Retrospective
2012 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 testpaper and two Multiple
Choice testpapers. Students experience a variety of stimulus material such as prose passages, poetry,
graphs, tables, maps, mathematical and scientific data, cartoons, and reproductions of works of art.
The Retrospective is a definitive and descriptive report on the integration of the test specifications, the
expectations of the test constructors, and the performance characteristics of the students. It also provides
information on the relative worth of items on the test, data that allow the determination of student
achievement on the test.
The Retrospective does not include copies of the testpapers. All schools receive copies of the testpapers
during the administration of the QCS Test. Any individual or organisation requiring copies may buy these
from the Queensland Studies Authority.
In addition to having value at school level, this publication should appeal to a wider audience. In fact, anyone
interested in cross-curriculum testing is sure to find it informative.
Peter Luxton
Acting Director
ISSN 1321-3938
© The State of Queensland (Queensland Studies Authority) 2013
Copyright protects this material. Copyright in the Core Skills Test is owned by the State of Queensland and/or the 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:
Publishing Unit
Email: [email protected]
Contents
Multiple Choice (MC) I & II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
MC I & II 2012 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
MC I commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
MC II commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Common Curriculum Elements (CCEs) and the MC format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Short Response (SR) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
SR 2012 summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Unit One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Unit Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Unit Three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Unit Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Unit Five . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Unit Six . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Unit Seven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Unit Eight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Writing Task (WT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
WT 2012 Overall concept: Getting there . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Diagram of the testpaper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
WT commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Stimulus pieces: Visual, written or combination? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Choice of text type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Choice of genre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Criteria and standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Selected student responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Relative worth of each subtest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Relative worth of parts of the QCS Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Deemed CCEs and QCS Test items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Balance of the QCS Test in terms of CCEs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Appendixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Appendix 1: The 49 Common Curriculum Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Appendix 2: CCEs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Appendix 3: CCEs grouped by baskets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Appendix 4: Glossary of terms used in relation to the QCS Test . . . . . . . . . . . . . . . . . . . . . . . 102
Multiple Choice (MC) I & II
Commentary
The 2012 MC subtest consisted of two testpapers, each with 25 verbal and 25 quantitative items. For an item,
the facility is the proportion of students who gave the correct response; it is expressed as a percentage. For
the 2012 MC subtest, the average facility on verbal items was 53%, and on quantitative items it was 52%.
MC I had an average facility of 51%, while MC II had 54%. The average facility on the subtest as a whole was
52.5%. On each testpaper there was a spread of facilities; on MC I they varied from 19% (item 17) to 84%
(item 15), and on MC II from 29% (item 67) to 90% (item 75).
Within the verbal domain, stimulus materials included poems, extracts from novels, newspaper articles and
letters to the editor, artworks, descriptions of scientific experiments, quotations, interviews and speeches.
Within the quantitative domain, stimulus materials included diagrams, tables, charts, graphs and maps.
Subjects covered included English language and literature, modern history, politics and sociology, ethics,
law, psychology, art history, chemistry, physics, climatology, information theory, geography, social
anthropology, health and medicine, economics, and both pure and applied mathematics.
The following table summarises data about the 21 units that made up the 2012 MC subtest. The main
Common Curriculum Elements (CCEs) tested in each unit are listed. The order of the CCEs for each unit does
not reflect the order of the items, nor does it imply a cognitive hierarchy. The baskets into which CCEs are
grouped are shown in Appendix 2. For a unit, the average facility (AF) is the average of the facilities of all
items in that unit.
MC I & II 2012 summary
Unit
Item
Key Basket
F
52
B


3
D

41
4
B

64
5
D

35
3 Witness Memory
6
A

77
(prose nonfiction,
psychology, legal
studies)
7
C

74
8
D

49
9
A

62
10
C

56
11
D

55
12
A

78
13
A

75
14
B

65
15
A

84
16
A

43
17
B

19
5 Eiffel Tower
18
B
19
B
20
D
21
C




52
(artworks)
1 Who’s Who?
(poem)
2 Maltese Cross
(diagram, geometrical
operations)
4 Pyramid Dice
(diagrams, probability)
1
A
2
39
60
77
AF (%)
Common Curriculum Elements
44
4 Interpreting the meaning of words or other
symbols
33 Inferring
48 Justifying
50
16 Calculating with or without calculators
64
4 Interpreting the meaning of words or other
symbols
26 Explaining to others
31 Interrelating ideas/themes/issues
35 Extrapolating
43 Analysing
57
63
16
19
45
51
Calculating with or without calculators
Substituting in formulae
Judging
Identifying shapes in two and three
dimensions
5 Interpreting the meaning of pictures/
illustrations
29 Comparing, contrasting
63
Queensland Studies Authority |
1
Unit
Item
62
C
24
B

52
7 Absolute Pitch
25
A
40
(graph, physics)
26
C
27
C
28
B
29
A
30
C
31
D
32
B
33
C
34
A
35
D
36
B
37
C
38
A
39
D
40
D
41
C
42
B
43
C
44
C
45
B
46
D
47
D
48
A
49
B
50
A
51
B
52
A
53
A
54
C
55
C
56
B
57
B

































58
A

76
59
D

44
60
A

73
61
D

59
62
B

48
63
C

50
(table, chemistry)
8 Climate Change
(personal reflections,
geography)
9 Flipping Cards
(diagrams, rules,
patterns)
10 Genius
(novel)
11 Bubble Map
(diagram, map,
numerical operations)
12 Quotations
(prose nonfiction)
13 Sociogram
(diagrams, rules, logic)
14 Probability
(prose nonfiction,
historiography)
|
F


6 CCN
2
Key Basket
Retrospective
22
D
23
2012 QCS Test
49
AF (%)
Common Curriculum Elements
54
4 Interpreting the meaning of words or other
symbols
7 Translating from one form to another
16 Calculating with or without calculators
45
6 Interpreting the meaning of tables or
diagrams or maps or graphs
15 Graphing
41 Hypothesising
45 Judging
33 Inferring
43
4 Interpreting the meaning of words or other
symbols
10 Using vocabulary appropriate to a context
11 Summarising/condensing written text
43 Analysing
49
7
16
43
32
Translating from one form to another
Calculating with or without calculators
Analysing
Deducing
41
7
10
31
33
43
Translating from one form to another
Using vocabulary appropriate to a context
Interrelating ideas/themes/issues
Inferring
Analysing
52
6 Interpreting the meaning of tables or
diagrams or maps or graphs
7 Translating from one form to another
16 Calculating with or without calculators
32 Deducing
63
4 Interpreting the meaning of words or other
symbols
29 Comparing, contrasting
43 Analysing
45 Judging
71
6 Interpreting the meaning of tables or
diagrams or maps or graphs
32 Deducing
33 Inferring
36 Applying strategies to trial and test ideas
and procedures
58
7
10
33
43
56
45
48
36
44
61
34
20
54
46
50
63
50
38
67
24
31
60
31
31
83
36
46
37
57
52
49
72
77
87
86
63
Translating from one form to another
Using vocabulary appropriate to a context
Inferring
Analysing
Unit
Item
Key Basket
15 Tasmanian Car Trips
64
C
(diagrams, map,
numerical operations)
65
D
66
B
67
A
68
A
69
C
70
B
71
B
72
A
73
C
74
D
17 Sundaram’s Sieve
75
B
(table, number
sequence, algebra)
76
B
77
A
78
C
79
D
80
D
81
D
82
D
83
A
84
B
85
D
86
B
87
C
88
C
89
A
90
D
91
D
92
C
93
B
94
C
95
D
96
C
97
A
98
D
99
A
100
C
16 Old School
(novel)
18 Chinese Man
(prose nonfiction,
history, SOSE)
19 Vietnam Eye Health
(table, illustrations,
numerical operations)
20 Forgotten Man
(prose nonfiction,
history, economics)
21 Cellular Automata
(diagrams, rules, visual
patterns)





































F
AF (%)
Common Curriculum Elements
54
46
6 Interpreting the meaning of tables or
diagrams or maps or graphs
16 Calculating with or without calculators
45 Judging
54
4 Interpreting the meaning of words or other
symbols
28 Empathising
29 Comparing, contrasting
33 Inferring
43 Analysing
62
35 Extrapolating
36 Applying strategies to trial and test ideas
and procedures
38 Generalising from information
49
4 Interpreting the meaning of words or other
symbols
28 Empathising
33 Inferring
44 Synthesising
53
47
29
46
39
61
53
51
49
70
90
60
71
51
36
39
33
61
61
62
35
33
47
59
47
16
35
29
37
Calculating with or without calculators
Extrapolating
Comparing, contrasting
Applying a progression of steps to achieve
the required answer
43
46
48
4 Interpreting the meaning of words or other
symbols
26 Explaining to others
28 Empathising
29 Comparing, contrasting
45 Judging
43
7 Translating from one form to another
35 Extrapolating
49 Perceiving patterns
31
69
46
40
58
36
46
48
35
52
Average facility on subtest
52.5
Queensland Studies Authority |
3
MC I commentary
In this section, the main aims of each unit are briefly outlined. Two units (7 and 10) are singled out for
detailed analysis.
Unit 1 Who’s Who?
This short poem asks students to recognise Auden’s central theme, which is the veneer of fame.
Unit 2 Maltese Cross
This short unit asks students to make use of Pythagoras’ theorem in analysing a geometrical diagram.
Unit 3 Witness Memory
This extract from a newspaper article deals with how witnesses to accidents and crimes remember the
events, and what expectations are placed on them by the judicial system. The items test students’
understanding of the different viewpoints presented in the extract.
Unit 4 Pyramid Dice
As a twist on the usual probability problems presented by cuboid dice, this unit uses pyramid dice of various
heights. In most items, students use information given, and their basic knowledge of geometry, to make
calculations. One of the more challenging aspects of this unit is understanding the probability of a pyramid
die landing on its base.
Unit 5 Eiffel Tower
This unit revolves around three images of the Eiffel Tower in Paris: a painting and a drawing by French artist
Robert Delaunay, and a contemporary photograph of the tower. Students are asked to compare the three
renditions in terms of the artists’ intentions, and in terms of specific graphic conventions such as form and
tonality. The unit also asks students to evaluate alternative readings of one of the artworks.
Unit 6 CCN
This unit deals with a ‘shorthand’ way of describing complex chemical substances used in the making of
concrete. Students are asked to perceive the underlying patterns of the notation and to apply their
understanding to the items.
Unit 7 Absolute Pitch
This unit is centred on an experiment carried out to examine whether people who reported having, or not
having, absolute pitch (AP) actually did have it, and if so to what degree. Students are asked to familiarise
themselves with the description of the experiment, to perceive its underlying assumptions, and to make
sense of the results of the experiment as expressed in a graph. This proved to be one of the more challenging
units on the subtest.
Item 25 asks students to evaluate the relative ease of recognising pure versus piano tones. They need to
understand, first of all, that if recognising these two types of tone was equally as easy, then data points in the
graph would be concentrated around a straight line extending from coordinates (0, 0) to (36, 36). In fact, the
vast majority of data points sit well above this line, which indicates the relative ease of recognising piano
tones.
Item 26 asks students to identify the symbol system used in the graph’s key, to relate that information to the
lowest categories of AP on the graph, then to deduce two minimum scores — one for pure tones and one for
piano tones — which together underline all AP scores. The graph shows that, in respect of piano tones, all AP
scores are greater than 26, while in respect of pure tones, all AP scores are greater than 12. The option which
comes closest to this is C. Option A ignores the data point at (12, 30). Option B takes account only of scores in
the AP–1 category. Option D includes a proportion of non-AP data points.
Item 27 asks students to choose between one of four hypotheses that would account for the inclusion of pure
tones in the experiment. The most plausible hypothesis (option C) is derived from the information presented
in the stimulus material that piano tones have their own timbre; it is also a reasonable inference that most
musicians chosen for this experiment had some familiarity with piano tones, given the popularity of the
4
|
Retrospective
2012 QCS Test
piano. Thus one might expect timbre and familiarity to have influence on acoustic perception. Presenting the
same tones as pure tones offers a check on this anticipated variability, by way of presenting a ‘level playing
field’ or ‘baseline’ measure. Option A is incorrect because it assumes, without reasons based in the stimulus
material, that musicians respond in the same way to pure tones. What is at issue here is the measure of
correlation between acoustic perceptions of pure tones relative to piano tones. Option B is incorrect because
it assumes without supporting data that scores derived from piano tones will always be greater than those
derived from pure tones. Students who simply project an external piece of knowledge (which may well have
some truth in it) onto the experimental data would have been attracted by option D. But this overlooks the
obvious point that electronic music is not presented as a series of pure tones.
Item 28 requires students to classify given sets of scores. There are no hard-and-fast rules here; students
need to evaluate the spatial relations of each of the four new data points against the known data points on
the graph. Option A sits closer to scores classified as AP–4 than to any other score class. Options C and D are
firmly ensconced within data points of the AP–1 class. Option B, though somewhat out on its own, is closest
to the single data point classified as AP–3.
Item 29 asks students to identify and isolate a certain subset of data from the graph and then to re-present it
in the form of another graph. This item therefore tests the CCE of Graphing, albeit at second order.
Unit 8 Climate Change
The topic of climate change incites a broad spectrum of views, often strongly opposed to each other. In this
unit students are asked to understand and to compare the views of three individuals.
Unit 9 Flipping Cards
This unit uses an imaginary card game to test students’ understanding of rules and procedures within a
broader context of spatial pattern reasoning.
Unit 10 Genius
This extract, from the German writer Thomas Mann’s novel Death in Venice, offers an appreciation of the
novel’s main character, Gustav Aschenbach. Mann’s robust yet rich prose style offers a significant challenge
to students, and this is reflected in the fact that this unit was the most difficult unit on the subtest, with most
of its items yielding facilities in the low thirties.
Item 40 asks students to find essential meaning in the lengthy and challenging first sentence. Option A is
incorrect because the text does not say that Aschenbach’s writing appealed more to one group of people than
to others. Options B and C pick up on incorrect readings of the opening words ‘remote … from’. The first
