit
One
Collatz
Two
Unilever
Three
Kangaroo Count
Item
Basket
1

16 Calculating with or without calculators
37 Applying a progression of steps to achieve the required answer
2

4 Interpreting the meaning of words …
5 Interpreting the meaning of pictures …
31 Interrelating ideas/themes/issues
3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

Four
Tunnel
Five
Password Protected
Six
Triptych
Seven
Island Views
Eight
Rhetoric
Common Curriculum Elements
14
16
17
19
33
Compiling results in a tabular form
Calculating with or without calculators
Estimating numerical magnitude
Substituting in formulae
Reaching a conclusion which is consistent with a given set of
assumptions
37 Applying a progression of steps to achieve the required answer
10
29
31
33
43
48
Using vocabulary appropriate to a context
Comparing, contrasting
Interrelating ideas/themes/issues
Inferring
Analysing
Justifying
6
7
13
16
19
30
36
43
46
Interpreting the meaning of tables …
Translating from one form to another
Recording/noting data
Calculating with or without calculators
Substituting in formulae
Classifying
Applying strategies to trial and test ideas and procedures
Analysing
Creating/composing/devising
5 Interpreting the meaning of pictures/illustrations
31 Interrelating ideas/themes/issues
43 Analysing
6
16
17
19
32
37
43
50
57
Interpreting the meaning of … maps …
Calculating with or without calculators
Estimating numerical magnitude
Substituting in formulae
Deducing
Applying a progression of steps to achieve the required answer
Analysing
Visualising
Manipulating/operating/using equipment
4
10
26
27
30
43
44
45
46
Interpreting the meaning of words …
Using vocabulary appropriate to a context
Explaining to others
Expounding a viewpoint
Classifying
Analysing
Synthesising
Evaluating
Creating/composing/devising
Note: CCEs specific to an item are listed on the item’s marking scheme.
The baskets into which CCEs are grouped are shown in Appendix 2.
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Unit One
This unit is based on a cartoon that makes reference to the Collatz Conjecture.
The following table shows the percentage of responses awarded the various grades for the item in this unit.
Item 1
A
B
C
45.4
23.9
16.5
D
E
N
O
9.9
4.1
A shaded box indicates that the grade was not available for that item.
Item 1
Model response
I.
Show two different ways of calculating the value of the number that belongs in the
enlarged bubble on the left-hand side of the cartoon.
Show all steps of one calculation here.
106 ÷ 2 = 53
Show all steps of the other calculation here.
160 – 1
= 53
3
II. Write the number that belongs in the enlarged bubble here.
53
Commentary
Item 1 is a two-star item that tested achievement in CCEs 37 Applying a
progression of steps to achieve the required answer and 16 Calculating with or
without calculators.
100%
A
B
C
N
O
This item required students to look at a cartoon that made reference to a
mathematical conjecture by Lothar Collatz. Students were to show two different
ways of calculating the value of the number that belongs in the empty enlarged
bubble on the left-hand side of the cartoon. The actual conjecture was articulated
for the students separate to the cartoon.
An A-grade response needed to show the correct working to provide 53 as the required number. The two
acceptable calculations showed 106 (an even number) divided by 2 and 160 minus 1 then divided by 3. No
incorrect working could be shown in the creditable parts of the response. Students should be careful to only
submit their final response and to clearly cross out any other working.
The responses that were awarded a B-grade mostly showed that students did not do as the stem instructed
and calculate 53 from 160 but simply verified that using 53 and applying the rule for an odd number would
give 160 as the result. Students should be mindful of responding to the specific task stipulated in the stem.
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Checking that 53 leads to 160, i.e. 53 u 3 + 1 does not show backtracking from 160.
2.
(*footer to remain until final print*)
Incorrect setting out (e.g. 160 – 1 = 159 y 3 = 53) is not penalised.
1.
October 10, 2011 14:01 pm
Notes:
No incorrect working is shown in the creditable parts
of the response.
The response provides 53 as the required number and
provides
• a correct method that would check that 53 would
lead to 106
• sufficient, correct working that shows how 53 can
be calculated by backtracking from 160.
OR
No incorrect working is shown in the creditable parts
of the response.
The response provides 53 as the required number and
provides
• sufficient, correct working that shows how 53 can
be calculated from 106
• a correct method that would check that 53 would
lead to 160.
The response provides 53 as the required number and
provides sufficient, correct working that shows how
53 can be calculated
• from 106
• by backtracking from 160.
No incorrect working is shown in the creditable parts
of the response.
B
A
C
II.
I.
Model Response:
O
1 of 6
No response
has been made
at any time.
Marking Unit 1
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
Last Page Count
T:\qcs\sri\sri2011\Paper\sri392\mschemes\01-001-ms.fm
53
160 – 1
------------------ = 53
3
106 y 2 = 53 No incorrect working is shown in the creditable parts
of the response.
AND ONE of
• sufficient, correct working that shows how 53 can
be calculated from 106
• sufficient, correct working that shows how 53 can
be calculated by backtracking from 160
• a correct method that would check that 53 would
lead to 106
• a correct method that would check that 53 would
lead to 160.
The response provides 53 as the required number
16 Calculating with or without calculators
37 Applying a progression of steps to achieve the required answer
ITEM 1
PERFORMANCE DOMAIN
UNIT ONE
MARKING SCHEME
Unit Two
This unit is based on the multifaceted mission statement of a particular company and the logo that appears
on its products.
The following table shows the percentage of responses awarded the various grades for the item in this unit.
Item 2
A
B
C
D
0.9
11.3
23.1
61.3
E
N
O
2.1
1.3
A shaded box indicates that the grade was not available for that item.
Item 2
Model response
smiling lips
water splash
palm tree
heart
spoon
shirt
carrot
pot of moisturiser
ITEM 2 [***]
Using examples, explain how the mission statement is reflected in the logo.
In the white space around
the logo, label features of
the logo to which you refer.
The style used in drawing the many small icons gives a feeling of
...............................................................................
‘movement’ which reflects vitality. Nutrition is indicated through
...............................................................................
the carrot and the spoon, hygiene by the water splash, personal care by the pot of
............................................................................................................
moisturiser and the long-sleeved shirt to protect from sunburn. The smiling lips
............................................................................................................
represent looking good, the heart represents feeling good and the palm tree reminds us
............................................................................................................
of tropical holidays and getting more out of life.
............................................................................................................
............................................................................................................
............................................................................................................
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Commentary
Item 2 is a three-star item that tested achievement in CCEs 4 Interpreting the
meaning of words …, 5 Interpreting the meaning of pictures … and 31 Interrelating
ideas/themes/issues.
100%
A
B
C
D
N
O
This item required students to explain, using examples, how the mission
statement is reflected in the logo. The cue indicated that students should label
features of the logo in the white space around the logo. The intention of this was
to allow unambiguous interpretation of what students were referring to in their
written responses.
The mission statement included seven facets: vitality; the three needs of nutrition, hygiene and personal
care; and the three aspirations of feeling good, looking good and getting more out of life. The logo used
visual features such as picture icons (the DNA symbol, fish, carrot, hands) and the actual shape and colour of
the logo (flowing lines, the vibrant purple colour, U shape).
The marking scheme recognised two different ways of approaching the task. One way was to find individual
features to represent needs, aspirations and vitality as referred to in the mission statement. Another way was
to show how the three needs were represented in the logo and then make links from the needs to the
aspirations (or vitality), e.g. ‘The water bubbles represent hygiene and if you are clean you will certainly feel
good.’
It was not enough just for responses to make an association between a facet and a feature of the logo.
Responses had to show how it was represented, e.g. ‘The bird stands for the blue bird of happiness and
happiness makes you feel good.’
An A-grade response could either show how six of the seven facets were represented in the logo or show how
the three needs were represented and then make sufficient credible links to reveal how the three aspirations
(or two aspirations and vitality) were achieved.
Many students discussed the features of the logo but did not show the link between this discussion of the
logo and a facet, e.g. vitality or personal needs. The link had to be explicit.
Students should practise identifying all the key words of the stimulus material and the item stem to better
understand exactly what to do. Responses that mentioned a few features of the logo and then had a general
discussion of the company’s positive intentions or their respect for the environment were graded at the lower
end of the marking scheme because they focused on the logo rather than linking the logo to the mission
statement.
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• shows how the three needs are
represented in the logo
• makes sufficient credible links to
reveal how one of the aspirations is
achieved.
5.
Hygiene
recycling
water/wave/
watersplash/
bubbles
hand + bubbles
hand + water
soap suds
Personal Care
container/pot of cream/moisturiser
vitamin/pill bottle
perfume
Feeling good
heart
Links may involve vitality, individual needs, individual aspirations, two or three needs collectively or two or three aspirations collectively.
icecream
pastry (Danish)
spoon
bowl
Looking good
clothes/shirt
Marking Unit 2
1 of 5
The following associations are considered to be clear in showing how facets are represented in the logo.
4.
Nutrition
fish
carrot
grapes
chilli
A response ‘shows how’ a facet is represented when it is clear how the feature cited is able to be interpreted as representative of that facet. Some associations are clear (e.g. a carrot representing
nutrition); others will require a statement to make the association clear (e.g. the palm tree represents getting more out of life because it is reminiscent of holidays).
Vitality
sparkle
explosion
Features may include individual icons, the “U”shape, the colour, the smooth lines and other relevant aspects of the logo.
3.
No response
has been made
at any time.
O
2.
The response provides a discussion of
positive aspects of life which includes
references to examples from the logo.
OR
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
The ‘needs’ are nutrition, hygiene and personal care. The ‘aspirations’ are feeling good, looking good and getting more out of life. The seven facets comprise the needs, the aspirations and vitality.
• shows how two of the needs are
represented in the logo
• makes sufficient credible links to
reveal how one of the aspirations is
achieved.
The response
D
Interpreting the meaning of pictures …
The response shows how one facet is
represented in the logo.
5
1.
Notes:
The response
• shows how the three needs are
represented in the logo
• makes sufficient credible links to
reveal how the three aspirations (or
two aspirations and vitality) are
achieved.
OR
OR
OR
The response
The response shows how three facets
are represented in the logo.
The response shows how four facets are
represented in the logo.
The response shows how six of the
seven facets are represented in the logo.
C
B
Interrelating ideas/themes/issues
Interpreting the meaning of words …
A
31
4
ITEM 2
PERFORMANCE DOMAIN
UNIT TWO
MARKING SCHEME
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1.
carrot
ITEM 2
pot of moisturiser
shirt
heart
water splash
smiling lips
The style used in drawing the many small icons gives a feeling of ‘movement’ which
reflects vitality. Nutrition is indicated through the carrot and the spoon, hygiene by the
water splash, personal care by the pot of moisturiser and the long-sleeved shirt to
protect from sunburn. The smiling lips represent looking good, the heart represents
feeling good and the palm tree reminds us of tropical holidays and getting more out of
life.
spoon
palm tree
Model Response:
UNIT TWO
2.
spoon
chilli
wave/water
bubbles
lips
Marking Unit 2
2 of 5
The spoon and chilli are related to food and therefore nutrition and if you have good
nutrition, you’re more likely to feel good and get more out of life. The bubbles and
wave/water indicate hygiene and cleanliness. Personal care is represented by lips (lip
balm) and the comb because these things indicate looking after your appearance and if
you are clean and well-groomed you look good.
comb
Model Response:
MARKING SCHEME
Unit Three
The items of this unit are based on information about aerial surveys undertaken in order to estimate numbers
of kangaroos.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
A
B
C
D
Item 3
11.8
18.1
33.4
Item 4
26.8
22.5
Item 5
2.4
6.4
E
N
O
7.3
25.2
4.2
20.8
12.2
11.5
6.2
7.2
25.7
28.8
17
12.5
A shaded box indicates that the grade was not available for that item.
Item 3
Model response
For a survey of 21 counting periods, what total survey area (in km2) was viewed by the two
observers?
Show all
steps.
..............................................................................................
87
x 185
60
x 60
..............................................................................................
Distance travelled by each observer = 21 x
= 93.8875
............................................................................................................
Area seen by one observer = 93.8875 x 0.2 = 18.7775
............................................................................................................
Area seen by two observers = 18.7775 x 2 = 37.555 km
2
............................................................................................................
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Commentary
Item 3 is a three-star item that tested achievement in CCEs 37 Applying a
progression of steps to achieve the required answer and 16 Calculating with or
without calculators.
100%
A
B
C
D
N
O
This item required students to find the total area (in km2) surveyed by two
observers counting kangaroos from a plane travelling at 185 km/h. The count was
done within strips, 200 metres wide, either side of the plane during 21
observation periods each lasting 87 seconds. The cue instructed students to show
all steps.
To find the total survey area the area of the rectangular survey strip on each side of the plane had to be found
by multiplying the width of the strip by its length. The length, the distance flown by the plane, would be
calculated by multiplying the speed of the plane by the time of the counting periods. The area of one strip
would then be doubled to account for the two observers. Two unit conversions were necessary to correctly
calculate the total survey area — one to have the length and the width in the same units and the other to have
the speed and the time using compatible units. As the result was required in km2 the most efficient units to
work in would have been kilometres for the length and therefore for time, hours. Some students chose to
work in metres but then had to convert m2 to km2. This is a more involved conversion and was not handled
well.
An A-grade response found the total area by a correct combination of the given data and correctly attended to
unit conversions and rounding. No incorrect working could be shown.
The cue instructing students to show all steps was mostly heeded. Some responses showed good progress
towards a solution but failed to track which data had been used and so left some information out. This led to
incomplete solutions which could not be awarded the highest grade. A common omission was to leave out
the information that there were two observers.
A general lack of awareness about the importance of matching units was also evident with responses
frequently showing poor management of the mixture of metres, kilometres, seconds, minutes and hours.
When many pieces of data must be combined to work towards a solution it is important to record when and
how each piece is used. This can be done best by noting in words beside the mathematical steps what is
being found by a particular calculation. It is also important to write the units next to the data and ensure that
calculations only occur between compatible units.
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B
Area seen by two observers = 18.7775 u 2 = 37.555 km
Area seen by one observer = 93.8875 u 0.2 = 18.7775 = 93.8875
2
4. ‘The correct use of key numbers’ includes multiplication by
• 185 or equivalent for the speed of the plane
• 87 or equivalent for the time for each strip
• 200 or equivalent for calculating the area of strips
• 21 for 21 counting periods
• 2 for accounting for two observers.
3. An error can include
• one incorrect unit conversion
• a recognisable transcription error
• single intermediate inappropriate rounding.
2. ‘Observable’ means that sufficient intermediate step(s) are
shown so that an inference does not need to be made about an
incorrect result.
1. The ‘unit conversions’ include time conversion(s), conversion
of km/hr to other units and width conversion.
87
Distance travelled by each observer = 21 u ------------------ u 185
60 u 60
The response shows the answer for the
total area is between 37.25 and 37.85
inclusive.
OR
Notes:
The answer for the total area is
consequentially correct.
• unit conversions
• a single-strip area
• a total area.
The response shows working that
includes at least one correct unit
conversion correctly used with three of
the five key numbers.
C
Calculating with or without calculators
OR
• 2.
or
• 21
or
• 0.2 or 200
The response shows working that
includes a nominated speed
multiplied by a time value which is
then multiplied by ONE of
• 2.
or
• 21
The response shows working that
includes a nominated length
multiplied by the width which is
then multiplied by either
OR
The response shows working that
includes 4.47 or its equivalent.
D
Applying a progression of steps to achieve the required answer
The response shows working that, except
for at most ONE observable error, attends
to
16
37
Model Response:
No incorrect working is shown.
The answer for the total area is between
37.25 and 37.85 inclusive.
• unit conversions
• the single-strip area
• the total area.
The response shows working that
correctly attends to
A
PERFORMANCE DOMAIN
UNIT THREE ITEM 3
MARKING SCHEME
O
1 of 4
No response
has been made
at any time.
Marking Unit 3
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
Last Page Count
Item 4
Model response
Find the total population estimate of red kangaroos in this 10663 km2 block of land.
Show all steps.
Round your
estimate to
the nearest
hundred.
...........................................................................................
estimated population in survey area = 244 x 2.43 = 592.92
...........................................................................................
...........................................................................................
total population estimate = 592.92 x 10663
54
............................................................................................................
= 117079.74
............................................................................................................
to nearest hundred = 117100
............................................................................................................
............................................................................................................
............................................................................................................
Commentary
100%
Item 4 is a two-star item that tested achievement in CCEs 17 Estimating numerical
magnitude, 16 Calculating with or without calculators and 37 Applying a
progression of steps to achieve the required answer.
This item explained how, after an aerial survey was conducted, the kangaroo
