2014 queensland core skills test - qcaa.qld.edu.au marking schemes used during the marking operation...

Retrospective2014 Queensland Core Skills TestShort Response (SR) (Part 2 of 5)

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12

Short Response (SR)This year�s SR subtest comprised 16 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 such as mathematics, science, history, the social sciences and literature.

This year�s paper was varied in its content, covering a broad range of CCEs. The different tasks included completing a table, measuring carefully and drawing to scale, interpreting a graph, producing an outline of a sequence of occurrences, providing clear explanations and crafting descriptions creating vivid images.

Model responses and commentaries on student performanceWhat follows is an item-by-item report that includes model responses and marking schemes, tables and graphs of the distributions of grades, and commentaries that discuss the tasks. 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 responses it is not possible to provide examples of the many ways 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 schemesThe 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 only 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.

All SR items are double marked. This means that a student�s response booklet is marked by at least 10 different, independent markers. Referee marking also occurs when necessary.

For organisational purposes during the marking operation, the testpaper units were grouped into five marking units. In 2014, Marking Unit 1 contained testpaper units One and Seven, Marking Unit 2 contained testpaper units Two and Eight, Marking Unit 3 contained testpaper unit Three, Marking Unit 4 contained testpaper units Four and Six and Marking Unit 5 contained testpaper unit Five.

Each marking scheme provides descriptors for up to five creditable grades, as well as the non-contributory grades N (where the response is unintelligible or does not satisfy the requirements of any other grade) and O (where no response has been given).

| Retrospective 2014 QCS Test

SR 2014 summary

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 3.

Unit Item Basket Common Curriculum Elements by unit

OneDice

1 16 Calculating with or without calculators48 Justifying50 Visualising

TwoHomophone

2 1 Recognising � words �3 Recalling/remembering9 Using correct spelling, punctuation, grammar

10 Using vocabulary appropriate to a context3

ThreeCoffee

4 6 Interpreting the meaning of � diagrams �13 Recording/noting data16 Calculating with or without calculators19 Substituting in formulae35 Extrapolating37 Applying a progression of steps to achieve the required answer57 Manipulating/operating/using equipment60 Sketching/drawing

5

6

FourStorage

7 4 Interpreting the meaning of words �

26 Explaining to others29 Comparing, contrasting31 Interrelating ideas �

FiveGangnam

8 6 Interpreting the meaning of � diagrams � graphs

15 Graphing16 Calculating with or without calculators18 Approximating a numerical value44 Synthesising49 Perceiving patterns

9

SixWolves

10 4 Interpreting the meaning of words �11 Summarising/condensing written text26 Explaining to others31 Interrelating � issues33 Inferring38 Generalising from information43 Analysing52 Searching and locating � information

11

12

SevenPopulation clocks

13 16 Calculating with or without calculators22 � organising a mathematical argument35 Extrapolating43 Analysing14

EightReading

15 10 Using vocabulary appropriate to a context26 Explaining to others28 Empathising29 Comparing30 Classifying31 Interrelating ideas �43 Analysing46 Creating/composing/devising

16

13Queensland Curriculum & Assessment Authority |

14

Unit OneThe item of this unit is based on the numbering of faces on dice.

The following table shows the percentage of responses awarded the various grades for the item in this unit.

Item 1

Model response

A B C D E N O

Item 1 38.3 23.1 27 2 8.8 0.8

A shaded box indicates that the grade was not available for that item.

1 + 2 + 3 + 4 + 6 = 16

There are four sides on both dice visible.

To achieve the greatest possible sum the four largest numbers (3, 4, 5, 6)

would be visible on each.

Therefore the greatest possible sum of the eight visible faces is 36.


CommentaryItem 1 is a three-star item that tested achievement in CCEs 50 Visualising, 48 Justifying and 16 Calculating with or without calculators.

In part I of this item, the students were required to find the sum of the five faces that would have been visible on the die shown. In part II, they were required to find the greatest possible sum of the numbers on the eight visible faces of the two dice positioned as shown. Students also had to show why the sum would be the greatest.

The cue for part II instructed students to give details of the reasoning used. Responses that did not include reasoning could not gain credit at the A-grade level. Cues provide essential further instructions on how to respond and students should follow all instructions given in them.

To achieve an A-grade, a response had to show 16 as the total value of the numbers on the visible faces in part l and for part II a response had to explicitly identify 3, 4, 5, 6 as the highest numbers (or 1 and 2 as the lowest numbers and not visible) on the dice and provide 36 as the greatest sum.

Students were not required to show working in part I. However if in a response, the correct visible faces were indicated, the response was able to gain credit at a lower grade. It is advisable to show working even when it is not a requirement.

A B C N O

100%

D


16

UN

IT O

NE

ITEM

1

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 1 1

of 3

N

Res

pons

e is

unin

telli

gibl

e or

doe

s not

sa

tisfy

the

requ

irem

ents

fo

r an

y ot

her

grad

e. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

50V

isua

lisin

g 48

Just

ifyin

g

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

C

The

res

pons

e

for

Part

I pr

ovid

es

�16

[no

inco

rrec

t wor

king

is u

sed ]

.

The

res

pons

e

for

Part

II p

rovi

des

�36

as t

he g

reat

est s

um [n

o in

corr

ect w

orki

ng is

use

d].

�T

he r

espo

nse

for

Part

I

�us

es 1

, 2, 3

, 4, 6

(or - 5)

in a

n at

tem

pt to

find

the s

um.

The

res

pons

e

for

Part

II

�us

es 3

, 4, 5

, 6 (o

r 1,

2) a

s the

num

bers

from

bot

h di

ce in

an

atte

mpt

to d

eter

min

e th

e gr

eate

st su

m.

OR

OR

OR

A

The

res

pons

e

for

Part

I pr

ovid

es

�16

and

for

Part

II

�ex

plic

itly

iden

tifie

s 3, 4

, 5, 6

as t

he

high

est n

umbe

rs (o

r 1,

2 a

s the

lo

wes

t num

bers

) on

the

dice

�pr

ovid

es 3

6 as

the

grea

test

sum

.

No

inco

rrec

t wor

king

is u

sed

to

obta

in th

e re

sults

.

B

The

res

pons

e

for

Part

I pr

ovid

es

�16

[no

inco

rrec

t wor

king

is u

sed ]

and

for

Part

II

�us

es 3

, 4, 5

, 6 (o

r 1,

2) a

s the

num

bers

from

bot

h di

ce, i

n an

att

empt

to d

eter

min

e th

e gr

eate

st su

m.

The

res

pons

e

for

Part

I

�us

es 1

, 2, 3

, 4, 6

(or - 5)

in a

n at

tem

pt to

find

the s

um

and

for

Part

II p

rovi

des

�36

as t

he g

reat

est s

um [n

o in

corr

ect w

orki

ng is

use

d ].

The

res

pons

e

for

Part

I pr

ovid

es

�16

[no

inco

rrec

t wor

king

is u

sed ]

and

for

Part

II p

rovi

des

�36

as t

he g

reat

est s

um [n

o in

corr

ect w

orki

ng is

use

d].

The

res

pons

e

for

Part

II

�ex

plic

itly

iden

tifie

s 3, 4

, 5, 6

as t

he h

ighe

st n

umbe

rs

(or

1, 2

as t

he lo

wes

t num

bers

) on

the

dice

�pr

ovid

es 3

6 as

the

grea

test

sum

.

No

inco

rrec

t wor

king

is u

sed

to o

btai

n th

e re

sult.

OR

OR

OR

D

The

res

pons

e

for

Part

I

�in

dica

tes t

hat 1

, 2, 3

, 4, 6

(or

5)

are

the

num

bers

on

the

visi

ble

(or

not v

isib

le) f

aces

.

The

res

pons

e

for

Part

II

�in

dica

tes t

hat 3

, 4, 5

, 6 a

re th

e nu

mbe

rs o

n th

e vi

sibl

e fa

ces.

The

res

pons

e

for

Part

II

�in

dica

tes 1

or

2 ar

e th

e nu

mbe

rs

that

are

not

vis

ible

.

OR

OR

Not

e:W

orki

ng sh

own

on h

and-

draw

n di

agra

ms o

r th

e im

ages

of t

he d

ice

give

n m

ay b

e us

ed to

supp

ort t

he

resp

onse

. Inc

orre

ct w

orki

ng sh

own

on d

iagr

ams o

r im

ages

is o

nly

cons

ider

ed a

s par

t of t

he r

espo

nse

if in

stru

cted

to r

efer

to it

.

Mod

el R

espo

nse:

Part

I

16 Part

II

The

re a

re fo

ur si

des o

n bo

th d

ice

visi

ble.

To

achi

eve

the

grea

test

po

ssib

le su

m th

e fo

ur la

rges

t nu

mbe

rs (3

, 4, 5

, 6) w

ould

be

visi

ble

on e

ach.

The

refo

re th

e gr

eate

st

poss

ible

sum

of t

he e

ight

vis

ible

fa

ces i

s 36.


Unit TwoThe items of this unit are based on the poem, �The Spell Checker�, which plays on the fact that a spell checker on a computer is unable to detect homophones.

The following table shows the percentage of responses awarded the various grades for the items in this unit.

Item 2

Model response

CommentaryItem 2 is a two-star item that tested achievement in CCEs 1 Recognising words and 9 Using correct spelling, punctuation, grammar.

The item required students to rewrite a stanza from the poem replacing the words that needed changing with their correct homophones. The students had to recognise the incorrect words and substitute them with the correct homophones.

The cue instructed students to write clearly and spell correctly.

To achieve an A-grade, a response had to provide a transcription of the stanza which included the homophones spelt correctly and had no other word replacements.

The most common error made was not replacing the word �its� with its homophone �it�s�. Some students replaced �eye� with a lower case �i� which is incorrect.

Responses that did not show a transcription of the stanza but merely a list of the replacement words could not be awarded an A-grade. Students must respond as directed in the stem of an item.

A B C D E N O

Item 2 43.3 31.3 19.5 4.7 1.2

Item 3 24.9 17.8 33.2 7.4 12.5 4.1


As soon as a ismistake made

It longknows before too

And can put the errorI right

ever wrongIt’s rarely

A B C N O

100%


18

UN

IT T

WO

ITEM

2

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 2 1

of 4

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

1R

ecog

nisi

ng �

wor

ds �

9

Usi

ng c

orre

ct sp

ellin

g, p

unct

uatio

n, g

ram

mar

C

The

res

pons

e pr

ovid

es

�6

or 7

of t

he h

omop

hone

s spe

lt co

rrec

tly.

A

The

res

pons

e pr

ovid

es a

tran

scri

ptio

n of

the

stan

za w

hich

in

clud

es

�th

e ho

mop

hone

s spe

lt co

rrec

tly�

no o

ther

wor

d re

plac

emen

ts.

B

The

res

pons

e pr

ovid

es

�8

or 9

of t

he h

omop

hone

s spe

lt co

rrec

tly.

Mod

el R

espo

nse:

Aso

soon

oaso

aom

ista

keoi

som

ade

Itok

now

so b

efor

eo t

oo o

long

And

oIoc

anop

utot

heoe

rror

orig

ht

It’s

orar

elyo

ever

owro

ng.


Item 3

Model response

CommentaryItem 3 is a three-star item that tested achievement in CCEs 3 Recalling/remembering and 10 Using vocabulary appropriate to a context.

The item required students to find two words in the poem, each of which could form part of a homophone �triplet� which was defined in the stimulus material. They were required to list the homophone triplets in the left column of the table and provide in the right column sentences demonstrating correct usage of each word.

The cue instructed students about the kinds of words that were acceptable as homophone triplets.

To achieve an A-grade, a response had to show two correctly formed homophone triplets and correct usage of each of the six words. �Correct usage� means that the sentence had to indicate an awareness of the meaning of the word, by differentiating it from the other two words of the triplet.

The definition of a homophone given in the introduction included the fact that homophones had to be pronounced alike hence �sow� used in a sentence indicating a female pig would not be a homophone for �sew�. Students should read the introduction, the stem and any cues carefully. The stem of this item asked for a sentence which showed the correct usage of the homophone-triplet word so the use of verb endings (�sewing�) or using a homophone as a prefix (�forehead�) in the sentence was not creditable. Responses that used a homophone-triplet word as a person�s name in the sentence, e.g. �Ms Wright �� could not be awarded an A-grade as part of the cue had been disregarded.

I will buy two cats.

That is too much sugar.

I will go to the shop.

I will sew with co�on.

So is that how you feel.

You may reap what you sow.

Two

Too

To

Sew

So

Sow

A B C N O

100%

D


20

UN

IT T

WO

ITEM

3

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 2 2

of 4

Mod

el r

espo

nse:

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

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

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

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

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

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

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

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

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

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

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

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

Ho

mo

ph

on

e tr

iple

t 1

Ho

mo

ph

on

e tr

iple

t 2

Sen

ten

ces

Sen

ten

ces

Two

Too

To Sew

So

So

w

I will

buy

tw

o c

ats

.

Tha

t is

to

o m

uch

sug

ar.

I will

go

to

the

sho

p

I will

sew

wit

h co

tto

n.

So

is t

hat

how

yo

u fe

el

Yo

u m

ay

rea

p w

hat

you

so

w

.

.

.

N

Res

pons

e is

unin

telli

gibl

e or

doe

s not

sa

tisfy

the

requ

irem

ents

fo

r an

y ot

her

grad

e. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

3R

ecal

ling/

rem

embe

ring

10

Usi

ng v

ocab

ular

y ap

prop

riat

e to

a c

onte

xt

C

The

res

pons

e sh

ows

�T

WO

cor

rect

ly fo

rmed

hom

opho

ne tr

iple

ts

�co

rrec

t usa

ge o

r m

eani

ng o

f any

TW

O o

f the

wor

ds.