sentence is not about Aschenbach as a person, but seeks to characterise the nature of his genius.
Item 41 was one of the most difficult items on the subtest, with 24% facility. Like item 40, it deals with the
first sentence of the extract, but in a much more incisive fashion. Students need to understand that the
narrator draws a distinction between the general public’s loyalty to Aschenbach as a writer, and the attitude
of the connoisseurs: ‘sympathetic’ (i.e. well-disposed toward his writing) and offering pertinent analyses, yet
without a strong sense of personal attachment. Option A is wrong because there is no suggestion that the
general public was less sympathetic to his writing than were the connoisseurs. Option B is wrong because
the extract provides no information about subject matter or style except that these were distanced from the
‘banal’ and the ‘eccentric’. Option D plays on the popular misconception that connoisseurs and critics are
better able to understand complex writers.
To respond correctly to item 42 students need to analyse lines 3–5 of the extract and to understand that, had
the young Aschenbach not been pushed to excel, he probably would not have done so of his own accord.
Lines 10 and 11 further inform this assessment, with the knowledge that Aschenbach was not a robust child
and therefore not well suited to the rigours of the writing profession. Students who presume that geniuses
necessarily reveal their true colours at an early age will be attracted to Option A. Option C seems correct, but
is ruled out by its assertion that the young Aschenbach was ‘wayward’. Option D is similar to option A, except
that it focuses on character traits rather than specific verbal aptitude; it is wrong, for similar reasons to
option A.
Queensland Studies Authority |
5
Item 43 tests students’ understanding of the strong visual metaphor in lines 7–9. The closed fist is intended
to represent a tightly structured life, and a rigid work ethic. Most students understood this. Options A, B
and D attracted students who misread the fist as a symbol of aggression or opposition rather than rigidity.
There is no suggestion in the extract that Aschenbach was aggressive by nature, or in response to the
pressures mounted upon him, or that he had an ‘us and them’ mentality.
Item 44 tests students’ understanding of the expression ‘called to’. Its use in this context is, in fact, quite
subtle. It indicates a strong inner impulse toward a particular profession, sometimes involving a sense of
struggle or self-examination. Mann emphasises that there are elements in Aschenbach’s character and
temperament which pulled in opposing directions, the one drawing him into the world of writing (being
‘called to’ it), the other causing him to struggle against that. A full answer to the question posed in this item
must therefore encompass both the impulse, and the character traits that caused Aschenbach to struggle
with it. Option A is incorrect because there is no suggestion in the extract that young Aschenbach was
unaware of his writing talent. Option B is incorrect because it ignores the sense of struggle. Option D is
incorrect because it assumes that Aschenbach possessed no significant talent as a writer.
The final item in this unit asks students to relate four comments about childhood to the picture of
Aschenbach’s childhood sketched in the extract. In the extract, Mann focuses on Aschenbach’s childhood as
the essential formative period that nurtured the seeds of his adult genius. Option B comes closest to
conveying this sense of early childhood as the most important formative period. Option A comes less close,
because the extract makes no claim that Aschenbach had been deprived of role models. Option C appears to
be relevant, but actually bears little substantive relation to the extract. Option D is ruled out because the
extract does not imply that the young Aschenbach was hard to manage.
Unit 11 Bubble Map
Bubble maps provide a useful way to display statistical information, often relating to geography and
economics. The bubble map in this unit focuses on the production of natural gas and crude oil in various
countries within the Asia–Pacific region. The task for students is to understand the underlying principles of
the bubble symbols, and to apply that understanding to the items.
MC II commentary
In this section, the main aims of each unit are briefly outlined. Two units (16 and 21) are singled out for
detailed analysis.
Unit 12 Quotations
This unit offers four independent quotations, intended as a lead-in to the second MC testpaper. All the items
were handled comfortably by students.
Unit 13 Sociogram
This unit uses the popular theme of reality television in exploring a sociogram, i.e. a diagram showing
relationships between events. In this case, the ‘events’ are the contestants, who have to provide the producer
with a list of preferred partners for an upcoming task. Students need to make sense of the sociogram in terms
of the information provided. Essentially, this unit tests students’ ability to apply logic and spatial reasoning.
Unit 14 Probability
This is not a unit about mathematical probability, but probability as used in the context of writing history
(historiography), i.e. weighing up the evidence and drawing reasonable inferences from it. One of the items
(item 62) asks students to translate information given in verbal form into a graphical form.
Unit 15 Tasmanian Car Trips
The stimulus material for this unit was adapted from an old motoring guide to Tasmania. It shows four
different ways to get from Somerset to Hobart, with linkages between the four routes at various points.
Students are asked to make use of the information provided to calculate the lengths of routes, to choose
between alternative routes, and to express a particular route in terms of a map.
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Retrospective
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Unit 16 Old School
The two passages in this unit were taken from the novel Old School by Tobias Wolff. The two passages are
quite different in form. The first is essentially a dialogue between two schoolboys in the wake of a poetry
prize adjudicated by the famous poet Robert Frost; the second is part of a speech delivered by Robert Frost at
the school when presenting the prize for this competition.
Item 69 asks students what one of the schoolboys means when he says ‘it doesn’t matter what I know’ (line
10). Without reading carefully around that line, it might be construed in different ways. From the boy’s
‘message in a bottle’ analogy, we infer that what he means is that his own personal knowledge of the
circumstances, and of the winning poem’s author, are irrelevant because the adjudicator (Frost) did not have
access to any such knowledge; all he had was the poem itself. The boy’s general point is, therefore, that other
people are entitled to reach whatever conclusions they may about the poem’s merits (option C). Option A is
incorrect because the boy’s statement in line 10 is not so much about his own opinion as about the fact that
other people have different but equally valid opinions. Option B is incorrect because we know from line 4 that
the boy does have an opinion, even if he thinks it is only one among many. Option D is incorrect because it
suggests that the opinions of readers are less important than the intentions of the poet; in fact, the boy
indicates that the opposite is true.
Item 70 asks students to evaluate the tonality of Purcell’s words in lines 15–20, paying particular attention to
word choice and sentence construction and to what has been deliberately emphasised by italics. Option A is
clearly wrong, because there is nothing doubtful about the way Purcell expresses himself. In like manner,
option C is wrong because Purcell’s comments are hardly cautious; this is an emotional blurt, and as such
contains little analysis. ‘Flippant’ (option D) is incorrect because Purcell intends his comments to be taken
seriously (which is why he says to his companion, ‘Go ahead, laugh!’). Of the options presented, option B
comes closest to describing Purcell’s tone.
Item 71 asks students to construe Purcell’s comment, ‘When I see a rhyme in a poem, I know I’m being lied
to’. For Purcell, rhyme applies an artificial and misleading sense of order to the disorder of normal human
experience. Thus option B is the best of the four options. Option A is incorrect because it makes rhyme
schemes the culprit in forcing poets to choose words that distort their intended meanings. Whereas for
Purcell, rhyme is a choice that poets make; responsibility rests, therefore, with the poets. Option C is
incorrect because Purcell’s comments are not pitched directly at the poetic or aesthetic merits of rhyme.
Option D is incorrect because there is no intimation in Purcell’s comments that poets are driven by the
expectations of their readership.
The clue to answering item 72 is in lines 4–6. For Frost, rhyme is an element of poetic form, and in these lines
Frost directly associates poetic form with honouring his deceased friend. Since for Frost ‘spontaneity’ implies
an absence or loosening of form, spontaneity does dishonour or disrespect. Option B is incorrect because
creativity is irrelevant to Frost’s comments. Option C reflects the viewpoint of Purcell rather than Frost; it is
incorrect because from the tenor of Frost’s comments we can reasonably infer that poetic form ensures an
honest embodiment of thoughts and feelings; for him, ‘spontaneity’ is thus a mark not only of disrespect but
also of dishonesty. Option D is incorrect because, for Frost, to be spontaneous in poetry is not necessarily to
pretend, it is to be dishonourable.
With item 73, the students must recognise that, for Frost, it is important that one preserve the feelings one
has for a fellow human by embodying those feelings in poetic form (option C). That is a continuous and
unending process. In fact, to keep commemorating those feelings is an important aspect of honouring the
fellowship. Option A attracted those students who read into the text a pop psychology idea about achieving
‘closure’ that is alien to Frost’s way of thinking. Option B is wrong because it is not war that is of primary
concern for Frost, but rather the issue of conserving significant feeling irrespective of context. Option D is
wrong for the same reason: it is not so much about anything the object of the poem did, or their
circumstances, but how the poet feels about the object of the poem, i.e. it is about the affective relationship,
which endures in poetic form.
Item 74 asks students to compare Purcell’s and Frost’s attitudes to form in poetry. Option D offers the best
representation of their respective positions. Option A is incorrect because, for Frost, form makes experience
neither easier nor harder to bear; it simply transmits the experience as faithfully as possible; also, for Purcell
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it is form that is difficult to bear because it tries to subvert the reality of human experience. Option B is wrong
because, for Purcell, poets who make use of form (for example, rhyme) are dishonest for doing so; for Frost,
form has wide application, beyond the militaristic. Option C is wrong because, for Frost, poetic form is not
just about epic stories, it is relevant to all human experience; Purcell would, however, tend to agree with the
notion that form brings confusion to the writing process, to the extent that form obscures an honest account
of real experience.
Unit 17 Sundaram’s Sieve
This unit is essentially about recognising number sequences and patterns, involving both extrapolation and
generalisation (in the guise of finding general algebraic expressions for certain patterns).
Unit 18 Chinese Man
Chinese Man recounts an interview between a travel writer and a young man he met in China. The text deals
with the young man’s thoughts and feelings about recent social changes in his country. As well as
comprehending various aspects of the text, students are asked to assess the feelings and attitudes of the
young Chinese man.
Unit 19 Vietnam Eye Health
This unit presents students with an opportunity to perform fairly straightforward arithmetic operations on
statistical data relating to the work of the Fred Hollows Foundation in Vietnam. These operations include
calculating percentages, extrapolating from the data, and problem-solving using the given data.
Unit 20 Forgotten Man
There are two short extracts in this unit. Both deal with what Americans call the ‘forgotten man’, but each
author has a different understanding of the term. Students are asked to understand the meaning of the term
for each author, to analyse their respective arguments and to assess the tonalities of the two extracts.
Unit 21 Cellular Automata
The final unit on the MC subtest was also the quantitative unit students found most difficult. This unit asks
students to understand rules expressed both verbally and diagrammatically, and to apply those rules to
specific diagrams called ‘cellular automata’. A challenge for students is to translate successfully from verbal
to diagrammatic modes and the reverse.
In item 96 students are given part of a cellular automaton and are asked to derive the verbal rule from which
it is generated. The best way to do this item is to take each option in succession and, by choosing one or two
shaded cells, determine whether or not it applies. In this instance, only option C satisfies the rule.
In item 97, students progress from the rule to the cellular automaton generated from that rule. Here,
however, the rule is expressed diagrammatically. For each option, one searches for examples of permutations
that are not represented in the rule. Non-representation invalidates the option. The cells at either end of each
automaton cannot be used to invalidate the option, because the rows continue in either direction. In
option B, there is no unshaded cell which meets the requirement of having three unshaded cells above it. In
option C, there are instances where an unshaded cell has two shaded and one unshaded cell above it, a
permutation not permitted under the rule. In option D, the same problem arises.
Item 98 is similar to item 96, except that options for the derived rule are expressed diagrammatically. Again,
one peruses the permutations within each option to see which cannot be found in the given cellular
automaton. In option A, only the middle permutation is found. In option B, only the left option is found. In
option C, only the left and middle options are found. In the keyed response (option D), all three permutations
are found.
Item 99 is similar to item 97, and is solved using a similar method.
Item 100 asks students to recognise a patterned relationship between the row number and the number of
shaded cells in that row. From that recognition one can form a general relation. That relation may be
expressed as follows: for row n, where n > 1 and n is an odd number, the number of shaded cells in
row n = (n + 1). So, in row 37 there must be 38 shaded cells (option C).
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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 the visual arts, mathematics, science, media, history, the political
and social sciences and literature.
This year’s paper was varied in its content, covering a broad range of CCEs. The different tasks included using
and interpreting a nomogram (type of graph), applying various mathematical formulae, composing proofs,
drawing particular jigsaw pieces, completing a table, recognising and crafting ‘spin’, investigating properties
of car tyres, assessing according to given criteria, analysing prose and poetry pieces and explaining using
examples.
Model responses and commentaries on student 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.
Since all short-response items are double marked, this means that a student’s response booklet was marked
by at least 10 different independent markers — more, if any response/s required referee marking.
For organisational purposes during the marking operation, the testpaper units were grouped into five
marking units. In 2012, Marking Unit 1 contained testpaper units One and Six, Marking Unit 2 contained
testpaper units Two and Five, Marking Unit 3 contained testpaper units Three and Four, Marking Unit 7
contained testpaper unit Seven and Marking Unit 8 contained testpaper unit Eight.
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Retrospective 2012 QCS Test
SR 2012 summary
Unit
One
My Dog
Two
Flights
Three
Jigsaw
Four
Spin
Five
Tyres
Item
Basket
1