count obtained was revised upwards to compensate for those kangaroos missed
by the observers. The survey count is multiplied by a vegetation correction factor
A
B
C D
N O
as the density of the vegetation cover in the survey area is a significant variable
affecting the visibility of the kangaroos from the air. A table showing the different cover factors for light,
medium and heavy vegetation for both red and western grey kangaroos was provided in the introduction to
the item. The outcome of a survey of part of a block of land with medium vegetation cover was given.
Students had to use proportion to arrive at an estimate for the red kangaroo population of the entire block.
There were instructions in the cues to show all steps and to round the answer to the nearest 100 kangaroos.
An A-grade response needed to show, (not necessarily in this order): multiplication of the survey count (244)
by the correct vegetation correction factor (2.43); calculations to increase this figure proportionately
considering that the survey area was 54 km2 and the entire block was 10663 km2. The answer was required to
be rounded to the nearest hundred for a final estimate of 117100.
Many of the responses that gained a B-grade did not round the answer to the nearest hundred kangaroos. For
a response to be capable of receiving the highest grade the stem and any cues must be attended to. When a
particular rounding is required by a cue a common mistake is for intermediate results to be rounded. This
cumulative rounding usually gives a result that is not sufficiently accurate. The requested rounding should
only be done at the last step. The ‘save’ and ‘recall’ functions on the calculator are useful in maintaining the
full numerical result of calculations as they are executed. This gives the most accurate and correct answer.
Students should be encouraged to check the reasonableness of their final answer. Some students gave
population estimates only slightly more than the number of kangaroos sighted; for example, 480 is roughly
double the survey count of 244 but the block of land is clearly more than twice as big as the survey area. After
arriving at a result the stem should be read again and the result considered against the data provided.
Queensland Studies Authority
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• calculations associated with a
meaningful proportion
• at least one other correct calculation
toward a total population estimate.
• the vegetation factor used correctly
117100 or 117080 or 117079 as the total
population estimate.
The response shows
OR
• a vegetation factor used correctly
• correct calculations associated with a
meaningful proportion
• a correctly calculated total
population estimate
• this total estimate correctly rounded
to the nearest hundred kangaroos.
The response shows
OR
• calculations associated with a
meaningful proportion
• a consequentially correct result.
allowing for at most one observable
error
1.
Marking Unit 3
592.92
total population estimate = ---------------- u 10663 = 117 079.74, to nearest hundred = 117 100.
54
estimated population in survey area = 244 u 2.43 = 592.92
2 of 4
An error can include a transcription error, a mechanical error or a single intermediate inappropriate
rounding.
Model Response:
3.
‘Observable’ means that sufficient intermediate step(s) are shown so that an inference does not need to be
made about an incorrect result.
No response
has been made
at any time.
2.
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
O
Meaningful proportions are 10663/54 (survey areas per total block), 244/54 (roos/km2), 54/244 (km2/roo).
• calculations associated with a
meaningful proportion.
The response shows
OR
• the vegetation correction factor and
• the survey count.
The response shows working that
includes the multiplication of
D
N
Calculating with or without calculators
Last Page Count
1.
Notes:
• a vegetation factor used correctly
• calculations associated with a
meaningful proportion.
The response shows
OR
The response shows
The response shows
• the vegetation factor used correctly
• correct calculations associated with a
meaningful proportion
• 117100 as the total population
estimate.
C
The response shows
AND
16
Applying a progression of steps to achieve the required answer
Estimating numerical magnitude
B
37
17
A
PERFORMANCE DOMAIN
UNIT THREE ITEM 4
MARKING SCHEME
Item 5
Model response
temperature
GTCF
15°C
20°C
25°C
30°C
35°C
40°C
1
1.1876
1.4619
1.9011
2.7176
4.7619
As the ground temperature rises, the GTCF rises. Above 15 degrees
Refer to your
table.
...........................................................................................
Identify both
practical and
mathematical
considerations.
...........................................................................................
kangaroos begin sheltering from the heat under vegetation and become
difficult to spot and count. At 15 degrees the estimate is accurate as the
...........................................................................................
GTCF is 1 but with increasing temperature the count underestimates the
............................................................................................................
actual population by more and more. To counteract this, the GTCF rises by progressively
............................................................................................................
more as the temperature rises. For example, at 30 degrees about half the kangaroos are
............................................................................................................
visible to observers whereas at 40 degrees about one in 5 of the kangaroos is visible so
............................................................................................................
the count must be multiplied by 4.76 — about 5 to get a better final estimate.
............................................................................................................
Commentary
100%
Item 5 is a four-star item that tested achievement in CCEs 19 Substituting in
formulae, 14 Compiling results in a tabular form and 33 Reaching a conclusion
which is consistent with a given set of assumptions.
This item required students to investigate the correction factor that is used to
account for the ground temperature (the GTCF) and its effect on an accurate
estimate of kangaroo populations. The GTCF equals 1 for temperatures up to 15°C
A
B
C
D
E N O
and for temperatures from 15°C to 40°C, it is calculated using a given formula.
Data based on at least four temperatures was to be presented in a table and then the need for the GTCF had to
be discussed (based on its behaviour and the job it was required to do in producing a better final estimate of
the population of kangaroos in the survey area). Cues indicated that students were to refer to their table and
to identify both practical and mathematical considerations within their response.
An A-grade response needed to provide a table that contained four temperatures spread across the range
given in the introductory information. The correct corresponding GTCF data could either have been the GTCF
values or the GTCF values multiplied by a nominated number of kangaroos. The table required headings for
each of the rows or each of the columns depending on the table's orientation. The response also needed to
provide a clear and correct description of the interactions between the variables in the question. The first
interaction was between the temperature and the GTCF which increased at an increasing rate as the
temperature rose. The second was that as the temperature increased kangaroos were more likely to seek
shade. The third was that this kangaroo behaviour would make them difficult to spot and count from a plane.
The final interaction was about how a GTCF greater than one multiplied by the kangaroo count would
compensate for the decreasing kangaroo count by increasing the numbers to obtain a realistic final estimate.
Once again the correct use of the calculator was essential to gathering the data that would be useful in the
response. The formula to be used in this item consisted of an algebraic fraction. Brackets should be used
around the numerator or denominator when it contains an operation if the correct calculations are to be
executed.
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The table presented shows
• three temperatures which
are spread across the given
range
• the correct corresponding
GTCF data
• a suitable heading for one
row or one column.
The response clearly and
correctly describes any
THREE of the four
interactions.
Reference is made to the table
shown.
Notes:
temperature, kangaroo behaviour and visibility of kangaroos
visibility of kangaroos and kangaroo count
the GTCF and obtaining an accurate final estimate based on the kangaroo count.
•
•
•
temperature and the value of the GTCF
The interactions are
3.
•
GTCF data is derived either from application of the GTCF formula or from the GTCF multiplied by a constant number of kangaroos.
The response clearly and
correctly describes any ONE
of the four interactions.
OR
• a temperature that is greater
than 15°C has been
substituted into the GTCF
formula
• a correct corresponding
GTCF value has been
calculated.
The response clearly shows
E
‘The given range’ can be 15°C (or one other temperature below 15°C) and at least three other temperatures from 16°C to 40°C inclusive OR at
least four temperatures from 16°C to 40°C inclusive.
The response clearly and
correctly describes any TWO
of the four interactions.
OR
• four temperatures which are
within the given range
• the correct corresponding
GTCF data.
The table presented clearly
shows
D
2.
The response clearly and
correctly describes any TWO
of the four interactions.
• four temperatures which are
within the given range
• corresponding GTCF data
• a suitable heading for one
row or one column.
The table presented shows
C
O
3 of 4
No response
has been made
at any time.
Marking Unit 3
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
Compiling results in a tabular form
1.
The response clearly and
correctly describes ALL of the
four interactions.
14
Reaching a conclusion which is consistent with a given set of assumptions
Substituting in formulae
• four temperatures which are
spread across the given
range
• the correct corresponding
GTCF data
• suitable headings for both
rows or both columns.
B
33
19
The table presented shows
A
PERFORMANCE DOMAIN
UNIT THREE ITEM 5
MARKING SCHEME
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1
GTCF
1.1876
20°C
1.4619
25°C
1.9011
30°C
2.7176
35°C
4.7619
40°C
As the ground temperature rises, the GTCF rises. Above 15 degrees kangaroos begin sheltering from
the heat under vegetation and become difficult to spot and count. At 15 degrees the estimate is accurate
as the GTCF is 1 but with increasing temperature the count underestimates the actual population by
more and more. To counteract this, the GTCF rises by progressively more as the temperature rises. For
example, at 30 degrees about half the kangaroos are visible to observers whereas at 40 degrees about
one in 5 of the kangaroos is visible so the count must be multiplied by 4.76 — about 5 to get a better
final estimate.
15°C
temperature
Model Response 1.
UNIT THREE ITEM 5
MARKING SCHEME
290
357
464
1162
20
25
30
40
Marking Unit 3
The table shows the GTCF, when applied to a count of 244 kangaroos, increases
from 244 to 1162 as temperature rises from 15° to 40°. This indicates as ground
temperature gets hotter, more and more kangaroos are likely to hide under
vegetation making them harder to see from a survey plane and therefore there’s a
need to adjust the count upwards. Multiplying by a GTCF that increases at an
increasing rate helps accurately adjust survey numbers to account for the fact less
kangaroos are visible as more and more shelter from the heat the hotter it gets.
244
GTCF x count of
244 kangaroos
15
temp (°C)
Model Response 2.
4 of 4
Last Page Count
Unit Four
The items of this unit are based on historical information about accidents involving explosives that occurred
during the construction of a railway tunnel in Brisbane.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
A
B
C
D
Item 6
14.6
42.9
26.4
7.4
Item 7
1.3
5.9
16.8
28.2
E
28.1
N
O
7
1.6
13.1
6.7
A shaded box indicates that the grade was not available for that item.
Item 6
Model response
State three clearly different characteristics of John that the author has revealed in this extract.
Provide
evidence from
the extract.
You may use
point form.
John is stubborn — “John, being John, wasn’t about to give in”.
...........................................................................................
This shows that John had a habit of standing his ground.
...........................................................................................
John is cautious — he did not take unnecessary risks in his job. He didn’t set
...........................................................................................
the second blast because he was uncertain as to its safety. John is principled — he walked
............................................................................................................
off the job (hence sacrificing his livelihood) rather than compromising safety.
............................................................................................................
Commentary
Item 6 is a three-star item that tested achievement in CCEs 33 Reaching a
conclusion which is consistent with a given set of assumptions, 10 Using
vocabulary appropriate to a context and 48 Justifying.
100%
A
B
C
D
N
O
Students were required to identify three different characteristics/qualities of John
from the extract provided in the stimulus. The cue asked them to provide evidence
to justify those characteristics. The grade awarded to a response depended upon
the number of qualities stated, how clearly they were stated, and how they were
justified.
An A-grade response needed to provide three different distinguishing qualities, each directly supported by
an explicitly identified aspect of the text. Responses needed to demonstrate that a conclusion had been
drawn about John’s character consistent with, and based on, information provided in the extract. The
response needed to move beyond what the extract related about John’s behaviour on the particular day in
question, and make an inference about his qualities as a person.
Many responses did not provide three clearly different qualities. A common but incorrect approach was to
simply identify adjectives from the extract, e.g. uncertain, angry. Other responses, whilst they provided three
different qualities, did not provide any evidence to support them. Responses that generally tended to retell
the story, rather than answer the question that was asked could not be awarded a creditable grade.
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‘Explicitly identified’ can be achieved through direct quotes, accurate line referencing, paraphrasing …
4.
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
O
1 of 5
No response
has been made
at any time.
Marking Unit 4
John is stubborn — “John, being John, wasn’t about to give in”. This shows that John had a habit of standing his ground. John is cautious — he did not take
unnecessary risks in his job. He didn’t set the second blast because he was uncertain as to its safety. John is principled — he walked off the job (hence sacrificing his
livelihood) rather than compromising safety.
‘Directly supported’ means that the links are established by the student and a marker does not fill the gap.
3.
Model Response:
‘Supported by evidence’ means that the evidence must match with the qualities. A legitimate stated quality may be undermined by unrelated evidence.
2.
The quality referred to is directly
supported by evidence based on explicitly
identified aspects of the extract.
Each quality is consistent with a
reasonable reading of the whole
extract.
The response refers to TWO
different distinguishing qualities
of John.
D
Synonyms are to be treated as a single quality unless the response establishes a clear distinction in meaning.
Each of the TWO stated qualities is
directly supported by evidence based on
explicitly identified aspects of the extract.
Each of the THREE stated qualities is
directly supported by evidence based on
explicitly identified aspects of the extract.
The quality is consistent with a
reasonable reading of the whole extract.
The response refers to ONE
distinguishing quality of John.
C
Last Page Count
10 Using vocabulary appropriate to a context
1.
Each quality is consistent with a
reasonable reading of the whole extract.
Each quality is consistent with a
reasonable reading of the whole extract.
Notes:
The response states TWO different
distinguishing qualities of John.
B
Justifying
Inferring
The response states THREE different
distinguishing qualities of John.
A
48
33
ITEM 6
PERFORMANCE DOMAIN
UNIT FOUR
MARKING SCHEME
Item 7
Model response
Assume — for argument’s sake — that this newspaper account and the family story refer to the
same incident. Consider various perspectives and possible motives, and hence suggest reasons
for the differences between the two versions.
One difference between the two versions is regarding who was to blame for
...........................................................................................
Refer to details
from both
versions.
the accident. The family story blames the foreman for the charge being set
...........................................................................................
after John left. However, the news report blames the explosives person who
...........................................................................................
carelessly left powder lying around. It is possible that the foreman, who was interviewed
............................................................................................................
for the report, deflected attention away from what might have been his own poor decision
............................................................................................................
making. A second difference was about the timing of the accident. This difference may
............................................................................................................
simply be due to the story having been modified over years of telling between family
............................................................................................................
generations.
............................................................................................................
Commentary
Item 7 is a four-star item that tested achievement in CCEs 31 Interrelating ideas/
themes/issues, 29 Comparing and contrasting and 43 Analysing.
100%
A
B
C
D
E
N
O
This item related to both the family story and a newspaper extract from around the
same time as the incident. Students were instructed to assume that the two
versions referred to the same incident. In this item students were required to
consider various perspectives and motives, and to suggest reasons for the
differences between them. The cue indicated that students should refer to details
from both versions.
An A-grade response needed to identify two points of difference (PODs), and provide details of each source’s
version of events for those PODs. Furthermore, the response needed to suggest at least one reason, from the
perspective of the authors of each source, that could explain the differences.
Some responses showed little attention to detail, and made broad sweeping assertions rather than actually
supporting what was said with any meaningful evidence. This highlights the need for careful reading and a
methodical approach to answering the actual question asked. Students need to better distinguish between
summarising or paraphrasing a text, and analysing it.
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• proposes a reason for the
difference from the
perspective of the other
source.
and for the same or other POD
• details the purported facts
from each source
• proposes a reason for the
difference from the
perspective of one source
• identifies one POD
• details the purported facts
from each source
• proposes two reasons for the
difference from the
perspective of one or both
sources.
The response
OR
• for one POD, proposes two
reasons for the difference
from the perspective of one
or both sources.
or
• for each POD, proposes one
reason for the difference
from the perspective of
either source
and, one of the following
• identifies two PODs
and for one POD,
The response
• identifies two points-ofdifference (PODs)
B
C
• refers to one POD
• proposes two reasons for the
difference from the
perspective of one or both
sources.
The response
Analysing
D
29
The response proposes one
possible reason that could be
responsible for a POD.
OR
The response refers to two
PODs.
E
N
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
Comparing, contrasting
O
2 of 5
No response
has been made
at any time.
Marking Unit 4