The

res

pons

e sh

ows

�O

NE

cor

rect

ly fo

rmed

hom

opho

ne tr

iple

t �

corr

ect u

sage

of e

ach

wor

d in

that

trip

let.

OR

A

The

res

pons

e sh

ows

�T

WO

cor

rect

ly fo

rmed

ho

mop

hone

trip

lets

�

corr

ect u

sage

of e

ach

wor

d.

B

The

res

pons

e sh

ows

�T

WO

cor

rect

ly fo

rmed

ho

mop

hone

trip

lets

�

corr

ect u

sage

of a

ny F

OU

R o

f the

w

ords

.

D

The

res

pons

e sh

ows

�T

WO

cor

rect

ly fo

rmed

hom

opho

ne tr

iple

ts.

The

res

pons

e sh

ows

�O

NE

cor

rect

ly fo

rmed

hom

opho

ne tr

iple

t �

corr

ect u

sage

or

mea

ning

of a

ny O

NE

of t

he

wor

ds in

that

trip

let.O

R

Not

es:

1.L

ist o

f wor

ds fr

om th

e po

em a

ble

to fo

rm h

omop

hone

trip

lets

:

2.A

�cor

rect

ly fo

rmed

� hom

opho

ne tr

iple

t mus

t con

tain

a w

ord

from

the

poem

.

3.To

show

�cor

rect

usa

ge o

r m

eani

ng� n

o as

sum

ptio

ns o

r in

fere

nces

are

nee

ded

to

unde

rsta

nd if

the

wor

d ha

s bee

n us

ed o

r de

fined

cor

rect

ly.

4.H

omop

hone

trip

let w

ords

are

spel

t cor

rect

ly a

nd a

re si

ngle

wor

ds (n

ot p

hras

es o

r si

ngle

le

tter

s oth

er th

an I)

. The

y ar

e N

OT

acr

onym

s, sl

ang,

fore

ign

wor

ds o

r pr

oper

nou

ns.

5.T

he h

omop

hone

wor

d m

ust b

e sp

elt c

orre

ctly

and

be

unch

ange

d. It

can

not b

e m

ade

into

a

plur

al, h

ave

verb

end

ings

add

ed to

it o

r be

use

d as

a p

refix

or

suff

ix.

four

for

fore

two

toto

oey

eI

aye

nose

know

sno

es /

no�s

wei

ghw

ayw

hey

sew

soso

w*

wea

ther

whe

ther

wet

her

wri

terig

htrit

ew

right

your

yore

you�

reya

woa

ror

awe

ore

o�er

nokn

owno

hqu

ayke

yki


Unit ThreeThe items of this unit are based on the components of coffee beverages.


Item 4

Model response

A B C D E N O

Item 4 28.7 12.3 43.2 11.6 3.8 0.4

Item 5 29.4 12.3 7.5 23.3 24.9 2.5

Item 6 8.3 9.3 17.2 7.5 4.4 43.4 9.9


√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√


22

CommentaryItem 4 is a three-star item that tested achievement in CCEs 6 Interpreting the meaning of diagrams, 13 Recording/noting data, 60 Sketching/drawing and 35 Extrapolating.

The introduction to this item provided students with a diagram using overlapping circles to show the components, but not the proportions, of some popular beverages. The components in the diagram were clearly shown by tabs and the various beverages, created by the intersections of the components, were labelled.

This item comprises two parts. In part I, students were required to record the components of the different beverages shown in the diagram by placing ticks in the appropriate cells of the table provided. In part II, students were told the components of a long macchiato, and were instructed to write a clear description of how to slightly modify the diagram to include a long macchiato. Part II also required students to provide a labelled drawing of the modified diagram.

The first cue instructed students to present their drawings in the space below the written description. The second cue, �use pencil�, was provided so that students could easily erase any errors in their drawing of the diagram. The third cue told students that it was not necessary to redraw the whole diagram. Those students who disregarded this cue may have spent more time than was necessary on this item.

The circle representing extra water should be moved so that the part of it inside the

espresso circle (the long black section) intersects with the part of the milk foam

circle that is inside the espresso circle (the macchiato section). The intersection

formed is the long macchiato and must stay completely within the espresso circle.

water

long macchiato

macchiato

long black

A B C N O

100%

D


To achieve an A-grade, a response had to show a correctly completed table for part I. For part II a response needed to describe appropriate modifications to the diagram and present a correctly composed and labelled drawing showing a long macchiato. A further requirement for an A-grade was that there was no contradiction between the information provided in the written description and the drawing.

Drawings that were correctly composed showed the extra water circle positioned slightly to the right to overlap with the existing macchiato section (a mixture of espresso and milk foam) to create the desired long macchiato. This intersection needed to appear on or above the espresso circle outline to avoid creating a new beverage (a mixture of extra water and milk foam). To be correctly labelled the relevant components: extra water, espresso, milk foam and the new section for the long macchiato had to be clearly identified.

Students should sketch or draw with accuracy, paying close attention to the requirements of the stem. Some students used their drawing compass or the edge of their protractor to create the overlapping circles.


24

UN

IT T

HR

EEIT

EM 4

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 3 1

of 6

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade.

O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

6In

terp

retin

g th

e m

eani

ng o

f � d

iagr

ams �

13R

ecor

ding

/not

ing

data

60Sk

etch

ing/

draw

ing

35E

xtra

pola

ting

C

The

res

pons

e

for

part

I

�co

mpl

etes

all

six

row

s cor

rect

ly.

The

res

pons

e

for

part

I

�co

mpl

etes

four

of t

he si

x ro

ws c

orre

ctly

for

part

II

�de

scri

bes a

ppro

pria

te m

odifi

catio

n/s t

o be

m

ade

to th

e di

agra

m to

cre

ate

a lo

ng m

acch

iato

�sh

ows a

corr

ectly

labe

lled

draw

ing t

hat i

nclu

des

an a

rea

that

rep

rese

nts a

long

mac

chia

to.

The

res

pons

e

for

part

II

�de

scri

bes a

ppro

pria

te m

odifi

catio

n/s t

o be

m

ade t

o th

e dia

gram

to cr

eate

a lo

ng m

acch

iato

su

ch th

at it

is c

lear

that

no

othe

r ne

w b

ever

age

is c

reat

ed.

The

res

pons

e

for

part

II

�sh

ows a

cor

rect

ly c

ompo

sed

and

corr

ectly

la

belle

d dr

awin

g.

OR

OR

OR

A

The

res

pons

e

for

part

I

�co

mpl

etes

all

six

row

s co

rrec

tly

for

part

II

�de

scri

bes a

ppro

pria

te

mod

ifica

tion/

s to

be m

ade t

o th

e di

agra

m to

cre

ate

a lo

ng

mac

chia

to�

show

s a c

orre

ctly

com

pose

d an

d co

rrec

tly la

belle

d dr

awin

g.

The

re is

no

cont

radi

ctio

n be

twee

n th

e de

scri

ptio

n an

d th

e dr

awin

g.

B

The

res

pons

e

for

part

I

�co

mpl

etes

all

six

row

s cor

rect

ly

for

part

II

�de

scri

bes a

ppro

pria

te m

odifi

catio

n/s t

o be

mad

e to

the d

iagr

am to

crea

te a

long

mac

chia

to su

ch th

at it

is

cle

ar th

at n

o ot

her

new

bev

erag

e is

cre

ated

�sh

ows a

cor

rect

ly c

ompo

sed

draw

ing.

The

res

pons

e

for

part

I

�co

mpl

etes

all

six

row

s cor

rect

ly

for

part

II

�sh

ows a

corr

ectly

com

pose

d an

d co

rrec

tly la

belle

d dr

awin

g.

The

res

pons

e

for

part

I

�co

mpl

etes

four

of t

he si

x ro

ws c

orre

ctly

for

part

II

�de

scri

bes a

ppro

pria

te m

odifi

catio

n/s t

o be

mad

e to

the

diag

ram

to c

reat

e a

long

mac

chia

to

�sh

ows a

corr

ectly

com

pose

d an

d co

rrec

tly la

belle

d dr

awin

g.

The

re is

no

cont

radi

ctio

n be

twee

n th

e de

scri

ptio

n an

d th

e dr

awin

g.

OR

OR

D

The

res

pons

e

for

part

I

�co

mpl

etes

four

of t

he si

x ro

ws c

orre

ctly

.

The

res

pons

e

for

part

II

�de

scri

bes a

ppro

pria

te m

odifi

catio

n/s t

o be

mad

e to

the

diag

ram

to c

reat

e a

long

m

acch

iato

.

The

res

pons

e

for

part

II

�sh

ows a

par

tially

labe

lled

draw

ing

that

in

clud

es a

n ar

ea th

at r

epre

sent

s a lo

ng

mac

chia

to.

The

res

pons

e

for

part

II

�sh

ows a

cor

rect

ly c

ompo

sed

draw

ing.

OR

OR

OR


Mar

king

Sch

eme

Mar

king

Uni

t 3 2

of 6

UN

IT T

HR

EEIT

EM 4

Not

es:

1.Fo

r pa

rt I,

if m

arks

oth

er th

an ti

cks a

re u

sed,

and

the

inte

ntio

n is

cle

ar, g

rade

the

resp

onse

as i

f tic

ks h

ad b

een

used

.

2.Fo

r pa

rt II

, the

re is

no

pena

lty fo

r re

prod

ucin

g th

e w

hole

dia

gram

rat

her

than

onl

y th

e re

leva

nt se

ctio

n.

3.M

odifi

catio

n/s a

re c

onsi

dere

d ap

prop

riat

e w

hen

the

extr

a w

ater

cir

cle,

esp

ress

o an

d m

ilk fo

am c

ircl

e/sh

apes

ove

rlap

.

4.M

odifi

catio

ns th

at a

re N

OT

appr

opri

ate

incl

ude

enla

rgin

g a

circ

le/s

hape

to e

ncom

pass

oth

er c

ircl

es, i

ntro

duci

ng a

n ad

ditio

nal c

ircl

e/sh

ape

to th

e di

agra

m, o

r in

clud

ing

an a

dditi

onal

�ext

ra w

ater

� cir

cle.

5.A

cor

rect

ly c

ompo

sed

draw

ing

is a

mod

ifica

tion

of th

e di

agra

m in

Fig

ure

1 th

at sh

ows a

n ar

ea th

at w

ould

rep

rese

nt a

long

mac

chia

to a

nd d

oes n

ot in

trod

uce

any

othe

r ne

w b

ever

age/

s or

rem

ove

any

pre-

exis

ting

beve

rage

/s.

6.A

cor

rect

ly la

belle

d dr

awin

g m

ust i

ndic

ate

espr

esso

, milk

foam

, ext

ra w

ater

and

long

mac

chia

to. O

ther

labe

ls a

re n

ot r

equi

red

for

cred

it.

7.A

par

tially

labe

lled

draw

ing

indi

cate

s the

long

mac

chia

to o

r al

l thr

ee o

f esp

ress

o, m

ilk fo

am a

nd e

xtra

wat

er. A

cor

rect

ly la

belle

d dr

awin

g m

eets

the

requ

irem

ents

of a

par

tially

labe

lled

draw

ing.

8.Sh

apes

that

are

not

per

fect

cir

cles

are

acc

epta

ble.

9.E

xcep

t in

the

case

of a

com

plet

e ci

rcle

/sha

pe th

at w

ould

ext

end

off t

he p

age,

the

extr

a w

ater

cir

cle/

shap

e m

ust b

e cl

osed

.

Mod

el R

espo

nse:

bev

era

ge

esp

ress

oex

tra

wa

ter

mil

kco

coa

mil

kfo

am

mo

cha

ccin

o

ma

cch

iato

lon

g b

lack

fla

t w

hit

e

cap

pu

ccin

o

latt

e

ho

t ch

oco

late

√√

√√ √ √ √

√ √ √ √√

√ √ √

√ √ √

II.

The

cir

cle

repr

esen

ting

extr

a w

ater

shou

ld b

e m

oved

so th

at th

e pa

rt o

f it i

nsid

e th

e es

pres

so c

ircl

e (t

he lo

ng b

lack

sect

ion)

inte

rsec

ts w

ith th

e pa

rt o

f the

milk

foam

cir

cle

that

is in

side

the

espr

esso

ci

rcle

(the

mac

chia

to se

ctio

n). T

he in

ters

ectio

n fo

rmed

is th

e lo

ng m

acch

iato

and

mus

t sta

y co

mpl

etel

y w

ithin

the

espr

esso

cir

cle.

I.


26

Item 5

Model response

CommentaryItem 5 is a three-star item that tested achievement in CCEs 16 Calculating with or without calculators and 57 Manipulating/operating/using equipment.

The introduction provided scaled drawings of coffee cups showing the depths of the components of a café mocha and an espresso con panna. The item required students to use the scaled enlargement of the cups to show a Vienna coffee�s components, in correct proportions. A Vienna coffee was explicitly defined as an espresso con panna with an extra shot of espresso.

The cues directed students to measure carefully, show calculations and indicate the components on the diagram.

To achieve an A-grade, a response had to present the calculations associated with a valid method to determine the depths of both the espresso and the whipped cream components and to rule lines in the empty-cup diagram to show the correct quantities of each component for a Vienna coffee. The components needed to be labelled correctly.

whipped cream

doubleespresso shot

On Figure 2, the espresso is 8 mm deep, the whipped cream is 11 mm

deep and the cup is 30 mm deep. Depth of cup on new diagram is 47 mm.