29 Comparing, contrasting
43 Analysing
2

3

2
16
22
26
36
Finding material in an indexed collection
Calculating with or without calculators
Structuring/organising a mathematical argument
Explaining to others
Applying strategies to trial and test ideas and procedures
4

5

13
16
44
51
60
Recording/noting data
Calculating with or without calculators
Synthesising
Identifying shapes in two and three dimensions
Sketching/drawing
6

7

4
7
10
28
43
Interpreting the meaning of words …
Translating from one form to another
Using vocabulary appropriate to a context
Empathising
Analysing
8

9

6
7
16
43
48
Interpreting the meaning of … graphs
Translating from one form to another
Calculating with or without calculators
Analysing
Justifying
10

11

26
30
31
43
45
48
Explaining to others
Classifying
Interrelating ideas/themes/issues
Analysing
Evaluating
Justifying
12

13

14

6
7
16
26
43
52
57
Interpreting the meaning of … diagrams …
Translating from one form to another
Calculating with or without calculators
Explaining to others
Analysing
Searching and locating … information
Manipulating/operating/using equipment
15

16

17

Six
Kelly
Seven
Pirates
Eight
Smartphone
Common Curriculum Elements by unit
4
28
29
31
33
Interpreting the meaning of words …
Empathising
Comparing, contrasting
Interrelating ideas/themes/issues
Reaching a conclusion which is consistent with a given set of
assumptions
45 Judging
46 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
The item of this unit is based on a website’s observations about naïve art and a reproduction of a painting
titled ‘My Dog’.
The following table shows the percentage of responses awarded the various grades for the item in this unit.
Item 1
A
B
C
3.5
66.4
20.9
D
E
N
O
7.2
2.1
A shaded box indicates that the grade was not available for that item.
Item 1
Model response
Comment on the extent to which it can be claimed that ‘My Dog’ conforms to the website
description of naïve art.
The painting has a cartoon-like appearance as the figures in the painting
..........................................................................................
Refer to specific
features of the
painting.
(dog and person) are blocky and lack depth so there is a non-scientific
..........................................................................................
perspective. The use of solid colours such as black (dog), red and blue (background),
............................................................................................................
yellow (body) and pink (faces) match with the saturated colours and simple approach as
............................................................................................................
described by the website. The painter of My Dog is unknown so I can’t tell whether he/she
............................................................................................................
is popular, nor do I know if he/she has any art training. So I can’t be definite about it being
............................................................................................................
naïve art. There are features that strongly support it but ‘My Dog’ does not completely
............................................................................................................
comply with everything in the website description.
............................................................................................................
............................................................................................................
Commentary
Item 1 is a two-star item that tested achievement in CCEs 29 Comparing,
contrasting and 43 Analysing.
100%
This item required students to comment on the extent to which it can be claimed
that the painting ‘My Dog’ conforms to a given description of naïve art. The cue
directed students to refer to specific features of the painting.
A
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B
C
N
O
There were eight characteristics of naïve art described in the stimulus
material. It is possible to find features of the painting which support it as
naïve art. It is also possible to argue against it being naïve art based on a
number of features. A table with some examples was provided as a guide for
markers (see the marking scheme).
Retrospective 2012 QCS Test
An A-grade response needed to articulate clearly the extent to which the painting conforms to the given
description of naïve art, to show that a breadth of given characteristics had been considered, to identify
specific features of the painting that support it as being naïve art and to describe an impediment to the
painting being considered naïve art.
Many responses identified a number of features of the painting and clearly linked them to the characteristics
of naïve art as described in the stimulus. However, only a few responses recognised that there was any
impediment to this particular painting being considered naïve art. Of note was the number of responses
which made references to the painting and the given description but neglected to comment on the extent to
which the painting conformed to the given description of naïve art.
It was noted that, occasionally, responses to verbal items only provided a rewrite of the stimulus. Restating
the stimulus gains no credit, so students will not be using their time wisely if they simply rewrite the
stimulus.
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• claims that the painting is (most likely) not naïve art
• gives reasons why the painting is not naïve art.
The response is based on the given description and
OR
• claims that the painting is naïve art
• identifies specific features of the painting that
support it as naïve art.
The response is based on the given description and
The response is based on the given description and
gives a reason why the painting is not or might not be
naïve art.
OR
The response identifies a given characteristic and
links it to a feature of the painting that supports it
being naïve art.
C
43 Analysing
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
No response
has been made
at any time.
O
October 22, 2012 15:28 pm
(*footer to remain until final print*)
1 of 5
T:\qcs\sri\sri2012\Paper\sri391\mschemes\ms391-01.fm
Marking Unit 1
2. ‘My Dog’ is simple as it shows restricted shades of colour mostly applied with a basic dabbing technique. No shadows or shading are evident. The dog, person and part of the background are essentially solid
blocks of colour and so are saturated. There is no scientific perspective as the dog and person are two-dimensional, flat and without depth. ‘My Dog’ does not show strong pattern as shapes aren’t repeated to
form a pattern. As the person has no hands, fingers, feet or toes, some detail is lacking. I believe the painting is a good but not a perfect example of naïve art.
1. The painting has a cartoon-like appearance as the figures in the painting (dog and person) are blocky and lack depth so there is a non-scientific perspective. The use of solid colours such as black (dog), red and
blue (background), yellow (body) and pink (faces) match with the saturated colours and simple approach as described by the website. The painter of My Dog is unknown so I can’t tell whether he/she is popular,
nor do I know if he/she has any art training. So I can’t be definite about it being naïve art. There are features that strongly support it but ‘My Dog’ does not completely comply with everything in the website
description.
Model Responses:
• outlines the extent to which the painting conforms
to this description of naïve art
• identifies specific features of the painting that
support it being naïve art
• recognises an impediment to the painting being
naïve art.
OR
The response is based on the given description and
• clearly articulates the extent to which the painting
conforms to this description of naïve art
• shows that the breadth of given characteristics of
naïve art have been considered
• identifies specific features of the painting that
support it being naïve art
• describes an impediment to the painting being
naïve art.
B
Comparing, contrasting
The response is based on the given description and
A
29
ITEM 1
PERFORMANCE DOMAIN
UNIT ONE
Marking Scheme
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ITEM 1
• nature of elements
• nature of elements
• content/elements
• depth of field
• dimensionality
• content/elements
• technique
• signature
3. strong use of detail
4. saturated colour
5. (refreshing) childlike
vision
6. non-scientific perspective
7. (honest portrayal of)
imaginary scenes
8. self-taught, amateur ....
popular artist who lack or
reject formal art training
• the bodiless face could be the man in the moon, which
suggests the scene is imaginary
• elements are 2D with no shadow, no vanishing point
• the use of few colours, basic shapes
• key elements such as body and background shape are
blocks of solid colour
• facial features including eyes and nose shown
• blocky bodies and round faces
• repeated dabs of brush, no variety
• small number of simple shapes, no shadow
some examples of specific features that might be offered
in support of ‘My Dog is/could be naïve art’
(*footer to remain until final print*)
• geometry/shapes
2. strong use of pattern
October 22, 2012 15:28 pm
• technique
• content/elements
may relate to
painting via
1. simple approach
characteristic as per
extract
T:\qcs\sri\sri2012\Paper\sri391\mschemes\ms391-01.fm
Marking Unit 1
• there is no signature so I don’t know who the artist is and
whether he/she is popular, also I can’t tell if he/she has any art
training
• you can’t tell whether dog, person and moon are the artist’s
imagination or a real scene
• size of person to dog and relative proportions of head, body and
appendages show some knowledge of perspective
• it is complex as the dabbing technique and careful application
of white appears to be an adult view rather than childlike view
• dabs of white on dog’s ears and tail and throughout parts of
background break up the solid colours
• lacks detail as no hair, hands/fingers feet/toes in painting
• does not show the same element(s) repeated to form geometric
pattern
• the use of brush dabs shows sophistication as they highlight and
add detail, for example, the white dabs on dog’s ears and tail
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Last Page Count
some examples of impediments/reasons that might be offered
in support of ‘My Dog is not/may not be naïve art’
The characteristics (observations) of naïve art identified in the extract, specific features and impediments/reasons are given in the table below.
Note:
UNIT ONE
Marking Scheme
Unit Two
The items of this unit concern a youth club and the attempts to provide safe flights for their members in light
aircraft.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
A
B
C
D
E
Item 2
76.4
8
14.4
0.8
Item 3
3.5
2.2
57.4
12
9.7
N
O
0.2
0.2
10.6
4.6
A shaded box indicates that the grade was not available for that item.
Item 2
Model response
I.
Twelve out of the 16 members quickly organise themselves into three groups and submit
their names. Air-safety regulations require that pilots ensure flights are not overloaded.
After checking it was found that only one of the three groups was ‘safe’ to fly.
For the groups given below enter the weights of each member and find the total
weight (wt) of the group. Circle safe or unsafe beside the group to indicate whether or
not that group can be carried without the flight being overloaded.
Group 1
Shian
Rhys
Tolya
Georg
total wt
46
48
37
35
166
Brenda
Jedda
Vesna
Karl
total wt
39
40
33
44
156
Mai
Wayan
Axel
Cooper
total wt
48
49
39
47
183
safe
unsafe
safe
unsafe
safe
unsafe
Group 2
Group 3
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Retrospective 2012 QCS Test
II. Replace one person in one of the unsafe groups so that there will now be two safe groups.
Write the names of the members of this new group in the spaces below and show why this
group would now be safe.
All members can be considered when deciding on the change.
Shian
Axel
Tolya
Georg
46 + 39 + 37 + 35 = 157
........................................................................................................
........................................................................................................
........................................................................................................
Commentary
100%
Item 2 is a three-star item that tested achievement in CCEs 36 Applying
strategies to trial and test ideas and procedures, 2 Finding material in an indexed
collection and 16 Calculating with or without calculators.
This item required students to consider how a youth club could best transport
small groups of members in light aircraft. For safety reasons there were weight
restrictions on the flights. The stimulus material provided a list of club members
A
B
C
D
N O
and their weights. In Part I of the item students were given three groupings of club
members and asked to determine the total weight of each group. They were then
asked to determine whether or not each group exceeded the maximum passenger load for safe flying. It was
made known that two of the three given groupings were unsafe to fly. In Part II, students were asked to
replace one club member with another individual and create a new group that was safe to fly thus resulting in
two safe groups. They were also asked to show that this new group was safe to fly.
An A-grade response needed to correctly complete the three rows of empty cells in Part I and in Part II to
specify a safe group and provide data showing why this group is considered safe.
Many students managed to complete both Part I and Part II correctly but a particular failing was omitting to
show, as requested, why the new group would be safe. Students should not assume that data required to
‘show’ a particular aspect can or will be inferred when a judgment of the response is being made.
Students should practise checking for simple careless errors such as translating weights from the table to the
response area and mis-keying on a calculator as these detract from the response and will always make it
impossible for the response to gain the highest grade.
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• the three rows correctly completed
and for II
• a specified safe group.
• the three rows correctly completed
and for II
• a specified safe group
• data showing why this group is safe.
S A T G
A R T G
S D T G
157
159
159
46 48 37 35
39 40 33 44
48 49 39 47
166
156 s
183
u
u
for I
• an acceptable safe group.
No incorrect information is used.
• a specified safe group
• data showing why this group is safe.
and for II
• the three rows numerically correct
for I
The response has
OR
• an acceptable safe group
• data showing why this group is safe.
• two rows numerically correct.
for I
The response has
D
No response
has been made
at any time.
O
5. A row is ‘numerically correct’ if it has both:
— the correct weights aligned with the relevant member
— correct total weight for that group.
Marking Unit 2
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4. An ‘acceptable safe group’ is formed by replacing one (and only one) person in one of the groups from Part I that
was indicated as unsafe so that there are now two safe groups.
An acceptable safe group is consequentially correct if it is formed correctly based on (incorrect) information the
student presented in Part I.
If in Part I the error that was made makes it impossible to form a safe group in Part II by replacing one (and only
one) person no credit can be given for stating that it is impossible to form a safe group.
3. A ‘specified safe group’ is either the original Group 1 with
— Axel replacing Shian to give — Axel, Rhys, Tolya, Georg (total weight of 159) or
— Axel replacing Rhys to give — Shian, Axel, Tolya, Georg (total weight of 157) or
— Dean replacing Rhys to give — Shian, Dean, Tolya, Georg (total weight of 159).
2. A row is ‘correctly completed’ if it has all of the following:
— the correct weights aligned with the relevant members
— correct total weight for the group
— the correct indication of safe or unsafe for the group.
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
16 Calculating with or without calculators
1. Correct spelling is not a requirement as long as the names are identifiable.
Notes:
and for II
• two rows correctly completed
and for II
• two rows correctly completed
for I
for I
The response has
OR
• the three rows correctly completed.
for I
The response has
C
The response has
OR
The response has
B
Finding material in an indexed collection
for I
No incorrect information is used.
Marking Scheme
Applying strategies to trial and test ideas and procedures
The response has
A
2
36
ITEM 2
PERFORMANCE DOMAIN
UNIT TWO
Queensland Studies Authority |
19
II.
I.
48
46
40
39
49
48
Axel
39
Axel
33
Vesna
37
Tolya
ITEM 2
46 + 39 + 37 + 35 = 157
Shian
Wayan
Mai
Group 3
Jedda
Brenda
Group 2
Rhys
Shian
Group 1
Model Response:
UNIT TWO
47
Tolya
Cooper
44
Karl
35
Georg
183
total wt
156
total wt
166
total wt
Georg
safe
safe
safe
unsafe
unsafe
unsafe
Marking Scheme
Marking Unit 2
2 of 7
Item 3
Model response
Prove, using two clearly different methods that it is impossible to schedule just four flights so
none is overloaded and all of the 16 members get a flight. Each method must depend on a
different concept and not be simply another way of explaining the same concept.
Include any
calculations
used in your
proofs.
Four flights that can carry a maximum of 160 kg would
.............................................................................................
The list of names
and weights is
shown again here
be able to shift a maximum of 4 x 160 = 640 kg. This is
.............................................................................................
for convenience.
under the total weight of the 16 members (712 kg) that have to
Name
wt
fly so, therefore, it is impossible with the current arrangements
Axel
39
and weights.
Brenda
39
Cooper
47
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
Dean
41
Lyra is the heaviest person and weighs 61 kg, so on her flight there
Georg
35
would be = 99 kg left for 3 others to make up. The three lightest
Jedda
40
Karl
44
............................................................................................................
............................................................................................................
people weigh 33 + 35 + 37 = 105 kg and if they go on Lyra’s flight
............................................................................................................
Lyra
61
the
combined
weight
will
be
61
+
105
=
166
kg.
As
166
kg
is
............................................................................................................
Mai
48
more than 160kg, the group is too heavy. Therefore it is impossible
Nimeri
50
for Lyra to be part of a safe group as any other three members will
Rhys
48
Shian
46
............................................................................................................
............................................................................................................
make the total weight even heavier. So, it is impossible for just 4
............................................................................................................
Tolya
flights to be arranged with these members.
37
............................................................................................................
Vesna
33
Wayan
49
Zoe
55
............................................................................................................
............................................................................................................
Commentary
Item 3 is a four-star item that tested achievement in the CCEs 22 Structuring/
organising a mathematical argument, 16 Calculating with or without calculators
and 26 Explaining to others.
100%
A
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B
C
D
E
N
O
This item required students to prove, using two clearly different methods that it
was impossible to schedule just four flights so none was overloaded and all 16
members could be given a flight. Each method needed to depend on a different
concept and not be simply another way of explaining the same concept. The cue
asked students to include any calculations used in their proofs.
Retrospective 2012 QCS Test
An A-grade response needed to provide two clearly different methods of proof. Each method needed to show
correct calculations or data and contain an explicitly stated comparison (to complete the proof).
One method of proof relied on the concept of the total weight of the group. Students could find the total
weight of the group and then could compare it with the safety restrictions. There were a number of ways that
this method was presented. Students found the total weight of the club members (712 kg) and then the
average weight per flight (178 kg) and compared that with the maximum safe weight per flight of 160 kg.
They could also find the total weight of passengers to be moved (712 kg) and compare that with the total
maximum safe weight of 640 kg (4 x 160). Another way that students used the total weight in a proof was to
find the average weight per passenger to be moved (44.5 kg) and then compare it with the maximum safe
average weight per person of 40 kg (160/4). Finally some students found the number of planes it would take
to shift all members safely (4.45) and compared this figure with the number of available scheduled flights (4).
A second method of proof depended on the strategic placement of the heaviest passenger with the lightest
passengers. It examined whether the heaviest passenger (Lyra at 61 kg) could be included on a safe flight.
The total of her weight and the weights of the three lightest passengers (Vesna at 33 kg, Georg at 35 kg and
Tolya at 37 kg) was shown to be greater than the maximum safe weight. This meant that Lyra could never be
accommodated on a safe flight, hence it was impossible to schedule the flights for these 16 members.
A common error was that students presented two different ways of explaining the same concept instead of
two different methods of proof. The total weight method was the most usual method to be used twice. Failure
to make an explicit comparison was also common. If using the total weight method, responses needed a
statement such as: ‘As the total weight is 712 kg and the total weight that can be moved safely is 640 kg, it is
impossible to schedule the flights’. A proof requires an explicit concluding statement. Implied comparisons
such as: ‘As the total weight of the group is 712 kg, not all passengers can be moved’ rely on the reason for
this being inferred.
Students should become adept at giving clear explanations that do not assume particular knowledge on the
part of a reader. To determine if sufficient explanation has been given, students should consider how well a
person who is not familiar with the problem would understand their response. The response should make
sense and be complete (contain explicit references to data or information given in the question).
Queensland Studies Authority |
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One method has
• correct calculations or data
• an implied comparison
Each method has
• correct calculations or data
• an explicitly stated
comparison.
Lyra is the heaviest person and weighs 61 kg, so on her flight there
would be 160 – 61 = 99 kg left for 3 others to make up. The three
lightest people weigh 33 + 35 + 37 = 105 kg and if they go on Lyra’s
flight the combined weight will be 61 + 105 = 166 kg. As 166 kg is
more than 160kg, the group is too heavy. Therefore it is impossible
for Lyra to be part of a safe group as any other three members will
make the total weight even heavier. So, it is impossible for just 4
flights to be arranged with these members.
Four flights that can carry a maximum of 160 kg would be able to
shift a maximum of 4 x 160 = 640 kg. This is under the total weight
of the 16 members (712 kg) that have to fly so, therefore, it is
impossible with the current arrangements and weights.
Model Response:
• calculations or data
allowing for at most one
mechanical error
• an implied comparison.
and the other method has
The response provides TWO
clearly different methods of
proof.
The response provides TWO
clearly different methods of
proof.
The response refers to
combining the heaviest person
and the three lightest people to
form an ‘unsafe’ group.
OR
The calculations or data may
contain at most one
mechanical error.
The response contains
calculations and data which
would support a method of
proof.
D
The response refers to
combining heavy people with
light people with at least one
group shown as ‘unsafe’.
OR
The response refers to a
particular set of four groups
with at least one group shown
as ‘unsafe’.
E
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
26 Explaining to others
No response
has been made
at any time.
O
Marking Unit 2
3 of 7