One difference between the two versions is regarding who was to blame for the accident.
The family story blames the foreman for the charge being set after John left. However,
the news report blames the explosives person who carelessly left powder lying around. It
is possible that the foreman, who was interviewed for the report, deflected attention
away from what might have been his own poor decision making. A second difference was
about the timing of the accident. This difference may simply be due to the story having
been modified over years of telling between family generations.
Model Response:
The response proposes two
possible reasons that could be
responsible for one or more
PODs.
OR
• refers to one POD
• proposes a reason for the
difference from the
perspective of one source.
The response
Interrelating ideas/themes/issues
The response
A
43
31
ITEM 7
PERFORMANCE DOMAIN
UNIT FOUR
MARKING SCHEME
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Notes:
foreman
morning
two workers killed
intentional/negligent blast of flawed rock
who was to blame for the incident
time of the incident
injuries/fatalities
how the accident happened
the newspaper quoted the foreman, who may have wished to deflect blame or to protect the company’s reputation
the newspaper report is objective and probably based on the account of eyewitnesses
the newspaper is in the business of selling papers.
•
•
•
Ignore conclusions regarding which text is more reliable.
the newspaper reporter may be under pressure to reassure the public that the tunnel is a safe workplace
•
Simply referring to unspecified general ‘bias’ is not sufficient to constitute a motive/perspective.
the family story is intended to be entertaining
•
4.
the family story may be an attempt to build a heroic picture of the ancestor or protect the ancestor’s reputation
the family story is subjective or based on one person’s account
•
accident involving candle/blasting powder
four injured/no fatalities
evening around 8:30 pm
3 of 5
Last Page Count
Marking Unit 4
irresponsible worker who left explosives lying around
PURPORTED FACT FROM NEWSPAPER
•
the family story is secondhand/historical perspective and may have been changed over time
•
Some of the reasons that may account for a point-of-difference (POD) include:
PURPORTED FACT FROM FAMILY STORY
POINT-OF-DIFFERENCE (POD)
The following table provides examples of points-of-difference (POD) and purported facts:
ITEM 7
3.
2.
1.
UNIT FOUR
MARKING SCHEME
Unit Five
The items of this unit are based on information about the strength or weakness of computer passwords.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
A
B
C
Item 8
54.9
30
8
Item 9
20
25
22.1
Item 10
6.8
59.6
15.5
D
E
N
O
4.3
2.7
20.3
7
5.6
5.4
4.4
8.4
A shaded box indicates that the grade was not available for that item.
Item 8
Model response
Show all steps.
..........................................................................................
Round your
answer to the
nearest whole
minute.
..........................................................................................
6
26
= 308915776
60 x 10000
600000
..........................................................................................
= 514.85962666
Þ
515
Commentary
Item 8 is a three-star item that tested achievement in CCEs 19 Substituting in
formulae and 16 Calculating with or without calculators.
100%
A
B
C
N
O
For this item students were required to use the formula that was given to them in
the stimulus. An example of using the formula was provided. Students had to
determine how long it would take to check a six-character password made up from
the 26 lower-case letters. In the cues students were told to show all steps and to
round their answer to the nearest whole minute.
To be awarded an A-grade the response needed to show the correct values written in the correct positions as
per the formula and then provide the final rounded answer of 515. It is important to follow the instructions on
how to present the response given in cues. The second cue stated that the answer was to be rounded to the
nearest whole minute. The highest grade cannot be awarded to a response that ignores or overrides cues. No
incorrect working was allowed in the creditable parts of the response.
Common failings identified in responses were: not rounding to the nearest minute and not dividing by the
correct number, i.e. 600 000. When many zeros are part of a number, extra care should be taken to make sure
the correct number of zeros is used.
Some students were not able to correctly calculate 266. Students should be able to use functions such as
powers on the type of calculator they will be using during the test. Some responses would also indicate that
the students did not understand that without brackets around the operation in the denominator, 60 x 10 000,
the calculation completed would be 266 divided by 60 and then the result of that multiplied by 10 000.
Students need to be proficient in the use of the calculator they bring to the QCS Test. As indicated by memos
sent to schools in the early part of the year, calculators with CAS functionality are not permitted to be used in
the QCS Test.
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November 15, 2011 13:32 pm
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No response
has been made
at any time.
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
Marking Unit 1
O
N
T:\qcs\sri\sri2011\Paper\sri400\mschemes\05-008-ms.fm
When any part of the formula is omitted, the response does not show substitution into the given formula.
4.
(*footer to remain until final print*)
When 26 and 6 are reversed in the formula, this is counted as two substitution errors in the given formula.
The response shows a correctly rounded or truncated
result between 514 and 515 inclusive.
OR
3.
308915776
26
--------------------------- = --------------------------- = 514.85962666 Ÿ 515
60 u 10000
600000
6
C
26 calculated as 26 u 6 is not an arithmetic error; it is a conceptual error. A response with a conceptual error cannot be awarded a B-grade.
6
Rounding the result to the nearest whole minute is a requirement for the A-grade only.
Last Page Count
Calculating with or without calculators
The response shows substitution into the given
formula with at most one variable incorrect.
16
2.
1.
Model Response:
Notes:
• correct substitution into the given formula
• a calculation with at most one observable arithmetic
error
• a consequentially correct result.
The response shows
OR
• substitution into the given formula with at most one
variable incorrect
• a consequentially correct result.
No incorrect working is shown in the creditable parts
of the response.
The response shows
• correct substitution into the given formula
• 515 as the result.
B
Substituting in formulae
The response shows
A
19
ITEM 8
PERFORMANCE DOMAIN
UNIT FIVE
MARKING SCHEME
Item 9
Model response
Catch–22
Positives
Weighting
Count
Points
Number of characters (K)
K´4
8
32
Upper-case letters (U)
(K–U) ´ 2
1
14
Lower-case letters (L)
(K–L) ´ 2
4
8
Digits (D)
D´ 4
2
8
Symbols (S)
S´6
1
6
2
4
Total
72
Count
Penalty
Digits/symbols that are not in first M ´ 2
or last position in password (M)
Negatives
Weighting
Letters only
K ´ –1
0
0
Digits only
K ´ –1
0
0
Successive upper-case letters (u)
u ´ –3
0
0
Successive lower-case letters (l)
l ´ –3
3
–9
Successive digits (d)
d ´ –3
1
–3
Successive symbols (s)
s ´ –3
0
0
Total
–12
Score
60
Commentary
Item 9 is a three-star item that tested achievement in CCEs 6 Interpreting the
meaning of tables, 13 Recording/noting data, 30 Classifying and 7 Translating
from one form to another.
100%
A
B
C
D
N
O
This item required students to determine the score for the password ‘Catch-22’
using the scoring system that was modelled by the two example passwords given
in the stimulus. The stem asked students to complete the table to show how the
score was calculated.
An A-grade response needed to show correct completion of all parts of the table and to give the correct score
as 60. No incorrect entries could be included in the table.
The majority of students felt comfortable interacting with this item but simple calculation errors when finding
the points or totals occurred.
Mistakes in the ‘count’ columns were also common. Omitting to recognise the hyphen as a symbol (even
though it was listed earlier in the stimulus as an example of a symbol) and not counting ‘successive’ in the
manner exemplified in the tables showing the scoring of the example passwords were two often-observed
errors. It cannot be over emphasised how necessary it is to thoroughly read the stimulus provided.
A few students indicated the ‘count’ results by writing down the letters or digits involved instead of the
numbers. It is worth pointing out to students that whenever an example is provided they should follow the
given layout or format as closely as possible rather than develop their own system and run the risk of being
incorrect.
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2
–3
1
November 15, 2011 13:37 pm
60
–9
3
Score
0
0
0
0
0
–12
0
0
0
Penalty
Count
Total
4
72
2
Total
6
8
8
1
1
32
14
8
Points
Count
Catch–22
3.
2.
1.
count columns
points column and total
penalty column and total
score
The response shows the points
section correctly completed, with a
total of 72.
OR
Related entries, after the error(s),
are consequentially correct.
completed, with at most two errors.
•
•
•
•
The response shows the
C
D
The response shows the penalty
section correctly completed, with a
total of -12.
OR
Related entries, after the error, are
consequentially correct.
The response shows the points section
completed, with at most one error.
OR
(*footer to remain until final print*)
• one omitted total or score.
• one incorrect count, multiplication or addition
• consistently omitting the hyphen (–) in calculations (leading to a score of 44)
• consistently counting successive characters incorrectly
• consistently counting ‘Letters only’ and ‘Digits only’ incorrectly
A single error can include
O
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3 of 6
No response
has been made
at any time.
Marking Unit 1
Blank cells or cells containing dashes in the count, points and penalty columns are assumed to represent zero.
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
Translating from one form to another
Recording/noting data
The response shows at least four nonzero rows correctly completed.
7
13
A correctly completed count column may contain elements of the weighting formulae, e.g. 8 – 1 u 2 .
Notes:
Related entries, after the error, are
consequentially correct.
count columns
points column and total
penalty column and total
score
completed, with at most one error.
•
•
•
•
The response shows the
B
Classifying
No incorrect entries are included in the
table.
count columns
points column and total
penalty column and total
score of 60
MARKING SCHEME
Interpreting the meaning of tables …
correctly completed.
•
•
•
•
The response shows the
A
6
30
ITEM 9
PERFORMANCE DOMAIN
UNIT FIVE
Extract from Model response
34
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November 15, 2011 13:37 pm
Model Response:
UNIT FIVE
ITEM 9
6
4
72
2
Total
Symbols (S)
Digits/symbols that are not in first M ‰ 2
or last position in password (M)
0
0
s ‰ –3
Successive symbols (s)
(*footer to remain until final print*)
–3
1
d ‰ –3
Successive digits (d)
60
–9
3
l ‰ –3
Successive lower-case letters (l)
Score
0
0
u ‰ –3
Successive upper-case letters (u)
–12
0
0
K ‰ –1
Digits only
Total
0
0
K ‰ –1
Letters only
Penalty
8
2
1
D‰4
S‰6
Digits (D)
Count
8
4
(K–L) ‰ 2
Lower-case letters (L)
Weighting
14
1
(K–U) ‰ 2
Upper-case letters (U)
Negatives
32
8
Points
Count
K‰4
Weighting
Catch–22
Number of characters (K)
Positives
MARKING SCHEME
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Marking Unit 1
Last Page Count
Item 10
Model response
5[ØRp!Ø
OR
5[ØrP!Ø
Positives
Weighting
Count
Points
Number of characters (K)
K´4
7
28
Upper-case letters (U)
(K–U) ´ 2
1
12
Lower-case letters (L)
(K–L) ´ 2
1
12
Digits (D)
D´4
3
12
Symbols (S)
S´6
2
12
Digits/symbols that are not in first
or last position in password (M)
M ´2
3
6
Total
82
Count
Penalty
Negatives
Weighting
Letters only
K ´ –1
0
0
Digits only
K ´ –1
0
0
Successive upper-case letters (u)
u ´ –3
0
0
Successive lower-case letters (l)
l ´ –3
0
0
Successive digits (d)
d ´ –3
0
0
Successive symbols (s)
s ´ –3
0
0
Total
0
Score
82
Commentary
100%
Item 10 is a three-star item that tested achievement in CCEs 36 Applying strategies
to trial and test ideas and procedures, 43 Analysing and 46 Creating/composing/
devising.
This item required students to increase the strength of the password ‘Scorpio’ as
much as possible without increasing the number of characters or affecting the
memorability of the word. The stimulus provided ‘Password’ as an example of this.
A
B
C
D
N O
Students could only use the five manipulations that were listed but were also told
to take into account the scoring system, which indicated how to maximise points and minimise penalties.
An A-grade response needed to provide one of the two possible versions of the password that would gain the
maximum score. The table had to be correctly completed and show the correct score of 82.
For an A-grade the table had to be completed correctly but for the lower grades the emphasis was on the
strategies used to increase the strength of the password rather than the mathematics of the table.
Overriding the stem by adding extra characters and hence increasing the length of the password resulted in a
penalty of one grade being applied. Attending to the task outlined in the stem is important when responding
to items.
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28
12
12
12
12
6
82
7
1
1
3
2
3
Total
November 18, 2011 14:18 pm
Points
Count
The correct score of 82 is shown.
The table has the points, penalties and
totals sections correctly completed.
as the password.
• 5 ØrP!Ø
or
• 5 ØRp!Ø
The response gives
A
MARKING SCHEME
B
for c or C
(*footer to remain until final print*)
When extra characters or manipulations other than those allowed have been used, ignore the extraneous characters,
grade the response according to the marking scheme and then apply a one-grade penalty.
3.
O
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5 of 6
No response
has been made
at any time.
Marking Unit 1
When characters have been omitted, grade the response according to the marking scheme and then apply a one-grade
penalty.
• having zero penalties.
• substituting
• substituting 5 or $ for s or S
• substituting 1 or ! for i or I
• substituting Ø (i.e. zero) for o or O
• using a mixture of upper- and lower-case letters
The six strategies are
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
Analysing
The response gives a password which
shows that at least two of the six
strategies have been applied.
D
43
2.
1.
Notes:
The table has the points section
completed.
C
The response gives a password which
shows that at least four of the six
strategies have been applied.
Creating/composing/devising
Applying strategies to trial and test ideas and procedures
The response gives a password which
shows that at least five of the six
strategies have been applied.
46
36
ITEM 10
PERFORMANCE DOMAIN
UNIT FIVE
Extract from Model response
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November 18, 2011 14:18 pm
Model Response:
UNIT FIVE
ITEM 10
12
6
82
2
3
Total
S‰6
M‰2
Symbols (S)
Digits/symbols that are not in first
or last position in password (M)
0
0
0
0
0
0
82
0
0
0
0
0
Total
Score
K ‰ –1
u ‰ –3
l ‰ –3
d ‰ –3
s ‰ –3
Digits only
Successive upper-case letters (u)
Successive lower-case letters (l)
Successive digits (d)
Successive symbols (s)
(*footer to remain until final print*)
0
0
K ‰ –1
Letters only
Penalty
12
D‰4
Digits (D)
Count
12
1
3
(K–L) ‰ 2
Lower-case letters (L)
Weighting
12
1
(K–U) ‰ 2
Upper-case letters (U)
Negatives
28
7
Points
Count
K‰4
Weighting
5[ØrP!Ø
OR
5[ØRp!Ø
Number of characters (K)
Positives
MARKING SCHEME
6 of 6
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Marking Unit 1
Last Page Count
Unit Six
This unit is based on a triptych of photographs.
The following table shows the percentage of responses awarded the various grades for the item in this unit.
Item 11
A
B
C
D
E
N
O
4.6
13
35.4
20.9
10.1
7.1
8.8
Item 11
Model response
I.
What message is conveyed by this triptych?
Write your
message here.
You’re never too old to keep challenging yourself.
............................................................................................
II. Justify your interpretation by considering unifying and contrasting elements and the order
of the photographs.
This message is conveyed by the unifying elements of the old man and the sea. The man’s
............................................................................................................
age is important for this message and so the old wrinkly man is repeated in all three
............................................................................................................
photos. The sea is also repeated as it is what represents the challenge to the old man.
............................................................................................................
What really conveys the message are the two aspects of the contrasting element and
............................................................................................................
the order of the photos. The contrasting element in the triptych is the man’s changing
............................................................................................................
actions. In photo one, he is contemplating the challenge of the swim. In photo two he is
............................................................................................................
attempting the swim and in photo three he is diving back in to keep challenging himself by
............................................................................................................
repeating the swim, even as he gets older and older. The unifying elements of the old man
............................................................................................................
and the sea, the contrasting element of his actions and the unique order of the photos
............................................................................................................
convey the message: you’re never too old to keep challenging yourself.
............................................................................................................
............................................................................................................
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Commentary
Item 11 is a three-star item that tested achievement in CCEs 5 Interpreting the
meaning of pictures/illustrations, 43 Analysing and 31 Interrelating ideas/
themes/issues.
100%
A
B
C
D
E
N
O
This item required students to study the photographic triptych, to interpret a
message that is conveyed by this triptych and to justify their interpretation by
considering unifying and contrasting elements and the order of the photographs.
An A-grade response needed to proffer a credible message and identify two
unifying elements and one contrasting element of the triptych. The response had to explain how a unifying
and a contrasting element and the order of the photographs, as given, contributed to the stated message.
Problems that occurred most frequently were students identifying elements as they appeared in individual
photographs instead of identifying elements that existed in the triptych as a whole and not accepting the
seemingly incongruous ordering of the three photographs.
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• reveals a credible message
or theme
• mentions ONE element of
the photographs
• makes reference to how the
message or theme is
revealed.
The response
E
Analysing
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
The response states a message or theme if the message or theme is either written in the response space provided in I, or unambiguously stated in the opening sentence
of the response in part II. The response reveals a message or theme if it is not stated but becomes evident through reading the body of the response.
3.
O
4 of 5
No response
has been made
at any time.
Marking Unit 4
Identifies — treats the artwork as a whole and identifies the elements as components of that whole. Describes — approaches the artwork photograph by photograph, describing the elements as they appear in particular photographs. Mentions — makes an observation about an element of the triptych but does not link that element to any particular photograph or to the artwork as a whole.
Message — a short statement that transmits meaning, and generally includes a verb. A useful test is that a message will complete the statement: “This artwork tells us
that …” Theme — a stand-alone idea similar to a title.
• reveals a credible message
or theme
• describes any TWO
elements of the photographs
• accepts the given order of
the photographs
• makes reference to how the
message or theme is
revealed.
The response
D
43
2.
1.
• reveals a credible message
or theme