Depth of single espresso on new diagram:

Therefore depth of double shot on new diagram:

Depth of whipped cream:

8 x4730 = 12.35 mm

12.35 x 2 = 25.06

11 x4730 = 17.23 mm

A B C D N O

100%


A common method used involved: finding the scale factor by measuring corresponding dimensions on the espresso con panna cup and the enlargement; multiplying the component depth by the scale factor; measuring and marking the required depths on the empty-cup diagram.

Accurate measurement was essential in this item. Students should use a ruler capable of measuring to the nearest millimetre. Inaccurate measurement had the potential to compromise the scaling factor determined and/or the levels marked in the empty-cup diagram.


28

UN

IT T

HR

EEIT

EM 5

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 3 3

of 6

N

Res

pons

e is

unin

telli

gibl

e or

doe

s not

sa

tisfy

the

requ

irem

ents

fo

r an

y ot

her

grad

e. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

57

Man

ipul

atin

g/op

erat

ing/

usin

g eq

uipm

ent

C

The

res

pons

e sh

ows

�al

low

ing

for

one

obse

rvab

le e

rror

, ca

lcul

atio

ns a

ssoc

iate

d w

ith a

val

id

met

hod

to d

eter

min

e th

e de

pths

of b

oth

com

pone

nts.

The

res

pons

e sh

ows

�th

e re

quir

ed li

nes r

uled

with

in to

lera

nce

to in

dica

te th

e co

rrec

t qua

ntiti

es o

f the

co

mpo

nent

s�

both

com

pone

nts a

ppro

pria

tely

in

dica

ted

on th

e di

agra

m.

OR

A

The

res

pons

e sh

ows

�co

rrec

t cal

cula

tions

ass

ocia

ted

with

a

valid

met

hod

to d

eter

min

e th

e de

pths

of

both

com

pone

nts

�th

e re

quir

ed li

nes r

uled

with

in to

lera

nce

to in

dica

te th

e co

rrec

t qua

ntiti

es o

f the

co

mpo

nent

s�

both

com

pone

nts c

lear

ly a

nd

appr

opri

atel

y la

belle

d on

the

diag

ram

.

B

The

res

pons

e sh

ows

�al

low

ing

for

one

obse

rvab

le e

rror

, ca

lcul

atio

ns a

ssoc

iate

d w

ith a

val

id

met

hod

to d

eter

min

e th

e de

pths

of b

oth

com

pone

nts

�th

e re

quir

ed li

nes r

uled

with

in to

lera

nce

to in

dica

te th

e co

nseq

uent

ially

cor

rect

qu

antit

ies o

f the

com

pone

nts

�su

bseq

uent

ly, b

oth

com

pone

nts c

lear

ly

and

appr

opri

atel

y la

belle

d on

the

diag

ram

.

The

res

pons

e sh

ows

�co

rrec

t cal

cula

tion/

s ass

ocia

ted

with

a

valid

met

hod

to d

eter

min

e th

e de

pth

of

both

com

pone

nts

�on

e of

the

requ

ired

line

s rul

ed w

ithin

to

lera

nce t

o in

dica

te th

e cor

rect

qua

ntity

of

one

of t

he c

ompo

nent

s�

both

com

pone

nts a

ppro

pria

tely

in

dica

ted

on th

e di

agra

m.

OR

D

The

res

pons

e sh

ows

�al

low

ing

for

two

obse

rvab

le e

rror

s, co

rrec

t cal

cula

tions

ass

ocia

ted

with

a

valid

met

hod

to d

eter

min

e th

e de

pth

of

one

com

pone

nt.

The

res

pons

e sh

ows

�on

e of

the

requ

ired

line

s rul

ed w

ithin

to

lera

nce t

o in

dica

te th

e cor

rect

dep

th o

f on

e co

mpo

nent

�th

is c

ompo

nent

cle

arly

and

ap

prop

riat

ely

labe

lled

on th

e di

agra

m.

The

res

pons

e sh

ows

�a

line

rule

d 1.

6 cm

(with

in to

lera

nce)

fr

om th

e cu

p ba

se to

indi

cate

the

doub

le

shot

�a

line

rule

d at

1.1

cm

(with

in to

lera

nce)

fr

om th

e to

p of

the

espr

esso

to in

dica

te

the

whi

pped

cre

am�

both

com

pone

nts c

lear

ly a

nd

appr

opri

atel

y la

belle

d on

the

diag

ram

.

OR

OR


Mar

king

Sch

eme

Mar

king

Uni

t 3 4

of 6

UN

IT T

HR

EEIT

EM 5

Not

es:

1.T

he st

eps i

n a

valid

met

hod

to d

eter

min

e th

e de

pths

of c

ompo

nent

s in

clud

e: m

easu

rem

ent,

dete

rmin

atio

n of

a sc

alin

g fa

ctor

, app

lyin

g th

is

scal

ing

fact

or to

arr

ive

at th

e de

pths

.

2.T

he q

uant

ity o

f a c

ompo

nent

is in

dica

ted

by a

line

dra

wn

on th

e di

agra

m th

at r

epre

sent

s the

am

ount

of t

hat c

ompo

nent

.

3.A

n �o

bser

vabl

e er

ror�

can

occ

ur o

nly

in a

ssoc

iatio

n w

ith th

e ca

lcul

atio

n of

the

dept

h of

com

pone

nts.

Thi

s err

or c

an b

e ei

ther

an

erro

r in

mea

sure

men

t or

a m

echa

nica

l err

or, t

hat i

s, an

inco

rrec

t re

sult

to a

cor

rect

ly st

ated

ope

ratio

n.

4.Fo

r bo

th c

ompo

nent

s to

be c

lear

ly a

nd a

ppro

pria

tely

labe

lled,

the

diag

ram

mus

t hav

e bo

th c

ompo

nent

s sho

wn

(with

the

espr

esso

in th

e bo

ttom

of t

he c

up) a

nd c

orre

ctly

iden

tifie

d ei

ther

with

labe

ls o

r th

roug

h th

e us

e of

col

our/

shad

ing

supp

orte

d by

a le

gend

.

5.Fo

r bo

th th

e co

mpo

nent

s to

be a

ppro

pria

tely

indi

cate

d on

a d

iagr

am,

the

espr

esso

mus

t be

in th

e bo

ttom

of t

he c

up a

nd a

com

pone

nt

iden

tifie

d th

roug

h at

leas

t a si

ngle

labe

l or

som

e fo

rm o

f sha

ding

.

6.To

lera

nce

is in

dica

ted

on th

e te

mpl

ate.

Mod

el R

espo

nse:

On

Figu

re 2

, the

esp

ress

o is

8 m

m d

eep,

the

whi

pped

cre

am is

11

mm

dee

p an

d th

e cu

p is

30

mm

dee

p.

Dep

th o

f cup

on

new

dia

gram

is 4

7 m

m.

Dep

th o

f sin

gle

espr

esso

on

new

dia

gram

:

mm

The

refo

re d

epth

of d

oubl

e sh

ot o

n ne

w d

iagr

am:

mm

Dep

th o

f whi

pped

cre

am:

mm

847 30----

--12

.53

=

12.5

32

25.0

6=

1147 30----

--17

.23

=

whipped cream

double

espresso shot


30

Item 6

Model responses

CommentaryItem 6 is a four-star item that tested achievement in CCEs 37 Applying a progression of steps to achieve the required answer, 19 Substituting in formulae and 16 Calculating with or without calculators.

The item required students to determine the minimum diameter of a coffee cup that would hold a double shot of coffee if it had an internal depth of 32mm.

The cue directed students to show all steps and to give the diameter to the nearest millimetre. Responses that only provided answers or merely some of the

operations necessary to determine the final result did not satisfy the instruction to �show all steps�. Students were provided with the formula for the volume of a cylinder and the fact that a capacity of 1mL is equivalent to a volume of 1 cm3.

To achieve an A-grade, a response had to show that the capacity was determined by doubling the 30 mL single shot, then converting this to a volume of 60 cm3. To successfully solve for the radius, the volume and the internal depth of the cup had to use consistent units. For example if 60 cm3 was used as V then h would need to be 3.2 cm. The radius once found had to be doubled and rounded correctly to give the minimum diameter to the nearest millimetre.

This item required students to substitute into a formula and to solve for an unknown. Students should practise their algebra skills. Students should read an item and its stem closely and more than once; first to understand the information provided and to identify what is required; next to pay attention to details and select the relevant, useful information and finally after the completion of the response, to ensure that all requirements have been met.

V

Volume of double shot = 60 mL = 60 cm³

Height = 32 mm = 3.2 cm

V = r x h� ²

r = �h

60r = �3.2

r = 2.44 cm

Therefore d = r x 2 = 4.88 cm = 49 mm

Volume of double shot = 60 mL = 60 cm³

Height = 32 mm = 3.2 cm

V = r x h� ²

Therefore d = r x 2 = 4.88 cm = 49 mm

= r� ²603.2

= r²18.75

�

5.968 = r

r = 2.44 cm

1. 2.

A B C D N O

100%

E


UN

IT T

HR

EEIT

EM 6

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 3 5

of 6

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

37A

pply

ing

a pr

ogre

ssio

n of

step

s to

achi

eve

the

requ

ired

ans

wer

19Su

bstit

utin

g in

form

ulae

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

C

The

res

pons

e

�ba

ses c

alcu

latio

ns o

n a

sing

le

shot

vol

ume

�m

anag

es u

nits

eff

ectiv

ely

�su

bstit

utes

val

ues f

or V

and

h

into

the

form

ula

allo

win

g fo

r at

mos

t one

ob

serv

able

err

or

�so

lves

for

�r�

�fin

ds �d

� whi

ch is

co

nseq

uent

ially

cor

rect

�pr

esen

ts a

n an

swer

rou

nded

to

the

near

est m

m o

r eq

uiva

lent

.

The

res

pons

e

�do

uble

s the

sing

le sh

ot v

olum

e�

subs

titut

es v

alue

s for

V a

nd h

ba

sed

on 6

0/32

into

the

form

ula

�so

lves

for

�r� o

n th

e ba

sis o

f th

e va

lues

use

d.

OR

A

The

res

pons

e

�do

uble

s the

sing

le sh

ot v

olum

e�

man

ages

uni

ts e

ffec

tivel

y�

subs

titut

es c

orre

ct v

alue

s for

V

and

h in

to th

e fo

rmul

a �

solv

es c

orre

ctly

for

�r�

�fin

ds �d

� cor

rect

ly�

pres

ents

the

answ

er c

orre

ct to

th

e nea

rest

mm

: 49

or 4

.9 cm

or

othe

r eq

uiva

lent

�sh

ows n

o in

corr

ect w

orki

ng.

B

The

res

pons

e

�do

uble

s the

sing

le sh

ot v

olum

e�

man

ages

uni

ts e

ffec

tivel

y�

subs

titut

es c

orre

ct v

alue

s for

V a

nd h

into

the

form

ula

�so

lves

cor

rect

ly fo

r �r

��

finds

�d� c

orre

ctly

*�

pres

ents

an

answ

er c

orre

ct to

the

near

est m

m

or e

quiv

alen

t *�

show

s no

inco

rrec

t wor

king

and

exce

pt fo

r th

e om

issi

on o

f ON

E o

f the

(*)

step

s wou

ld h

ave

arri

ved

at th

e co

rrec

t ans

wer

.

The

res

pons

e

�do

uble

s the

sing

le sh

ot v

olum

e�

man

ages

uni

ts e

ffec

tivel

y�

subs

titut

es c

orre

ct v

alue

s for

V a

nd h

into

the

form

ula

allo

win

g fo

r on

e ob

serv

able

err

or

�so

lves

cor

rect

ly fo

r �r

��

finds

�d� w

hich

is c

onse

quen

tially

cor

rect

�pr

esen

ts a

n an

swer

roun

ded

to th

e nea

rest

mm

or

equ

ival

ent.

The

res

pons

e

�pr

esen

ts th

e ans

wer

corr

ect t

o th

e nea

rest

mm

: 49

or

4.9

cm o

r ot

her

equi

vale

nt�

show

s no

inco

rrec

t wor

king

.

OR

OR

D

The

res

pons

e

�su

bstit

utes

rec

ogni

sabl

e va

lues

for

V a

nd h

into

the

form

ula

�so

lves

for

�r� o

n th

e ba

sis o

f th

ese

valu

es.

The

res

pons

e

�us

es re

cogn

isab

le v

alue

s for

V

and

h in

conj

unct

ion

with

th

e fo

rmul

a to

det

erm

ine

a co

rres

pond

ing

valu

e for

�r�.

OR

E

The

res

pons

e sh

ows

subs

titut

ion

into

the

form

ula

that

use

s

�30

or

60 fo

r th

e vo

lum

e �

3.2

as th

e he

ight

.

The

res

pons

e sh

ows t

he

subj

ect o

f the

form

ula

chan

ged

to

.OR

rV h----

--=


32

Mar

king

Sch

eme

Mar

king

Uni

t 3 6

of 6

UN

IT T

HR

EEIT

EM 6

Not

es:

1.W

ith r

espe

ct to

�49

or 4

.9 c

m o

r ot

her

equi

vale

nt�,

if an

ans

wer

is 4

9, u

nits

are

not

req

uire

d. A

ll ot

her

units

ne

ed to

be

spec

ified

at t

he A

-gra

de.