5. Mechanical errors include transcribing incorrectly or arriving at an incorrect result after using the right values in the right operations.
4. An explicit comparison will refer to the number or name (e.g. maximum safe weight, number of flights) of the restriction.
An implied comparison is a conclusion which has an element of comparison to it but will not use the number or name expecting that
these can be inferred from the available stimulus material.
3. ‘Correct calculations or data’ show the right values used in the right operations executed correctly or refer to the correct result with
annotation describing what that result is e.g. total wt = 712, average wt of member of one flight = 40 or use correct values given in the
stimulus, e.g. 160, 4 for members per flight or for number of flights.
2. The methods are ‘clearly different’ if they do not depend on the same concept.
Concepts are total weight and strategic placement.
1. What has to be proved is that it is not possible for all 16 members to be scheduled on just four flights so that no flight is overloaded.
Notes:
• calculations or data
allowing for at most one
mechanical error
• an implied comparison.
Each method has
The response provides TWO
clearly different methods of
proof.
OR
• correct calculations or data
• an implied comparison.
The method has
The response provides ONE
method of proof.
C
Calculating with or without calculators
B
No incorrect statement/s form
part of the response.
Marking Scheme
Structuring/organising a mathematical argument
A
16
22
ITEM 3
PERFORMANCE DOMAIN
UNIT TWO
Unit Three
The items of this unit are based on a certain style of jigsaw puzzle and the arrangement of its various pieces.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
A
B
C
D
Item 4
35.8
1
38.8
Item 5
28.5
32.2
13.5
9.9
E
N
O
20.5
3.9
6.4
4.9
4.7
A shaded box indicates that the grade was not available for that item.
Item 4
Model response
Determine the number of interior pieces contained in a jigsaw that, when completed, forms a
rectangle 38 pieces long and 27 pieces wide.
Show working
here.
Number of interior pieces = total number of pieces – (Number of border pieces + corner pieces)
= 38 x 27 – (36 + 36 + 25 + 25 + 4)
= 1026 – 126
= 900
Number of interior pieces =
900
.......................
Commentary
Item 4 is a two-star item that tested achievement in CCEs 16 Calculating with or
without calculators and 51 Identifying shapes in two and three dimensions.
100%
This item required students to determine the number of interior pieces in a jigsaw
that forms a rectangle of a given size. The cue indicated that students should
show their working.
A
B
C
N
O
An A-grade response needed to indicate 900 as the number of interior pieces.
For the most part students used one of two methods to calculate an answer. These
were called the ‘exterior’ method (see Model response 1) and the ‘interior’ method
(see Model responses 2 and 3).
Queensland Studies Authority |
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Some students appeared to have interpreted the stem as asking for the total number of pieces (i.e. the area)
of the jigsaw, rather than taking account of the information in the stimulus about edge pieces and interior
pieces. Introductory stimulus contains pertinent information and should be read carefully for understanding.
Highlighting specific parts is a reliable method of making sure the correct data is used when responding.
One common error occurred when students calculated the outside perimeter of the jigsaw and ‘doubled-up’
on the corner pieces. Without adjustment, this resulted in an incorrect determination of the number of edge
pieces.
Drawing a diagram to help visualise the problem would be a useful strategy for this type of item. Unlined
response areas make it easier to devise diagrams, sketch or do rough working that might be helpful in
responding to the item.
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B
C
• is based on the jigsaw being 38 pieces long and 27 pieces wide
• attempts to account for a number of edge pieces
• arrives at a number of interior pieces.
4. A mechanical error may be a transcription error or a
calculation error associated with determining the number
of interior pieces.
3. The number of edge pieces comprises of corner pieces (4)
and border pieces (122).
2. The answer can be credited anywhere on the page as long
as it is clear no further mathematical operations have been
undertaken.
3.
27
36
38
25
36 ‰ 25 = 900
2. Each side has an edge column and the top and bottom each have an edge row.
The dimensions of the left-over interior section is now 36 by 25.
36 ‰ 25 = 900
O
1 of 6
No response
has been made
at any time.
Marking Unit 3
1. Number of interior pieces = total number of pieces — (Number of border pieces + corner pieces)
= 38 ‰ 27 – (36 + 36 + 25 + 25 + 4)
= 1026 – 126
= 900
Model Responses:
The response
• is based on the jigsaw being 38 pieces long and 27 pieces wide
• accounts for the correct number of edge pieces
• arrives at a consequentially correct number of interior pieces
allowing for at most one observable mechanical error.
OR
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
Identifying shapes in two and three dimensions
The response
OR
51
The response shows 896 as the number of interior pieces.
Calculating with or without calculators
Marking Scheme
The response shows 892 as the number of interior pieces.
1. A diagram may contribute to a creditable response.
Notes:
The response shows 900 as the
number of interior pieces.
A
16
ITEM 4
PERFORMANCE DOMAIN
UNIT THREE
Item 5
Model response
jigsaw
Z
C
Y
W
B₁
I₁
B₂
X
I₃
I₂
I₄
number of
piece
type
outdents
indents
C
corner
2
0
B1
border
1
2
B2
border
2
1
B3
border
3
0
I1
interior
3
1
I2
interior
0
4
I3
interior
1
3
I4
interior
4
0
B₃
Commentary
Item 5 is a three-star item that tested achievement in the CCEs 44 Synthesising,
51 Identifying shapes in two and three dimensions, 60 Sketching and drawing
and 13 Recording/noting data.
100%
A
B
C
D
E
N
O
This item required students to extend part of a jigsaw by drawing eight new pieces
as prescribed and to record certain characteristics of those pieces in the
accompanying table.
An A-grade response needed to show all eight of the prescribed pieces correctly
positioned, labelled and interlocked, and their characteristics recorded in the table.
Well-presented responses indicated that students had carefully read the stimulus material appearing at the
beginning of the unit as well as the additional information given in the introduction to the item. This assisted
them to understand the various elements of their task and to attend to them. These responses showed that
the student had approached the task of orienting two-dimensional pieces so that they interlocked
appropriately in a systematic and organised manner.
Students should remember that a change to one part of a response will often necessitate a change to another
corresponding aspect of the response. For instance, it was clear that some students had made changes to the
pieces they had drawn in the grid, but did not alter the corresponding table entries which unfortunately
caused their response to gain less credit than it might otherwise have gained.
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Retrospective 2012 QCS Test
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These six pieces are drawn
within the grid and interlock.
The numbers of indents and
outdents are correctly
recorded for each of the six
pieces.
The eight pieces are drawn
within the grid and interlock.
The numbers of indents and
outdents are correctly
recorded for each of the eight
pieces.
The numbers of indents and
outdents are correctly
recorded for each of the four
pieces.
These four pieces are drawn
within the grid and interlock.
The response provides four
different, correctly labelled
and positioned pieces.
C
6. Pieces ‘interlock’ when an outdent on one labelled piece connects with an indent on its
labelled neighbour (or vice versa), allowing a path to be traced from the piece in question,
via outdents and indents to W, X, Y or Z. The path must travel along labelled pieces only.
5. ‘Drawn within the grid’ means that no piece or part thereof protrudes beyond the grid
provided.
4. ‘Correctly positioned’ means that the placement of a piece (relative to other pieces) is
consistent with the type of piece, i.e. border pieces form a border; interior pieces do not
form part of a border.
3. When a response shows seven pieces correctly labelled and the identity of the eighth
unlabelled piece can be clearly inferred from the table then an A-grade can be awarded if
all the other components of the A-grade descriptor have been satisfied.
2. ‘Correctly labelled’ means the identification is as required by the item.
D
The response provides six
different, correctly labelled
and positioned pieces.
The six pieces are drawn
within the grid.
The numbers of indents and
outdents are correctly
recorded for each of the six
pieces.
The eight pieces are drawn
within the grid.
The numbers of indents and
outdents are correctly
recorded for each of the eight
pieces.
OR
The two pieces are drawn
within the grid and, if all
pieces were labelled, would
interlock.
• a corner piece
• one different border piece
correctly positioned.
The response provides the
eight different, correctly
labelled and positioned pieces.
OR
The four pieces are drawn
within the grid and, if all
pieces were labelled, would
interlock.
• a corner piece
• three different border pieces
correctly positioned.
The response provides
OR
OR
The response provides
The numbers of indents and
outdents are correctly
recorded for this one piece.
This one piece is drawn within
the grid and interlocks.
The numbers of indents and
outdents are correctly
recorded for each of the two
pieces.
These two pieces are drawn
within the grid and interlock.
The response provides one
different, correctly labelled
and positioned piece.
E
Recording/noting data
O
2 of 6
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
Identifying shapes in two and three dimensions
The response provides two
different, correctly labelled
and positioned pieces.
13
51
Marking Scheme
• if the number of outdents and indents is the same, the relative positions of its
outdents and indents are different.
• the number of outdents and indents is different, or
1. A piece is different from given and other pieces when either
Notes:
The response provides six
different, correctly labelled
and positioned pieces.
B
Sketching/drawing
Synthesising
The response provides the
eight different, correctly
labelled and positioned pieces.
A
60
44
ITEM 5
PERFORMANCE DOMAIN
UNIT THREE
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Retrospective 2012 QCS Test
ITEM 5
I. There are several ways of completing this response.
Model Response:
UNIT THREE
Marking Scheme
II.
Marking Unit 3
3 of 6
Unit Four
The items of this unit are based on the technique of using political spin.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
A
B
C
D
Item 6
11.4
8.7
23.5
34.3
Item 7
4.9
26.5
28.5
E
N
O
20.7
1.5
33.4
6.8
A shaded box indicates that the grade was not available for that item.
Item 6
Model response
I.
Below are five political statements that use spin, and some possible interpretations.
For each political statement, place one letter (A, B, C, D, E, F or G) in the box alongside
to show how Sir Humphrey would interpret the statement.
Use a letter once only.
political statements
We’re spending more than ever to
make our Health Service the best in
the world.
We will restructure the base from
which the statistics are derived without
drawing public attention to the fact.
We must build a better world for our
children and our children’s children.
possible interpretations
E
A There is no prospect of improvement
in our lifetime.
B Bribery is rife.
G
A
C Never in a million years!
D We’re in this mess because of greedy
unions and spineless managers.
E Costs are totally out of control.
We will make every effort, but it may
not be possible.
C
We have found undisclosed advance
commissions to foreign government
officials.
B
F The indiscriminate buying of votes
with other people’s money will
affect our future.
G Time to manipulate the figures.
Queensland Studies Authority |
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II. Imagine that Sir Humphrey, on behalf of the Prime Minister, wrote the following
statement to the Secretary of Transport:
‘The Prime Minister’s recollection of the event is significantly at variance with that
of the Secretary of Transport.’
Write a sentence that gives an interpretation of what the Prime Minister really meant.
The Secretary of Transport is lying.
........................................................................................................
........................................................................................................
........................................................................................................
Commentary
Item 6 is a three-star item that tested achievement in CCE 4 Interpreting the
meaning of words …, 43 Analysing, 7 Translating from one form to another and
28 Empathising.
100%
A
B
C
D
N
O
This item had two parts. In Part I students were required to match political
statements to possible interpretations of them by entering correct letters in the
boxes provided. In Part II, students were asked to consider a statement and
provide an interpretation of what was really meant. In effect students were asked
to reverse the spin used in the statement.
An A-grade response needed to correctly match all five statements to their interpretations in Part I and in
Part II provide a response that did not use spin but provided an accepted interpretation (see marking scheme)
of what the Prime Minister really meant.
Some students misunderstood the demands of the stem and in Part II merely repeated the sense of the
quotation in more colloquial language.
The stem of an item should not be read in isolation but rather in the context of the stimulus material
provided. This would avoid the problem where students approached the question as requiring a literal
translation into simpler language, rather than reading it in context which required a ‘de-spinning’ of the
statement to reveal the truth behind it.
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Queensland Studies Authority |
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the Prime Minister is covering up
the Prime Minister’s view is the one that must prevail (the Prime Minister
doesn’t want the Secretary of Transport’s version promulgated).
•
•
4. A response written in sentence form may comprise one or more sentences.
3. Responses that give only an example of how the Secretary of Transport is lying or wrong or mistaken are deemed to be
‘implying’ an acceptable interpretation.
2. An accepted interpretation is ‘provided’ where the interpretation is stated directly.
the Secretary of Transport is wrong, lying or mistaken
•
1. Accepted interpretations of what the Prime Minister meant are:
Notes:
for I
• provides an accepted interpretation
of what the Prime Minister meant
• does not use spin
• is in sentence form.
• correctly links all FIVE political
statements to their interpretations.
The response
B
OR
• implies an accepted interpretation of
what the Prime Minister meant
• does not use spin.
• provides an accepted interpretation
of what the Prime Minister meant
• does not use spin.
C
and for II
and for II
A
• correctly links THREE political
statements to their interpretations
for I
The response
• correctly links FOUR political
statements to their interpretations
for I
The response
C
G
E
B
Translating from one form to another
Interpreting the meaning of words …
Marking Scheme
and for II
• correctly links all FIVE
political statements to their
interpretations
for I
The response
A
7
4
ITEM 6
PERFORMANCE DOMAIN
UNIT FOUR
• provides an accepted interpretation
of what the Prime Minister meant
• does not use spin
• is in sentence form.
for II
The response
OR
• correctly links THREE political
statements to their interpretations.
for I
The response
OR
• implies an accepted interpretation of
what the Prime Minister meant.
and for II
• correctly links TWO political
statements to their interpretations
for I
The response
D
28 Empathising
43 Analysing
O
4 of 6
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
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Retrospective 2012 QCS Test
Model Response:
A There is no prospect of improvement
in our lifetime.
E
G
A
C
B
We’re spending more than ever to
make our Health Service the best in
the world.
We will restructure the base from
which the statistics are derived without
drawing public attention to the fact.
We must build a better world for our
children and our children’s children.
We will make every effort, but it may
not be possible.
We have found undisclosed advance
commissions to foreign government
officials.
G Time to manipulate the figures.
F The indiscriminate buying of votes
with other people’s money will
affect our future.
E Costs are totally out of control.
D We’re in this mess because of greedy
unions and spineless managers.
C Never in a million years!
B Bribery is rife.
possible interpretations
Marking Scheme
political statements
ITEM 6
II. The Secretary of Transport is lying.
I.
UNIT FOUR
Marking Unit 3
5 of 6
Item 7
Model response
Consider a situation where the Ministry of Defence has not reduced its spending despite
directions to do so.
Craft a brief statement Sir Humphrey might present to the media to put a positive spin on
this situation.
In these dangerous times, with extremist activities threatening our borders, it is
............................................................................................................
imperative that the safety of our people is guaranteed. It is for this reason that our
............................................................................................................
Defence Minister must spend whatever money is necessary to protect our great nation
............................................................................................................
so that the generations to come may live in peace.
............................................................................................................
............................................................................................................
Commentary
Item 7 is a two-star item that tested achievement in CCE 10 Using vocabulary
appropriate to a context.
100%
This item required students to craft a statement that Sir Humphrey might present
to the media to put a positive spin on the budget situation of the Ministry of
Defence.
A
B
C
N
O
An A-grade response needed to do two things: to champion (that is,
enthusiastically endorse) the stance the Ministry took on its budget and to
present a laudable reason for why the Ministry had not reduced spending or why it
needed to maintain its current rate of spending.
It seemed that some students could not adjust to the change in point of view, i.e. could not adopt Sir
Humphrey’s view and then craft a media response which would require the use of spin.
When asked ‘to craft’ a brief statement, students should carefully construct a response using their own
words. Simply copying quotations and fragments from the stimulus material will not gain credit.
Queensland Studies Authority |
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• paints the Ministry of Defence’s stance in a positive
light
• presents a reason for why the Ministry of Defence
has not reduced spending/needs to maintain
spending.
• why the Ministry of Defence has not reduced
spending/needs to maintain spending
• why it is important for the Ministry of Defence to
increase spending
• why the Ministry of Defence is stalled in attempts to
reduce spending.
The response provides a statement that presents a
reason for ONE of the following:
C
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
No response
has been made
at any time.
O
Last Page Count
Marking Unit 3
6 of 6
In these dangerous times, with extremist activities threatening our borders, it is imperative that the safety of our people is guaranteed. It is for this reason that our Defence Minister must spend whatever money
is necessary to protect our great nation so that the generations to come may live in peace.
Model Response:
1. A response that simply repeats stimulus material is to be awarded an N-grade.
Notes:
The response
• champions the Ministry of Defence’s stance
• offers a laudable justification for why the Ministry
of Defence has not reduced spending/needs to
maintain spending.
B
Using vocabulary appropriate to a context
The response
A
10
ITEM 7
PERFORMANCE DOMAIN
UNIT FOUR
Marking Scheme
Unit Five
The items of this unit concern tyre properties that can be gleaned from the markings on the sidewall of tyres
and the effect different tyres can have on the performance of a car.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
A
B
C
Item 8
28.9
27.3
20.4
Item 9
9.6
7.5
2.3
D
E
30.6
N
O
19
4.4
32.7
17.3
A shaded box indicates that the grade was not available for that item.
Item 8
Model response
In the correct positions on Figure 2, write the dimensions specific to the tyre shown above, that
is, a P 165/75R13 81 S tyre. Give the dimensions in millimetres correct to two decimal places.
Show any working here.
section width = 165
165
.........
section height Þ
123.75
.........
75 = h ¸ 165 x 100
123.75 = h
wheel rim diameter = 13²
330.2
.........
Þ 13 x 25.4 = 330.2 mm
rolling radius = 330.2 + 123.75
2
288.85
.........
= 288.85
Figure 2
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Commentary
Item 8 is a two-star item that tested achievement in CCEs 6 Interpreting the
meaning of … diagrams …, 7 Translating from one form to another and
16 Calculating with or without calculators.
100%
A
B
C
N
O
This item required the student to write the dimensions specific to the tyre shown
(i.e. a P 165/75R13 81 S tyre) in the correct positions on Figure 2. The dimensions
were to be given in millimetres correct to two decimal places.
An A-grade response required students to transfer the section width; calculate the
section height using a given formula; convert the wheel rim diameter from inches
to millimetres and calculate the rolling radius.
Students found it challenging to rearrange the formula, profile = h ÷ w × 100, to determine the section
height, h. Because the section height was required in the calculation of the rolling radius students could still
gain some credit if they used the incorrect value in a correct fashion to find the rolling radius (consequentially
correct value for rolling radius). Students should review the process of rearranging a simple formula to solve
for an unknown value.
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Retrospective 2012 QCS Test
Queensland Studies Authority |
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• 165.00 — for section width
• 123.75 (or consequentially correct value) — for
section height
• 330.20 — for wheel rim diameter
• 288.85 (or consequentially correct value) — for
rolling radius.
Dimensions may be shown using allowable
equivalents.
Dimensions may be shown using allowable
equivalents.
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
No response
has been made
at any time.
O
6. Responses in which the dimensions are given in centimetres (with the units shown) may gain credit at the C-grade.
5. For the B- and C-grades, ‘allowable equivalents’ are values that have been given correctly to one decimal place or to a whole number, e.g.
— 123.8 or 124 for section height
— 330 for wheel rim diameter
— 288.9 or 289 for rolling radius (or a value in keeping with whichever correct roundings were used for section height and wheel rim diameter — 289.1, 288.75, 288.8) .
Marking Unit 2
4. For the B- and C-grades, consequentially correct values for section height and the rolling radius must be checked as these can be affected by an incorrect value in one or more of the other values.
4 of 7
3. For the B- and C-grades, if dimensions are shown on the diagram these are the values which are to be considered for crediting even if they are not consistent with what is shown in the working section.
If the dimensions are clearly identified in the working but are not on the diagram these are the values which can be considered for credit.
2. For the A-grade, ‘provides on Figure 2’ requires the values to be on the diagram or values in the working to be clearly connected by arrows or other indicators to their correct positions on Figure 2.
1. For all grades:
— 165.00 may be written as 165 or 165.0 and 330.20 may be written as 330.2
— there is no requirement to show units if it is clear by the numbers it is millimetres.
Notes:
The response provides two of
• 165.00 — for section width
• 123.75 (or consequentially correct value) — for
section height
• 330.20 — for wheel rim diameter
• 288.85 (or consequentially correct value) — for
rolling radius.
165.00 — for section width
123.75 — for section height
330.20 — for wheel rim diameter