• describes any THREE
elements of the photographs
• accepts the given order of
the photographs
• makes reference to how an
element and the order of the
photographs contribute to
the revealed message or
theme.
• states a credible message or
theme
• identifies TWO elements
and describes ONE other
element of the triptych
• ONE of these THREE
elements must be
contrasting
• accepts the given order of
the photographs
• explains how two of the
elements and the order of
the photographs contribute
to the stated message or
theme.
Notes:
The response
The response
C
• states a credible message
• identifies TWO unifying
elements of the triptych
• identifies ONE contrasting
element of the triptych
• accepts the given order of
the photographs
• explains how a unifying and
a contrasting element and
the order of the photographs
contribute to the stated
message.
B
Interrelating ideas/themes/issues
Interpreting the meaning of pictures/illustrations
The response
A
31
5
ITEM 11
PERFORMANCE DOMAIN
UNIT SIX
MARKING SCHEME
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You’re never too old to keep challenging yourself.
This message is conveyed by the unifying elements of the old man and the sea. The man’s age is important for this message and so the old wrinkly man is repeated in all
three photos. The sea is also repeated as it is what represents the challenge to the old man. What really conveys the message are the two aspects of the contrasting
element and the order of the photos. The contrasting element in the triptych is the man’s changing actions. In photo one, he is contemplating the challenge of the swim.
In photo two he is attempting the swim and in photo three he is diving back in to keep challenging himself by repeating the swim, even as he gets older and older. The
unifying elements of the old man and the sea, the contrasting element of his actions and the unique order of the photos convey the message: you’re never too old to keep
challenging yourself.
II.
ITEM 11
I.
Model response
UNIT SIX
MARKING SCHEME
Marking Unit 4
5 of 5
Last Page Count
Unit Seven
The items of this unit are based on information about the distance from an observer to their visible horizon.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
A
B
C
D
Item 12
50.5
18.5
14.6
Item 13
38.1
4.5
8.6
5.8
Item 14
4.3
1.7
0.6
12.5
E
33.8
N
O
13.7
2.7
36.8
6.3
25.1
21.9
A shaded box indicates that the grade was not available for that item.
Item 12
Model response
Calculate how much further the lifeguard can see than the child can see.
Show all steps.
Distance lifeguard can see further than child
...........................................................................................
=
12.7 x 4.55 – 12.7 x 1.2
............................................................................................................
= 7.6 – 3.9
............................................................................................................
= 3.7 km
............................................................................................................
Commentary
Item 12 is a two-star item that tested achievement in CCEs 19 Substituting into
formulae and 16 Calculating with or without calculators.
100%
This item required students to use a given formula twice to find the visible horizon
distances from two observers with different eye-level heights. Students were then
required to calculate the difference between these two distances.
An A-grade response needed to show correct substitutions into the formula for
both observers, to determine the correct numerical difference between the two
calculated values and to use correct units of measurement.
A
B
C
N
O
A common error identified in responses involved the units of measurement. The given formula, as explained
in the stimulus, used metres for the observer’s height but the visible horizon distance result was in
kilometres. Some students stated incorrectly that the difference was in metres or neglected to include the
final unit, which was also treated as incorrect. Students should be encouraged to include units in any working
they show as it allows easier tracking when they check their work to see if formulas and data have been used
appropriately.
Another error that arose concerned the fact that before the square root could be found the multiplication of
the height and 12.7 had to be completed. In many cases this did not occur, which resulted in an incorrect
calculation. An operation under the square root sign should be enclosed in brackets to ensure the required
operations are executed in the correct order. A calculator is essential equipment for the QCS Test and as such
students should become proficient with its use.
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• correct substitution into the given formula for
each observer
• attendance to determining the required
difference.
The numerical value for the difference is stated,
allowing for at most ONE observable error — the
result provided does not match the written
intention. Calculations after the error is made must
be consequentially correct.
The correct numerical value for the difference with
the correspondingly correct unit is stated (3.7 km
or a correct equivalent).
= 12.7 u 4.55 – 12.7 u 1.2 = 7.6 – 3.9
= 3.7 km.
Distance lifeguard can see further than child 3.
‘Observable’ means that sufficient intermediate steps are shown so that an inference does not need to be made about how an incorrect result was obtained.
(Where ‘xxx’ has been shown it signifies that any digits in these positions do not need to be checked.)
3700 m or 3697.xxx m or 3698.xxx m.
Correct equivalents with the correspondingly correct unit for the required difference are:
3.7 km or 3.70 km or 3.697xxx km or 3.698xxx km
OR
The correct numerical value for the difference with the correspondingly correct unit is stated (3.7 km or a correct equivalent).
2.
•
OR
• correct substitution into the given formula for one of the observers
• attendance to determining the required difference.
The response shows
‘Attendance to determining the required difference’ can be shown by:
- explicit use of the subtraction sign between the lifeguard’s distance to visible horizon and the child’s distance to visible horizon
- citing a result that can be inferred as the difference
- using words to that effect, e.g. ‘difference is’, ‘the lifeguard can see … further’, etc.
•
C
O
1 of 4
No response
has been made
at any time.
Marking Unit 7
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
Calculating with or without calculators
• correct substitution into the given formula for one of the observers
• correct numerical value for the distance to the visible
horizon for that observer.
The response shows
16
1.
Notes:
1.
Model Response:
The response shows
B
Substituting in formulae
• correct substitution into the given formula for
each observer
• attendance to determining the required
difference.
19
The response shows
A
PERFORMANCE DOMAIN
UNIT SEVEN ITEM 12
MARKING SCHEME
Item 13
Model response
I.
Using suitable equipment, draw an arc on the map to represent the visible horizon of an
observer on the peak of I. Pinta.
.............................................................................................
Show any
calculations
here.
.............................................................................................
Draw the arc
in pencil.
.............................................................................................
II. List the names of islands that are fully or partially within the visible horizon of I. Pinta.
I. Marchena,
I. Genovesa,
I. Isabela,
I. San Salvador
............................................................................................................
............................................................................................................
I. Pinta
777
I. Marchena
76
343
I. Genovesa
1707
I. San Salvador
N
906
I. Baltra
1547
I. Fernandina
I. Santa Cruz
864
I. Isabela
259
I. Santa Fe
896
I. San Cristobal
Scale
1 mm = 2 km
640
I. Santa Maria
I. Española
206
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Commentary
Item 13 is a three-star item that tested achievement in CCEs 57 Manipulating/
operating/using equipment, 6 Interpreting the meaning of … maps and 37
Applying a progression of steps to achieve the required answer.
100%
A
B
C
D
N
O
This item required students to use a drawing compass to construct an arc on a
scaled map of the Galapagos Islands to represent the visible horizon for an
observer on the mountain peak of Isla Pinta. Students had to name the four
islands that were within the visible horizon arc. Working space was provided for
any calculations.
An A-grade response needed to provide an arc that appeared to be constructed using a drawing compass, and
the names of the four correct within-horizon islands. The correct arc had a radius of 49.7 mm but a tolerance
of ± 1.5 mm was allowed.
It was evident that some students did not have a drawing compass or did not realise that this equipment had
to be used in this situation. Essential equipment for the QCS Test includes a drawing compass. Students
should bring one to the test, recognise when it must be used and be able to use it effectively. A cue instructed
the use of a pencil for the arc, which allows for incorrect responses to be erased. A sharp pencil should be
used for accuracy. When an item has a specialist response area such as a map there will always be a copy
provided in the back pages of the test paper in case the first response area is spoiled. Students should
ensure they have crossed out the response they do not wish to be graded. If there is more than one response
given, the first response will be the one graded.
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6
5.
6.
A discrepancy is one of the following:
(i) the arc does NOT appear to have been drawn using a drawing compass but does lie within the red zone
(ii) a drawing compass does appear to have been used but an arc drawn can - at times lie outside the r 1.5 mm of the position the response indicates it should lie (i.e. for the arc, the red zone)
4.
When a reproduction of I. Santa Maria’s visible horizon arc is provided it cannot be awarded a creditable grade.
Marking Unit 7
2 of 4
(iii) a drawing compass does appear to have been used but an arc drawn can - consistently lie no more than r 2.5 mm outside the position the response indicates it should lie (i.e. for the arc, no more than
1 mm outside the red zone).
The red zone on the template indicates the region in which the arc must lie when it is drawn accurately.
An ‘observable’ error means that sufficient intermediate steps are shown so that an inference does not need to be made about how an incorrect result was obtained. Such errors could include: a stated result not matching the written intention, a misuse of units, a scaling error, a recognisable transcription error.
3.
When any arc is required to be ‘drawn accurately’ it must appear to have been drawn using a drawing compass and it must lie within r 1.5 mm of the position the response indicates it should lie.
It is drawn allowing for one discrepancy.
• calculations based on the ‘d-formula’
with at most two observable errors
• an arc consistent with the calculations.
2.
It is drawn accurately.
The response provides
OR
No response
has been made
at any time.
Measurements concerning any arc are made from the point marking the peak of I. Pinta.
It is drawn accurately.
• calculations based on the ‘d-formula’
with at most two observable errors
• an arc consistent with the calculations.
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
O
1.
Notes:
• correctly executed direct proportion
calculations to determine the distance
to I. Pinta’s visible horizon
• an arc consistent with the calculations.
The response provides
OR
It is drawn accurately.
Marchena
Genovesa
Isabela
San Salvador
(Pinta).
OR
The response provides
•
•
•
•
•
The names of only the within-horizon
islands are given, i.e.
• calculations to determine the distance
to I. Pinta’s visible horizon
• an arc consistent with the calculations.
It is drawn allowing for one discrepancy.
The response provides
The response provides the arc.
D
It is drawn accurately.
C
The response provides the arc.
B
N
Interpreting the meaning of … maps …
Applying a progression of steps to achieve the required answer
Manipulating/operating/using equipment
It is drawn accurately.
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The response provides the arc.
A
PERFORMANCE DOMAIN
UNIT SEVEN ITEM 13
MARKING SCHEME
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Model Response:
UNIT SEVEN ITEM 13
I. Marchena,
I. Isabela,
Scale
1 mm = 2 km
I. Fernandina
1547
I. Isabela
1707
777
906
I. San Salvador
864
I. Santa Maria
640
343
76
I. Santa Fe
259
I. Baltra
I. Santa Cruz
I. San Salvador
I. Marchena
I. Pinta
I. Genovesa,
896
N
206
I. Española
Marking Unit 7
I. San Cristobal
I. Genovesa
..............................................................................................
MARKING SCHEME
3 of 4
Item 14
Model response
Determine the minimum height of a tower that would have to be constructed on the peak
of I. Genovesa so that an observer on the top of the tower would be able to just see the
peak of I. San Cristobal.
Distance from I. San Cristobal to I. Genovesa = 74 mm which is really 148 km
..........................................................................................
Present your
reasoning
clearly and
logically.
Distance to visible horizon for I.S.C. = 12.7 x 896 = 106.7 km
..........................................................................................
Show all steps.
..........................................................................................
The distance that an observer on the tower on the peak of I.G. would need
............................................................................................................
to be able to see is 148 – 107 = 41 km
............................................................................................................
............................................................................................................
Combined height of tower and peak on I.G. = (41 ¸ 12.7) = 132.36 m
2
............................................................................................................
So the tower height would need to be 132 – 76 = 56 metres.
............................................................................................................
............................................................................................................
Commentary
Item 14 is a five-star item that tested achievement in CCEs 43 Analysing,
32 Reaching a conclusion which is necessarily true provided a given set of
assumptions is true, 50 Visualising and 17 Estimating numerical value.
100%
A
B
C
D
E
N
O
This item required students to determine the height of a tower that could be
constructed on the peak of I Genovesa so that an observer on the top of this tower
would be able to just see the peak of I San Cristobal.
An A-grade response needed to use a legitimate strategy to determine this tower
height. The strategy had to be evidenced in a clear and logical sequence of steps and use appropriate
measurements and correct calculations.
A legitimate strategy recognised that the arcs representing the visible horizons of observers on the peak of
I San Cristobal and the tower on I Genovesa had to just touch. A strategy typically involved these elements:
finding the distance to the visible horizon of I San Cristobal (using the formula); finding the distance from this
horizon to I Genovesa; using this distance in the formula to solve for the height of an observer on the tower;
finding the height of the tower by subtracting the height of the peak.
Some observed problems were: very inaccurate measuring (this might have arisen from poor use of a ruler or
use of a poor ruler); working in incorrect units; incorrect use of the formula; and not considering the height of
the peak to give the final result. Clear setting out of the calculations used with accompanying written
descriptions would assist students when they need to re-read their work and to make sure the result obtained
is what was required by the stem. Careful use of equipment such as rulers, compasses and sharp pencils will
result in more accurate work.
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Any calculations after the error
is made must be
consequentially correct.
• appropriate calculations.
or
• the measurements used
At most one observable error
can occur in either
C
A combined height of peak and
tower is given.
The response sets out a
sequence of steps that supports
a legitimate strategy that could
be used to determine the
combined height of peak and
tower.
Distance from I. San Cristobal to I. Genovesa = 74 mm which is really 148 km
Distance to visible horizon for I.S.C. = 12.7 u 896 = 106.7 km The distance that an observer on the tower on the peak of I.G. would need to be able to see is 148 – 107 = 41 km
Combined height of tower and peak on I.G. = (412 ÷ 12.7) = 132.36 m So the tower height would need to be 132 – 76 = 56 metres.
Model Response:
The height of the required
tower with correct units is
given.
Appropriate calculations are
used and are executed correctly.
Measurements, within the
tolerance allowed, are used.
The response sets out a
sequence of steps that
constitutes a legitimate strategy
that could be used to determine
the height of a tower.
The response sets out a
sequence of steps that
constitutes a legitimate strategy
that could be used to determine
the height of the required tower
on I. Genovesa.
Visualising
Analysing
B
50
43
A
PERFORMANCE DOMAIN
UNIT SEVEN ITEM 14
The response provides at least
one step that would have been
useful in a legitimate strategy
to determine the height of a
tower on I. Genovesa.
E
Response is
unintelligible or
does not satisfy
the
requirements
for any other
grade.
N
Estimating numerical magnitude
Deducing
No response
has been made
at any time.
O
Last Page Count
Intermediate rounding or truncating is acceptable.
4.
Marking Unit 7
4 of 4
An ‘observable’ error means that sufficient intermediate steps are shown so that an inference
does not need to be made about how an incorrect result was obtained.
Such errors are:
— omitting to subtract the height of the peak — a stated result not matching the written intention — a recognisable transcription error
— a misuse of units
— a scaling error — a procedural error when solving an equation
— a recognisable measurement error (I. Genovesa must be one of the islands used)
— placing the tower on I. San Cristobal instead of I. Genovesa.
The only calculations deemed ‘appropriate’ when determining visible horizon distance from a
height or vice versa use the ‘d-formula’.
3.
5.
‘Measurements within the tolerance allowed’ are within r 1.5 mm of the position the working
in the response indicates. All distances are assumed to be made from the point marking a peak
and to be made in a straight line.
2.
When working is shown on the map on page 22, consider it when grading the response.
Notes:
1.
D
17
32
The response provides at least
three steps that would have
been useful in a legitimate
strategy to determine the height
of a tower on I. Genovesa.
MARKING SCHEME
Unit Eight
The items of this unit are based on an extract from the 1993 speech ‘Funeral Service for the Unknown
Australian Soldier’, delivered by the then Prime Minister Paul Keating to commemorate the 75th anniversary
of the end of the First World War.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
A
B
C
D
Item 15
2.3
16.1
37.1
16.2
Item 16
27.2
19.4
29.2
Item 17
7.2
41.9
26
5.8
E
2.6
N
O
23.3
5
17.4
6.8
4
12.6
A shaded box indicates that the grade was not available for that item.
Item 15
Model response
Effective speeches use language that is simple, apt and forceful. Why is this an effective
speech according to these criteria?
Give a specific example
from the extract for
each criterion.
..................................................................................
The language used is
..................................................................................
Ÿ simple — short sentences are used with repeated straightforward phrases, e.g.
............................................................................................................
‘We do not know’, making the speech easy to understand.
............................................................................................................
Ÿ apt — uses dignified language such as ‘occupation’ rather than ‘work’; ‘foreign soil’
............................................................................................................
rather than ‘overseas’, no humour or colloquial wording, thus making it suitable for a
............................................................................................................
solemn occasion.
............................................................................................................
Ÿ forceful — throughout the 2nd last paragraph, we are bombarded with ‘one of …’,