2.In

the

B-d

escr

ipto

r th

at a

pplie

s to

resp

onse

s whe

re o

ne o

f the

step

s mar

ked

* ha

s bee

n om

itted

, in

the

case

of:

�fin

ds �d

� cor

rect

ly *

, the

ans

wer

pro

vide

d w

ill b

e 24

mm

or

25 m

m o

r th

eir

equi

vale

nts.

�pr

esen

ts a

n an

swer

cor

rect

to th

e ne

ares

t mm

or

equi

vale

nt *

, the

ans

wer

pro

vide

d w

ill b

e co

rrec

t, bu

t not

rou

nded

to th

e ne

ares

t mm

, i.e

. 48.

8 (m

m) o

r 4.

88 c

m.

3.A

n �o

bser

vabl

e er

ror�

can

be

ON

E o

f the

follo

win

g:

�a

sing

le c

alcu

latio

n er

ror,

i.e. i

ncor

rect

res

ult t

o a

corr

ectly

stat

ed

oper

atio

n

�a

reco

gnis

able

tran

scri

ptio

n er

ror

�a

roun

ding

of �

r� to

the

near

est m

m b

efor

e de

term

inin

g �d

�.

Mod

el R

espo

nses

:

1.Vo

lum

e of

dou

ble

shot

= 6

0 m

L =

60

cm3

Hei

ght =

32

mm

= 3

.2 c

m

The

refo

re

c

m =

49

mm

2.Vo

lum

e of

dou

ble

shot

= 6

0 m

L =

60

cm3

Hei

ght =

32

mm

= 3

.2 c

m

The

refo

re

cm =

49

mm

V=

r2h

r2.

44=

cm

rV h-----

=

r60 3.

2----

----=

dr

2=

4.88

=

V=

r2h

60 3.2

-------

r2=

r2.

44=

cm

18.7

5----

--------

-r2

=

5.96

8r

= dr

2=

4.88

=

Las

t Pag

e C

ount


Unit FourThe item in this unit is based on an advertising sign for the Manhattan Mini Storage company.

The following table shows the percentage of responses awarded the various grades for the item in this unit.

Item 7

Model response

A B C D E N O

Item 7 1.3 10.8 48.8 24.3 11.2 2 1.5

The �rst two sentence version of the slogan has two separate messages. ‘Simply put’ says

that what follows will be stated in plain and simple words. ‘Stuff here’ is the command to

store your belongings with Manha�an Mini Storage. Another interpretation is that the

continuous smooth �owing sentence is an invitation to smoothly and easily store your

belongings with us.

The bright orange background colour contrasted with the white slogan is

very eye catching and a�racts a�ention. Another design feature is the

drawing in the bo�om left which represents a customer using the storage

locker. This is effective as it shows the public the service provided by the mini-storage

company. The high position at the top of the building and the sign’s location in a residential

area allows for maximum exposure to potential customers.


34

CommentaryItem 7 is a four-star item that tested achievement in CCEs 29 Comparing, contrasting, 4 Interpreting the meaning of words, 26 Explaining to others and 31 Interrelating ideas.

The item comprises two parts. In part I, students were required to explain the different interpretations when a slogan is read in two different ways. In part II, they had to discuss how effective the graphic design of the advertising sign is and how the strategic placement of the sign works to advertise the company.

The cue for part II directed students to refer to two features of the design and two aspects of placement. Cues provide essential further instructions on how to respond and should be read before responding and also after, to check no direction has been disregarded.

To achieve an A-grade, a response, in part I, had to provide two acceptable and different interpretations of the slogan and clearly indicate how each way of reading the slogan allowed a different interpretation. In part II, the response had to describe two design features and two aspects of placement and establish how both a design feature and an aspect of placement are linked to the effectiveness of the advertisement.

Close attention must be paid to any cues where a specific number is demanded. In this item, two design features and two placement aspects were required but in some responses only one of each was provided. Any response that disregards an instruction in a cue would not meet A-grade requirements.

A B C N O

100%

D E


UN

IT F

OU

RIT

EM 7

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 4 1

of 5

N

Res

pons

e is

un

inte

lligi

ble o

r doe

s no

t sat

isfy

the

requ

irem

ents

for a

ny

othe

r gr

ade. O

No

resp

onse

has

bee

n m

ade

at a

ny ti

me.

29C

ompa

ring

, con

tras

ting

4In

terp

retin

g th

e m

eani

ng o

f wor

ds �

26E

xpla

inin

g to

oth

ers

31In

terr

elat

ing

idea

s �

C

For

part

I, th

e re

spon

se

�gi

ves T

WO

acc

epta

ble

and

diff

eren

t int

erpr

etat

ions

�

clea

rly

indi

cate

s how

EA

CH

w

ay p

rovi

des a

diff

eren

t in

terp

reta

tion.

For

part

I, th

e re

spon

se g

ives

�O

NE

acc

epta

ble

inte

rpre

tatio

n.

For

part

II, t

he r

espo

nse

�de

scri

bes O

NE

des

ign

feat

ure

and

ON

E as

pect

of p

lace

men

t �

esta

blis

hes h

ow b

oth

a de

sign

fe

atur

e an

d an

asp

ect o

f pl

acem

ent a

re li

nked

to th

e ef

fect

iven

ess o

f the

ad

vert

isem

ent.

For

part

II, t

he r

espo

nse

�de

scri

bes T

WO

des

ign

feat

ures

and

TW

O a

spec

ts o

f pl

acem

ent

�es

tabl

ishe

s how

bot

h a

desi

gn

feat

ure

and

an a

spec

t of

plac

emen

t are

link

ed to

the

effe

ctiv

enes

s of t

he

adve

rtis

emen

t.OR

OR

A

For

part

I, th

e re

spon

se

�gi

ves T

WO

acc

epta

ble

and

diff

eren

t int

erpr

etat

ions

�

clea

rly

indi

cate

s how

EA

CH

w

ay p

rovi

des a

diff

eren

t in

terp

reta

tion.

For

part

II, t

he r

espo

nse

�de

scri

bes T

WO

des

ign

feat

ures

and

TW

O a

spec

ts o

f pl

acem

ent

�es

tabl

ishe

s how

bot

h a

desi

gn

feat

ure

and

an a

spec

t of

plac

emen

t are

link

ed to

the

effe

ctiv

enes

s of t

he

adve

rtis

emen

t.

B

For

part

I, th

e re

spon

se

�gi

ves T

WO

acc

epta

ble

and

diff

eren

t int

erpr

etat

ions

�

clea

rly

indi

cate

s how

ON

E

way

pro

vide

s an

inte

rpre

tatio

n.

For

part

II, t

he r

espo

nse

�de

scri

bes T

WO

(ON

E) d

esig

n fe

atur

e/s a

nd O

NE

(TW

O)

aspe

ct/s

of p

lace

men

t�

esta

blis

hes h

ow b

oth

a de

sign

fe

atur

e an

d an

asp

ect o

f pl

acem

ent a

re li

nked

to th

e ef

fect

iven

ess o

f the

ad

vert

isem

ent.

D

For

part

I, th

e re

spon

se

�gi

ves T

WO

acc

epta

ble

and

diff

eren

t int

erpr

etat

ions

.

For

part

II, t

he r

espo

nse

�de

scri

bes O

NE

des

ign

feat

ure

and

ON

E a

spec

t of p

lace

men

t �

esta

blis

hes e

ither

how

a d

esig

n fe

atur

e or

an

aspe

ct o

f pl

acem

ent i

s lin

ked

to th

e ef

fect

iven

ess o

f the

ad

vert

isem

ent.OR

E

For

part

I, th

e re

spon

se

�gi

ves O

NE

acc

epta

ble

inte

rpre

tatio

n.

For

part

II, t

he r

espo

nse

desc

ribe

s ON

E o

f eith

er:

�O

NE

des

ign

feat

ure

and

ON

E

aspe

ct o

f pla

cem

ent

or�

TW

O d

esig

n fe

atur

es

or�

TW

O a

spec

ts o

f pla

cem

ent.

OR

Not

e:A

n ac

cept

able

in

terp

reta

tion

mus

t be

base

d on

a r

easo

nabl

e re

adin

g of

the

slog

an

and

not b

e in

cons

iste

nt

with

the

func

tion

or

serv

ice

prov

ided

by

a st

orag

e co

mpa

ny.

Mod

el R

espo

nse:

I. T

he fi

rst t

wo

sent

ence

ver

sion

of t

he sl

ogan

has

two

sepa

rate

m

essa

ges.

�Sim

ply

put�

says

that

wha

t fol

low

s will

be

stat

ed in

pla

in

and

sim

ple w

ords

. �St

uff h

ere�

is th

e com

man

d to

stor

e you

r bel

ongi

ngs

with

Man

hatt

an M

ini S

tora

ge. A

noth

er in

terp

reta

tion

is th

at th

e co

ntin

uous

smoo

th fl

owin

g se

nten

ce is

an

invi

tatio

n to

smoo

thly

and

ea

sily

stor

e yo

ur b

elon

ging

s with

us.

II. T

he b

righ

t ora

nge

back

grou

nd c

olou

r co

ntra

sted

with

the

whi

te

slog

an is

ver

y ey

e ca

tchi

ng a

nd a

ttra

cts a

tten

tion.

Ano

ther

des

ign

feat

ure

is th

e dr

awin

g in

the

bott

om le

ft w

hich

rep

rese

nts a

cus

tom

er

usin

g th

e st

orag

e lo

cker

. Thi

s is e

ffec

tive

as it

show

s the

pub

lic th

e se

rvic

e pro

vide

d by

the m

ini-s

tora

ge co

mpa

ny. T

he h

igh

posi

tion

at th

e to

p of

the

build

ing

and

the

sign

�s lo

catio

n in

a r

esid

entia

l are

a al

low

s fo

r m

axim

um e

xpos

ure

to p

oten

tial c

usto

mer

s.


36

Unit FiveThe items of this unit are based on information about how a video clip can go viral.


Item 8

Model response

A B C D E N O

Item 8 6.7 6 50 28.9 7.5 1

Item 9 22.7 5 24.6 16.7 19 7.8 4.3


12 days


CommentaryItem 8 is a three-star item that tested achievement in CCEs 18 Approximating a numerical value, 6 Interpreting the meaning of graphs and 15 Graphing.

The item required students to consider how a single video clip uploaded to the internet can become increasingly popular. In this instance, within two days, the video had been viewed by more than one million people. A graph represented the number of daily views of the video. Students had to use the graph to respond to the two parts of this item.

Part I required students to work with the vertical axis scale to locate and then mark where the one millionth and the two millionth views occurred. They needed to determine the length of time, in days, between these marks using the scale on the horizontal axis.

Part II required students to calculate the total number of views for the last week of August. The red line on the graph joins the number of views for each date. The number of views each day sum to give the total number of times the video was viewed in the last week of August.

The cue for part II instructed students to show their working. Students needed to show how they arrived at their total number of views.

To achieve an A-grade, a response, in part I, had to give the elapsed time as 12 days and show the relevant markings on the graph. In part II, responses had to show appropriate working to establish an estimate between 26.5 million and 28 million views.

Graphs are used in everyday situations to support points of view or to convey information. Strategies for reading and interpreting graphs include attending to the title, the labels on the axes and the scale used and interrogating what data is being presented before working to gather further information from the graph.

25 August = 3.5

26 August = 3.6

27 August = 3.8

28 August = 3.9

29 August = 4

30 August = 4.1

31 August = 4.4

Total = 27.3

There were approximately 27.3 million views.

A B C N O

100%

D


38

UN

IT F

IVE

ITEM

8

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 5 1

of 4

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

18A

ppro

xim

atin

g a

num

eric

al v

alue

6In

terp

retin

g th

e m

eani

ng o

f � g

raph

s

15G

raph

ing

C

Res

pons

e sh

ows

for

Part

I, E

ITH

ER

�th

e el

apse

d tim

e be

twee

n 12

and

13

incl

usiv

e

OR

�re

leva

nt m

arki

ngs o

n th

e gr

aph

for

Part

II,

�at

leas

t tw

o ac

cept

able

val

ues f

or d

aily

vi

ews a

ssoc

iate

d w

ith d

ays f

rom

24th

A

ugus

t to

the

1st S

epte

mbe

r in

clus

ive.

Res

pons

e sh

ows

for

Part

II, a

llow

ing

for

at m

ost o

ne e

rror

,

�ac

cept

able

val

ue(s

) for

dai

ly v

iew

s�

appr

opri

ate

wor

king

�

an e

stim

ate

base

d on

the

wor

king

pr

ovid

ed.

OR

A

Res

pons

e sh

ows

for

Part

I

�th

e el

apse

d tim

e as

12

days

�re

leva

nt m

arki

ngs o

n th

e gr

aph

for

Part

II

�ac

cept

able

val

ue(s

) for

dai

ly v

iew

s�

appr

opri

ate

wor

king

�

an es

timat

e, b

etw

een

26.5

mill

ion

and

28

mill

ion

incl

usiv

e, b

ased

on

the

wor

king

pr

ovid

ed.

No

inco

rrec

t wor

king

was

use

d in

ob

tain

ing

the

resu

lts.

B

Res

pons

e sh

ows

for

Part

I

�th

e el

apse

d tim

e be

twee

n 12

and

13

incl

usiv

e�

rele

vant

mar

king

s on

the

grap

h

for

Part

II, a

llow

ing

for

at m

ost o

ne

mec

hani

cal o

r m

inor

rea

ding

err

or,

�ac

cept

able

val

ue(s

) for

dai

ly v

iew

s �

appr

opri

ate

wor

king

�

an e

stim

ate

base

d on

the

wor

king

pr

ovid

ed.