288.85 — for rolling radius.
The response provides three of
C
•
•
•
•
B
Interpreting the meaning of … diagrams …
Translating from one form to another
Calculating with or without calculators
Marking Scheme
The response provides, on Figure 2
A
6
7
16
ITEM 8
PERFORMANCE DOMAIN
UNIT FIVE
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Retrospective 2012 QCS Test
.........
165
Model Response:
UNIT FIVE
.........
288.85
.........
330.2
123.75
.........
ITEM 8
Marking Scheme
= 288.85
Marking Unit 2
rolling radius = 330.2 + 123.75
2
Þ 13 x 25.4 = 330.2 mm
wheel rim diameter = 13²
123.75 = h
75 = h ¸ 165 x 100
section height Þ
section width = 165
Show any working here.
5 of 7
Item 9
Model response
Determine the actual speed of the car when the speedometer is showing 60 kilometres per hour.
Circumference of a circle = 2pr
Reminder:
Standard tyres: C = 2 x p x 304.25 = 1911.66
.......................................................................................
Include clear
explanations with
your calculations.
= 1.912 m
.......................................................................................
In one hour standard tyres travel 60 km = 60000 m
............................................................................................................
Number of revolutions = 60000 = 31381
1.912
............................................................................................................
............................................................................................................
Replacement tyres: C = 2 x p x 291.55 = 1831.86
............................................................................................................
= 1.832 m
............................................................................................................
............................................................................................................
In one hour replacement tyres will travel 1.832 x 31381 = 57489.99 m
............................................................................................................
= 57.5 km
............................................................................................................
Therefore, the actual speed will be approximately 57.5 km/hr.
............................................................................................................
............................................................................................................
............................................................................................................
Commentary
Item 9 is a four-star item that tested achievement in CCEs 43 Analysing,
48 Justifying and 16 Calculating with or without calculators.
100%
A
B
C
D
N
O
This item required students to consider the effects of a change in tyre size on the
speed at which a car drives. Standard-sized tyres were replaced by tyres with a
smaller rolling radius and students were asked to determine the actual speed of
the car over the ground when the speedometer was showing 60 km/hr. There was
a reminder to students of the formula for the circumference of a circle and a cue
that instructed them to include clear explanations with their calculations.
An A-grade response needed to provide an explanation of a valid process for establishing the actual speed,
correctly executed supporting calculations and an answer of 57.5 km/hr or its equivalent (see the marking
scheme). Valid processes that could be applied to the situation included:
• the concept that in one hour, the number of tyre revolutions for a particular car is constant as measured by
the speedometer
• the concept that the time for one revolution of a tyre was a constant value regardless of the tyre fitted
Queensland Studies Authority |
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• the concept that there was a direct-proportion relationship between tyre size and the actual speed over
the ground of the car.
Some responses used valid processes for solutions but contained mechanical errors or insufficient
explanation and so could not be awarded the highest grade. Final work should be checked for simple errors
and explanations must outline clearly and fully (without relying on inference), what the accompanying
calculation is intended to determine or why the calculation is required. Using and showing correct units is
also very important in these types of problems. A useful strategy is to write the words, then show and execute
the calculations noting the result and the unit at each step in a problem until the solution is reached.
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Retrospective 2012 QCS Test
Queensland Studies Authority |
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• a valid process for establishing the actual speed
• some supporting calculations, correctly executed
• 57.5 km/hr or its equivalent shown with km/hr.
The response provides
C
Justifying
• The response provides 57.5 or
its equivalent.
OR
• a valid process for establishing
the actual speed
• some supporting calculations
allowing for at most one
mechanical error
• a consequentially correct
numerical value for speed.
The response provides
48
7. A valid process cannot contain conceptual errors such as using indirect proportion or not attending to unit conversions when
it is necessary.
6. Mechanical errors include transcribing incorrectly, unit conversions executed incorrectly (if same mistake is made
consistently count this as one error).
5. The ‘equivalents’ of 57.5 include:
— values in the range 56.8 — 57.6
— a statement (supported by correct working) that says ‘about 58 km/hr’, or similar.
4. The ‘correctly executed’ calculations allow for correct rounding to have been done but does not allow for any mechanical or
conceptual errors to have occurred.
3. The ‘supporting calculations’ are meaningful for the valid process being used.
2. Valid processes are based on recognition that the:
a) number of revolutions in one hour is constant so the distance travelled by a smaller tyre will be less
b) time for one revolution is constant, so speed = distance/time (d/t) can be used to find the actual speed of the smaller tyre
c) rolling radius and the speed are directly proportional so the actual speed can be calculated by multiplying 60 km/hr by a
suitable ratio or percentage or by finding percentage decrease in speed.
1. An explanation presents some relevant reasoning for the progression of steps shown.
Notes:
No incorrect information or
statement is used in the
creditable part of the response.
• an explanation of a valid process for establishing
the actual speed
• some supporting calculations allowing for at most
one mechanical error
• a consequentially correct speed shown with km/hr.
OR
The response provides
• an explanation of a valid
process for establishing the
actual speed
• supporting calculations,
correctly executed
• 57.5 km/hr or its equivalent
shown with km/hr.
B
Analysing
The response provides
A
43
ITEM 9
PERFORMANCE DOMAIN
UNIT FIVE
Marking Scheme
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
No response
has been made
at any time.
O
Marking Unit 2
Therefore, the actual speed will be approximately 57.5 km/hr.
6 of 7
= 57.5 km
In one hour replacement tyres will travel 1.832‰31381 = 57489.99 m
= 1.832 m
Replacement tyres: C = 2 ‰ S ‰ 291.55 = 1831.86
Number of revolutions = 60000 = 31381
1.912
In one hour standard tyres travel 60 km = 60000 m
= 1.912 m
Standard tyres: C = 2 ‰ S ‰ 304.25 = 1911.66
Model Response: 1
The response links the change of tyres to
a decrease in speed.
OR
The response indicates that a proportion
or percentage of the original speed could
be used to obtain the actual speed.
OR
• a correct circumference
• at least one other correct and relevant
calculation.
The response provides
D
16 Calculating with or without calculators
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Retrospective 2012 QCS Test
Actual speed = 57.5 km/hr.
= 57.49 km/hr
As the time for one revolution will remain
constant with replacement tyres,
new speed = d
t
= 0.001832 -5
3.1866‰10
= 3.1866 ‰ 10-5 hr
= 0.001912
60
Tyre with radius 291.55
shows 291.55 ‰ 60 = 57.5 km/hr
304.25
Tyre with radius 304.25
shows 60 km/hr
(using radii)
Actual speed about = 57.5 km/hr.
Tyre circumference of 1.832
shows 1.832 ‰ 60 = 57.49 km/hr
1.912
Tyre circumference of 1.912
shows 60 km/hr
Decrease in size of tyres will result in a
decrease in speed of car.
= 1.832 m
= 0.001832 km
Time for one revolution = ds
= 1831.86
= 1831.86 mm
Replacement tyres: C = 2 ‰ S ‰ 291.55
= 1.912 m
= 0.001912 km
Replacement tyres: C = 2 ‰ S ‰ 291.55
= 1911.66
Standard tyres: C = 2 ‰ S ‰ 304.25
Standard tyres: C = 2 ‰ S ‰ 304.25
= 1911.66 mm
Model Response: 3
ITEM 9
Model Response: 2
UNIT FIVE
95.83% of 60 = 57.5 km/hr
291.55 ‰ 100 = 95.83%
304.25
(using radii)
95.82% of 60 = 57.5 km/hr
1.832 ‰ 100 = 95.82%
1.912
A percentage of size of tyres gives
corresponding % in speed of car.
Replacement tyres: C = 1.832 m
Standard tyres: C = 1.912 m
Model Response: 4
Marking Scheme
Marking Unit 2
= 57.5 km/hr
Actual speed = 95.83% ‰ 60
= 4.17%
7 of 7
% decrease = 304.25 – 291.55 ‰ 100
304.25
(using radii)
= 57.5 km/hr
Actual speed = (100 – 4.17)% ‰ 60
= 4.17%
% decrease = 1911.66 – 1831.86 ‰ 100
1911.66
A percentage decrease in size of tyres will
result in same % decrease in speed.
Replacement tyres: C = 1831.86 mm
Standard tyres: C = 1911.66 mm
Model Response: 5
Last Page Count
Unit Six
The items of this unit are based on the poem Retrial written on the opening in 1956 of Douglas Stewart’s play,
Ned Kelly.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
A
B
C
D
Item 10
17.6
22.2
26.3
18.3
Item 11
1.9
3.8
52.5
20
E
10.3
N
O
11.8
4
5.4
6.1
Item 10
Model response
From those given above, choose two different techniques that are used in the poem. For each
of your chosen techniques, give one clear example from the poem and explain how the
example illustrates the technique.
You may
use point
form.
Pun — ‘left him in suspense’ — This could simply mean that he was left wondering
................................................................................................
what the outcome of the trial would be, but in light of the fact that Kelly was
................................................................................................
hanged, it has a double meaning; a clear reference to the outcome of the trial — he
............................................................................................................
was ‘suspended’ when he was hanged for his crime.
............................................................................................................
............................................................................................................
............................................................................................................
Hyperbole — ‘He could not safely go to work Except in armour-plate’ — The poet
............................................................................................................
does not really think Kelly needed protection because he was a victim. The
............................................................................................................
association between ‘safely going to work’ and ‘armour-plate’ is about Kelly as the
............................................................................................................
aggressor in his battles with police. The poet has deliberately misrepresented and
............................................................................................................
exaggerated the situation in an attempt to be funny.
............................................................................................................
............................................................................................................
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Commentary
Item 10 is a three-star item that tested achievement in CCEs 30 Classifying,
43 Analysing and 26 Explaining to others.
100%
A
B
C
D
N
O
This item required students to choose two different techniques from the four given
(along with their definitions) that were used in the poem Retrial to achieve certain
poetic effects. They were asked to give one clear example from the poem for each
of the chosen techniques and explain how the example illustrated the technique.
The cue stated that the students could use point form.
An A-grade response needed to nominate two different techniques and for each of the two techniques cite an
example from the poem. The response then had to explain how the cited example was illustrative of the
technique nominated.
Almost all students attempted this item. However, many did not provide clear and complete explanations of
how the examples they cited illustrated their chosen techniques but rather relied on what they assumed a
reader might already know. Explanations should be conclusive and convincing and not rely on any inferences.
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Retrospective 2012 QCS Test
Queensland Studies Authority |
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For one technique,
• an example from the poem is cited
• a clear explanation of how the
example is illustrative of the
technique is given.
For each technique,
• an example from the poem is cited
• a clear explanation of how the
example is illustrative of the
technique is given.
• an appropriate example from the
poem is provided.
For this technique,
• an appropriate example from the
poem is provided.
For each technique,
• an appropriate example from the
poem is provided.
The response provides an explanation of
an example that illustrates ONE of the
techniques from the four given
OR
The response nominates ONE of the
techniques from the four given.
The response nominates TWO different
techniques from the four given.
OR
• an example from the poem is cited
• a clear explanation of how the
example is illustrative of the
technique is given.
For this technique,
The response nominates ONE of the
techniques from the four given.
D
43 Analysing
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
No response
has been made
at any time.
O
October 26, 2012 11:32 am
(*footer to remain until final print*)
3 of 5
T:\qcs\sri\sri2012\Paper\sri665\mschemes\ms665-10.fm
Marking Unit 1
Hyperbole — ‘He could not safely go to work Except in armour-plate’ — The poet does not really think Kelly needed protection because he was a victim. The association between ‘safely going to work’ and
‘armour-plate’ is about Kelly as the aggressor in his battles with police. The poet has deliberately misrepresented and exaggerated the situation in an attempt to be funny.
Pun — ‘left him in suspense’ — This could simply mean that he was left wondering what the outcome of the trial would be, but in light of the fact that Kelly was hanged, it has a double meaning; a clear reference
to the outcome of the trial — he was ‘suspended’ when he was hanged for his crime.
Model Response:
The response nominates TWO different
techniques from the four given.
The response nominates TWO different
techniques from the four given.
For the second technique,
B
C
Marking Scheme
Explaining to others
Classifying
A
26
30
ITEM 10
PERFORMANCE DOMAIN
UNIT SIX
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Retrospective 2012 QCS Test
ITEM 10
Last Page Count
‘ … lawerly pretence … ’
… didn’t want him to compete … ’
(*footer to remain until final print*)
‘As an armourments producer … he might have found his feet’
‘They made a lot of charges’
‘As a stock and station dealer … he never had a chance’
‘They got him down to Melbourne’
‘As a banker he was harried … by the captains of finance’
‘ … work … ’
Marking Unit 1
4 of 5
T:\qcs\sri\sri2012\Paper\sri665\mschemes\ms665-10.fm
hyperbole
‘ … jury of his peers’
understatement
‘He could not safely go to work Except in armour-plate’
referring to Kelly as an ‘armaments producer’
‘ … harsh Victorian state’
referring to Kelly as ‘a stock and station dealer’
referring to Kelly as ‘a banker’
pun
‘ … left him in suspense’
irony
referring to Kelly as ‘too tender’
example
4. To be deemed appropriate, the example must either be from the appropriate example table (below) or be accompanied by an explanation that demonstrates its appropriateness.
3. A response that uses the same example to illustrate two different techniques will gain credit at the A-grade only if an explanation of how the example is illustrative of each technique is given and
each explanation is clear.
2. An example must come from the poem, rather than the introduction.
1. The technique/s nominated must be from the 4 given techniques.
October 26, 2012 11:32 am
Notes:
UNIT SIX
Marking Scheme
Item 11
Model response
In Retrial, the poet alludes to these competing interpretations. Suggest the interpretation with
which the poet most likely agrees.
Justify your
conclusion with
evidence from
the poem.
In the poem ‘Retrial’, the poet is treating the view of Ned Kelly as a
...........................................................................................
champion of the people sarcastically. If taken at face value, you would think
...........................................................................................
the poet believes Kelly to have been badly treated. For example, the poet
............................................................................................................
says Kelly was ‘too tender for the harsh Victorian state’. But Kelly was a tough
............................................................................................................
bushranger and a criminal and the Victorian state was soft because they couldn’t catch
............................................................................................................
Kelly so this is ironic. The second and third stanzas of the poem suggest Kelly was
............................................................................................................
stopped by the establishment from legitimate jobs such as banker, stock-and-station
............................................................................................................
dealer and armaments producer. But this is not meant to be taken seriously as Kelly’s
............................................................................................................
‘jobs’ were bank robbing and cattle stealing and he wore armour to protect himself in a gun
............................................................................................................
battle with police. Ultimately, the poet believes Kelly to be a thug and a common criminal.
............................................................................................................
............................................................................................................
Commentary
Item 11 is a four-star item that tested achievement in CCEs 43 Analysing,
31 Interrelating ideas/themes/issues 48 Justifying, and 45 Evaluating.
100%
A
B
C
D
E
N
O
This item required students to read the poem Retrial and consider two possible
interpretations of Ned Kelly’s bushranging career. Either he was fighting for
freedom against an oppressive establishment or he was a thug and common
criminal. The item required students to suggest the interpretation with which the
poet most likely agrees.
It is clear that the stanzas of the poem are laced with irony, hyperbole, pun and understatement. An analysis
of the stanzas would lead to a comprehensive reading of the poem. Students needed to recognise that there
was a deeper underlying meaning in the poem. Only a superficial reading of the poem would suggest that the
poet was sympathetic towards Kelly.
An A-grade response needed to suggest the poet’s view was that Ned Kelly was a thug and a common
criminal (a non-literal reading would support this). Responses were required to discuss how this meaning
was revealed and use evidence from the poem to support this interpretation. The justification needed to be
clearly expressed and well argued.
Responses that failed to recognise that the poem had a deeper meaning indicated that little or no analysis of
the poem had occurred. Students should be mindful to attend to the stem as some responses were obviously
a personal view of Ned Kelly and not based on the poem. Others offered an interpretation which differed from
the two offered in the stem.
Queensland Studies Authority |
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Retrospective 2012 QCS Test
• supports the poet’s view of
Ned Kelly being a ‘thug and
a common criminal’
• recognises an underlying
meaning
• is supported with evidence
from the poem.
October 22, 2012 15:33 pm
• proposes that the poet’s view
was that Ned Kelly was
‘fighting for freedom
against an oppressive
establishment’
• uses an appropriate example
from the poem to support
this proposition.
• presents a discussion about
the poet’s view of Ned Kelly
that considers the two
interpretations presented
• weighs up evidence from the
poem in support of the two
interpretations
• is clearly expressed.
The response
OR
The response
• proposes that the poet’s view
was that Ned Kelly was
‘fighting for freedom
against an oppressive
establishment’
• is supported with evidence
from the poem
• is clearly expressed.
OR
OR
The response
• supports the poet’s view of
Ned Kelly being a ‘thug and
a common criminal’
• refers to an appropriate
element of the poem to
support this interpretation.
The response
D
• supports the poet’s view of
Ned Kelly being a ‘thug and
a common criminal’
• provides appropriate
examples from the poem to
support this interpretation.
The response
C
(*footer to remain until final print*)
In the poem ‘Retrial’, the poet is treating the view of Ned Kelly
as a champion of the people sarcastically. If taken at face
value, you would think the poet believes Kelly to have been
badly treated. For example, the poet says Kelly was ‘too tender
for the harsh Victorian state’. But Kelly was a tough
bushranger and a criminal and the Victorian state was soft
because they couldn’t catch Kelly so this is ironic. The second
and third stanzas of the poem suggest Kelly was stopped by the
establishment from legitimate jobs such as banker, stock-andstation dealer and armaments producer. But this is not meant
to be taken seriously as Kelly’s ‘jobs’ were bank robbing and
cattle stealing and he wore armour to protect himself in a gun
battle with police. Ultimately, the poet believes Kelly to be a
thug and a common criminal.
Model Response:
The response
• supports the poet’s view of
Ned Kelly being a ‘thug and
a common criminal’
• discusses how meaning is
revealed
• is well-supported with
evidence from the poem
• is clearly expressed and
well-argued.
B
Justifying
Analysing
The response
A
48
43
ITEM 11
PERFORMANCE DOMAIN
UNIT SIX
Marking Scheme
O
5 of 5
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
T:\qcs\sri\sri2012\Paper\sri665\mschemes\ms665-11.fm
• presents an alternative
opinion of Ned Kelly
• draws on aspects of the
poem to support this
opinion.
The response
E
45 Evaluating
31 Interrelating ideas/themes/issues
Last Page Count
Unit Seven
The items of this unit are about pirate crews and how they divided up their loot, the value of the Australian
dollar, and the price of gold over time.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
A
B
C
D
Item 12
15.2
6.2
16.4
Item 13
23.6
28.8
Item 14
3.5
15.6
E
N
O
21.2
34.4
6.7
13.9
8.5
16.7
8.6
12.6
11.7
24.4
18.9
13.3
A shaded box indicates that the grade was not available for that item.
Item 12
Model response
Assume there were 16 ‘other officers’ on board. How many gold moidores were given to each
ordinary pirate on the Rover?
Number of ordinary pirates = 368 – (1 +1 +1 +1 + 16) = 348
..........................................................................................
Show all steps.
Round your
calculation down
to the nearest
whole coin.
Number of shares = 2 + 2 +1.5 +1.5 +16 x 1.25 + 348 = 375 shares
..........................................................................................
One share of prize = 40 000 ÷ 375 = 106.66
..........................................................................................
Rounds down to 106 gold moidores given to each ordinary pirate.
............................................................................................................
Commentary
Item 12 is a three-star item that tested achievement in CCEs 16 Calculating with
or without calculators and 52 Searching and locating … information.
100%
A
B
C
D
N
O
This item required students to find the number of gold moidores given to each
ordinary pirate as their share of a 40 000 moidore prize that the pirates seized
from a ship. This was based on the information given in the introduction defining
how prizes were shared.
An A-grade response needed to articulate a clear and appropriate process to
calculate the total number of shares allocated to all crew members (375) and