............................................................................................................
‘one of …’ which has a strong impact and builds to a climax in the last line.
............................................................................................................
............................................................................................................
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Commentary
Item 15 is a three-star item that tested achievement in CCEs 45 Evaluating,
4 Interpreting the meaning of words and 26 Explaining to others.
100%
Students were required to assess the effectiveness of the speech by considering
how simple, apt and forceful the language used was. The cue indicated that the
students should give a specific example from the extract for each criterion.
An A-grade response provided an appropriate example from the text for each of
the criteria: simple, apt, and forceful. It also correctly matched the examples to an
aspect of style or subject matter and explained how each of the criteria was met.
A
B
C
D
N
O
Responses that were awarded an A-grade, proffered a specific example from the extract (by either quoting,
paraphrasing, referencing the line numbers or by citing an absence, e.g. ‘He doesn't use technical language’).
They clearly identified an aspect of style (e.g. repetition, vocabulary, sentence structure) or subject matter
(e.g. the fact that he was anonymous, the use of statistics). In other words, they identified a specific focus as
the basis of their evaluation. Their explanations were not recursive (‘it is simple because it’s not complex’).
They clearly showed how the criteria of simple, apt or forceful were being met.
Many responses did not move beyond the information in the stem and simply talked about the example being
forceful or that it used ‘forceful language’. Some students wrote well about why it was an effective speech but
failed to address the criteria and could not be awarded a creditable grade. Students should be reminded that
by identifying and acting on the key words in the stem, they have a better chance of responding well.
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(2 beige).
1.
Word match to stem — simple, apt or forceful
Correctly matched with example
Correctly matched with example
Aspect of style or subject matter
Explains how this criterion is met
Explanation
For a particular criterion, if the requirements of khaki are met, so are those for grey and beige. Similarly, if the requirements for grey are met, so are those for beige.
3 of 5
forceful — throughout the 2nd last paragraph, we are bombarded with ‘one of …’, ‘one of …’ which has a strong impact and builds to a climax in the last line.
•
Marking Unit 2
simple — short sentences are used with repeated straightforward phrases, e.g. ‘We do not know’, making the speech easy to understand.
apt — uses dignified language such as ‘occupation’ rather than ‘work’; ‘foreign soil’ rather than ‘overseas’, no humour or colloquial wording, thus making it suitable for a solemn occasion.
No response
has been made
at any time.
O
•
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
•
The language used is
Model Response:
3.
Appropriate & faithful
Grey
Appropriate & faithful
Appropriate & faithful
Khaki
Beige
Example
Standard
The following standards are to be applied when making judgments about how well each of the three criteria — simple, apt and forceful language — are addressed.
(3 beige).
OR
(1 grey).
2.
OR
(2 grey).
OR
The response evaluates the speech
according to the following number of
criteria at the standard indicated.
D
Interpreting the meaning of words …
Examples may be presented through paraphrasing or referencing line numbers as well as through quoting. It is possible to provide an example by citing an absence.
(3 grey).
OR
(1 khaki)
The response evaluates the speech
according to the following number of
criteria at the standard indicated.
C
4
1.
Notes:
OR
(2 khaki)
The response evaluates the speech
according to the following number of
criteria at the standard indicated.
The response evaluates the speech
according to the following number of
criteria at the standard indicated.
(3 khaki).
B
Explaining to others
Evaluating
A
26
45
ITEM 15
PERFORMANCE DOMAIN
UNIT EIGHT
MARKING SCHEME
Item 16
Model response
Describe how each of these three rhetorical forms was evident at the 75th anniversary
commemoration.
Ethos
Speech is delivered by the Prime Minister on a very formal occasion.
Logos
Paragraph three is based on logic and data, the numbers of deaths
and injuries; the stark facts of war.
Pathos
He appeals to the sympathy of the audience by discussing the everyday
aspects of the soldier’s life — his life is our life — ‘He is all of them.
He is one of us’.
Commentary
Item 16 is a two-star item that tested achievement in CCEs 30 Classifying and
43 Analysing.
100%
This item required students to describe how each of the three forms of rhetoric,
described in the stimulus material, was evident at the 75th anniversary
commemoration.
A response complied with the demands of the stem when it linked appropriate
aspects of the commemoration to the relevant form of rhetoric. For ethos most
students correctly identified the Prime Minister, Paul Keating, as the speaker who was delivering the speech.
For logos a response had to point out that facts or data had been incorporated into the speech or to provide
an appropriate example of this. For pathos a response elaborated on the emotion, e.g. ‘an emotional
connection’ or ‘a welling of emotions’ or it identified a specific type of emotion (e.g. patriotic pride, sadness,
empathy, sympathy, fear).
A
B
C
N
O
The response area would indicate that for this item the response did not need to be lengthy. However, the
response did need to be specific rather than general and to not simply paraphrase the stimulus. Responses
that just referred to an ‘important person’ when trying to describe how ethos was evident were considered to
have given only a part description as were the responses for pathos that merely stated the speech appealed
to emotion.
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Speech is delivered by the Prime Minister on a very formal occasion.
Paragraph three is based on logic and data, the numbers of deaths and injuries;
the stark facts of war.
He appeals to the sympathy of the audience by discussing the everyday aspects
of the soldier’s life — his life is our life — ‘He is all of them. He is one of us’.
Logos
Pathos
O
4 of 5
No response
has been made
at any time.
Marking Unit 2
The response correctly describes pathos when it uses part of the text to show how an aspect of pathos is evident; it partly describes pathos when it attempts to link part
of the text to pathos.
3.
Ethos
The response correctly describes logos when it recognises that facts/data have been incorporated into the speech either through a statement or by providing an
appropriate example.
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
The response correctly describes ethos when it refers to the influential person by name or title; it partly describes ethos when it refers to an important person.
• correctly describes how one of the rhetorical forms was
evident
• partly describes how another rhetorical form was evident.
N
2.
The response
C
Analysing
• correctly describes how two of the rhetorical forms were
evident
• partly describes how the third rhetorical form was
evident.
B
43
The response
Classifying
1.
Model Response:
Notes:
The response correctly describes how all
three rhetorical forms were evident.
A
30
ITEM 16
PERFORMANCE DOMAIN
UNIT EIGHT
MARKING SCHEME
Item 17
Model response
Compose a short persuasive speech in which you urge your audience to take some form of
action to counter the problem of marine debris. Incorporate the three forms of rhetoric defined
on the previous page — ethos, logos and pathos — into your speech.
I am travelling the world as a representative of the David Suzuki Environmental
............................................................................................................
Foundation to warn you of an impending global catastrophe. Our complacency and selfish
............................................................................................................
lifestyles murder 100000 marine animals each year. It is a catastrophe that so many
............................................................................................................
animals are victims of the rubbish we allow to wash down our drains into the ocean. It is a
............................................................................................................
catastrophe that whales, dolphins and turtles drown in nets because of our
............................................................................................................
carelessness. How many more sea birds must die by ingesting litter? How many more
............................................................................................................
turtles must be killed by being tangled in fishing lines and nets? I ask you, no I beg you, to
............................................................................................................
take responsibility for your waste. Take one simple action. Put your rubbish in a bin. Stop
............................................................................................................
it from entering the oceans. Stop it from killing our marine environment. Stop it from
............................................................................................................
becoming a global catastrophe.
............................................................................................................
............................................................................................................
Commentary
Item 17 is a four-star item that tested achievement in CCEs 46 Creating/
composing/devising, 10 Using vocabulary appropriate to a context,
27 Expounding a viewpoint and 44 Synthesising.
100%
A
B
C
D
E
N
O
This item required students to consider the information given about marine debris
and then compose a short persuasive speech that urges an audience to take some
form of action. Within their speech students had to incorporate the three forms of
rhetoric: ethos, logos and pathos.
An A-grade response needed to provide examples of all three forms of rhetoric. It was also required to urge a
specified action on the problem of marine debris, and to use vocabulary and language structures strategically
to capture the attention of the audience and to inspire them. It needed to present a clear, coherent and
cohesive speech.
Many students managed to weave the given data into their arguments and display pathos effectively through
their vocabulary choices and through imagery of toxic oceans and dying animals. The two reasons that most
often precluded responses from being awarded an A-grade were the failure to attend to ethos and providing a
general suggestion, e.g. ‘let’s clean up our oceans’ rather than a specified action, e.g. ‘put your litter in a bin’.
If a stem specifies a number of requirements (e.g. encourage some form of action; incorporate ethos, logos,
pathos) that must appear in the response, it is useful to mark them off in some manner as they are attended
to so that none is omitted.
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• ethos
• logos
• pathos
and
• urges action on the problem of
marine debris
• uses vocabulary and language
structures to capture the
attention of the audience.
and
• urges a specified form of action on
the problem of marine debris
• uses vocabulary and language
structures strategically to capture
attention and inspire the audience
• presents a clear, coherent and
cohesive speech.
Ethos may be demonstrated through direct self-identification of the
speaker, or by identifying the speaker outside of the speech.
Logos is demonstrated when there has been purposeful use of data
from the stimulus to support an argument.
‘Implied ethos’ is demonstrated when the response implies that the
speaker has reputation/status/experience to influence the intended
audience.
‘Implied pathos’ may be demonstrated, for example, through
inclusive statements.
Pathos encompasses implied pathos; ethos encompasses implied ethos;
logos encompasses citing data from the stimulus; urges encompasses
encourages.
A specified form of action is something that an audience member can
enact within a reasonable time frame.
1.
2.
3.
4.
5.
6.
Notes:
The response includes two of
B
C
D
Synthesising
and
• encourages others to take action on
the problem of marine debris.
and
• encourages others to take action on
the problem of marine debris.
• uses vocabulary and language
structures to capture the attention of
the audience.
and
• implied ethos
• data from the stimulus
• implied pathos
The response includes two of
• implied ethos
• data from the stimulus
• implied pathos.
The response includes one of
E
No response
has been made
at any time.
O
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
Marking Unit 2
5 of 5
I am travelling the world as a representative of the David Suzuki Environmental
Foundation to warn you of an impending global catastrophe. Our complacency and
selfish lifestyles murder 100000 marine animals each year. It is a catastrophe that so
many animals are victims of the rubbish we allow to wash down our drains into the
ocean. It is a catastrophe that whales, dolphins and turtles drown in nets because of our
carelessness. How many more sea birds must die by ingesting litter? How many more
turtles must be killed by being tangled in fishing lines and nets? I ask you, no I beg you,
to take responsibility for your waste. Take one simple action. Put your rubbish in a bin.
Stop it from entering the oceans. Stop it from killing our marine environment. Stop it
from becoming a global catastrophe.
Model Response:
• implied ethos
• data from the stimulus
• implied pathos
• implied ethos
• data from the stimulus
• implied pathos
OR
• implied ethos
• data from the stimulus
• implied pathos.
The response includes two of
OR
Last Page Count
Using vocabulary appropriate to a context
The response includes two of
44
10
The response includes one of
OR
• ethos
• data from the stimulus
• pathos.
The response includes all three of
Expounding a viewpoint
Creating/composing /devising
• ethos
• logos
• pathos
27
46
The response includes all three of
A
PERFORMANCE DOMAIN
UNIT EIGHT ITEM 17
MARKING SCHEME
Writing Task (WT)
Commentary
The Writing Task complements the other subtests by testing students’ abilities to produce a piece of
continuous English prose about 600 words in length. Students write in response to written and visual
stimulus material on an overall concept or theme. Each piece of stimulus material evokes a different aspect
of the overall concept. Students respond in any form or style other than poetry to this concept and to as many
stimulus pieces as they wish.
This section describes the 2011 testpaper and provides comments on the writing that students produced in
response. The comments are based on an analysis of a statistically significant random sample of student
responses.
The marking guide showing the criteria and standards used to grade responses is included here, together
with graphs showing the distribution of grades awarded in each of the five substantive criteria and indicating
the breakdown of student responses according to stimulus pieces selected and genres of responses. Finally,
a selection of student responses has been included to exemplify successful writing as defined by the task
criteria.
WT 2011 Overall concept: Gold
The overall concept linking the 14 separate stimulus pieces on the 2011 testpaper is Gold.
Perhaps no other substance has exerted such an influence on the history of nations and the world. Gold has
been one of the world’s most desired metals and has provided the motivation for exploration of newly
discovered lands. Gold discoveries were significant in bringing immigrants to Australia and today, the
exploitation of deposits is still significant to the economic development of the nation. Internationally, gold
has been the basis of money in most economies.
The attributes that have made this metal so desirable and so powerful are simple. It is resistant to oxidation,
it is malleable, it is unusually dense, and it fulfils two major roles in human affairs — to adorn and to
exchange for what people need and want.
The word has strong metaphoric connections. Gold stands for quality, excellence and value. It can be a
symbol of success and achievement and indicates one who is a winner. It suggests wealth and prosperity,
power and prestige, religion and royalty.
The concept has a range of applications wide enough to interest and engage most students and to prompt
responses that range from narratives, memoirs, biographies and reports, to those that are reflective,
expository, argumentative and persuasive.
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Diagram of the testpaper
The diagram below represents the 2011 testpaper. The 14 stimulus pieces are numbered for reference. All
pieces relate to the overall concept of the testpaper.
1
2
7
6
5
4
3
9
8
10
14
13
12
11
Stimulus pieces
The following diagram shows the percentage of students who indicated that they selected a particular
stimulus piece (or pieces) as the starting point or prompt for their writing. In reality, most students used a
combination of two or more stimulus pieces in developing a response to the concept, thus opening up a
greater variety of possibilities for their writing than indicated here. For this reason, the percentages shown in
this diagram add to more than 100%.
1
9%
5
4
2
3
19%
19%
6%
7
6
12%
10%
12
2%
9
8
5%
11
16%
3%
16%
21%
10
14
13
18%
15%
Indication of stimulus pieces as starting point or resource
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1 Locket
The photographs in the gold locket suggest past and present. The accompanying comment tells us that we
need to look to the knowledge we have from the past if we want to gain the truth. It is then our responsibility
to take any action that may be necessary. This stimulus piece prompted true or fictional accounts of past
lives, in the form of memoir or biography, in responses that revealed significant events or truths that are
‘golden’, perhaps pointing out the actions that have resulted or should be taken. It also had a particular
appeal for students with an interest in history who could apply the words, and possibly the illustration, to
some historical figure, event, political movement or era.
2 Sun
The sun is a source of radiance that is indispensable to life on our planet. In some past civilisations it was the
focus of worship. For students in parts of the state affected by floods and storms, the written text reminded
them of the way they felt during that time. Some responded with accounts of their own or friends’
experiences. Others provided fictional accounts or stories of times when people have emerged from sadness
to joy.
3 Golden age
Developments in technology, even in the lifetime of the students responding to this testpaper, have been
amazing. The future is unknown and exciting. It has the potential for a new golden age of technology but a
golden age that may also have a dark side. Some responses speculated on what lies ahead, in expositions or
in fiction. The writers were prompted to discuss the possible developments and their benefits, or explore
concerns that have been raised about their impact. This stimulus piece elicited expositions and persuasive
responses of various kinds.
4 Gold star
The gold star has commonly been used as a reward for children who succeed in a task at school. Most
students would remember their pride and satisfaction on being awarded a gold star at some time during
their childhood. For some, the experience may have been a turning point. Some students wrote about the
significance of the reward being gold, and a star. Others related their story, reflected on the experience and
even commented on long-term effects. Some students were prompted to write an interview with or media
report about a significant person in various fields. Some discussed the importance of rewards.
5 Treasure chest
The written text in this stimulus piece provides information about the uses of gold as a metal, in past and
present times. This gave students a range of starting points for responses that explored the significance of
gold to society or to individuals. The visual image of the wooden treasure chest suggested ideas of wealth,
riches and beautiful objects to some. A number of students wrote expositions or reflective pieces in which
they discussed the enduring value of gold and the ways in which it has been and still is used. Alternatively,
the ideas acted as prompts for imaginative pieces of all kinds dealing with adventure, crime, love and
passion.
6 Books
This stimulus piece asked students to make judgments about the elements that make a book memorable and
so, to explain the experience of rapt immersion in the imagined reality that is the world of a ‘good book’.