Res

pons

e sh

ows

for

Part

II

�ac

cept

able

val

ue(s

) for

dai

ly v

iew

s �

appr

opri

ate

wor

king

�

an es

timat

e, b

etw

een

26.5

mill

ion

and

28

mill

ion

incl

usiv

e, b

ased

on

the

wor

king

pr

ovid

ed.

No

inco

rrec

t wor

king

was

use

d in

ob

tain

ing

the

estim

ate.

OR

D

Res

pons

e sh

ows

for

Part

I, E

ITH

ER

�th

e el

apse

d tim

e be

twee

n 12

and

13

incl

usiv

e

OR

�re

leva

nt m

arki

ngs o

n th

e gr

aph.

Res

pons

e sh

ows

for

Part

II

�at

leas

t tw

o ac

cept

able

val

ues f

or d

aily

vi

ews a

ssoc

iate

d w

ith d

ays f

rom

24th

A

ugus

t to

the

1st S

epte

mbe

r in

clus

ive.

OR

Not

es:

1.A

ccep

tabl

e va

lues

for

daily

vie

ws m

ust

refle

ct th

e ri

sing

tren

d of

the

grap

h an

d be

with

in th

e ra

nge

for

the

appr

opri

ate

date

giv

en in

the

tabl

e be

low

.

Dat

eA

ctua

l va

lue

(mill

ions

)

Acc

epta

ble

valu

es(m

illio

ns)

24th

Aug

3.

33.

2�3.

425

th A

ug

3.5

3.4�

3.6

26th

Aug

3.6

3.5�

3.7

27th

Aug

3.

83.

7�3.

928

thA

ug3.

93.

8�4.

029

thA

ug4.

03.

9�4.

130

thA

ug4.

14.

0�4.

231

stA

ug4.

44.

25�4

.45

1st S

ept

4.5

4.5

2.�R

elev

ant m

arki

ngs�

on

the

grap

h m

ay in

clud

e� m

arks

on

red

line

at b

oth

1 m

illio

n an

d 2

mill

ion

� mar

ks o

n th

e ho

rizo

ntal

axi

s at b

oth

1st a

nd 1

3th A

ugus

t� v

ertic

al li

nes f

rom

red

line

at b

oth

1 m

illio

n an

d 2

mill

ion

to th

e ho

rizo

ntal

axi

s.

3.A

ppro

pria

te w

orki

ng w

ill sh

ow th

e us

e of

the

corr

ect s

even

day

s (i.e

. the

last

wee

k in

Aug

ust)

and

corr

ect o

pera

tions

.

4.A

min

or r

eadi

ng e

rror

has

the

�num

ber

of d

aily

vie

ws�

out

side

the

acce

ptab

le li

mits

but

with

in 0

.2 m

illio

n an

d co

ntai

ned

with

in th

e bo

unda

ries

of t

he g

raph

.

5.W

here

the

�mill

ion�

is re

quir

ed, b

ut h

as b

een

omitt

ed fr

om th

e es

timat

e, g

rade

the

resp

onse

as i

f it w

as th

ere

and

then

ap

ply

a on

e-gr

ade

pena

lty.


Mar

king

Sch

eme

UN

IT F

IVE

ITEM

8

Mar

king

Uni

t 5 2

of 4

Mod

el R

espo

nse:

Part

I 12

day

s

Part

II25

Aug

ust =

3.5

26 A

ugus

t = 3

.627

Aug

ust =

3.8

28 A

ugus

t = 3

.929

Aug

ust =

430

Aug

ust =

4.1

31 A

ugus

t = 4

.4To

tal =

27.

3T

here

wer

e ap

prox

imat

ely

27.3

mill

ion

view

s.

15

July

23

July

31

July

8

Aug

16

Aug

24

Aug

1

Sept

1234

Date

Daily views (millions)

Nu

mb

er

of

da

ily

vie

ws

of

‘Ga

ng

na

m S

tyle

’


40

Item 9

Model response

4

4

3 2

43

3

3

3

3

32

2

4

4

4

44

44

4

4

4

4

4


CommentaryItem 9 is a four-star item that tested achievement in CCEs 44 Synthesising, 6 Interpreting the meaning of diagrams, 49 Perceiving patterns and 16 Calculating with or without calculators.

The item comprises three parts. Part I required students to complete a diagram which represented how a video clip goes viral. Part II required them to fill in a table which displayed various characteristics of the video such as the number of people who view the clip, the number of people who send it to others and the total views. Part III required students to extend the pattern of total views in the table to determine total views in two hours.

The cue in part III directed students to show how they arrived at their answer.

To achieve an A-grade a response had to show the 25 circles in the diagram correctly numbered according to their wave (part I) and provide the correct values in the table (part II). In part III, the response had to provide the value 5115 as the total number of views of the video clip after two hours along with evidence of how it was obtained.

Students should check their work to ensure that all parts of an item are answered. They should avoid making assumptions regarding what is needed to respond to an item. In this item, some students assumed that finding any pattern which linked the numbers given in each column of the table was acceptable whereas the stem clearly explained that the numbers related to the previous diagram.

48

60

40

80

16

32

75

155

3520

108

120

1280

2560

2555

5115

1275640

84

96

72

320

160

635

315

Total number = 5115 after 2 hours

A B C D N O

100%

E


42

UN

IT F

IVE

ITEM

9

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 5 3

of 4

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

44Sy

nthe

sisi

ng6

Inte

rpre

ting

the

mea

ning

of �

dia

gram

s �

49Pe

rcei

ving

pat

tern

s16

Cal

cula

ting

with

or

with

out c

alcu

lato

rs

C

Res

pons

e pr

ovid

es T

WO

of t

he

follo

win

g

for

Part

I

�16

or

mor

e of

the

circ

les

corr

ectly

num

bere

d

for

Part

II

�al

l val

ues i

n T

HR

EE

col

umns

ar

e co

rrec

t or

cons

eque

ntia

lly

corr

ect 1

for

Part

III

�ev

iden

ce th

at sh

ows a

val

id

met

hod

was

use

d �

corr

ect o

r co

nseq

uent

ially

co

rrec

t tot

al n

umbe

r of

vie

ws.2

A

Res

pons

e pr

ovid

es

for

Part

I

�ea

ch o

f the

25

circ

les c

orre

ctly

nu

mbe

red

for

Part

II

�al

l the

cor

rect

val

ues e

nter

ed in

ta

ble

for

Part

III

�ev

iden

ce th

at sh

ows a

val

id

met

hod

was

use

d�

tota

l num

ber

of v

iew

s giv

en a

s 51

15.

B

Res

pons

e pr

ovid

es

for

Part

I

�23

or

mor

e of

the

circ

les

corr

ectly

num

bere

d

and

allo

win

g fo

r at

mos

ton

e m

echa

nica

l err

orin

eith

er P

art I

I or

Part

III

for

Part

II

�co

rrec

t or

cons

eque

ntia

lly

corr

ect v

alue

s ent

ered

in ta

ble

for

Part

III

�ev

iden

ce th

at sh

ows a

val

id

met

hod

was

use

d �

corr

ect o

r co

nseq

uent

ially

co

rrec

t tot

al n

umbe

r of

vie

ws.

D

Res

pons

e pr

ovid

es T

WO

of t

he

follo

win

g

for

Part

I

�16

or

mor

e of

the

circ

les

corr

ectly

num

bere

d

for

Part

II

�al

l val

ues i

n T

WO

col

umns

are

co

rrec

t or

cons

eque

ntia

lly

corr

ect 1

for

Part

III

�ev

iden

ce th

at sh

ows a

val

id

met

hod

was

use

d, a

llow

ing

for

at m

ost o

ne m

echa

nica

l err

or�

corr

ect o

r co

nseq

uent

ially

co

rrec

t tot

al n

umbe

r of

vie

ws.2

E

Res

pons

e pr

ovid

es O

NE

of t

he

follo

win

g

for

Part

I

�16

or

mor

e of

the

circ

les

corr

ectly

num

bere

d

for

Part

II

�al

l val

ues i

n T

WO

col

umns

are

co

rrec

t or

cons

eque

ntia

lly

corr

ect 1

for

Part

III

�ev

iden

ce th

at sh

ows a

val

id

met

hod

was

use

d, a

llow

ing

for

at m

ost o

ne m

echa

nica

l err

or�

corr

ect o

r co

nseq

uent

ially

co

rrec

t tot

al n

umbe

r of

vie

ws.2

Not

es:

1.Fo

r Pa

rt II

, at t

he C

, D a

nd E

-gra

des,

the

time,

vie

wer

s and

send

ers c

olum

ns m

ust h

ave

all

the

corr

ect v

alue

s to

be in

clud

ed in

the

coun

t. To

be

incl

uded

in th

e co

unt t

he to

tal v

iew

s co

lum

n ca

n be

cor

rect

or

cons

eque

ntia

lly c

orre

ct. I

t will

be

cons

eque

ntia

lly c

orre

ct if

all

the

valu

es a

re p

rope

rly

calc

ulat

ed fr

om in

corr

ect v

alue

s in

anot

her

colu

mn

such

as t

he

view

er c

olum

n.

2.Fo

r Pa

rt II

I at t

he C

, D a

nd E

-gra

des,

a co

nseq

uent

ially

cor

rect

tota

l may

be

obta

ined

by

� usi

ng in

corr

ect v

alue

s fro

m th

e re

spon

se fo

r Pa

rt II

an

d/or

� c

ontin

uing

an

inco

rrec

t pat

tern

for

obta

inin

g th

e nu

mbe

r of

vie

wer

s fro

m P

art I

I.

Cor

rect

val

ues f

or P

art I

I

wav

etim

e w

ave

com

plet

edvi

ewer

s (t

his w

ave)

send

ers

(thi

s wav

e)to

tal v

iew

s(a

ll w

aves

)

1st12

min

52

5

2nd24

min

104

15

3rd36

min

208

35

4th48

4016

75

5th60

8032

155


Mar

king

Sch

eme

UN

IT F

IVE

ITEM

9

Mar

king

Uni

t 5 4

of 4

Mod

el R

espo

nse:

1

2

1

4

3

clip

in

itia

lly

up

load

ed

vie

wer

wh

o s

end

s o

nth

e li

nk

, i.

e. a

sen

der

vie

wer

wh

o d

oes

no

tse

nd

on

th

e li

nk

4

4

32

43

3

3

3

3

32 2

4

4

4 44

44

4

4

4

4 4

I.II

. wav

etim

e w

ave

com

plet

edvi

ewer

s (t

his w

ave)

send

ers

(thi

s wav

e)to

tal v

iew

s(a

ll w

aves

)

1st12

min

52

5

2nd24

min

104

15

3rd36

min

208

35

4th48

4016

75

5th60

8032

155

III.

72

160

315

84

320

635

96

640

1275

108

1280

2555

120

2560

5115

Tota

l num

ber =

511

5 af

ter 2

hou

rs

Las

t Pag

e C

ount


44

Unit SixThe items of this unit are based on the consequences of the eradication of wolves in Yellowstone National Park and of their later reintroduction.


Item 10

Model responses

CommentaryItem 10 is a two-star item and tested achievement in the CCEs 52 Searching and locating information and 4 Interpreting the meaning of words.

The item required students to give four different words or phrases used by the author of the extract to refer to elk. The cue instructed students not to include the pronoun �they� as one of the four.

An A-grade response needed to provide the four different examples.

Attention to detail is essential when responding to an item. In this item, the stem specifically asked for different words or phrases but some responses included the same word more than once.

A B C D E N O

Item 10 33.9 37.2 14 12.7 2.2

Item 11 7.1 25 52.9 7.6 5.4 2

Item 12 1.5 9.8 14.9 19.7 33 16.3 4.6


meat quarry

prey herds

1.

meat supply less vulnerable quarry

vulnerable prey herd

2.

A B C N O

100%


UN

IT S

IXIT

EM 1

0

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 4 2

of 5

N

Res

pons

e is

uni

ntel

ligib

le o

r do

es

not s

atis

fy th

e re

quir

emen

ts fo

r an

y ot

her

grad

e. O

No

resp

onse

has

bee

n m

ade

at a

ny

time.

52Se

arch

ing

and

loca

ting

� in

form

atio

n4

Inte

rpre

ting

the

mea

ning

of w

ords

�

C

The

res

pons

e gi

ves T

WO

of t

he F

OU

R d

iffer

ent

exam

ples

.

A

The

res

pons

e gi

ves t

he F

OU

R d

iffer

ent e

xam

ples

.

1. [n

ear-

unlim

ited]

mea

t [su

pply

]2.

[vul

nera

ble]

pre

y3.

[les

s vul

nera

ble]

qua

rry

4. h

erds

/her

d

B

The

res

pons

e gi

ves T

HR

EE

of t

he F

OU

R d

iffer

ent

exam

ples

.

Mod

el R

espo

nses

:

1.

2.

mea

t

mea

t s

upp

ly

qua

rry

les

s v

ulne

rab

le q

uarr

y

pre

y

vuln

era

ble

pre

y

herd

s

herd


46

Item 11

Model response

CommentaryItem 11 is a three-star item that tested the achievement in the CCEs 38 Generalising from information and 26 Explaining to others.

The item required students to consider the exclamation �Bad Plan!� from the first paragraph of the extract. They were asked to state what plan is being referred to, why it is bad and what circumstances led to it.