working to give the correct number of moidores (after rounding down) given to each ordinary pirate (106). The
key to this problem was to convert people (captains, quarter-masters, etc.) to share-lots so that the value of
one share of the prize (an ordinary pirate’s share) could be calculated.
At times an appropriate method was devised but simple errors were made, such as not following the second
cue (round down to the nearest whole coin) or writing one and a quarter as one point four. Another problem
that was evident was that some responses lacked clarity when outlining steps and this caused vital
information to be omitted which then led to an incorrect answer.
If trial and error is used as a method that could lead to a solution, particular attention must be paid to
providing enough detail for the process to be followed and justification for the result.
Queensland Studies Authority |
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50
|
Retrospective 2012 QCS Test
The response shows
• a process that is clear and
appropriate
• working with at most one observable
mechanical error
• a consequentially correct number of
gold moidores for each ordinary
pirate.
The response shows
• a process that is clear and
appropriate
• working which leads to 375 shares
• working which leads to 106 as the
number of gold moidores given to
each ordinary pirate.
2. A consequentially correct number of gold moidores
for each ordinary pirate does not have to be rounded.
1. Mechanical errors include:
— not rounding 106.66
— rounding 106.66 to 107
— a transcription error
— an arithmetic error.
Notes:
No incorrect working is used in the
steps which lead to the answer.
The response shows 106 as the number
of gold moidores given to each ordinary
pirate.
OR
B
No incorrect working is shown in the
steps which lead to the number of gold
moidores given to each ordinary pirate.
Marking Scheme
D
The response has working that shows
40000 divided correctly by a calculated
number of shares as the number of gold
moidores given to each ordinary pirate.
OR
The response shows 27 (or working
which indicates that there are 27)
shares for the officers.
OR
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
Searching and locating … information
The response shows 348 (or working
that would lead to 348) ordinary
pirates.
52
Number of ordinary pirates = 368 – (1+1+1+1+16) = 348
Number of shares = 2+2+1.5+1.5+16x1.25+348 = 375 shares
One share of prize = 40000 ÷ 375 = 106.66
Rounds down to 106 gold moidores given to each ordinary pirate.
Model Response:
• a process that is appropriate
• working to find a number of shares
• working to find the number of gold
moidores given to each ordinary
pirate.
The response shows
OR
The response shows 375 (or working
that would lead to 375) shares.
OR
• 348 (or working that would lead to
348) ordinary pirates
• 27 (or working which indicates that
there are 27) shares for the officers.
The response shows
C
Calculating with or without calculators
A
16
ITEM 12
PERFORMANCE DOMAIN
UNIT SEVEN
Item 13
Model response
A typical British merchant sailor of this era was paid 2 pounds and 3 shillings per month. A
pound was worth 20 shillings and a Portuguese gold moidore was worth 27 shillings. When a
pirate crew shared out a particular prize, each pirate received 151 moidores.
How long would it have taken a typical British merchant sailor to have earned 151 moidores?
Value of share = 151 x 27 = 4077 shillings
Show all steps.
.......................................................................................
Give your answer in
years and months.
.......................................................................................
Pay per month = 2 pounds 3 shillings = 43 shillings
Time taken to earn equivalent = 4077 ÷ 43 » 95 months = 7 years 11 months
............................................................................................................
............................................................................................................
............................................................................................................
Commentary
Item 13 is a three-star item that tested achievement in CCE 16 Calculating with
or without calculators and 7 Translating from one form to another.
100%
A
B
C
D
N
O
This item required students to determine how long it would have taken a typical
British merchant sailor to earn 151 moidores. The stem provided the necessary
conversion information to calculate this. The first cue instructed students to show
all steps and the second required that their answer be given in years and months.
An A-grade response needed to detail clearly the conversions used to determine
that it would take 95 months to earn 151 moidores. This time was then required to
be converted to 7 years and 11 months.
Many students chose a problem-solving strategy based on trial and error to arrive at an answer. As well as
taking a disproportionate amount of time, this method is often cumbersome when attempting to convey that
a clear, logical process has been used. Students should be cautioned that if they use this strategy, they need
to give details of the underlying processes used and not simply leap to an answer (which may be correct)
without showing the necessary corroborating and supporting steps.
Some responses misused simple conversions involving time, incorrectly translating 7.9 years to 7 years
and 9 months.
Items involving time require students to be familiar with ‘non-decimal’ conversions such as converting 14.7
years to years and months or 5.8 minutes to minutes and seconds, etc.
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The response shows
• a process that is clear and
appropriate
• working that determines a time
taken allowing for at most one
observable mistake.
The response shows
• a process that is clear and
appropriate
• working to determine the time taken
• the correct time given in years and
months.
No incorrect working is used in the
steps which lead to the answer.
No incorrect working is used in the
steps which lead to the answer.
3. The conversions that could be used to determine the time taken include, but are not limited to:
— pounds to shillings, e.g. merchant sailors earn 2 pounds 3 shillings = (2 x 20) + 3 = 43 shillings per month
— moidores to shillings, e.g. 151 x 27 = 4077 shillings
— shillings to moidores, e.g. merchant sailors earn 43 ÷ 27 = 1.592 moidores per month
— shillings to pounds, e.g. merchant sailors earn 2 + (3 ÷ 20) = 2.15 pounds per month
— months to years, e.g. merchant sailors earn 43 x 12 = 516 shillings per year, 1.592 x 12 = 19.1 moidores per year
— months into years and months, e.g. 37 months = 3 years 1 month.
2. A mistake referred to in the descriptors can be:
— a conversion error
— a transcription error
— a calculation error
— a rounding error
— inappropriate rounding or truncating, i.e. giving an answer different from the correct or consequentially correct answer
— failing to follow the second cue, i.e. not converting months or years into years and months.
1. The months in the time taken can be correctly rounded whole months or correctly rounded or truncated months with a
decimal component, e.g.
— the correct time in years and months could be 7 years 11 months or 7 years 10.8 months
— the correct time in months could be 95 months or 94.8 months.
Notes:
The response shows the correct time
given in months or years.
OR
• a process that is appropriate
• working that determines a time
taken allowing for at most two
observable mistakes.
The response shows
C
The response shows the correct time
given in years and months.
OR
B
No incorrect working is used in the
steps which lead to the answer.
Marking Scheme
Calculating with or without calculators
A
16
ITEM 13
PERFORMANCE DOMAIN
UNIT SEVEN
D
No response
has been made
at any time.
O
Marking Unit 7
2. Sailors earn 43 shillings per month.
Sailors pay in moidores 43 ÷ 27 = 1.593 moidores per month
Time taken to earn equivalent = 151 ÷ 1.593 = 94.79 months
= 94.79 ÷ 12 = 7.9 years = 7 years 10.8 months
2 of 4
1. Value of share = 151 x 27 = 4077 shillings
Pay per month = 2 pounds 3 shillings = 43 shillings
Time taken to earn equivalent = 4077 ÷ 43  95 months = 7 years 11 months
Model Responses:
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
Translating from one form to another
The response shows two of the
conversions (done correctly) that could
be used to determine the time taken.
7
Item 14
Model response
I.
On the chart on the opposite page, use pencil to draw lines that capture the fluctuations
over the two days. Mark in any relevant values.
Price of 1 troy ounce
of gold in $US
Intrinsic value of
1 doubloon in $A
370
360
350
340
330
320
310
1100
1000
Value of $A1
in US cents
65
70
300
275
920
910
72
290
280
74
270
900
260
75
250
240
230
220
800
80
210
200
190
180
700
85
170
160
150
600
140
90
130
120
500
110
95
100
400
100
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II. Discuss how the price of gold and the value of the Australian dollar fluctuated and how
this affected the intrinsic value of a doubloon. Include the intrinsic value of the collector’s
twelve doubloons on each of the days in your discussion.
Be sure to
explain what
your lines and
values show.
The line for the first day shows that the initial value of $A1 is 74 US cents.
.........................................................................................
This drops to 72 US cents overnight and the gold price dips to $US910 and
.........................................................................................
the line that connects these shows that there is a rise in the intrinsic value
............................................................................................................
to around $A275 for each doubloon.
............................................................................................................
This will result in the gold being worth 12 x $A275 = $A3300
............................................................................................................
instead of 12 x $A270 = $A3240.
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
Commentary
100%
Item 14 is a three-star item that tested achievement in CCEs 6 Interpreting the
meaning of … graphs, 57 Manipulating/operating/using equipment, 43 Analysing
and 26 Explaining to others.
This item required students to draw lines on a chart to capture information about
the fluctuations of the gold price, the value of the Australian dollar and the
intrinsic value of a collector’s twelve Spanish gold doubloons. They also had to
A
B
C
D
E
N O
discuss how the price of gold and the value of the Australian dollar fluctuated and
how this affected the intrinsic value of the collector’s twelve doubloons. The
stimulus provided an example of a line drawn for given values of the price of gold and the value of the
Australian dollar. It also indicated how the intrinsic value of the doubloon for that day could be read from the
chart. This line and the information it could provide was given as a model for students to follow. Any
examples or models given in an item are intended to help guide a correct response.
An A-grade response needed to accurately draw the two lines with at least three relevant values shown. It
also needed to relate the fall in the price of gold and the fall in the Australian dollar to the rise of the intrinsic
value of the coins and give the total intrinsic value of the twelve coins on both days. Relevant values had to be
evident in the discussion.
Lack of precision when drawing lines or neglecting to show numbers on the chart (as the stem indicated must
be done) were problems that could have been avoided with more care. Some responses did not specifically
discuss how the price of gold and the value of the Australian dollar fluctuated and how this affected the
intrinsic value of the doubloons as required in the stem.
Students should be aware that a stem says precisely what the given task is and should be reread after
completing the response to be sure every part has been attended to.
Students should come to the test with appropriate equipment including sharp pencils and a reliable ruler.
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• has one accurately drawn
line and one reasonably
drawn line
• relates the fall in the price of
gold and the fall in the
Australian dollar to the rise
in the intrinsic value of the
coins
• gives the rise in intrinsic
value of the coins consistent
with the chart.
• has two accurately drawn
lines with three relevant
values marked (with
numbers) on the chart
• gives the intrinsic value
rising from $3240 to about
$3300
• has all relevant values
evident.
The response
OR
The response
Analysing
• has two accurately drawn
lines with three relevant
values marked (with
numbers) on the chart
• relates the fall in the price of
gold and the fall in the
Australian dollar to the rise
in the intrinsic value of the
coins
• gives the intrinsic value
rising from $3240 to about
$3300
• has all relevant values
evident.
B
Marking Scheme
• two accurately drawn lines
• three relevant values
evident.
The response has
OR
• has two reasonably drawn
lines
• gives the rise in intrinsic
value of the coins consistent
with the chart.
The response
OR
• has two lines, one of which is
reasonably drawn
• relates the fall in the price of
gold and the fall in the
Australian dollar to the
change in the intrinsic value
of the coins
• gives a change in intrinsic
value of the coins consistent
with the chart.
The response
C
D
26
57
• has a line for Day 2 through
a point which is 2 US cents
less (up the $A1 scale) than
the line for Day 1 intercept
• gives an intrinsic value of
the coins on Day 2 consistent
with the chart.
The response
OR
The response has two
reasonably drawn lines.
OR
• has two lines, one of which is
reasonably drawn
• gives a change in intrinsic
value of the coins consistent
with the chart.
The response
Interpreting the meaning of … graphs
The response
A
43
6
ITEM 14
PERFORMANCE DOMAIN
UNIT SEVEN
The response gives a change in
intrinsic value of the coins
consistent with the chart.
OR
The response has a line for
Day 2 through a point which is
2 US cents less (up the $A1
scale) from the line for Day 1
intercept.
OR
• the price of gold is $US910
per ounce on Day 2
• the intrinsic value of $3240
for the twelve coins on
Day 1.
The response has
OR
The response has one
reasonably drawn line.
E
Explaining to others
O
3 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
Manipulating/operating/using equipment
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9. The given blue line cannot be used as a line for Day 1 or Day 2.
8. Where there are more than two lines drawn on the chart:
— If it is clear from the discussion which two lines are being used then mark these lines.
This could include the use of labels, relevant values or a legend.
— If it is unclear which lines are used then mark the best two lines and apply a one-grade
penalty.
7. For grades other than A-grade the rise or change in intrinsic value of the coins can be
given by specifying:
— the value of each coin on Day 2 e.g. $275
— the value of the collector’s 12 coins on Day 2 e.g. $3300
— the difference in value between Day 1 and Day 2 and a direction, e.g. $5 increase.
6. Relevant values for the lines that are to be marked on the chart are:
— for the line for Day 1, the price of gold $US920, the intercept with the value of $A1 line
(approximately 74)
— for the line for Day 2, the price of gold $US910, the value of $A1 (approximately 72)
and the intercept with the intrinsic value line (approximately 275).
5. A ‘reasonably drawn’ line goes close to the points specified for that line and joins the two
outside scales.
4. For a line to go through a point there should be no space visible between the dot
representing the point and the drawn line.
920
910
600
700
800
900
1000
1100
140
230
220
180
150
250
200
160
270
260
210
170
290
280
240
190
275
300
370
360
350
340
330
320
310
Intrinsic value of
1 doubloon in $A
74
72
Marking Unit 7
90
85
80
75
70
65
Value of $A1
in US cents
Price of 1 troy ounce
of gold in $US
2. The points for the line for Day 2 are 910 on the price of gold scale and 2 US cents less (up
the scale) than the line for Day 1 intercept on the value of $A1 scale.
3. An ‘accurately drawn’ line is a single straight line that appears to be drawn with a ruler
and it goes through the points specified for that line and joins the two outside scales.
Model Response:
The line for the first day shows that the initial value of $A1 is 74 US cents.
This drops to 72 US cents overnight and the gold price dips to $US910 and the line that connects
these shows that there is a rise in the intrinsic value to around $A275 for each doubloon.
This will result in the gold being worth 12 x $A275 = $A3300 instead of 12 x $A270 = $A3240.
ITEM 14
4 of 4
Last Page Count
1. The points for the line for Day 1 are 920 on the price of gold scale and 270 on the value of
1 doubloon scale.
Notes:
UNIT SEVEN
Marking Scheme
Unit Eight
The items of this unit are based on two prose passages. In one, a writer ponders on physical things and in the
other a different writer reflects on an e-gift he received.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
A
B
C
D
Item 15
19.6
23
21.4
Item 16
18.8
36.3
19.9
10
Item 17
16
14
24.1
18.2
E
5.2
N
O
33.2
2.8
8.3
6.8
8.7
13.8
A shaded box indicates that the grade was not available for that item.
Item 15
Model response
Describe the writer’s attitude toward his smartphone, as conveyed in the first paragraph.
Do not simply
quote from
the text.
In the first paragraph, the writer’s attitude towards his smartphone is that
...........................................................................................
it is a limitless storage container that stores information; however, it
...........................................................................................
cannot be compared with the joy of reading information from books. Reading
............................................................................................................
a book provides textures and feelings that a smartphone cannot provide.
............................................................................................................
............................................................................................................
Commentary
Item 15 is a two-star item that tested achievement in CCE 4 Interpreting the
meaning of words … and 28 Empathising.
100%
This item required students to describe the writer’s attitude toward his
smartphone, as conveyed in the first paragraph of the given passage. The cue
directed students not to merely quote from the text.
A
B
C
N
O
To achieve an A-grade, responses had to capture the author’s attitude to his
smartphone by explaining an advantage and a drawback and to indicate the
writer’s preference for ‘old formats’.
Some students failed to recognise the author’s mixed views about his phone. These students relied solely on
the opening statement, ‘I love my smartphone’ to respond and failed to acknowledge the deficiencies of the
smartphone as alluded to later in the paragraph.
Cues provide essential and additional instruction/s on how to respond to the task outlined in the stem but
despite a cue requiring more than simply quoting from the text, the advantage or drawback proffered by
some responses were simply words from the text, e.g. it ‘holds things’ (usefulness); ‘there is no musty smell’
(appeal to the senses); ‘can be deleted with a tap’ (impermanence). Unless a quotation was accompanied
with some added detail or some synonym for the quality, a creditable grade could not be awarded.
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• indicates the writer’s preference for ‘old formats’ as
expressed in the first paragraph of Passage 1
• captures his attitude to his smartphone by
— explaining a drawback.
The response is not inconsistent with Passage 1.
The response recognises the writer’s mixed views
about his smartphone.
C
28 Empathising
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
No response
has been made
at any time.
O
Marking Unit 8
1 of 3
In the first paragraph, the writer’s attitude towards his smartphone is that it is a limitless storage container that stores information; however, it cannot be compared with the joy of reading information from
books. Reading a book provides textures and feelings that a smartphone cannot provide.
Model Response:
4. The explanations of advantages and drawbacks can only be credited if they are taken from paragraph 1.
3. To ‘explain’ students must use their own words. Examples:
— in explaining an advantage of the smartphone a student could write, ‘He likes his smartphone because it’s useful for storing things.’ If a student writes, ‘he likes his smartphone because it holds things’
and doesn’t elaborate, then a student is simply quoting from the first paragraph. This is not ‘explaining’.
— in explaining a drawback of the smartphone a student could write, ‘he prefers books because they have a connection to past happenings.’ If a student writes, ‘He prefers books because they ooze historical
significance’ then a student is simply quoting from the first paragraph. This is not ‘explaining’.
2. The drawback of the smartphone refers to its lack of appeal to the senses or connection to the past or permanence or emotional/sentimental appeal.
1. An advantage of the smartphone refers to its usefulness, accessibility, functionality or storage capability.
Notes:
The response
• indicates the writer’s preference for ‘old formats’ as
expressed in the first paragraph of Passage 1
• captures his attitude to his smartphone by
— explaining an advantage
and
— explaining a drawback.
B
Interpreting the meaning of words …
Marking Scheme
The response
A
4
ITEM 15
PERFORMANCE DOMAIN
UNIT EIGHT
Item 16
Model response
In line 17, the writer likens his old paperback book to a tattoo.
Evaluate the effectiveness of this comparison in terms of what the writer is saying in the
passage.
This comparison is effective as it draws similarities between the old
...........................................................................................
Refer to
similarities
and/or
differences.
paperback book and a tattoo. Like a tattoo, the paperback signifies an
...........................................................................................
important emotion or event in the writer’s life. It symbolises a connection to a certain
............................................................................................................
point in his life — the same as a tattoo would. Like a tattoo, the memories inspired by the
............................................................................................................
paperback book will stay with him forever. Because of this, it becomes a prized possession
............................................................................................................
to be cherished no matter what becomes of it.
............................................................................................................
............................................................................................................
............................................................................................................
Commentary
Item 16 is a three-star item that tested achievement in CCEs 45 Judging,
31 Interrelating ideas/themes/issues and 29 Comparing, contrasting.
100%
This item required students to evaluate the effectiveness of the comparison the
writer makes between his old paperback book to a tattoo. The cue indicated that
students were to refer to similarities and/or differences.
An A-grade response needed to explain how a similarity or a difference
(paperback—tattoo) highlighted the importance of the book to the writer and to
identify another similarity or difference between the book and the tattoo. The response when read as a whole
needed to convey an evaluation of the effectiveness of the comparison.
A
B
C
D
N
O
Many students managed to explain similarities between the book and the tattoo which allowed them to
highlight the importance of the book to the writer of Passage 1. Students who explained differences between
the tattoo and the book found it slightly more difficult to establish the importance of the book to the writer.
When conveying the effectiveness of the comparison, students were able to do this explicitly by stating, ‘The
comparison is effective because … ’ However, a significant number of students conveyed the effectiveness
implicitly by explaining how or why the comparison was effective in the body of their response. Sophisticated
responses were notable in their ability to achieve this. A number of responses showed ambivalence about the
effectiveness of the comparison and were able to argue the case and still meet the requirements of the
A grade.
By identifying and acting on the key words in a stem, students have a better chance of responding well. In