Some related the questions to a range of books, while others preferred to focus on a single work. Some
students focused on just one of the questions posed and applied it to just one or to a number of works.
Although the questions relate mostly to fiction, some of them would apply equally well to non-fiction. This
stimulus piece prompted students to communicate their enthusiasm for reading and to explore the ways in
which the concept of gold can be applied to books.
7 Friendship
Students used this saying, alone or in combination with other stimulus pieces, to develop an exposition, a
reflection or imaginative response on the theme of friendship. The statement gave them a prompt for a short
story, a biographical account or a media article.
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8 Hard-boiled egg
This stimulus piece provided a homily that students used alone or in combination with other stimulus pieces.
Students explored the meaning of the advice in narratives, expositions or reflective responses and, in many
cases, wove the idea through responses that dealt primarily with ideas from other stimulus pieces.
9 Eureka
The bronze statue of a miner throwing up his hands in triumph at finding gold provided ideas for accounts of
exploration and discovery. The written text suggested to students that such excitement is not restricted to the
discovery of gold but can apply to any area of human endeavour. There were accounts of scientific research
and discovery with the knowledge that when we are successful we have ‘struck gold’. Response genres
included expositions, reflections and imaginative responses.
10 Rainbow
Rainbows form when the sun shines on water droplets in falling rain, spray or mist. In our imagination they
are associated with a legendary pot of gold or reward that might be found at the end. This stimulus piece
suggests the human belief that good times will follow bad and that we must endure hardship in order to find
the reward of wealth and happiness. The written text provides a reminder that the ultimate reward is not all
that is important and that there are pleasures that we should value along the way. Students exploited the
imagery and told stories of people emerging from hard times to find happiness or riches or of people who
experienced joy and satisfaction even during hard times.
11 My Country
Dorothea Mackellar’s patriotic poem, My Country, known also as Core of My Heart, has a link with the
Rainbow stimulus piece. The poem focuses on the changes caused by flood, fire and drought followed by the
rejuvenation of the land. The accompanying image of our national floral emblem (the Golden Wattle) also
aroused thoughts of gold. Students were able to respond to this stimulus piece with discussions, reflections
and stories of country life, or expositions and persuasive responses dealing with rural issues and the
challenges that face us in retaining what is of value, or golden, in our country.
12 Mona Lisa
Prevalent in the major works of Leonardo da Vinci is the golden ratio. This painting is an example of its
application. The face is a perfect golden rectangle according to the ratio of the width of her forehead
compared to the length from the top of her head to her chin. Students with an interest in art and design found
this stimulus piece a source of ideas for their responses. They explained the golden ratio and its articulation
in this and other examples. This led them to discuss other illustrations of excellence and beauty in art and
design. Some other students gave clear accounts of the Fibonacci sequence.
13 Wheelchairs
The written text ‘Gold to Australia!’ prompted some students to reflect on a personal experience when they or
someone they knew had responded to a situation of difficulty and succeeded against all odds, thus
achieving their own gold medal. Some discussed the challenge faced by Australia as a relatively small nation,
not only in sport but in world affairs, and commented on how successful this country has been in one field
after another.
14 Gold wine
The reference to Midas in this stimulus piece reminded students of the well-known myth of the king who
asked Dionysus for the power to turn to gold everything he touched. He soon discovered that riches were
useless if the most basic needs of life were not satisfied and that too much of a good thing can be as bad as
too little. The story reflects the way Midas and many people like him, driven by the desire to create and
accrue wealth, can lose their ability to enjoy the simple things of everyday life. The image of the wine turning
to gold in the glass is a reminder of the message of the tale. The parallel today can be found in the stories of
people who long to win a lottery, believing that wealth will solve all their problems, yet find that sudden
wealth can make their lives change in unexpected ways, sometimes bringing them misery. Many students
responded to this stimulus piece with parallel stories or with recounts of the Midas tale. However,
expositions and reflections on the theme were also attempted.
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Stimulus pieces: visual, written or combination?
Students have the option of responding to the visual images, the written texts, or a combination of both.
Stimulus pieces for the Writing Task are selected to maximise appeal for the wide cross-section of the Year
12 population. The material chosen is designed to excite students and prompt ideas for writing. When
considering a stimulus piece (or pieces) and what to write, students should remember that, by the time they
reach Year 12, they have a wealth of personal and subject-based knowledge and experience that they can
draw upon.
When students use ideas from the written stimulus pieces, there is a danger that they may quote large
portions of text directly. This can affect markers’ judgments of Length (words from the stimulus pieces are
not counted) and Central idea (if the ideas being presented are not the student’s own). Direct quoting can
also detract from a response when the language style of the quoted material differs from that of the student,
and when quotations are used out of context or incorrectly (affecting Structuring & sequencing; Vocabulary;
and Grammar, punctuation, spelling).
Choice of text type
In 2011, the most popular text type for responses was the imaginative, with 40% of students writing in this
form. This was closely followed by expository pieces, written by 31% of students. Reflective responses
accounted for 16% of scripts and 12% of responses were persuasive. When determining which text type to
employ, students need to consider the ultimate purpose of their writing. Do they wish to entertain their
audience (imaginative)? Do they want to convey information (expository)? Would they like to recall,
contemplate or share experiences (reflective)? Is it their intent to convince their audience of a particular
viewpoint (persuasive)? Understanding this can help students to plan effectively and give focus to their
writing. They also need to decide which genre will allow them to demonstrate their best writing.
Within these broader categories, students need to make decisions about the specific genre in which they
wish to write and to keep in mind (as they plan their response) that some genres, e.g. the speech, can have a
variety of purposes such as exposition or persuasion. Also, when they choose a genre, they need to be sure
they can control its conventions. For example, a narrative should cover a short timespan and a feature article
should have short paragraphs.
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Choice of genre
Students may write in whatever genre they wish, with the exception of poetry. This enables them to draw on
their knowledge and strengths, and to match their ideas from the stimulus with a suitable style of response.
Ten clear categories were identified.
report 2%
drama script 2%
biography 2%
critique 1%
letter 1%
media article 4%
journal 6%
speech 7%
short story 41%
essay 33%
Popularity of genre: total sample
In 2011, the most popular genre was the short story. This was followed by the essay and the speech. It is
worth noting that, while genre conventions are not assessed specifically (although they may affect
Structuring & sequencing), students should aim to make use of, and indeed exploit, these conventions for
effect. This certainly supports the recommendation that students write ‘what they know’ — giving their
writing authority and authenticity.
Student achievement and genre
The diagrams below indicate the genres used in higher, middle and lower achieving responses. Note that the
percentages shown are rounded and therefore may not add to 100.
drama script 1%
critique 1%
biography 1%
journal 1%
report 1%
drama script 2%
biography 2%
letter 3%
critique 1%
letter 1%
letter 2%
media article 2%
biography 2%
report 2%
report 3%
media article 4%
speech
6%
media
article 6%
journal 5%
speech 10%
short story 41%
essay 38%
higher achieving responses
speech 8%
short story 42%
essay 33%
middle achieving responses
journal 14%
essay 48%
short story 21%
lower achieving responses
Short story — The short story was the most popular genre by a significant margin. Not surprisingly, stories
covered a wide variety of topics. The most successful short stories were those that drew on students’ own
knowledge and experiences and made effective, yet economical, language choices such as varied sentence
length and use of description (including metaphor and personification). Also, successful stories tended to be
written with a goal in mind from the outset — that is, there was an effective establishment and development
of ideas, a resolution and a conclusion.
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Students should be wary of some strategies that are likely to have a negative impact on achievement. An
example is the story that ends with the narrator waking to find it was all a dream or one that is written in the
first person with the narrator dying at the end. This can impact significantly on Central idea and Structuring &
sequencing as many of these stories indicated a lack of planning and, consequently, a lack of direction.
Other common problems were inconsistencies and inaccuracies in using tense and narrative perspective.
Essay — The essay was chosen by students of all abilities. This is perhaps because essay writing lends itself
to a range of different topics, is a writing style that students encounter across the majority of subject areas,
and has elements that are similar to several other genres. The most successful of these responses were very
clearly focused on purpose and audience and developed a clear thesis. Essays that were well written
followed a clear structure, consisting of: an introduction (including a thesis statement), a body of writing
containing development and explanation of main points, and a concluding paragraph which presented a
summary.
Speech — The purpose of speeches ranged from persuasive to informative to motivational. Having a clear
understanding of the purpose and audience of the speech is crucial for success. This can be achieved by
creating a context that establishes the speaker’s credentials and the audience’s potential interest. This
means students need to ensure that their topic is suitable for this genre, that is, it needs to be a topic that is
not contrived and that would interest the audience. For example, an informative speech about gold mining to
a convention of mining company executives may not be appropriate.
Media article — This genre includes texts such as feature articles, editorials and journal articles.
Predominantly expositional in nature, media articles require students to have a reasonable knowledge of
their topic. Therefore, students should carefully consider their own background knowledge and expertise
when selecting this approach to responding to their chosen stimulus piece/s. They should also consider the
conventions of the genre (e.g. that feature articles have shorter paragraphs than essays).
Biography — Biographical writing includes specific texts such as memoirs, personal reflections and
obituaries. The most successful responses focused on a specific event or recollection rather than on a broad
range of information or topics.
Report — A small percentage of students chose to write a report. Many of these reports were scientific in
nature, perhaps suggesting that students were aware of the genres best suited to their knowledge and
experience. As previously stated, while conventions of genre are not assessed specifically, reports should
make use of features such as subheadings as well as sections including, for example, objectives,
conclusions and recommendations to add to the authenticity of the writing and, consequently, the authority
of the writer. It would not be a good idea to write up an experiment with a list of materials and procedures.
Rather, the writing should focus on discussion of the findings.
Critique — Many of the students who wrote in this genre chose to write reviews about books or films that
have had an impact on their lives. Another trend noted was that of students offering a comment about the
positive and/or negative effect of technological advances on humanity.
Journal — Journal writing included texts such as a diary entry and were usually reflective in style. This genre
is often difficult for students, because writing ‘as themselves’ may limit opportunities for selecting and
demonstrating a wide or discriminating vocabulary. Also, they tend to lose focus as they are writing, which
can affect Central idea and Structuring & sequencing. If they do choose to write a diary, the entries should
not be short as this leads to a disjointed feel. Paragraphs are still essential.
Drama script — Despite there being only a small percentage this year, the majority of drama scripts were
among the higher achieving responses. It is possible to infer from this that students who wrote in this form
had background knowledge about the specific conventions of the genre, and were able to use these to effect.
Conversely, the lower achieving responses commonly fell short of length requirements; this affected
achievement in the other criteria.
Letter — As with journal writing, letters can often provide challenges in Vocabulary and Structuring &
sequencing. To be successful, students should ensure that the purpose and, consequently, the content of
the letter is substantive enough to justify the choice of genre and also meet length requirements.
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Criteria and standards
The most successful responses are those that demonstrate higher achievement in the criteria identified in
the marking guide (page 68). The criteria are: Central idea (CI); Vocabulary (V); Responsiveness (R); Grammar,
punctuation, spelling (GPS); and Structuring & sequencing (SS); plus Length (L).
Each response is marked by three markers. Each marker assigns either four criteria-based standards or three
criteria-based standards plus a judgment about Length. Different combinations of judgments are required of
the three primary markers (referee marking occurs as required). Markers consider the contribution of each of
the criteria they are marking to the holistic worth of the response. On the marksheet they record each of
these as a standard (from 1 to 6) with a qualifier (+, 0, –) for each standard and, if required, they make a
decision about the length of the response.
The following table shows the percentage of students who achieved the various standards for each of the
criteria.
higher achieving
middle achieving
lower achieving
Criterion
1
2
3
4
5
6
CI
0.5
10.6
51.5
33.5
3.7
0.2
V
0.4
9.3
63.3
24.7
2.1
0.2
R
0.3
6.5
46.1
42.4
4.6
0.3
GPS
0.2
7.7
52.6
34.3
4.9
0.4
SS
0.3
8.7
49.3
37.0
4.3
0.3
For the responses sampled, the data from the standards awarded were analysed — first for the total sample
and then for each of the higher achieving, middle achieving and lower achieving samples. The diagram below
shows, for each criterion, the percentage of responses for which that criterion represented the highest
achievement, that is, the criterion on which students did best.
35%
30%
25%
25.5%
22.8%
18.5%
20%
16.7%
16.5%
GPS
SS
15%
10%
5%
0%
CI
V
R
Best performing criteria: total sample
For the total sample, Vocabulary was the criterion in which the greatest percentage of responses (25.5%)
demonstrated highest achievement. Grammar, punctuation, spelling and Structure & sequencing were the
two criteria in which students were least successful. This applied whether the overall quality of the responses
was higher, middle or lower achieving. This phenomenon was also observed in 2010.
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Achievement in specific criteria
Central idea
When assessing this criterion, one is essentially asking: what is the response about. That is, what is the key
idea behind the piece of writing, and then, how well has the student deliberately and clearly developed this
idea? The most successful scripts will demonstrate direction — whether explicit or implicit — and resolution.
Scripts suffer in this criterion when the central idea is unevenly developed or where there are several, usually
vague, ideas present. A lack of resolution often results from lack of direction and consequently has a negative
impact on this criterion. An example of a well-developed central idea can be found in the 2004 Retrospective.
The response Market Madness responded to the concept of What matters and progresses from the
introductory statement that it is important to look beyond the tourist facade when visiting other countries to
a statement in the conclusion that this leads to varied and fascinating experiences.
Vocabulary
Many people believe that ‘the bigger the word, the better’. However, this is not necessarily the case. Success
in Vocabulary is determined by word choices: words that have been deliberately selected for effect and
exactly fit their location within the text. While students should aim to demonstrate a command and range of
vocabulary, their control of language is also crucial. Incorrect and/or inappropriate word choice, lack of
variety and language that gets in the way of meaning will all influence a student’s success in this criterion.
Trying too hard to use complex vocabulary can also detract from a response. The biggest word is not always
the best word. Students could look at ‘Infinity Mr Carey’ from the 2009 Retrospective for an example of simple
vocabulary being used for effect.
Making use of language devices such as metaphor and personification, as well as using ‘technical’ language
suited to the context, proved to be very effective for many students. Less effective was the often jarring use
of exaggeration and hyperbole, tautology and sweeping generalisations. Maintaining an awareness of the
purpose and audience of the writing is essential for success in this criterion.
Responsiveness
The piece of writing that a student produces for the Writing Task must clearly be a response to the testpaper
on the day, showing connectedness to both the concept AND stimulus piece/s. Therefore, Responsiveness is
weighted most heavily of all the criteria. The highest achieving scripts in this criterion will exhibit strong and
sustained connectedness to both. Achievement will suffer where connectedness shows weaknesses, or
where students respond to either the concept or stimulus, but not to both. It is important to be aware that
simply repeating the concept word, e.g. ‘gold’, several times is not demonstrating connectedness. Evidence
also suggests that responding to too many stimulus pieces (referred to as ‘touring the testpaper’) reduces a
student’s likelihood of achieving well in this criterion. This is largely because these scripts tend to make only
passing or glancing reference to the concept or stimulus.
Students may benefit from a slightly different approach to their planning. Rather than looking at the paper
and thinking: ‘What can I write about?’, it may be better to ask: ‘What do I know a lot about that I can relate to
something on this testpaper?’ An example of where this has been done successfully is in the 2009
Retrospective in which ‘Austen wants out’ is a response that is clearly based on a close reading of Pride and
Prejudice. The student has used their knowledge of the novel to develop a very responsive analysis that
examines the way Elizabeth Bennett represents a character who is ‘out of her time’.
Grammar, punctuation, spelling
Within this criterion, grammar is deemed more important than punctuation which, in turn, is more important
than spelling. This is because each one of these can affect meaning more than the next if not done well. To
achieve a high standard, students must consistently demonstrate precise and effective use, with few (if any)
errors. This includes exploiting the conventions of writing for specific purposes and effects. Student
performance on this criterion will be affected by the degree to which errors detract from meaning.
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For the entire sample, regardless of achievement level, this is the criterion in which students performed most