To achieve an A-grade, a response needed to articulate the bad plan, offer a valid reason for why it was considered to be bad and then explain the background

associated with the bad plan. The explanation had to be consistent with the information given in the extract.

The bad plan was the elk standing their ground against the wolves and it was bad because the elk made themselves more vulnerable to attack by the wolves because of this. To explain the background, the response needed to include some information about the time gap between the eradication and the reintroduction of the wolves which led to the inexperience of the elk with the wolves.

Extracts should be read carefully by students so that they can identify exactly what they are being asked to consider.

Several generations of elk were not subjected to wolves as they had been eradicated. The elk

then learnt to deal with coyotes by standing their ground and so did not feel threatened by

them. The wolves were reintroduced but the elk unfamiliar with wolves as predators treated

them as they had dealt with the coyotes. The elks’ plan to not run away from the wolves was

bad, as the elk fell prey to the stronger predators.

A B C N O

100%


UN

IT S

IXIT

EM 1

1

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 4 3

of 5

N

Res

pons

e is u

nint

ellig

ible

or

doe

s not

satis

fy th

e re

quir

emen

ts fo

r an

y ot

her

grad

e. O

No

resp

onse

has

bee

n m

ade

at a

ny ti

me.

38G

ener

alis

ing

from

info

rmat

ion

26E

xpla

inin

g to

oth

ers

C

The

res

pons

e

�gi

ves a

bad

pla

n th

at c

ould

fit t

he

cont

ext

�pr

ovid

es a

rea

son

why

it is

bad

.

A

The

res

pons

e

�ar

ticul

ates

the

bad

plan

�of

fers

a v

alid

rea

son

why

it is

bad

�ex

plai

ns th

e ba

ckgr

ound

ass

ocia

ted

with

the

bad

plan

.

The

exp

lana

tion

is n

ot in

cons

iste

nt w

ith

the

info

rmat

ion

give

n in

the

extr

act.

B

The

res

pons

e

�ar

ticul

ates

the

bad

plan

�of

fers

a v

alid

rea

son

why

it is

bad

�m

akes

ref

eren

ce to

the

back

grou

nd

asso

ciat

ed w

ith th

e ba

d pl

an.

The

exp

lana

tion

is n

ot in

cons

iste

nt w

ith

the

info

rmat

ion

give

n in

the

extr

act.

D

The

res

pons

e

�gi

ves a

bad

pla

n th

at c

ould

fit t

he

cont

ext.

Not

es:

1.Th

e ba

ckgr

ound

is th

e hi

stor

ical

ant

eced

ent w

hich

exp

lain

s the

bad

pla

n.

2.Th

e co

ntex

t ref

ers t

o th

e ci

rcum

stan

ces o

r fa

cts t

hat s

urro

und

a ba

d pl

an.

Mod

el R

espo

nse:

Seve

ral g

ener

atio

ns o

f elk

wer

e no

t sub

ject

ed to

wol

ves a

s the

y ha

d be

en e

radi

cate

d.

The

elk

then

lear

nt to

dea

l with

coy

otes

by

stan

ding

thei

r gr

ound

and

so d

id n

ot fe

el

thre

aten

ed b

y th

em. T

he w

olve

s wer

e re

intr

oduc

ed b

ut th

e el

k un

fam

iliar

with

wol

ves

as p

reda

tors

trea

ted

them

as t

hey

had

deal

t with

the

coyo

tes.

The

elk

s� p

lan

to n

ot r

un

away

from

the

wol

ves w

as b

ad, a

s the

elk

fell

prey

to th

e st

rong

er p

reda

tors

.


48

Item 12

Model response

CommentaryItem 12 is a four-star item that tested achievement in CCEs 43 Analysing, 33 Inferring, 11 Summarising/condensing written text and 31 Interrelating issues.

The item required students to refer to the extract and to provide an easy to follow outline of the sequence of the causes and effects of behavioural and environmental changes that occurred in the park.

The cue directed students to continue from the start provided and advised that the response need not be written in sentences. The first two parts of the outline with

the arrow connecting them and the unlined response area were to encourage students to have the freedom to create their own outline to show the relationships required.

To achieve an A-grade, a response had to continue from the start provided, present elk and wolves as the main elements, detail the critical environmental changes attributed to the behaviours of the elk and accurately and comprehensively represent the relevant relationships by showing a sequence of events and associated consequences. The response had to stand alone and to not be inconsistent with the extract.

Students should not assume prior knowledge of the stimulus on the part of the reader and should present their response accordingly, i.e. the response should stand alone.

decision is made

all wolves are killed off

elk don’t fear coyote —

stay in same place

river bank

less stable

no shelter

for birds

less insects falling

from trees

trees are stunted,

clubbed, bonsaied

river banks

more stable

more songbird

habitat

insects to feed

�sh/amphibians

elk become more

vigilant and move more

reintroduce wolves

elk numbers �ourish

overgrazing

no �sh/amphibians

less overgrazing

new tree saplings grow

A B C N O

100%

D E


UN

IT S

IXIT

EM 1

2

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 4 4

of 5

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

43A

naly

sing

33In

ferr

ing

11Su

mm

aris

ing/

cond

ensi

ng w

ritt

en te

xt31

Inte

rrel

atin

g �

issu

es

C

The

res

pons

e gi

ves a

n ou

tline

th

at

�pr

esen

ts e

lk a

nd w

olve

s as

the

mai

n el

emen

ts�

prov

ides

som

e de

tail

abou

t th

e en

viro

nmen

tal c

hang

es

that

are

att

ribu

ted

to e

ither

�d

efen

sive

beh

avio

urs�

or

�num

bers

of e

lk�

�ac

cura

tely

rep

rese

nts s

ome

of th

e re

leva

nt re

latio

nshi

ps

by sh

owin

g a

sequ

ence

of

even

ts a

nd a

ssoc

iate

d co

nseq

uenc

es.

A

The

res

pons

e gi

ves a

n ou

tline

th

at c

ontin

ues f

rom

the

star

t gi

ven,

and

�pr

esen

ts e

lk a

nd w

olve

s as

the

mai

n el

emen

ts�

deta

ils th

e cr

itica

l en

viro

nmen

tal c

hang

es th

at

are

attr

ibut

ed to

the

two

�def

ensi

ve b

ehav

iour

s� o

f elk

�ac

cura

tely

and

co

mpr

ehen

sive

ly r

epre

sent

s th

e rel

evan

t rel

atio

nshi

ps b

y sh

owin

g a

sequ

ence

of

even

ts a

nd a

ssoc

iate

d co

nseq

uenc

es.

The

resp

onse

stan

ds a

lone

and

is

not

inco

nsis

tent

with

the

extr

act.

B

The

resp

onse

giv

es a

n ou

tline

that

cont

inue

s fro

m

the

star

t giv

en, a

nd

�pr

esen

ts e

lk a

nd w

olve

s as t

he m

ain

elem

ents

�de

tails

the

criti

cal e

nvir

onm

enta

l cha

nges

that

ar

e at

trib

uted

to th

e tw

o �d

efen

sive

be

havi

ours

� of e

lk�

accu

rate

ly r

epre

sent

s som

e of

the

rele

vant

re

latio

nshi

ps b

y sh

owin

g a

sequ

ence

of e

vent

s an

d as

soci

ated

con

sequ

ence

s.

The

res

pons

e st

ands

alo

ne a

nd is

larg

ely

cons

iste

nt w

ith th

e ex

trac

t.

The

resp

onse

giv

es a

n ou

tline

that

cont

inue

s fro

m

the

star

t giv

en, a

nd

�pr

esen

ts e

lk a

nd w

olve

s as t

he m

ain

elem

ents

�de

tails

the

criti

cal e

nvir

onm

enta

l cha

nges

that

ar

e at

trib

uted

to �n

umbe

rs o

f elk

� �

accu

rate

ly a

nd co

mpr

ehen

sive

ly re

pres

ents

the

rele

vant

rela

tions

hips

by

show

ing

a se

quen

ce of

ev

ents

and

ass

ocia

ted

cons

eque

nces

.

The

resp

onse

stan

ds a

lone

and

is n

ot in

cons

iste

nt

with

the

extr

act.

OR

D

The

res

pons

e

�pr

ovid

es so

me

info

rmat

ion

abou

t the

env

iron

men

tal

chan

ges t

hat a

re a

ttrib

uted

to

eith

er �d

efen

sive

be

havi

ours

� or

�num

bers

of

elk�

�ac

cura

tely

rep

rese

nts t

hree

re

latio

nshi

ps e

vide

nt in

the

extr

act.

E

The

res

pons

e

�pr

ovid

es so

me

info

rmat

ion

abou

t the

env

iron

men

tal

chan

ges t

hat a

re a

ttrib

uted

to

eith

er �d

efen

sive

be

havi

ours

� or

�num

bers

of

elk�

.

The

res

pons

e

�ac

cura

tely

rep

rese

nts t

hree

re

latio

nshi

ps e

vide

nt in

the

extr

act.

OR

Not

es:

1.T

he e

lem

ents

that

pla

y a

role

in r

elat

ions

hips

incl

ude:

wol

ves,

elk,

coy

otes

, man

, you

ng a

spen

, w

illow

, cot

tonw

ood,

sapl

ings

, you

ng g

rove

s, so

ngbi

rds,

inse

cts,

fish,

am

phib

ians

and

stre

am b

anks

.

2.W

hen

a lin

e, a

rrow

, wor

d/s o

r ot

her

form

of l

inka

ge c

onne

ct e

ither

an

even

t to

a co

nseq

uenc

e or

tw

o co

nseq

uenc

es, a

rel

atio

nshi

p is

rep

rese

nted

.

3.A

sequ

ence

con

sist

s of a

min

imum

of t

hree

rel

atio

nshi

ps.

4.�S

tand

s alo

ne� m

eans

that

the

resp

onse

out

line

and

its c

onte

nts a

re e

asily

und

erst

ood

and

do n

ot

requ

ire

a re

adin

g of

the

extr

act f

or c

lari

ficat

ion.


50

Mar

king

Sch

eme

UN

IT S

IXIT

EM 1

2

Mar

king

Uni

t 4 5

of 5

Las

t Pag

e C

ount

Mod

el R

espo

nse: ddec

isio

n is

ma

de

all

wo

lves

are

kill

ed o

ff

elk

do

n’t

fea

r co

yote

—

sta

y in

sa

me

pla

ce

rive

r ba

nk

les

s s

tab

le

no s

helt

er

for

bir

ds

les

s in

sec

ts f

alli

ng

fro

m t

rees

tree

s a

re s

tunt

ed,

club

bed

, bo

nsa

ied

rive

r ba

nks

mo

re s

tab

le mo

re s

ong

bir

d

hab

ita

t

ins

ects

to

fee

d

�s

h/a

mp

hib

ians

elk

beco

me

mo

re

vig

ilant

and

mo

ve m

ore

rein

tro

duc

e w

olv

es

elk

num

bers

�o

uris

h

ove

rgra

zing

no�

sh/

am

phi

bia

ns

les

s o

verg

razi

ng

new

tre

e s

ap

ling

s g

row


Unit SevenThe items of this unit are based on population clocks that can show real-time estimates of the population of cities, states or countries.


Item 13

Model response

A B C D E N O

Item 13 12.1 20.4 48.8 7.4 6.9 4.4

Item 14 3.2 3.5 2.6 3.5 12.2 55.9 19.1


5 min 41 sec = 341 sec

24 hours = 1440 mins = 86 400 sec

clock update 86 400 ÷ 341 = 253.37 …

= 253 times

clock reads 4 610 932 + 253 = 4 611 185

number to be added = 5 000 000 – 4 610 932 = 389 068

time for clock to update = 341 × 389 068 = 132 672 188 secs

convert to days

132 672 188 ÷ 3600 ÷ 24 = 1535.558 days

1536 days after 31 December 2012


52

CommentaryItem 13 is a three-star item that tested achievement in CCEs 35 Extrapolating and 16 Calculating with or without calculators.

In this item students were told to assume the count on Queensland's population clock went up by one every 5 minutes and 41 seconds. The stimulus material informed students that on the 31st December 2012, the clock was showing 4 610 932 as the estimate of Queensland�s population.

The item comprises two parts. In part I, the item required students to indicate the estimate of Queensland's population that the clock would show at midnight on the following day. The cue instructed students to show all steps.

In part II, the item required students to calculate how many days after 31 December 2012, the population clock would show Queensland�s population estimate to be 5 million, if the count continued to go up by one every 5 minutes and 41 seconds. The cue instructed the students to show all steps. Where such a cue is given each intermediate section of the solution must be clearly shown.

To achieve an A-grade, a response had to solve both parts of the item showing all relevant steps executed correctly and times attended to correctly. Relevant steps could be shown as operations on pertinent values, annotations such as notes describing the outcome of an operation or explanations indicating the step taken to arrive at the outcome using a valid method. Times were attended to correctly when the correct conversion factors (for the method being employed) were used and any rounding was such that the final results met the requirements in the descriptors. For part I the response had to show 4 611 185 as the value on the clock and for part II the response required the number of days presented to be between 1534.6 � and 1536 inclusive and to be consistent with the working provided.

The correct number of days for part II could be presented in decimal form but when given as a whole number of days this value needed to be consistent with truncating to the whole number and then adding one more day. This allowed the clock to actually reach 5 million whereas rounding down would find the clock just short of the required number of days.

Inappropriate rounding occurred when values were rounded between steps. Knowing how to use the memory function on the calculator, in order to use full calculator values where a number of steps need to be completed, would be beneficial to students. Rounding should only occur at the final answer to respond in the manner required.