this item it was important that students had a thorough understanding of the opinions expressed by the
writer of Passage 1. The second paragraph in particular provided a number of ideas such as ‘having
memories stored’, ‘prized possessions’ and ‘connection to a point in his life’ which were useful in explaining
the similarities and highlighting the importance of the book to the author.
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• explains how a similarity or a
difference highlights the importance
of the book to the writer.
The response gives an evaluation of the
effectiveness of the comparison.
AND
• identifies a similarity or a difference
• links that similarity or difference to
the importance of the book to the
writer.
The response
• identifies a similarity or a difference.
The response
D
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
No response
has been made
at any time.
O
31 Interrelating ideas/themes/issues
Marking Unit 8
2 of 3
This comparison is effective as it draws similarities between the old paperback book and a tattoo. Like a tattoo, the paperback signifies an important emotion or event in the writer’s life. It symbolises a
connection to a certain point in his life — the same as a tattoo would. Like a tattoo, the memories inspired by the paperback book will stay with him forever. Because of this, it becomes a prized possession to be
cherished no matter what becomes of it.
Model Response:
2. Ideas derived from the passage include having memories stored, spine finally disintegrating, prized possessions, connection to a point in life, whole thing dissolving … treasuring it, prominently displaying.
1. To ‘explain’, students must use their own words. ‘Identify’ means merely quoting from the text without elaboration.
Notes:
The response conveys an evaluation of
the effectiveness of the comparison.
• identifies another similarity or
difference.
The response
• explains how a similarity or a
difference highlights the importance
of the book to the writer
B
C
Marking Scheme
Comparing, contrasting
Judging
The response
A
29
45
ITEM 16
PERFORMANCE DOMAIN
UNIT EIGHT
Item 17
Model response
The writer of Passage 2 is of the view that his Lonely Otter is just as good as a traditional
birthday card or gift.
In keeping with the opinions expressed by the writer of Passage 1, write an argument against
this point of view.
Give clear
reasons to
support your
argument.
Consider both
the sender and
the recipient.
Immaterial gifts given online are not as good as physical gifts. The memory of
...........................................................................................
receiving the lonely otter is entirely dependent on the person. As one ages,
...........................................................................................
they may use technology less and their memory is sure to fade. By giving
...........................................................................................
material gifts the memory of the gift and its giver is ‘stored in a physical
...........................................................................................
medium’. A person may forget about their ‘birthday otter’ online but the presence of a
............................................................................................................
physical gift in one’s room such as a book or a postcard, is an ongoing reminder. A physical
............................................................................................................
gift would be better as a person can comprehend the gift with more senses. An online gift is
............................................................................................................
just registered by the mind, but a material gift can be seen from all directions, its textures
............................................................................................................
felt and its unique sense identified.
............................................................................................................
............................................................................................................
............................................................................................................
Commentary
100%
Item 17 is a four-star item that tested achievement in CCEs 46 Creating/
composing/devising, 31 Interrelating ideas/themes/ideas, 33 Reaching a
conclusion which is consistent with a given set of assumptions and
28 Empathising.
This item required students to write an argument against the point of view that the
writer’s Lonely Otter (e-gift) is just as good as a traditional birthday card or gift.
A
B
C
D
E
N O
The argument was required to be in keeping with the opinions expressed by the
writer of Passage 1. The cues indicated that students were to give clear reasons to support their argument
and to consider both the sender and the recipient when forming their response.
An A-grade response needed to establish the proposition that a physical card or gift is better than a Lonely
Otter. It was required to put forward two different sound reasons to support the proposition and be consistent
with the opinions of the writer of Passage 1. It needed to convey that the notion of gifting had been
considered.
The inclusion of reasons that were not considered sound (not in keeping with the ideas evident in Passage 1)
precluded a considerable number of responses being awarded an A grade.
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• establishes the proposition
that a physical card or gift is
better than a ‘Lonely Otter’
• puts forward TWO different
sound reasons to support the
proposition
• is generally consistent with
the opinions of the writer of
Passage 1.
The notion of gifting has been
considered.
The notion of gifting has been
considered.
No response
has been made
at any time.
O
The response gives TWO
different reasons, one of which
is sound, to support the idea
that a physical card or gift is
better than a ‘Lonely Otter’.
4. Sound reasons are those that are in keeping with the ideas evident in Passage 1 and include nostalgia,
appeal to senses, tangibility/ability to hold a physical object, sense of history, connection with past,
sentimental/emotional value, ongoing, can’t be deleted by a tap, desire for memories, satisfaction,
prized possession, point-in-life connection, treasures it, prominent display, useful.
3. The notion of giving and receiving a gift or card (gifting) can be considered without referring explicitly
to a sender or a recipient.
2. The ‘Lonely Otter’ can be the specific gift received or can represent any immaterial type of card or
gift.
Response is
unintelligible
or does not
satisfy the
requirements
for any other
grade.
N
OR
The response attempts to
establish a position about
materialism which favours a
physical card or gift.
E
1. To ‘establish the proposition’ means that the response makes it clear that a physical birthday card or
gift is better. This may not always be done explicitly.
Notes:
The response gives ONE
reason to support the idea that
a physical card or gift is better
than a ‘Lonely Otter’.
D
The notion of gifting has been
considered.
• establishes the proposition
that a physical card or gift is
better than a ‘Lonely Otter’
• puts forward ONE sound
reason to support the
proposition
• is consistent with the
opinions of the writer of
Passage 1.
The response
C
28 Empathising
Marking Unit 8
3 of 3
Immaterial gifts given online are not as good as physical gifts. The memory of receiving the lonely otter is entirely dependent on the person. As one ages, they may use technology less and their memory is sure to
fade. By giving material gifts the memory of the gift and its giver is ‘stored in a physical medium’. A person may forget about their ‘birthday otter’ online but the presence of a physical gift in one’s room such as
a book or a postcard, is an ongoing reminder. A physical gift would be better as a person can comprehend the gift with more senses. An online gift is just registered by the mind, but a material gift can be seen
from all directions, its textures felt and its unique sense identified.
Model Response:
The response
• establishes the proposition
that a physical card or gift is
better than a ‘Lonely Otter’
• puts forward TWO different
sound reasons to support the
proposition
• is consistent with the
opinions of the writer of
Passage 1.
B
Last Page Count
31 Interrelating ideas/themes/issues
Reaching a conclusion which is consistent with a given set of assumptions
Creating/composing/devising
The response
A
33
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ITEM 17
PERFORMANCE DOMAIN
UNIT EIGHT
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 2012 testpaper and provides comments on the writing that students produced.
The comments are based on an analysis of a statistically significant random sample of student responses.
The breakdown of student responses according to stimulus pieces selected and genres of responses is
provided.
WT 2012 Overall concept: Getting there
Students are required to respond to both the overall concept and one or more of the stimulus pieces. The
overall concept linking the 13 separate stimulus pieces on the 2012 testpaper is Getting there. The term
refers to a deliberate movement towards a place, end point or goal. The focus of the concept can be on the
identification of and actual arrival at the end point as much as it is on the process of making one’s way there.
Colloquially, Getting there refers to the physical action of travelling, not aimlessly, but with a specific
destination in mind. At a more abstract level, it can represent the process of moving towards and achieving a
successful outcome in an endeavour or it can deal with the process of growth and development towards a
personal goal in one’s life. It should be possible for students to see a range of applications of the concept.
References in the stimulus pieces include the process of establishing and achieving our goals, how we work
towards scientific and technical advances, the importance of reducing needless exploitation of resources, the
desire to help others along the way towards better times, the significance of the journey, and the joy of
arriving.
The most successful responses are those that demonstrate higher achievement in the criteria identified in
the marking guide (page 75). The criteria are: Central idea (CI); Vocabulary (V); Responsiveness (R); Grammar,
punctuation, spelling (GPS); and Structuring & sequencing (SS); plus Length (L).
Each response is marked by three independent markers. Each marker assigns either four criteria-based
standards or three criteria-based standards plus a judgment about Length. Different combinations of
judgments are required of the three primary markers (referee marking occurs as required). Markers consider
the contribution of each of the criteria they are marking to the holistic worth of the response. On the
marksheet they record each of these as a standard (from 1 to 6) with a qualifier (+, 0, –) for each standard
and, if required, they indicate the length of the response.
Graphs are included to show the distribution of grades awarded in each of the five substantive criteria. The
marking guide is included to show the criteria and standards used to grade responses. Finally, a selection of
student responses has been included to exemplify successful writing as defined by the task criteria.
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Diagram of the testpaper
The diagram below represents the 2012 testpaper. The 13 stimulus pieces are numbered for reference. All
pieces relate to the overall concept of the testpaper.
1
2
4
3
5
6
7
8
10
9
12
11
13
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
2
14%
3
6%
5
6
7
6%
29%
15%
12
11
4
11%
8
21%
10%
9
10%
15%
13
17%
8%
Indication of stimulus pieces as starting point or resource
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10
8%
WT commentary
The following commentary is based on the assumption that students focused on only one stimulus piece as
the starting point or source of ideas for their writing. Using a combination of two or more stimulus pieces
provided students with a greater variety of possibilities for their writing than those mentioned here.
1 Books
Travel writing and documentaries allow opportunities for readers to learn about other places and other
worlds, enjoy vicariously the experiences of others and relive the memories of their own travel. In fiction, the
use of a journey can be a strategy to tell a story, develop a character, or explore a theme. A journey can
provide a range of locations or minor characters to present challenging situations for a major character.
Incidents along the way can present confronting conflicts or new perceptions to the major character and the
journey can act as a catalyst for a significant change or realisation or may be the means of taking a character,
and perhaps the reader, out of their normal comfort zone. For students, in some cases, ‘getting there’ could
mean getting to the end of the book.
This stimulus piece prompted students to consider these aspects of the topic in books or movies that deal
with travel. It allowed them to write their own travelogue or travel story. It provided opportunities for reviews
of travel books, film documentaries, novels or movies. Some connected their reading experiences with some
aspect of their own means of getting there in the process of personal growth and self-discovery.
2 Telegraph wires
This stimulus piece allows students to consider the impact of technology on international communication
and relationships. It prompted some to comment on past, current and possible future conflicts in the world,
to consider the desire for peace in what seems to be a constantly troubled world and to ask whether peace
will ever be achieved.
Responses were mostly expository or persuasive and included feature articles, reports, and political or
historical comment.
3 Explorers
Responses to this stimulus piece included factual or imaginary accounts of early settlers and explorers in
Australia and their dreams of discovery, expansion, wealth or power. Some students commented on the
results of those early explorations and investigations and how they have compared with the dreams. The
motel signpost with its vacancies sign prompted some students to draw a comparison between the resting
places used by explorers in past times and the kind of accommodation that many of us find as we explore our
world today.
This stimulus piece was applied to a wide range and number of investigations including land, sea and space
exploration. Some students evaluated the outcomes of previous work or the potential of current and future
work in a range of scientific or technical fields. It prompted some to write about the achievements in recent
space exploration or about future possibilities.
4 Arrivals
This stimulus piece focused mainly on the arrival aspect of getting there, although the process of getting
there is implied by the image of the airport arrivals board. The written text suggests the pleasure one feels on
finally reaching one’s destination (or desired result) and finding a welcome (or reward). Inevitably, it suggests
the opposite also: that the experience may be one of disappointment. Travellers may look back to the past, to
the place and the life they came from with relief or regret, or may look forward with eagerness or
apprehension to the future they are now embarking on. They may consider the emotional baggage they bring
with them.
This stimulus piece provided students with opportunities for responses that included personal reflections or
recounts and analyses of real or imagined experiences of immigrants, visitors and tourists.
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5 Moving out
All students sitting the test are moving from their final year at school to a new and different stage in their
lives. Even if they are not leaving home, their future experiences and adventures are still unknown and the
potential lies before them for excitement, happiness, trouble or misery. They have decisions to make, as
suggested by the stimulus piece: whether to study further; what career to follow; whether and when to leave
home; and what to do with their lives. They will all have some ambitions they hope to achieve. The images of
people in clothing that represents a range of careers, the passport, and the Learner and Provisional plates
should provide specific examples of some of the choices and milestones that face young people. The street
sign indicating a traffic roundabout may also prompt them to think about the directions that people do or do
not, take in life in their process of getting there.
This piece provides a starting point for short stories, reflections, inspirational speeches and true or fictional
accounts of lives past. Many of the responses to this piece were speculative and imaginative. Some students
set out the facts about what lies ahead and where they want to be at some time in the future, physically,
materially, emotionally or spiritually and how they plan to get there.
6 Tourists
This piece comments on the motives for tourism, a peculiarly human activity, one which has been important
to people past and present. It raises the question of the value and purpose of tourism, and questions the
pleasure people gain from travelling as tourists. For some, the whole purpose may be to put a notch on the
belt to indicate their success in getting there, wherever ‘there’ may be; for others the purpose and the result
of tourism may be a deepening of their understanding of people, culture and themselves.
Students wrote travel journals, memoirs, reflections, accounts, descriptions, discussions, arguments or
imaginative texts in response to this stimulus piece.
7 Are we there yet?
Most of us have asked this question at some time. The accompanying image of a family car suggests the
boredom of a child on a long journey. It may also refer to the stages along the way that mark one’s progress
towards an end point, whether that is an actual place or a goal of some kind. The question prompts one to
think about the value, personal or otherwise, of a destination or goal and the time it takes to get to the
destination or achieve the goal.
The piece prompted a range of forms and texts: imaginative, typically in the form of short stories and
anecdotes; expository, as in discussions about the destination; reflective, in journal entries or memoirs.
8 No more turning back
Franz Kafka’s statement holds true for any undertaking that is worth doing and that involves effort, work,
hardship, and difficulty. It reminds us that, for some things, we must simply push on until the time comes
that there is no longer a choice and then the effort must continue until the end is reached. This quote
suggests any number of applications from work and study to sport and other physical activities. Some
students applied the words to the process of building and maintaining relationships with others or shaping
one’s own character and personality. Below the main sign is another, pointing the way to a rehabilitation
clinic, a place for those who need to recover from an event or habit and return to good health and wellbeing.
The piece clearly refers to the process of getting there and to the end goal.
Responses to this stimulus piece included stories and drama scripts, persuasive speeches, expository media
texts, and reflective journal entries.
9 Our way
This statement from Geraldine Brooks’ Boyer lecture 2011 comments on the importance of helping others,
and evokes thoughts of mateship and collegiality. The image of the child being supported by adult hands
shows the nurturing of a child and suggests the care of those who are helpless or ill. It also suggests that the
inclination to support and assist the vulnerable amongst us is a laudable national characteristic.
Students’ writing in response to this stimulus piece included stories, media articles, reflections and
persuasive writing.
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10 Nothing but facts
Scientists and researchers live by these words of Antoine Lavoisier in his Elements of Chemistry of 1789. The
importance of observation and experiment in science would be difficult to exaggerate. Science begins with
recording of observations and scientists rely on experiments, carefully designed and conducted so that they
can then observe the results. Every statement or theory must be checked and rechecked. Observations must
be accurate and experiments must be repeatable. The recommended process of getting there is clear and
indisputable.
This stimulus piece provided an opportunity for students to write scientific reports, factual accounts and
descriptions or discussions and analyses of scientific hypotheses.
11 Where to now?
The depiction of human evolution on the roadside sign may have reminded some students of T-shirts and
posters they have seen. It has a humorous touch in its suggestion that humans have returned to a position
reminiscent of an earlier stage but crouched now over their computers.
The question that accompanies the image prompted some students to write speculative expositions or
science fiction short stories about the options ahead for human development and the means of getting there.
12 One’s destination
The quote used in this stimulus piece is from Henry Miller’s journal of his time living in the rugged beauty of
the Californian coast, exploring his vision of an ideal society. It reminds us that experiencing new locations
and meeting different people can affect us in ways that may be life-changing and that can irrevocably change
our perceptions of the world and ourselves.
The piece offers students scope to explore real-life incidents and experiences and their effects or to speculate
on imaginary travels for others or for themselves in the future. Their responses included stories, biographical
and autobiographical writing, journals, reports, speeches and media articles.
13 Human legs
Lewis Mumford wrote much about cities, city architecture, society, the way we live and the way he thought we
should live. His comment on the value of human legs and the image that accompanies it prompts some
consideration of the means of getting there, varieties of transport, technology and the effects of humans on
the world we live in. The row of footwear prompts thoughts of the travellers themselves, their fitness and
their impact on the environment.
Students responded to this stimulus piece with opinion pieces about the effects of transport and travel,
descriptions of facilities for pedestrians and vehicles, stories about the people who might do the walking and
reminiscences of their own walks, trips and journeys.
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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 attract students and prompt ideas for their writing. When
considering a stimulus piece (or pieces) and what to write, students should remember that, by the time they
reach Year 12, they have a wealth of personal and subject-based knowledge and experience that they can
draw upon.
When students use ideas from the written stimulus pieces, there is a danger that they may quote large
portions of text directly. This can affect markers’ judgments of Length (words from the stimulus pieces are not
counted) and Central idea (if the ideas being presented are not the student’s own). Direct quoting can also
detract from a response when the language style of the quoted material differs from that of the student, and
when quotations are used out of context or incorrectly (affecting Structuring & sequencing, Vocabulary, and
Grammar, punctuation, spelling).
Choice of text type
Student responses to a Writing Task testpaper may be categorised, according to their purpose, into four
major text types: imaginative, expository, reflective and persuasive.
In 2012, the most popular text type for responses was the imaginative, with 34% of students writing in this
form. This was closely followed by expository pieces, written by 31% of students. Reflective responses
accounted for 21% of scripts and 12% of responses were persuasive. When determining which text type to
employ, students need to consider the ultimate purpose of their writing. Do they wish to entertain their
audience (imaginative)? Do they want to convey information (expository)? Would they like to recall,
contemplate or share experiences (reflective)? Is it their intent to convince their audience of a particular
viewpoint (persuasive)? Understanding this can help students to plan effectively and give focus to their
writing.
Within these broader categories, students need to make decisions about the specific genre in which they
wish to write. They also need to decide which genre will allow them to demonstrate their best writing. They
should keep in mind, as they plan their response, that some genres, e.g. the speech and the essay, can have
a variety of purposes such as exposition or persuasion. Also, when they choose a genre, they need to be sure