poorly. Some of the most frequent problems evident in responses were:
• inconsistencies with tense
• antecedent agreement (particularly with singular, plural and indefinite pronouns)
• omission or incorrect use of punctuation, e.g. failing to end questions with question marks
• the absence of apostrophes to identify possession.
Some problems are more identifiable by achievement level. Rhetorical questions tended to be used to great
effect in higher achieving responses, whereas they were overused in middle and lower achieving responses.
The use of varied sentence length and punctuation to create a particular effect (such as rising tension) was
more common in higher achieving responses. Middle and lower achieving responses often included overly
long sentences packed with too much (often irrelevant) detail and description.
Structuring & sequencing
This criterion requires markers to consider the architecture of the piece, that is, the way in which the ideas in
the response are arranged. To be successful, the writing must demonstrate controlled structuring and
deliberate sequencing of ideas. The writing needs to be fluent, logical and flexible. Achievement is hampered
where there are weaknesses evident, such as gaps in logic, poor paragraphing and/or randomness in the
arrangement of ideas.
Some of the problems with Structuring & sequencing arose when students did not clearly establish the
context of their writing and, consequently, the development of ideas was less sequential. Also, poor
proofreading and editing can have a negative impact on writing, particularly where students include
information that is superfluous to the purpose, therefore weakening the response. In short stories, this often
results from including too much unnecessary description. An example of a very well structured response can
be found in the 2008 Retrospective when the concept was Circle. The student script, ‘Moons in Orbit’, has a
circular structure that describes an event in a continuing relationship. The event clearly represents the nature
of the relationship but does not attempt to describe the whole. Of course, one thing that students can do to
contribute to a well-structured response is to formulate a clear planning strategy that is best suited to their
individual writing abilities.
Length
The Writing Task subtest requires students to produce a piece of continuous prose, approximately 600 words
in length. Penalties are applied for too short, far too short, too long, and far too long responses. While each
criterion is considered and assessed independently, Length has the potential to have the greatest impact on
achievement in other criteria. In terms of overall performance, those scripts that are far too short are the
most likely to be among the lower achieving responses.
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1
not identifiable
6
limited
6
inappropriate, interfering
with meaning at times
precise and effective use
For a 1 +
the writing consistently demonstrates
a command of:
• the conventions of writing (subject/
verb agreement, participle use,
antecedent agreement, pronoun
choice, tense, etc.)
• correct punctuation
• correct spelling.
GRAMMAR,
PUNCTUATION, SPELLING
2
1
no connectedness to the
concept or stimulus material
6
5
inept
lapses obtrude and detract from
meaning
6
5
4
connectedness to the concept
lapses intrude but do not detract from
3
3
and stimulus material
meaning
2
connectedness to either the
concept or stimulus material;
or
4
4
weak connectedness to both
the concept and stimulus
material
3
5
4
identifiable but poorly
developed or not readily
identifiable but some
development evident
appropriate
2
5
3
identifiable but
unevenly developed
2
For a 1 +
the writing demonstrates
sensitivities to nuances of
the concept and stimulus
material.
RESPONSIVENESS
strong (immediate or subtle)
controlled (discriminating,
1 and sustained connectedness 1
imaginative)
to both the concept and
stimulus material
For a 1 +
the writing demonstrates
the use of words selected
for their effect and exactly
fitted to their location (the
right words in the right
places).
For a 1 +
the writing demonstrates
the deliberate, focused
development of a clear
central idea (explicit or
implicit).
identifiable for intended
audience; direction and
resolution revealed
VOCABULARY
CENTRAL IDEA
Contribution to the holistic grade made by…
Writing Task marking guide:
Criteria and standards
incoherent
weaknesses detract
weaknesses are evident
fluent, logical and flexible
For a 1 +
the writing demonstrates
coherence and cohesion through:
• controlled structuring; and
• deliberate sequencing of ideas
and images.
STRUCTURING &
SEQUENCING
far too short
< 400 words
far too long
> 1000 words
too short
400–500 words
too long
750–1000 words
about right
500–750 words
LENGTH
Decision about …
2011
Grading a script
• Read the script as a whole.
• Think about the worth of the script holistically.
• Make a judgment about the contribution to the holistic worth of the script of each criterion you are considering
(CI, V, R, GPS, SS).
• Assign a grade and a qualifier, then record each judgment.
Criteria and standards
Selected student responses
The responses to the 2011 Writing Task that follow were selected from those that met the standards for
successful writing as defined by the criteria and standards for judging responses.
These complete responses appear in their original handwritten form. They may contain errors in expression
and factual inaccuracies but, for the sake of authenticity, they have been published as they were written.
The selection of these examples does not indicate a preference for any particular form of writing, nor are the
sentiments expressed in these responses necessarily endorsed by the QSA. Before publication, the QSA
attempted to establish, but cannot guarantee, the originality of the writing in the responses.
Response 1
‘All that glistens isn’t good, either’ is an expository piece that is strongly responsive to the overall concept of
the testpaper and is directly inspired by stimulus piece 14, with some subtle connections to a number of
other pieces. The writer points out that we are wrong to value gold as highly as we do because this metal is
‘pretty and useless’ just like many of the people and things we admire. Iron, however, a much more common
metal, and one with a wide range of uses, is not valued highly at all. The response makes effective use of
comparisons, both material and metaphorical, to develop the central idea.
Response 2
This untitled story about a child who confesses to cheating on his spelling test has a well developed central
idea with Leo’s growing guilt and his confession to the teacher and a strong resolution in the golden reward
for his honesty. The response connects clearly to the overall concept and, early in the piece, the writer
unobtrusively prepares us for the final reference to the ideas used from stimulus piece 2, the sun that we are
thrilled to see, and from stimulus piece 4, the gold star for good work. While the language is simple, the
writer has demonstrated a discriminating selection and use of vocabulary and strong command of language
conventions.
Response 3
This response, also untitled, is written in the form of an interior monologue in which the speaker analyses the
disintegration of his marriage. As his wife prepares to leave him, he considers the changes that have
occurred in them both as individuals and in their relationship. The responsiveness to the overall concept is
subtle but clear and here is a direct connection with stimulus piece 8, the quotation that points out that it is
not enough to have ‘a heart of gold’ if one’s actions conflict with one’s good intentions. In his mind, the
speaker addresses his wife, reflecting on the hollowness of the humour in a hackneyed joke that he cannot
clearly remember. At the end of his monologue, he tells the joke and sums it up with a bitter comment. The
control of structure and the deliberate arrangement of ideas result in a simple story with a central idea that is
revealed and developed gradually and effectively.
Response 4
‘Heart of Gold’ compares the ugliness of a stretch of country today with its former beauty. The writer
reminisces on the past before the establishment of a gold mine and wonders whether it will be possible to
repair the damage that has been done and to retrieve what has been lost. The central idea is skilfully
developed and the piece is strongly responsive both to the overall concept and to ideas in several of the
stimulus pieces. This response demonstrates effective selection and placement of words and a clear
command of language conventions. The result is a well structured and coherent piece of writing.
Response 5
‘The Harvest’ is a nostalgic reflection on the writer’s memories of a childhood when, at harvest time, the
women of her community worked, sang, danced and, in the evenings, chatted together. The connections with
the concept of gold are subtly worked through the response and there is an obvious connection with the sun
of stimulus piece 2. The writing demonstrates discriminating and imaginative selection of vocabulary and
command of the conventions of language in an evocative description of a time long past.
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Response 1
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Response 2
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Response 3
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Response 4
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Response 5
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Relative worth of each subtest
Relative worth of parts of the QCS Test
Paper
Worth
Comment
1
WT
68
Two grades on each of the five substantive criteria plus two judgments on length
2
MC I
50
50 items of equal worth
3
SR
67
17 items with up to five grades each
4 MC II
50
50 items of equal worth
Total
235
Worth SR paper
Grade awarded and Code
Unit
Item
number
A
B
C
One
1
4
3
1
Two
2
9
6
4
1
4.5
3
8
7
4
2
4
4
6
5
3
1
3
5
11
9
7
4
6
8
6
4
2
7
11
9
6
4
8
5
4
2
9
7
6
5
3
3.5
10
8
6
4
2
4
11
8
7
5
3
12
6
5
2
13
7
5
3
1
14
12
10
7
4
15
8
6
4
2
16
5
4
2
17
11
9
6
Three
Four
Five
Six
Seven
Eight
D
E
N
O
Worth A
2
2
1
5.5
4
1
5.5
2.5
1
4
3
3.5
1
6
4
2.5
4
2
5.5
---- = 67
  A
2
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Deemed CCEs and QCS Test items
Tables showing CCEs tested within the MC and SR subtests are presented earlier in this document. There
appears next to each item (or unit) one or more CCEs. What does this mean?
The QCS Test assesses students in terms of the common elements of the Queensland senior curriculum:
analysing and synthesising, evaluating, comparing, interrelating ideas, graphing, estimating, compiling
statistics, and so on. There is not, however, a simplistic match of CCEs and individual items in the QCS Test,
meaning there is not exactly one item for each CCE or exactly one CCE for each item. By their nature, some
CCEs are obviously widely present — interpreting words and symbols, analysing, interpreting the meaning of
diagrams, justifying; others such as graphing may be obviously absent from all but one or two specific items.
The CCE given for an item is not, therefore, a claim that this is the only skill required to complete this item
successfully. Nor is it a claim that the CCE should be understood as meaning only the skills apparently
required by the item. There may even seem to be ways of completing the item successfully that do not appear
to involve the given CCE/s.
The listing of CCEs against items provides information about how the test constructors view each item in the
context of the particular QCS Test in which it occurs.
Balance of the QCS Test in terms of CCEs
The listing of CCEs against items may suggest that the balance of a particular QCS Test or a series of QCS
Tests can be assessed by tallying the number of times each CCE is listed.
It is wrong to expect such a tally to show an equal number of items for each of the 49 CCEs because they are
not, and were not developed to be, either equal or equivalent, or in any other sense, interchangeable.
A reasonable assessment of the balance of the QCS Test will take into account that
• the 49 CCEs are not equal
• no CCE is trivial
• some CCEs are more substantial than others
• no single CCE fails to occur in the Queensland senior curriculum
• some CCEs are diffused generally across a wide range of items (and are therefore not listed frequently)
• some CCEs can only be tested through particular kinds of items which require a substantial proportion of
the total test item (and hence these CCEs will not occur very often).
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Appendixes
Appendix 1: The 49 Common Curriculum Elements
Descriptors and Notes
Note: The numbering system given for the testable Common Curriculum Elements is that used within the
Testing Unit. Readers should not be perturbed to find that, while the list is in numerical order, there are
numbers missing. All 49 elements appear in the list.
1
Recognising letters, words and other symbols
2
Finding material in an indexed collection:
Note: Examples of an indexed collection are — a dictionary, an encyclopaedia, a library catalogue, a
road map, an art catalogue, an instruction booklet, a share register, a classified advertisement column.
3
Recalling/remembering:
Note: Consult Test Specifications Section 2.3 to establish what might reasonably be regarded as
assumed knowledge, i.e. ‘an elementary level of general knowledge, and a knowledge of vocabulary
and mathematical operations at a level of sophistication consistent with a sound general Year 10
education … basic arithmetic operations involved in calculation, also include fundamental
mathematical concepts such as simple algebra, percentage, ratio, area, angle and power of ten
notation.’
4
Interpreting the meaning of words or other symbols
5
Interpreting the meaning of pictures/illustrations
6
Interpreting the meaning of tables or diagrams or maps or graphs
7
Translating from one form to another:
Expressing information in a different form
Note: Translation could involve the following forms:
verbal information (in English)
algebraic symbols
graphs
mathematical material given in words
symbolic codes (e.g. Morse code, other number systems)
pictures
diagrams
maps.
9
Using correct spelling, punctuation, grammar
10
Using vocabulary appropriate to a context
11
Summarising/condensing written text:
Presenting essential ideas and information in fewer words and in a logical sequence
Note: Simply listing the main points in note form is not acceptable, nor is ‘lifting’ verbatim from the
given passage.
12
Compiling lists/statistics:
Systematically collecting and counting numerical facts or data
13
Recording/noting data:
Identifying relevant information and then accurately and methodically writing it down in one or more
predetermined categories
Note: Examples of predetermined categories are — female/male; odd/even; mass/acceleration.
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14
Compiling results in a tabular form:
Devising appropriate headings and presenting information using rows and/or columns
15
Graphing:
Note: Students will be required to construct graphs as well as to interpret them (see CCE 6).
16
Calculating with or without calculators
17
Estimating numerical magnitude:
Employing a rational process (such as applying an algorithm, or comparing by experience with known
quantities or numbers) to arrive at a quantity or number that is sufficiently accurate to be useful for a
given purpose
18
Approximating a numerical value:
Employing a rational process (such as measuring or rounding) to arrive at a quantity or number that is
accurate to a specified degree
19
Substituting in formulae
20
Setting out/presenting/arranging/displaying
21
Structuring/organising extended written text
22
Structuring/organising a mathematical argument:
Generating and sequencing the steps that can lead to a required solution to a given mathematical task.
26
Explaining to others:
Presenting a meaning with clarity, precision, completeness, and with due regard to the order of
statements in the explanation
27
Expounding a viewpoint:
Presenting a clear convincing argument for a definite and detailed opinion
28
Empathising:
Appreciating the views, emotions and reactions of others by identifying with the personalities or
characteristics of other people in given situations
29
Comparing, contrasting:
Comparing: displaying recognition of similarities and differences and recognising the significance of
these similarities and differences
Contrasting: displaying recognition of differences by deliberate juxtaposition of contrary elements
30
Classifying:
Systematically distributing information/data into categories that may be either presented to, or
created by, the student
31
Interrelating ideas/themes/issues
32
Reaching a conclusion which is necessarily true provided a given set of assumptions is true:
Deducing
33
Reaching a conclusion which is consistent with a given set of assumptions:
Inferring
34
Inserting an intermediate between members of a series:
Interpolating
35
Extrapolating:
Logically extending trends or tendencies beyond the information/data given
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36
Applying strategies to trial and test ideas and procedures
37
Applying a progression of steps to achieve the required answer:
Making use of an algorithm (that is already known by students or that is given to students) to proceed
to the answer
38
Generalising from information:
Establishing by inference or induction the essential characteristics of known information or a result
41
Hypothesising:
Formulating a plausible supposition to account for known facts or observed occurrences
The supposition is often the subject of a validation process.
42
Criticising:
Appraising logical consistency and/or rationally scrutinising for authenticity/merit
Note: also critiquing — critically reviewing
43
Analysing:
Dissecting to ascertain and examine constituent parts and/or their relationships
44
Synthesising:
Assembling constituent parts into a coherent, unique and/or complex entity
The term ‘entity’ includes a system, theory, communication, plan, set of operations.
45
Judging/evaluating:
Judging: applying both procedural and deliberative operations to make a determination
Procedural operations are those that determine the relevance and admissibility of evidence, whilst
deliberative operations involve making a decision based on the evidence.
Evaluating: assigning merit according to criteria
46
Creating/composing/devising
48
Justifying:
Providing sound reasons or evidence to support a statement
Soundness requires that the reasoning is logical and, where appropriate, that the premises are likely
to be true.
49
Perceiving patterns:
Recognising and identifying designs, trends and meaningful relationships within text.
50
Visualising:
Note: Examples of aspects of this element that might be tested include:
visualising spatial concepts (e.g. rotation in space)
visualising abstractions in concrete form (e.g. kinetic theory — the movement of molecules)
visualising a notion of a physical appearance from a detailed verbal description.
51
Identifying shapes in two and three dimensions
52
Searching and locating items/information:
Note: This element as it occurs in syllabuses usually refers to field work. As these conditions are plainly
impossible to reproduce under QCS Test conditions, testing can only be performed at a ‘second order’
level.
In the sense of looking for things in different places, ‘searching and locating items/information’may be
taken to include quoting, i.e. repeating words given in an extract in the stimulus material.
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53
Observing systematically:
Note: This element as it occurs in syllabuses usually refers to laboratory situations. As these conditions
are plainly impossible to reproduce under QCS Test conditions, testing can only be performed at a
‘second order’ level.
55
Gesturing:
Identifying, describing, interpreting or responding to visual representations of a bodily or facial
movement or expression, that indicates an idea, mood or emotion
Note: This element as it occurs in syllabuses refers to acting and other forms of movement. It is possible
to test only the interpretation of movement and expression. It is understood that there are cultural
variations relating to the meanings of particular gestures.
57
Manipulating/operating/using equipment:
Displaying competence in choosing and using an implement (in actual or representational form) to
perform a given task effectively
60
Sketching/drawing:
Sketching: executing a drawing or painting in simple form, giving essential features but not necessarily
with detail or accuracy
Drawing: depicting an object, idea or system pictorially, such as in a clearly defined diagram or
flowchart.
Note: Sketching/drawing does not include the representation of numerical data as required in CCE 14
and CCE 15.
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Appendix 2: CCEs
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1