Students need to know that to convert a time in minutes and seconds to minutes, the decimal part of the number is found by dividing the number of seconds by 60. Thus 5 minutes and 41 seconds would be minutes, never 5.41 minutes.

A B C N O

100%

D

5.683·


UN

IT S

EVEN

ITEM

13

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 1 2

of 3

N

Res

pons

e is

un

inte

lligi

ble o

r doe

s no

t sat

isfy

the

requ

irem

ents

for a

ny

othe

r gr

ade. O

No r

espo

nse h

as b

een

mad

e at

any

tim

e.

35E

xtra

pola

ting

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

C

The

res

pons

e fo

r Pa

rt I

show

s

�re

leva

nt st

eps

�tim

es a

ttend

ed to

�in

crea

se fo

r th

e cl

ock

[dec

imal

s acc

epte

d].

The

res

pons

e fo

r Pa

rt II

show

s

�re

leva

nt st

eps

�tim

es a

ttend

ed to

�

extr

a tim

e ne

eded

[dec

imal

s acc

epte

d].

The

res

pons

e fo

r Pa

rt I

show

s

�46

1118

5 or

253

or

461

1185

. � o

r 253

. �[d

ecim

als a

ccep

ted]

.

No

inco

rrec

t wor

king

is u

sed

to o

btai

n th

e re

sults

.

The

res

pons

e fo

r Pa

rt II

show

s

�a

num

ber

of d

ays

betw

een

1534

.6�

and

153

6 in

clus

ive.

No

inco

rrec

t wor

king

is u

sed

to o

btai

n th

e re

sults

.

OR

OR

OR

A

The

res

pons

e fo

r bo

th p

arts

show

s

�al

l rel

evan

t ste

ps e

xecu

ted

corr

ectly

�tim

es a

tten

ded

to c

orre

ctly

AN

D

for

Part

I sh

ows

�46

1118

5 as

the

num

ber

on th

e cl

ock

AN

D

for

Part

II sh

ows

�a

num

ber

of d

ays

betw

een

1534

.6�

and

153

6 in

clus

ive

cons

iste

nt w

ith th

e w

orki

ng p

rovi

ded.

No

inco

rrec

t wor

king

is u

sed

to o

btai

n th

e re

sults

.

B

With

in th

e en

tire

resp

onse

, at m

ost o

ne

mec

hani

cal e

rror

(and

con

sequ

entia

lly c

orre

ct

wor

king

, as a

pplic

able

) is a

llow

ed fo

r.

The

res

pons

e fo

r bo

th p

arts

show

s

�re

leva

nt st

eps

�tim

es a

tten

ded

to

AN

D

for

Part

I sh

ows

�a

num

ber

on th

e cl

ock

[dec

imal

s acc

epte

d]

AN

D

for

Part

II sh

ows

�a

num

ber

of d

ays (

or e

quiv

alen

t with

sp

ecifi

ed u

nits

) con

sist

ent w

ith th

e w

orki

ng

prov

ided

.

The

res

pons

e fo

r Pa

rt I

show

s

�46

1118

5 or

253

or

461

1185

. � o

r 25

3. �

[dec

imal

s acc

epte

d]

AN

D

the

resp

onse

for

Part

II sh

ows

�a

num

ber

of d

ays

betw

een

1534

.6�

and

153

6 in

clus

ive.

No

inco

rrec

t wor

king

is u

sed

to o

btai

n th

e re

sults

.

OR

D

The

res

pons

e fo

r Pa

rt I

show

s

�a

mea

ning

ful o

pera

tion,

exe

cute

d co

rrec

tly.4

The

res

pons

e fo

r Pa

rt II

show

s

�a

mea

ning

ful o

pera

tion,

exe

cute

d co

rrec

tly.4

OR

Not

es:

1.�R

elev

ant s

teps

� are

ope

ratio

ns/a

nnot

atio

ns/e

xpla

natio

ns

pert

inen

t to

a va

lid m

etho

d.

2.Fo

r th

e A

-gra

de, t

imes

are

�att

ende

d to

cor

rect

ly� w

hen

corr

ect c

onve

rsio

n fa

ctor

s are

use

d an

d an

y ro

undi

ng is

su

ch th

at th

e fin

al r

esul

ts m

eet t

he r

equi

rem

ents

in th

e de

scri

ptor

s for

par

ts I

and

II.

3.A

mec

hani

cal e

rror

may

incl

ude

a tr

ansc

ript

ion

erro

r, an

in

corr

ect r

esul

t fro

m a

cor

rect

ly st

ated

ope

ratio

n,

inap

prop

riat

e es

timat

ion

or r

ound

ing.

Whe

re a

m

echa

nica

l err

or is

mad

e con

sequ

entia

lly c

orre

ct w

orki

ng

and

resu

lts a

re a

llow

ed fo

r. If

a m

echa

nica

l err

or is

mad

e in

par

t I a

nd th

e re

sult

is u

sed

in p

art I

I with

no

furt

her

erro

rs th

e co

nseq

uent

ially

cor

rect

num

ber

of d

ays m

ay

gain

cre

dit.

4.A

�mea

ning

ful o

pera

tion�

is o

ne th

at w

ould

, if e

xecu

ted

corr

ectly

with

cor

rect

val

ues,

be p

art o

f the

pro

gres

sion

of

step

s to

achi

eve

the

requ

ired

ans

wer

. It i

s not

mer

ely

a st

atem

ent o

f rec

alle

d kn

owle

dge,

e.g

. 1 d

ay =

24

hour

s or

60 se

cond

s = 1

min

ute.

Mod

el R

espo

nse:

Part

I5

min

41

sec

= 34

1 se

c24

hou

rs =

1440

min

s = 8

6400

sec

cloc

k up

date

864

00 ÷

341

= 2

53.3

7...

= 25

3 tim

escl

ock

read

s 461

0932

+ 2

53 =

461

1185

Part

IInu

mbe

r to

be

adde

d =

5000

000

� 46

1093

2 =

3890

68tim

e fo

r cl

ock

to u

pdat

e=

341

× 38

9068

= 1

3267

2188

secs

conv

ert t

o da

ys

1326

7218

8 ÷

3600

÷ 2

4 =

1535

.558

day

s 15

36 d

ays a

fter

31 D

ecem

ber

2012


54

Item 14

Model response

Births

1 birth : 102 secs

births in 1 second

Deaths

1 death : 216 secs

deaths in 1 second

Migrants

1 migrant : 135 secs

migrants in 1 second

1

102

1

216

1

135

1

102

1

135

1

216in one second the population of Australia increases by + – = 0.0126

0.0126 increased pop : 1 sec

1 increase in pop : = 79.37 secs = 1 min 19.37 sec

It takes 1 min 20 secs for the population of Australia to increase by one.

1

0.0126


CommentaryItem 14 is a four-star item that tested achievement in CCEs 22 Organising a mathematical argument, 43 Analysing and 16 Calculating with or without calculators.

The item required students to calculate the time needed for a population clock to click over once, i.e. to add one person to the population using data based on Australian figures. The stem gave the time interval for one birth as 1 minute and 42 seconds, one death as 3 minutes and 36 seconds and one net migrant arrival

as 2 minutes and 15 seconds. The stem asked for the time needed for the clock to advance by one, taking into account these rates.

The cues directed students to show all steps and to include clear explanations with any calculations. This means that not only should each intermediate calculation be shown but that a commentary should accompany the calculations to allow an understanding of the reasoning used.

To achieve an A-grade, a response had to work through �essential� operations. These operations related to correctly combining the birth, migrant and death rates using a common time frame such as how many of each occur in one day or one second or one minute or some other suitable time. The next step was to convert this number to the time, in minutes and seconds, for an increase of one on the population clock. The working had to be supported by explanation and no incorrect working could be used in arriving at the answer.

The interim outcome was to determine the number of people per day or second or minute or whatever time frame was being used. The next step towards the solution was to convert to a time per person. Noting the specific rates being worked in, e.g. births/minute along side the numerical values made the next conversion more easily determinable.

Students need to take the time to read the task carefully, note the requirements and analyse the information provided. The key step of combining birth, death and migrant rates within a common time frame was missed when the addition and subtraction of the times were rushed into, in a linear fashion, rather than combining the rates concurrently. It is worth noting that the size of the response area is indicative of how much space is needed to respond to the task effectively.

A B C D N O

100%

E


56

UN

IT S

EVEN

ITEM

14

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 1 3

of 3

N

Res

pons

e is

un

inte

lligi

ble

or

does

not

satis

fy th

e re

quir

emen

ts fo

r an

y ot

her

grad

e.

O

No

resp

onse

has

be

en m

ade

at a

ny

time.

22�

org

anis

ing

a m

athe

mat

ical

arg

umen

t 4

3A

naly

sing

16C

alcu

latin

g w

ith o

r w

ithou

t cal

cula

tors

C

The

res

pons

e pr

ovid

es

�an

iden

tifie

d co

mm

on ti

me

fram

e�

two

or m

ore

appr

opri

ate

oper

atio

ns n

eces

sary

to w

ork

in

the

stat

ed c

omm

on ti

me

fram

e �

oper

atio

ns e

quiv

alen

t to

+ bi

rth

rate

, + m

igra

nt r

ate,

de

ath

rate

.–

A

The

res

pons

e

�pr

ogre

sses

thro

ugh

esse

ntia

l op

erat

ions

cor

rect

ly

�gi

ves 1

min

ute

19. �

seco

nds

or 1

min

ute

20 se

cond

s as t

he

clic

k-tim

e�

is su

ppor

ted

by c

lear

ex

plan

atio

ns/a

nnot

atio

ns w

ith

no in

cons

iste

ncie

s.

No

inco

rrec

t wor

king

is u

sed

to

arri

ve a

t the

ans

wer

.

B

With

in th

e re

spon

se, a

t mos

t one

m

echa

nica

l err

or (a

nd

cons

eque

ntia

lly c

orre

ct w

orki

ng,

as a

pplic

able

) is a

llow

ed fo

r.

The

res

pons

e

�pr

ogre

sses

thro

ugh

esse

ntia

l op

erat

ions

�

achi

eves

a c

lick-

time

�pr

ovid

es so

me

guid

ance

for

unde

rsta

ndin

g th

e w

orki

ng

show

n.

D

The

res

pons

e pr

ovid

es tw

o or

m

ore

appr

opri

ate

oper

atio

ns a

s ev

iden

ce o

f att

empt

ing

to w

ork

in

a co

mm

on ti

me

fram

e.

E

The

res

pons

e de

mon

stra

tes

know

ledg

e of

the

conc

urre

ncy

of th

e tim

es fo

r th

e ra

tes.

Not

es:

1.�E

ssen

tial o

pera

tions

� are

rel

evan

t to

a va

lid m

etho

d an

d w

ould

lead

to a

cor

rect

clic

k-tim

e, if

exe

cute

d co

rrec

tly.

To �p

rogr

ess �

cor

rect

ly�,

asso

ciat

ed c

alcu

latio

ns m

ust b

e ex

ecut

ed w

ithou

t err

or.

2.A

mec

hani

cal e

rror

may

incl

ude

a tr

ansc

ript

ion

erro

r, an

inco

rrec

t res

ult f

rom

a c

orre

ctly

stat

ed o

pera

tion,

in

appr

opri

ate

roun

ding

.

3.�C

oncu

rren

cy� r

equi

res t

hat t

he ti

mes

invo

lved

are

dea

lt w

ith in

a c

orre

ct o

verl

appi

ng fa

shio

n.

Mod

el R

espo

nse:

Bir

ths

1 bi

rth

: 102

secs

birt

hs in

1 se

cond

Dea

ths

1 de

ath

: 216

secs

deat

hs in

1 se

cond

Mig

rant

s1

mig

rant

: 13

5 se

cs

mig

rant

s in

1 se

cond

in o

ne se

cond

the

popu

latio

n of

Aus

tral

ia in

crea

ses b

y +

�=

incr

ease

d po

p : 1

sec

1 in

crea

se in

pop

: =

79.

37 se

cs =

1 m

in 1

9.37

sec

It ta

kes 1

min

20

secs

for

the

popu

latio

n of

Aus

tral

ia to

incr

ease

by

one.

1 102

--------- 1 216

--------- 1 135

---------

1 102

---------

1 135

---------

1 216

---------

0.01

26

0.01

26

10.

0126

--------

--------

Las

t Pag

e C

ount


Unit EightThe items of this unit are based on an adapted extract from an opinion piece on the reading of classical novels.


Item 15

Model response

A B C D E N O

Item 15 10.3 16.8 34.3 26.8 8.6 3.2

item 16 3.5 25.4 41.8 7.6 3.5 8.3 9.9


The Catcher in the Rye

Crime and Punishment

She considers having read all of the Hunger Games trilogy as a sort of guilty

pleasure. Ideally, she would prefer if the trilogy was considered a classic and

that she had the patience to read classics such as Hemingway. However, she is

still proud and accomplished that she has endured a trilogy that many do not

have the fortitude to read.


58

CommentaryItem 15 is a three-star item that tested achievement in CCEs 26 Explaining to others, 30 Classifying, 43 Analysing and 28 Empathising.

This item comprises two parts. Part I required students to provide the titles of the novels mentioned in the extract that the writer identified as �vegetables�. The cue directed students to list the titles of the novels in the response space provided. Students should pay particular attention to a cue. If titles are demanded, authors� names would not be appropriate.