they can control its conventions. A short story, for example, should cover a short timespan; a media article
should have short paragraphs.
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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 genres were identified.
critique 1%
drama script 2%
biography 2%
journal 3%
letter 1%
report 1%
media article 5%
speech 10%
essay 37%
short story 36%
Popularity of genre: total sample
As seen in the diagram above, in 2012, the most popular genre was the essay, closely followed by the short
story. The speech was the next most popular. It is worth noting that, while genre conventions are not
assessed specifically (although they may affect Structuring & sequencing), students should aim to make use
of, and indeed exploit, these conventions for effect. This certainly supports the recommendation that
students write ‘what they know’ — giving their writing authority and authenticity.
Student achievement and genre
The diagrams below indicate the genres used in higher, middle and lower achieving responses. Note that the
percentages shown are rounded.
critique 1%
report 3%
critique 1%
drama script 2%
letter 1%
report 1%
biography 2%
journal 4%
media article
5%
speech 5%
media article 4%
drama script
4%
media article
11%
essay 49%
speech 11%
short story 37%
short story
8%
essay 60%
journal 8%
short story 31%
essay 36%
higher achieving responses
other 4%
speech 4%
middle achieving responses
biography
8%
lower achieving responses
Essay
The definition of an essay, however, is vague, as it has become a genre required in many school subjects.
Perhaps the simplest definition is that it is a piece of writing that usually expresses the author’s personal
point of view.
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The essay was a popular choice for students of all abilities. This is perhaps because essay writing lends itself
to a range of different topics, is a writing style that students use across the majority of subject areas, and has
elements that are similar to several other genres. The most successful of these responses were very clearly
focused on purpose and audience and developed a clear thesis. Essays that were well written followed a clear
structure, consisting of: an introduction (including a thesis statement), a body of writing containing
development and explanation of main points, and a concluding paragraph which presented a summary.
Short story
The short story was one of the most popular genres amongst the higher and middle achieving responses. Not
surprisingly, stories covered a wide variety of topics. The most successful were those that drew on students’
own knowledge and experiences and made effective, yet economical, language choices such as varied
sentence length and use of description (including metaphor and personification). Also, successful stories
tended to be written with a goal in mind from the outset — that is, there was an effective establishment and
development of ideas, a resolution and a conclusion. Students should be wary of some strategies that are
likely to have a negative impact on achievement. An example is the story that ends with the narrator waking
to find it was all a dream or one that is written in the first person with the narrator dying at the end. This can
impact significantly on Central idea and Structuring & sequencing as many of these stories indicated a lack of
planning and, consequently, a lack of direction. Other common problems were inconsistencies and
inaccuracies in using tense and narrative perspective.
Speech
The purpose of speeches ranged from persuasive to informative to motivational. Having a clear
understanding of the purpose and audience of the speech is crucial for success. This can be achieved by
creating a context that establishes the speaker’s credentials and the audience’s potential interest. This
means students need to ensure that their topic is suitable for this genre, that is, it needs to be a topic that is
not contrived and that would interest the audience. For example, an informative speech to a convention of
company executives may not be appropriate.
Media article
This genre includes texts such as feature articles, editorials and journal articles. Predominantly expositional
in nature, media articles require students to have a reasonable knowledge of their topic. Therefore, students
should carefully consider their own background knowledge and expertise when selecting this approach to
responding to their chosen stimulus piece/s. They should also consider the conventions of the genre. For
example, feature articles have shorter paragraphs than do essays.
Journal
Journal writing included texts such as a diary entry and were usually reflective in style. This genre is often
difficult for students, because writing ‘as themselves’ may limit opportunities for selecting and
demonstrating a wide or discriminating vocabulary. Also, they tend to lose focus as they are writing, which
can affect Central idea and Structuring & sequencing. If they do choose to write a diary, the entries should
not be short as the effect of this can be a rather disjointed response. Paragraphs are still essential.
Biography
Biographical writing includes specific texts such as memoirs, personal reflections and obituaries. The most
successful responses focused on a specific event or recollection rather than on a broad range of information
or topics.
Drama script
There was only a small percentage of drama scripts this year. Students who write in this form need a
knowledge of the specific conventions of the genre, and need to be able to use them to effect. The lower
achieving responses commonly fell short of length requirements; this affected achievement in the other
criteria.
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Critique
Many of the students who wrote in this genre chose to write reviews about books or films that have had an
impact on their lives. Another trend noted was that of students offering a comment about the positive and/or
negative effect of technological advances on humanity.
Letter
As with journal writing, letters can often provide challenges in Vocabulary and Structuring & sequencing. To
be successful, students should ensure that the purpose and, consequently, the content of the letter is
substantive enough to justify the choice of genre and also meet length requirements.
Report
A small percentage of students chose to write a report. Many of these were scientific in nature, perhaps
suggesting that students were aware of the genres best suited to their knowledge and experience. While
conventions of genre are not assessed specifically, reports should make use of features such as subheadings
as well as sections including, for example, objectives, conclusions and recommendations to add to the
authenticity of the writing and, consequently, the authority of the writer. It would not be a good idea to write
up a scientific experiment with just a list of materials and procedures. Rather, the writing should focus on
discussion of the findings.
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Criteria and standards
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
0.4
12.3
58.3
26.9
2.0
0.2
V
0.4
10.7
70.6
17.1
1.1
0.1
R
0.3
9.5
57.4
30.2
2.5
0.1
GPS
0.2
9.0
60.1
27.6
2.9
0.2
SS
0.3
10.4
56.9
29.9
2.1
0.2
For the responses sampled, the data from the standards awarded were analysed. The diagram below shows,
for each criterion, the percentage of responses for which that criterion represented the highest achievement,
that is, the criterion on which students did best.
35%
30%
25%
22.8%
22.1%
21.5%
18.7%
20%
14.9%
15%
10%
5%
0%
CI
V
R
GPS
SS
For the total sample, Central idea was the criterion in which the greatest percentage of responses (22.8%)
demonstrated highest achievement. Grammar, punctuation, spelling and Structuring & sequencing were the
two criteria in which students were least successful.
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Achievement in specific criteria
Central idea
When assessing this criterion, a marker is essentially asking what the response is about. That is, what is the
key idea behind the piece of writing, and then, how well has the student deliberately and clearly developed
this idea to reach an intended conclusion? The most successful responses will demonstrate direction —
whether explicit or implicit — and resolution. Responses suffer in this criterion when the central idea is
unevenly developed or when there are several, perhaps vague, ideas present. A lack of resolution often
results from lack of direction and consequently has a negative impact on this criterion. An example of a welldeveloped central idea can be found in the 2004 Retrospective. The response ‘Market Madness’ responded to
the concept of What matters and progressed from the introductory statement that it is important to look
beyond the tourist façade when visiting other countries to a statement in the conclusion that this leads to
varied and fascinating experiences.
Vocabulary
Many people believe that ‘the bigger the word, the better’. However, this is not necessarily the case. It is
never a good idea to sacrifice meaning for style. Success in Vocabulary is determined by word choices: words
that have been deliberately selected for effect and exactly fit their location within the text. While students
should aim to demonstrate a command and range of vocabulary, their control of language is also crucial.
Incorrect and/or inappropriate word choice, lack of variety and language that gets in the way of meaning will
all influence a student’s success in this criterion. Trying too hard to use complex vocabulary can also detract
from a response. The biggest word is not always the best word. Students could look at ‘Infinity Mr Grey’ from
the 2009 Retrospective for an example of simple vocabulary being used for effect.
Making use of language devices such as metaphor and personification, as well as using ‘technical’ language
suited to the context, proved to be very effective for many students. Less effective was the often jarring use of
exaggeration and hyperbole, tautology and sweeping generalisations. Maintaining an awareness of the
purpose and audience of the writing is essential for success in this criterion. Response 3 in the 2011
Retrospective is a good example of this from a student who has been able to resist the temptation to
overwrite even though the subject is emotional. In fact, the reflective tone and direct language gives the
piece a power that could have been lost with more ‘impressive’ words. This is not to say the words are simple
— more that they suit the purpose.
Responsiveness
The piece of writing that a student produces for the Writing Task must clearly be a response to the testpaper
on the day, showing a connection to both the concept and the stimulus piece/s. Therefore, Responsiveness is
weighted most heavily of all the criteria. Achievement will suffer where the connection is weak, or where the
student responds to either the concept or stimulus, but not to both. The highest achieving scripts in this
criterion will exhibit a strong and sustained connection to both. It is important to be aware that simply
repeating the concept, Getting there, several times is not demonstrating responsiveness. Evidence also
suggests that responding to too many stimulus pieces reduces a student’s likelihood of achieving well in this
criterion. This is because these responses tend to make only passing or glancing reference to the concept or
stimulus.
Students may benefit from a different approach in their planning. Rather than looking at the paper and
asking, ‘What can I write about?’, it may be better to ask, ‘What do I know a lot about that I can relate to
something on this testpaper?’ An example of this is in the 2009 Retrospective in which ‘Austen wants out’ is a
response that is clearly based on a close reading of Pride and Prejudice. The student has used a strong
knowledge of the novel to develop a very responsive analysis that examines the way Elizabeth Bennett
represents a character who is ‘out of her time’. Another example from the 2011 Retrospective is ‘All that
glistens isn’t good, either’. The student has looked at gold both as a substance and as an idea, declaring that
‘what is pretty may not be strong or dependable’. Both the concept and the stimulus piece are used to
develop a clear central idea that has levels of complexity and interest.
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Grammar, punctuation, spelling
Within this criterion, grammar is deemed more important than punctuation which, in turn, is more important
than spelling. This is because each one of these can affect meaning more than the next if not done well. To
achieve a high standard, students must consistently demonstrate precise and effective use, with few errors.
This includes exploiting the conventions of writing for specific purposes and effects. Student performance on
this criterion will be affected by the degree to which errors detract from meaning.
For the entire sample, regardless of achievement level, this is the criterion in which students performed most
poorly. Some of the most frequent problems evident in responses were:
• inconsistencies with tense
• antecedent agreement (particularly with singular, plural and indefinite pronouns)
• omission or incorrect use of punctuation, e.g. failing to end questions with question marks
• the absence of apostrophes to identify possession.
Some problems are more identifiable by achievement level. Rhetorical questions tended to be used to great
effect in higher achieving responses, whereas they were overused in middle and lower achieving responses.
The use of varied sentence length and punctuation to create a particular effect (such as rising tension) was
more common in higher achieving responses. Middle and lower achieving responses often included overly
long sentences packed with too much (often irrelevant) detail and description.
While it is to be expected that higher achieving students will attempt and mostly be successful at more
complex language use, there is no suggestion that markers keep a tally of successes or failures. A response
that misuses semicolons, colons and em dashes is not necessarily more impressive than one in which every
sentence is correct, even though only full stops are used. Markers are looking for correct use of the
conventions, not one particular kind of language use or punctuation. For example, advice such as the
suggestion that one must use a number of semicolons to be awarded a high grade would be seriously
misleading.
Structuring & sequencing
This criterion requires markers to consider the architecture of the piece, that is, the way in which the ideas in
the response are arranged. To be successful, the writing must demonstrate controlled structuring and
deliberate sequencing of ideas. The writing needs to be fluent, logical and flexible. Achievement is hampered
where there are weaknesses evident, such as gaps in logic, poor paragraphing and/or randomness in the
arrangement of ideas.
Some of the problems with Structuring & sequencing arise when students do not clearly establish the context
of their writing and, consequently, the development of ideas is less sequential. Also, poor proofreading and
editing can have a negative impact on writing, particularly when students include information that is
superfluous to the purpose, therefore weakening the response. In short stories, this often results from
including too much unnecessary description. An example of a very well structured response can be found in
the Retrospective for 2008 when the concept was Circle. The student script, ‘Moons in Orbit’, has a circular
structure that describes an event in a continuing relationship. The event clearly represents the nature of the
relationship but does not attempt to describe the whole. Of course, one thing that students can do to
contribute to a well-structured response is to formulate a clear planning strategy that is best suited to their
individual writing abilities.
Students should consider their choice of genre when thinking about the structure and sequence of their
writing. Although poetry is the only genre that is specifically forbidden, they should think about whether
their genre choice will allow them to develop an idea in a clear sequence. For example, writing a 600 word
grocery list is not banned but it would be a very bad idea. Students need to consider and discuss what will
allow them to develop and demonstrate their best writing.
Length
The Writing Task subtest requires students to produce a piece of continuous prose, approximately 600 words
in length. Penalties are applied for too short, far too short, too long, and far too long responses. While each
criterion is considered and assessed independently, Length has the potential to have the greatest impact on
achievement in other criteria. In terms of overall performance, scripts that are far too short are the most likely
to be among the lower achieving responses.
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not identifiable
identifiable but poorly
developed or not readily
identifiable but some
development evident
identifiable but
unevenly developed
For a 1+
the writing demonstrates
sensitivities to nuances of
the concept and stimulus
material.
RESPONSIVENESS
6
6
limited
connectedness to the concept
3
and stimulus material
2
no connectedness to the
concept or stimulus material
6
5
connectedness to either the
concept or stimulus material;
or
4
4
weak connectedness to both
the concept and stimulus
material
3
5
inappropriate, interfering
with meaning at times
appropriate
2
strong (immediate or subtle)
controlled (discriminating,
1 and sustained connectedness 1
imaginative)
to both the concept and
stimulus material
5
4
3
2
1
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
inept
lapses obtrude and detract
from meaning
lapses intrude but do not detract
from meaning
precise and effective use
For a 1+
the writing consistently demonstrates
a command of:
• the conventions of writing (subjectverb agreement, participle use,
antecedent agreement, pronoun
choice, tense, etc.)
• correct punctuation
• correct spelling.
GRAMMAR,
PUNCTUATION, SPELLING
Contribution to the holistic grade made by:
Writing Task marking guide:
Criteria and standards
6
5
4
3
2
1
incoherent
weaknesses detract
weaknesses are evident
fluent, logical and flexible
For a 1+
the writing demonstrates
coherence and cohesion through:
• controlled structuring
• 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:
2012
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
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Selected student responses
The responses to the 2012 Writing Task that follow were selected from those that met the standards for
successful writing as defined by the criteria and standards for judging student responses. These responses
appear in their original handwritten form. They may contain errors in expression and factual inaccuracies but,
for the sake of authenticity, they have been published as they were written.
With respect to handwriting on the QCS Test, students should be aware that legible handwriting is important.
Markers will make a committed attempt to read poor handwriting but they cannot ignore errors due to
missing or indecipherable letters. In schools, teachers may become familiar with a student’s handwriting and
may guess at their meaning or their spelling. Markers cannot do this. They must assess what they see. Time
management may be a consideration in producing legible handwriting.
The selection of these examples does not indicate a preference for any particular form of writing, nor are the
sentiments expressed in these responses necessarily endorsed by the QSA. Before publication, the QSA
attempted to establish, but cannot guarantee, the originality of the writing in the responses.
Response 1
Getting there: In Praise of Science as a Way to the Future is a media article that aims to convince the reader
that science is the pathway to ‘new and greater pinnacles of human achievement’. In a thoughtful and
well-informed discussion the writer points out how successive generations of humans have continued to
explore the world and the universe. The response acknowledges the recent death of Neil Armstrong and
refers to events in history to explain that the journey is not yet over but that science will ‘get us there in the
end’. The writing is fluent and well-structured and the piece responds clearly and directly to the overall
concept of the testpaper as well as to stimulus pieces 10 and 11.
Response 2
Wheels of a Nation provides a tongue-in-cheek response to stimulus piece 6 and to the overall concept. It also
pays passing reference to stimulus piece 1. The writer embarks on an investigation and a discussion of what
it is that makes Australia such a ‘car loving country’ by first evoking the family slideshows that recorded road
trips of the past. We are then taken on the writer’s own road trip and arrival at the first of the chosen
destinations which is used to convince us that the attraction lies in the appeal of the road trip to the
Australian curiosity to discover what lies ahead. Vocabulary is carefully chosen and, despite some flaws in
the expression, images and ideas draw the reader in successfully.
Response 3
In Carpe Diem, the realisation of what is really important in life emerges. It begins with a first-person account
of the narrator’s early ambitions to become successful. Everything changes when the narrator’s sister, Rose,
succumbs to illness. The focus changes to Rose as her health deteriorates and she finally dies. The narrator
comes to understand that finding peace of mind is what really counts in life. This moving account of
self-realisation has a sensitive tone, achieved by means of an effective sequencing of ideas and images and
the use of simple language. It is very responsive, connecting clearly to the overall concept and to stimulus
pieces 3 and 12.
Response 4
Making the way home is a thoughtful commentary on some of the challenges involved in travelling and the
joy of arriving at one’s destination. The narrator claims to be one whose childhood has been spent living in
and journeying between many countries and reflects on some of the effects of this lifestyle. Then we hear
details of the difficulties experienced when travelling as an ‘unaccompanied minor’ and the pleasure of
finally arriving to the welcome of family and friends. The piece reflects a strong sense of purpose and the
writer has used a deliberate and effective sequence of images and ideas. The command of language is secure
and the vocabulary is selected with discrimination to produce a response that makes a strong connection
with the overall concept and with stimulus piece 4.
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Response 5
Baggage is an imaginative response that focuses on the three people mentioned in stimulus piece 4,
exploring their backgrounds, their thoughts and their observations of one another as they arrive at their
destinations. After a moment of connection, each of the travellers goes in a different direction, none entirely
happy about the new journey that inevitably lies ahead. The narrative is deceptively straightforward. The
three points of view are used to move the story on. The selection of vocabulary creates vivid impressions of
the three characters and the language is mostly simple but at times, very skillful. The use of the home
countries’ names as headings for separate sections at first surprises but does not prevent the development
of clear links between the people. References to the bag or suitcase that each one carries subtly suggest the
emotional baggage that each one also carries. The Japanese businessman’s final question, quoted from
stimulus piece 11, applies to them all and supports the connection of the ideas to the overall concept. This
piece moves beyond what is presented on the testpaper and, in fact, the response needs the testpaper in
order to fully reveal its complexity and strength.
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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
4 MC II
Total
66.5
50
17 items with up to five grades each
50 items of equal worth
234.5
Worth SR paper
Grade awarded and Code
Unit
Item
number
A
B
C
One
1
6
4
2
2
6
5
3
1
3
12
10
7
4
4
5
3
2
5
9
7
5
3
6
7
5
3
1
7
5
3
1
2.5
8
4
3
2
2
9
10
8
6
2
5
10
9
7
5
2
4.5
11
12
10
7
4
12
8
6
3
2
4
13
6
4
2
1
3
14
9
7
4
2
15
6
4
2
16
9
7
4
2
17
10
8
5
3
Two
Three
Four
Five
Six
Seven
Eight
D
E
N
Worth A
2
O
3
3
2
6
2.5
1
4.5
3.5
2
6
1
4.5
3
4.5
1
5

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A
---- = 66.5
2
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
10
Using correct spelling, punctuation, grammar
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 å 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
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PO Box 307 Spring Hill
QLD 4004 Australia
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www.qsa.qld.edu.au