Recognising letters, words and other symbols
2

Finding material in an indexed collection
3

Recalling/remembering
4

Interpreting the meaning of words or other symbols
5

Interpreting the meaning of pictures/illustrations
6

Interpreting the meaning of tables or diagrams or maps or graphs
7

Translating from one form to another
9

Using correct spelling, punctuation, grammar
10

Using vocabulary appropriate to a context
11

Summarising/condensing written text
12

Compiling lists/statistics
13

Recording/noting data
14

Compiling results in a tabular form
15

Graphing
16

Calculating with or without calculators
17

Estimating numerical magnitude
18

Approximating a numerical value
19

Substituting in formulae
20

Setting out/presenting/arranging/displaying
21

Structuring/organising extended written text
22

Structuring/organising a mathematical argument
26

Explaining to others
27

Expounding a viewpoint
28

Empathising
29

Comparing, contrasting
30

Classifying
31

Interrelating ideas/themes/issues
32

Reaching a conclusion which is necessarily true provided a given set of assumptions is true
33

Reaching a conclusion which is consistent with a given set of assumptions
34

Inserting an intermediate between members of a series
35

Extrapolating
36

Applying strategies to trial and test ideas and procedures
37

Applying a progression of steps to achieve the required answer
38

Generalising from information
41

Hypothesising
42

Criticising
43

Analysing
44

Synthesising
45

Judging/evaluating
46

Creating/composing/devising
48

Justifying
49

Perceiving patterns
50

Visualising
51

Identifying shapes in two and three dimensions
52

Searching and locating items/information
53

Observing systematically
55

Gesturing
57

Manipulating/operating/using equipment
60

Sketching/drawing
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Appendix 3: CCEs grouped by baskets

Comprehend and collect
1
Recognising letters, words and other symbols
2
Finding material in an indexed collection
3
Recalling/remembering
4
Interpreting the meaning of words or other symbols
5
Interpreting the meaning of pictures/illustrations
6
Interpreting the meaning of tables or diagrams or maps or graphs
7
Translating from one form to another
12
Compiling lists/statistics
13
Recording/noting data
28
Empathising
51
Identifying shapes in two and three dimensions
52
Searching and locating items/information
53
Observing systematically
55
Gesturing
57
Manipulating/operating/using equipment

Structure and sequence
21
Structuring/organising extended written text
22
Structuring/organising a mathematical argument
29
Comparing, contrasting
30
Classifying
31
Interrelating ideas/themes/issues
36
Applying strategies to trial and test ideas and procedures
38
Generalising from information
49
Perceiving patterns
50
Visualising

Analyse, assess and conclude
32
Reaching a conclusion which is necessarily true provided a given set of assumptions is true
33
Reaching a conclusion which is consistent with a given set of assumptions
34
Inserting an intermediate between members of a series
35
Extrapolating
41
Hypothesising
42
Criticising
43
Analysing
44
Synthesising
45
Judging/evaluating
48
Justifying

Create and present
9
Using correct spelling, punctuation, grammar
10
Using vocabulary appropriate to a context
11
Summarising/condensing written text
14
Compiling results in a tabular form
15
Graphing
20
Setting out/presenting/arranging/displaying
26
Explaining to others
27
Expounding a viewpoint
46
Creating/composing/devising
60
Sketching/drawing

Apply techniques and procedures
16
Calculating with or without calculators
17
Estimating numerical magnitude
18
Approximating a numerical value
19
Substituting in formulae
37
Applying a progression of steps to achieve the required answer
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Appendix 4: Glossary of terms used in relation to the QCS Test
acceptable minimum standards: the description of a marking process whereby markers are required to use
their assessment skills to interpret a student response and match it to a standard in each performance
domain being tested by the item. Predetermined trade-offs are already incorporated. Markers then award a
grade for that performance domain for that item.
adjacent grades: on a short response marking scheme, a pair of available grades in direct proximity, e.g. A
and B, D and E, N and O (see grade)
assumed knowledge: the benchmark of students’ required learning in terms of QCS testing; taken to be the
possession of both an elementary level of general knowledge and a knowledge of vocabulary and
mathematical operations at a level of sophistication consistent with that of a student with a sound general
Year 10 education
batched items: a group of items which relate to the same stimulus material
built-in trade-off: a property of a marking scheme that ensures that the performance domains contribute to
the grade in a manner reflective of their hierarchical position in that item
calibration: a routine process aimed at controlling reliability loss by removing irregularities in a marker’s
judgment ‘gauge’ before that marker is free to ‘gauge standards’, i.e. to mark
check marking: a process involving scrutiny by marking supervisors (WT), immersers (SR) and unit managers
(SR) of grades awarded by markers
closed response item: a short response item which involves the student in the production of an answer and
requires the marker to assess the accuracy of the response. This type of item usually produces a definite
number of response types.
common curriculum element (CCE): one of the 49 generic skills that are common to at least two subjects in
the Queensland senior curriculum, testable in the current format of the QCS Test, and within the learning
opportunities of a high proportion of students
creditable response: a response (to a short response item) that is awarded one of the available grades, A to E,
and thus attracts credit
criterion (also called basket): macroskill. The QCS Test measures achievement in five criteria, each of which is
symbolised by a letter of the Greek alphabet:

comprehend and collect

structure and sequence

analyse, assess and conclude

create and present

apply techniques and procedures.
The 49 common curriculum elements can be distributed among these five criteria, each criterion representing
a set of related CCEs.
cue: an instruction attached to a short response item, situated next to the space provided for the student
response. The cue gives students a clear idea of what is required of them, sometimes providing essential
further information on how to respond.
curriculum element: identifiable coherent activity specified by a syllabus as relevant to the pursuit of the
aims and objectives of that syllabus
denotation: descriptor and/or notes related to a CCE, which represent the meaning of that CCE for the
purpose of the QCS Test. Denotations are circulated to the appropriate audiences.
descriptor: see standard descriptor
desirable feature: item-specific characteristic of a student’s short response that demonstrates achievement
and therefore contributes to the determination of attainment in a particular performance domain
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dimension: one of nine defined characteristics of a test item. Each item can be classified in terms of each of
these nine dimensions. This classification is used for assessing range and balance in the test.
discrepant marker: a marker whose marking differences (compared with other markers) are either not
acceptably small or not apparently random
dissonant markings: binders whose items have been given significantly different marks by different markers
essential equipment: ‘tools of the trade’ listed in the Student Information Bulletin and in Directions on the
cover of the testpaper, and which the student must provide in order to complete the test, namely:
• pens (black ink)
• pencil (for drawing and sketching, but not for writing)
• protractor
• drawing compass
• eraser
• coloured pencils
• ruler
• calculator with spare batteries.
exemplar: example of a response included in the marking scheme as an indication to markers of the
acceptable standard for the award of an A-grade
flyer: a written mechanism by which unit managers and immersers can communicate to markers any
decisions regarding the treatment of scripts made after marking has commenced
footnote: additional information provided at the end of the relevant piece of stimulus material, with reference
to the stimulus material via a superscript. It may take various forms such as a commentary on word usage or
sourcing of an extract.
gloss: definition of a term that students are not expected to know. When substantive vocabulary of a high
level of sophistication, whose meaning cannot be determined from the context is used, a meaning or
explanation is provided at the end of the relevant passage. Reference to the passage is made via a
superscript.
grade (response grade): a measure of performance on a short response item on the basis of a student’s
response. Grades are consecutive letters, with A denoting the grade pertaining to the highest performance
level. The number of grades may vary from item to item. The lowest available grade identifies the threshold
for creditable performance.
hierarchy: a ranking of the performance domains of an item, indicating their relative contributions to the
award of the grades
immerser (SR): a person who trains markers to apply the prescribed marking schemes and standards for
each item; conducts check marking and refocusing sessions as determined by quality control; supports
markers with advice on marking; and maintains the standards of the marking
immersion: instruction to acquaint markers with details and subtleties of the marking schemes for the items
in an allocated unit, discussion of common response types and marking of real student responses
immersion notes: unit-specific script prepared by immersers for use in training markers
immersion session: a set period of time when immersers train markers in the marking scheme and provide
them with guided assistance in practice marking. Verbal instructions which form part of the marking
prescription may be given at this time.
incline of difficulty: the sequencing of units within a testpaper in such a way that units tend to become
progressively more difficult towards the end of the testpaper
introduction: a block of text at the beginning of a unit that, when necessary, gives a reference for the stimulus
material and items to follow
item: comprises the stem, cue and response area
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item-specific: pertaining to a particular item. Usually, item-specific documents contain information that can
only pertain to one of the items on a particular subtest.
item writer: a person who writes and develops items for inclusion in the itembank. Test specifications are
heeded in the writing of items.
key term: one of a list of verbs used in the stems of short response items as commands or task setters, and
for which clear definitions are appropriately circulated to students and markers for the purposes of the QCS
Test. The key terms include the following:
account for
draw (cf. sketch)
illustrate/exemplify
show (calculations)
approximate
estimate
indicate
sketch (cf. draw)
argue
evaluate
justify
state
comment on
explain
list
substitute in
compare
expound
outline (in words)
suggest
contrast
express
present
summarise
derive
extrapolate
prove
transcribe
describe
find
rank
verify
determine
generalise
refer
discuss
identify
quote
line numbers: numbers situated in the left-hand margin of some passages of stimulus material to help
students locate details mentioned in associated items
marker training: a process which occurs during the days immediately preceding the marking proper, and
consists of a pretraining/administration session and an immersion session in an allocated marking unit,
together with preliminary marking and feedback sessions
marking history: a collection of marking schemes for all items in the unit in which a marker is trained to mark,
together with the marker manual. Running rules and flyers are sometimes added to the folio during the
course of the marking operation.
marking grid: an item-specific sheet, accompanying the marking scheme, designed to assist markers’
decision making when the application of descriptors is particularly complex. The use of such grids may be
either compulsory or non-compulsory.
marking pool: the total group of markers selected from the register of markers to be involved in the marking
operation for a given year
marking scheme: the item-specific criteria and standards schema from which markers can determine grades;
the marking scheme may not include all of the instructions to the markers. Most marking schemes are
presented as a table in which the cells of each column give the descriptors of standards for the grade shown
in that column’s heading.
marking supervisor (WT): a person who trains markers to apply the prescribed criteria and standards;
conducts check marking and refocusing sessions as determined by quality control; supports markers with
advice on marking; and maintains the standards of marking.
marking unit: a collection of items that is to be marked using a single marksheet. An individual marking unit
may include items from more than one test unit. The items of an individual test unit may be spread over more
than one marking unit.
marksheet: a pre-printed sheet markers use to record information about marking.
mathematical operations: at the level of QCS testing, the basic operations involved in calculation (addition,
subtraction, multiplication, division), as well as fundamental mathematical concepts such as simple algebra,
percentage, ratio, area, angle, and power of ten notation
miniature SR paper: an A3 sheet containing abbreviated versions of the items in the testbook. Students may
retain this at the conclusion of the test.
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model response: an example of a response that demonstrates the highest level of performance and would
invariably be awarded the highest grade
monitoring (marker monitoring): comparison of markers (many pairings) to identify responses to be remarked, markers who require refocusing, and aspects of marking schemes which need attention during
calibration
non-contributory: term applied to the grade given to a short response item when a response is unintelligible
or does not satisfy the requirements for any other grade (N), or when the item is omitted (O)
notes: a note on a marking scheme that clarifies features of the item; defines, qualifies or explains terms
used in the descriptors; and gives additional information about the treatment of particular types of response
omit: label given to that category of response to a test item where the student fails to provide a response, i.e.
the student makes no apparent attempt to respond to the task set and leaves the response space completely
blank
open-ended response item: a short response item that involves the student in generative thinking and
requires the marker to assess the quality of the response. No exhaustive list of desirable features can be
identified a priori to describe a given response type.
optional equipment: ‘tools of the trade’ (other than essential equipment) normally used in a course of study,
which students may choose to provide for the test, e.g.
• set square
• correction fluid
• sharpener.
pathological response: one of the 2% or less of different or unpredictable responses not covered directly by
the descriptors in the marking scheme, and discovered after marking commences
performance domain/s: common curriculum element/s tested by a particular item. For items that are
associated with more than one CCE, the influence of each CCE is clearly evident in the marking scheme.
practice effect: an increase in marking speed as the marker gains experience in reading student responses
and grading them with the marking scheme
practice set: booklet of authentic student responses given to markers within an immersion session to
reinforce learning
preliminary marking: mandatory initial session of actual marking conducted under normal conditions with
grades to stand. Preliminary marking usually occurs immediately after immersion and before the feedback
session.
primary marking: the totality of the first two independent markings of all items on the testpaper
n
The number of marker judgments in the primary marking is 2N  pi , where N = number of students,
i=1
n = number of items on the testpaper, and pi = number of performance domains for the i th item.
refocusing: a one-on-one counselling session between an immerser and a marker who is experiencing
problems with his/her marking, as identified by quality-control procedures
referee marking: an independent third marking of a student response, which occurs when two independent
markers disagree to an extent that is regarded as significant for that item
registered marker: a marker who has successfully completed a recruitment session
reliability: the degree to which measurements are consistent, dependable or repeatable; i.e. the degree to
which they are free of errors
reliability of grades: the degree to which there is marker agreement as to the grade awarded (although some
grades are truly borderline)
response: the student’s work on an item as communicated to the marker. In writing, drawing, calculating and
so on in the case of a short response item. By blackening a circle corresponding to the selected response
option in the case of a multiple choice item.
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response alternative: one of four options from which students choose the best response for a multiple choice
item. Students record their responses on a mark-sensitive sheet which is computer scanned for scoring.
response area: the space provided in the short response testbook where students give their response. It may
be a ruled area or grid or a designated space in which to write, draw, complete a diagram, fill in a table, or
other task.
richness: a property of a test item whereby the item can provide more than the usual single piece of
information about student achievement. In the case of a rich short response item, markers are required to
award a grade in more than one, usually two, performance domains.
running rules: decisions made by unit managers and immersers after the marking has commenced to
supplement the application of marking schemes
sample response: authentic student response used for the purposes of training
second guessing: anticipating the grade selected by other markers by considering ‘What will other markers
do?’ rather than by applying the marking scheme
standard: a reference point for describing the quality of student responses in performance domains (see
marking scheme)
standard descriptor: a statement or list of statements that succinctly conveys the standard or features
required in a response to be awarded that grade in a particular performance domain
star-value: a rating for a short response item relative to other items on the short response paper, in terms of
worth/effort, from [*] lowest to [*****] highest. The star-value is printed beside the item number.
stem: that part of the item that indicates the task set or the question to be answered
stimulus material: verbal, numerical, pictorial, tabular, or graphical material that sets the context for the
item(s) to follow with the aim of promoting students’ responses
testbook (testpaper): the booklet provided to a student for the SR subtest; the cover carries directions to
students; the booklet contains items arranged within units. The booklet also contains spare pages (in case
the student needs extra response space, or decides to rewrite a response after cancelling the initial attempt)
and a fold-out section inside the back cover containing the item and star-value distribution.
training: see marker training
unit: a part of a test consisting of stimulus material and associated items, and often an introduction
unit manager (SR): a person who trains the immersers of a particular unit so that they can train the markers
with due regard to the construct of the test. Unit managers direct, assist and monitor the performance of
immersers; provide clarification of marking schemes when required; and assist with check marking, referee
marking and other quality-control procedures.
validity: the extent to which an assessment instrument measures what it is claimed to measure
validity of grades: the extent to which the item and marking scheme measure achievement in the designated
CCE/s
verbal instructions: information given to markers by immersers to acquaint them with the details and
subtleties of marking schemes, and with common response types gleaned from a sample of student
responses
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Queensland Studies Authority
154 Melbourne Street, South Brisbane
PO Box 307 Spring Hill
QLD 4004 Australia
T +61 7 3864 0299
F +61 7 3221 2553
www.qsa.qld.edu.au