Part II of the item required the students to explore the writer�s response to having read the entire Hunger Games trilogy, in light of the discussion in lines 8�12. The cue directed students not to simply quote from the text.

To achieve an A-grade a response had to list only The Catcher in the Rye and Crime and Punishment for part I. In part II, the response had to identify both positive and negative aspects of the writer's mixed reaction and elaborate upon some aspect of it.

Elaboration is an element of �exploring� the writer�s response. Students had to bring extra understanding or insight to the text to account for the writer being of two minds about his achievement rather than merely paraphrasing the text. Simply putting the words of the original in their own words using synonyms to replace nouns and verbs in lines 8�12 was not credited as elaborating.

DA B C N O

100%


UN

IT E

IGH

TIT

EM 1

5

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 2 3

of 4

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

26E

xpla

inin

g to

oth

ers

30C

lass

ifyin

g43

Ana

lysi

ng

28E

mpa

this

ing

C

Part

I re

spon

se

�pr

ovid

es B

OT

H

� (T

he) C

atch

er in

the

Rye

� C

rim

e an

d Pu

nish

men

t�

incl

udes

� a

t mos

t one

�can

dy�

� n

o ot

her

title

s�

may

incl

ude

refe

renc

e to

Hem

ingw

ay

and/

or M

ark

Twai

n

AN

D

Part

II r

espo

nse

�id

entif

ies b

oth

posi

tive

and

nega

tive

aspe

cts o

f a m

ixed

rea

ctio

n.

Part

I re

spon

se

�pr

ovid

es B

OT

H�

(The

) Cat

cher

in th

e Ry

e�

Cri

me

and

Puni

shm

ent

�in

clud

es�

no

�can

dy�

� n

o ot

her

title

s�

mus

t not

incl

ude

refe

renc

e to

Hem

ingw

ay

and/

or M

ark

Twai

n.

Part

II r

espo

nse

�id

entif

ies b

oth

posi

tive

and

nega

tive

aspe

cts o

f the

wri

ter�

s mix

ed r

eact

ion

�el

abor

ates

upo

n so

me

aspe

ct o

f the

w

rite

r�s r

eact

ion.

OR

OR

A

Part

I re

spon

se

�pr

ovid

es B

OT

H�

(The

) Cat

cher

in th

e Ry

e�

Cri

me

and

Puni

shm

ent

�in

clud

es�

no

�can

dy�

� n

o ot

her

title

s�

mus

t not

incl

ude r

efer

ence

to H

emin

gway

an

d/or

Mar

k Tw

ain

AN

D

Part

II r

espo

nse

�id

entif

ies b

oth

posi

tive

and

nega

tive

aspe

cts o

f the

wri

ter�

s mix

ed r

eact

ion

�el

abor

ates

upo

n so

me

aspe

ct o

f the

w

rite

r�s r

eact

ion.

B

Part

I re

spon

se

�pr

ovid

es B

OT

H�

(The

) Cat

cher

in th

e Ry

e�

Cri

me

and

Puni

shm

ent

�in

clud

es�

at m

ost o

ne �c

andy

��

no

othe

r tit

les

�m

ay in

clud

e re

fere

nce

to H

emin

gway

an

d/or

Mar

k Tw

ain

AN

D

Part

II r

espo

nse

�id

entif

ies b

oth

posi

tive

and

nega

tive

aspe

cts o

f the

wri

ter�

s mix

ed r

eact

ion

�el

abor

ates

upo

n so

me

aspe

ct o

f the

w

rite

r�s r

eact

ion.

D

Part

I re

spon

se

�pr

ovid

es B

OT

H�

(The

) Cat

cher

in th

e Ry

e�

Cri

me

and

Puni

shm

ent

�in

clud

es�

at m

ost o

ne �c

andy

��

no

othe

r tit

les

�m

ay in

clud

e re

fere

nce

to H

emin

gway

an

d/or

Mar

k Tw

ain.

Part

II r

espo

nse

�id

entif

ies b

oth

posi

tive

and

nega

tive

aspe

cts o

f a m

ixed

rea

ctio

n.

OR

Not

e:T

he fo

llow

ing

are

the

�can

dy�:

Dia

ry o

f a W

impy

Kid

The

Hun

ger G

ames

Har

ry P

otte

rTw

iligh

tPe

rcy

Jack

son

and

the

Oly

mpi

ans.

Mod

el R

espo

nse:

Part

I

The

Cat

cher

in th

e R

ye

Cri

me

and

Puni

shm

ent

Part

II

She

cons

ider

s hav

ing

read

all

of th

e H

unge

r G

ames

trilo

gy a

s a so

rt o

f gui

lty p

leas

ure.

Idea

lly, s

he w

ould

pre

fer

if th

e tr

ilogy

was

con

side

red

a cl

assi

c an

d th

at sh

e ha

d th

e pa

tienc

e to

rea

d cl

assic

s suc

h as

Hem

ingw

ay. H

owev

er, s

he is

still

pro

ud a

nd

acco

mpl

ishe

d th

at sh

e ha

s end

ured

a tr

ilogy

that

man

y do

not

hav

e th

e fo

rtitu

de to

rea

d.


60

Item 16

Model response

CommentaryItem 16 is a four-star item that tested achievement in CCEs 46 Creating/composing, 29 Comparing, 31 Interrelating ideas and 10 Using vocabulary appropriate to a context.

The item required students to think of the types of reading they do and foods they might use to help convey to others their reading experiences. They were asked to select three distinct types of reading and link each to a different food, and were then required to make use of two attributes of the associated foods to clearly describe their reading experience.

The cue instructed students to craft their descriptions creating vivid images and to avoid repetition. This directed students not to use the same foods/books in the three descriptions and encouraged them to be creative with their use of language and structure.

Reading the newspaper is similar to eating a sour lolly, its short and sharp

journalistic style is reminiscent of the sudden sour taste which

encompasses your mouth. The newspaper’s insightful outlook on social

issues remains with the reader like the sour aftertaste of the lolly.

Reading literary classics such as Shakespeare is similar to eating steak. Its tough outer

appearance and chewiness is like the language used in these texts, as it is difficult for

readers to understand at �rst. However the inside of the steak is enjoyable and melts in

your mouth. This is similar to the enjoyable experience of reading and understanding

complex literary texts.

Reading fantasy novels is like lasagna, each layer brings a new taste to the food which is

similar to how several characters enrich these stories. These �avours combine to create

an enjoyable food which is the same as how characters, se�ing and language work

together to create an interesting fantasy novel.

A B C N O

100%

D E


To achieve an A-grade, for each of the three types of reading proffered, a response had to establish a clear, sustained connection between the reading and a food, by using two attributes of that food to support the connection.

Students were able to draw on their own experiences with reading and eating to respond to this question confidently. The types of reading varied from recognisable genres such as horror, fantasy, romance to reading done on the internet, reading done at school and to broader categories such as books that were childhood favourites.

Responses that gave a description of either just the food or just the reading, relied too heavily on the reader being able to infer the connection between the food and the type of reading.

Students must be clear about the focus of the set task. In this case, it was to describe their experiences when engaging in particular types of reading. The description of the food was a means to this end. Some students reversed the focus and only briefly identified the type of reading.


62

UN

IT E

IGH

TIT

EM 1

6

PER

FOR

MA

NC

E D

OM

AIN

Mar

king

Sch

eme

Mar

king

Uni

t 2 4

of 4

N

Res

pons

e is

un

inte

lligi

ble

or d

oes n

ot

satis

fy th

e re

quir

emen

ts

for

any

othe

r gr

ade. O

No

resp

onse

ha

s bee

n m

ade

at a

ny ti

me.

46C

reat

ing/

com

posi

ng/d

evis

ing

29C

ompa

ring

31In

terr

elat

ing

idea

s �10

Usi

ng v

ocab

ular

y ap

prop

riat

e to

a c

onte

xt

C

For

each

of T

WO

type

s of r

eadi

ng

the

resp

onse

�es

tabl

ishe

s a c

lear

, sus

tain

ed

conn

ectio

n be

twee

n th

e re

adin

g an

d a

food

�

uses

an

attr

ibut

e to

supp

ort t

he

conn

ectio

n.

For e

ach

of T

HR

EE

type

s of r

eadi

ng

the

resp

onse

�im

plie

s a si

mila

rity

bet

wee

n th

e re

adin

g an

d a

food

by

desc

ribi

ng a

n at

trib

ute

that

co

uld

be o

f the

food

and

/or

the

read

ing.

OR

A

For e

ach

of T

HR

EE

type

s of r

eadi

ng

the

resp

onse

�es

tabl

ishe

s a c

lear

, sus

tain

ed

conn

ectio

n be

twee

n th

e re

adin

g an

d a

food

�us

es tw

o at

trib

utes

to su

ppor

t the

co

nnec

tion.

B

For e

ach

of T

HR

EE

type

s of r

eadi

ng

the

resp

onse

�es

tabl

ishe

s a c

lear

, sus

tain

ed

conn

ectio

n be

twee

n th

e re

adin

g an

d a

food

�

uses

an

attr

ibut

e to

supp

ort t

he

conn

ectio

n.

D

For

ON

E ty

pe o

f rea

ding

the

resp

onse

�es

tabl

ishe

s a c

lear

, sus

tain

ed

conn

ectio

n be

twee

n th

e rea

ding

an

d a

food

�

uses

an

attr

ibut

e to

supp

ort t

he

conn

ectio

n.

For

each

of T

WO

type

s of r

eadi

ng

the

resp

onse

�im

plie

s a si

mila

rity

bet

wee

n th

e re

adin

g an

d a

food

by

desc

ribi

ng a

n at

trib

ute

that

co

uld

be o

f the

food

and

/or

the

read

ing.

OR

E

For

ON

E ty

pe o

f rea

ding

the

resp

onse

�im

plie

s a si

mila

rity

bet

wee

n th

e re

adin

g an

d a

food

by

desc

ribi

ng a

n at

trib

ute

that

co

uld

be o

f the

food

and

/or

the

read

ing.

Not

es:

1.Fo

r th

e A

-gra

de, u

se o

f the

title

of a

spec

ific

book

or

seri

es d

oes n

ot m

eet t

he r

equi

rem

ent o

f a �t

ype

of r

eadi

ng�.

How

ever

iden

tifyi

ng th

e ty

pe o

f rea

ding

by

usin

g a

title

as a

n ex

ampl

e, fo

r in

stan

ce sa

ying

, �bo

oks s

uch

as T

he F

ault

in O

ur

Star

s� is

acc

epta

ble

at th

e A

-gra

de.

For

all o

ther

gra

des t

he u

se o

f titl

es o

f spe

cific

boo

ks o

r se

ries

, e.g

. The

Fau

lt in

Our

Sta

rs is

acc

epta

ble.

2.A

n at

trib

ute

of a

food

is so

met

hing

per

tain

ing

to th

e fo

od a

nd c

ould

incl

ude,

but

is n

ot r

estr

icte

d to

, suc

h th

ings

as a

qua

lity,

ch

arac

teri

stic

or

prop

erty

. It c

ould

be

addi

ctiv

enes

s (ca

n�t s

top

eatin

g), a

vers

ion

to it

(hav

e to

forc

e m

ysel

f to

eat i

t), fe

elin

g ab

out i

t (gu

ilty

plea

sure

), re

min

der

of c

hild

hood

�

3.Pa

rts o

f res

pons

es g

iven

in p

oint

/list

form

are

not

cre

dita

ble.

Mod

el R

espo

nse:

Rea

ding

the

new

spap

er is

sim

ilar

to e

atin

g a

sour

lolly

, its

shor

t and

shar

p jo

urna

listic

styl

e is r

emin

isce

nt o

f the

sudd

en so

ur ta

ste w

hich

enco

mpa

sses

yo

ur m

outh

. The

new

spap

er�s

insi

ghtf

ul o

utlo

ok o

n so

cial

issu

es r

emai

ns

with

the

read

er li

ke th

e so

ur a

fter

tast

e of

the

lolly

.

Rea

ding

lite

rary

cla

ssic

s suc

h as

Sha

kesp

eare

is si

mila

r to

eat

ing

stea

k. It

s to

ugh

oute

r ap

pear

ance

and

che

win

ess i

s lik

e th

e la

ngua

ge u

sed

in th

ese

text

s, as

it is

diff

icul

t for

read

ers t

o un

ders

tand

at f

irst

. How

ever

the

insi

de

of th

e st

eak

is e

njoy

able

and

mel

ts in

you

r m

outh

. Thi

s is s

imila

r to

the

enjo

yabl

e ex

peri

ence

of r

eadi

ng a

nd u

nder

stan

ding

com

plex

lite

rary

text

s.

Rea

ding

fant

asy

nove

ls is

like

lasa

gna,

eac

h la

yer

brin

gs a

new

tast

e to

the

food

whi

ch is

sim

ilar

to h

ow se

vera

l cha

ract

ers e

nric

h th

ese

stor

ies.

The

se

flavo

urs c

ombi

ne to

cre

ate

an e

njoy

able

food

whi

ch is

the

sam

e as

how

ch

arac

ters

, set

ting

and

lang

uage

wor

k to

geth

er to

cre

ate

an in

tere

stin

g fa

ntas

y no

vel.

Las

t Pag

e C

ount


Queensland Curriculum & Assessment AuthorityPO Box 307, Spring Hill QLD 4004 AustraliaLevel 7, 154 Melbourne Street, South BrisbaneT + 61 7 3864 0299F + 61 7 3221 2553

www.qcaa.qld.edu.au

2014 queensland core skills test - qcaa.qld.edu.au marking schemes used during the marking operation...

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