Queensland Core Skills Test - Queensland Curriculum and ... · PDF fileRoman Empire gave students the opportunity to interpret maps and analyse Emperor Constantine’s ... For similar

Queensland Core Skills Test

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Retrospective 2003 (Part 2 of 5)

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

9

Short-Response (SR)

General commentary

This year’s SR paper was varied in its content and in the way it covered a broad range of CCEs. Items were grouped into testpaper units, which were then grouped into five marking units.

As students worked through each unit, they interacted with stimulus material that was challenging and required them to operate at multiple levels of numeracy and literacy. Each item was framed in a way that made it accessible to most students.

This year’s paper was rich in practical contexts. Stimuli ranged from a distribution company logo, the Roman Empire, robots and marriage rates to the weeping bottlebrush (Callistemon viminalis) and different systems of timekeeping. These topics continued the tradition of grabbing student interest and imparting knowledge at the same time as assessing student achievement.

The first unit of the testpaper was a unit that asked students to interpret the company logo of a German distribution company and identify aspects of its service being conveyed in the logo. This item provided a relatively straightforward start to the paper for students. A unit involving the Roman Empire gave students the opportunity to interpret maps and analyse Emperor Constantine’s preferred deployment of his armies. A knowledge of appropriate vocabulary was necessary in a unit on malapropisms which was set as part of a humorous comic strip.

Students were required to read predictions for the future in a unit on the use of technology and its possible implications. This item captured the interest of students and very few omitted it. Data on marriage rates provided statistics which students were required to interpret; one item giving students an option between two different forms of response, which added another layer to the task. There was also a quantitative unit on fractals in which students had to search for patterns, as well as generalise to form basic algebraic formulae.

In a unit on callistemons, students were given the opportunity to design a tag that would be attractive enough to entice customers to consider the plant for their gardens. In another unit, four extracts from Bruce Springsteen’s songs, together with a statement from him after the death of his father, were used as stimulus for items that asked students to analyse Springsteen’s relationship with his father and express a viewpoint. The French Revolution was the setting for the last unit on the paper. This unit looked at the move by the French to convert to decimal time. A number of quite difficult items tested students’ abilities to translate from one system to another, and to graph by drawing the hands of a clock in the correct positions. The last item was an open one that sought a convincing argument against a current proposal to introduce a 10-hour day.

Model responses and commentaries on candidates’ performance

What follows is an item-by-item discussion that includes model responses, histograms of the distributions of grades, commentaries on how candidates performed the tasks, and marking schemes. At times, candidate responses are included to exemplify observations. These responses are included to provide examples of student work (and comments) that cover a range of grades.

10

Model responses are those which demonstrate the highest level of performance and would have been awarded the highest grade.

For some items, especially the more open-ended items, the responses were extremely varied. For these it is not possible to provide an example of each of the many ways in which students responded. The detailed and item-specific marking schemes indicate the scope of acceptability of responses. For the more closed items responses were less varied (as would be expected), but again the marking schemes demonstrate that different ways of perceiving ‘the solution’ were acceptable.

Marking schemes

The marking schemes used during the marking operation and included in this commentary are not designed to be read in isolation. They are but one element of the marking prescription. During the marking operation markers undergo rigorous training (immersion) in one marking unit in the application of marking schemes to student responses. This training involves careful consideration of the material presented by immersers and is documented in the immersion notes (which do not appear in this Retrospective).

11

Unit One

ITEM 1

Model response

Commentary

The first item was meant to be relatively straightforward and inviting for students. This proved to be the case as students seemed to experience little difficulty when attempting this item and 85% of students received an A or B-grade.

Students were able to identify aspects of customer service by interpreting the logo itself (CCE 5 Interpreting the meaning of pictures/illustrations). In this case, they identified aspects such as speed. Other

aspects such as loyalty and friendliness could be inferred from the general characteristics of dogs (CCE 33 Inferring). These responses – speed, loyalty and friendliness, were the most commonly used responses.

In some instances, students identified a customer service (such as fetching, carrying or delivering) rather than an aspect of customer service. They received no credit for this type of response.

Some students misinterpreted the logo as a red-nosed reindeer and therefore made reference to such things as red nose day and Christmas. These responses received no credit.

Give two different aspects.

1.

2.

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

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

loyalty

speed

A B C N O

100%

12

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UNIT ONE ITEM 1

PERFORMANCE DOMAIN

MARKING SCHEME

Marking Unit 1 1 of 3

N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.

33 Inferring 5 Interpreting the meaning of pictures/illustrations

C

The response suggests one aspect of customer service

the company wants to convey.

A link can be made between the aspect and the image.

A

The response clearly identifies two aspects of

customer service the company wants to convey.

Clear links can be seen between the aspects identified

and the image.

B

The response clearly identifies one aspect of customer

service the company wants to convey.

A clear link can be seen between the aspect identified

and the image.

Notes:

1. The following are examples of acceptable

characteristics of dogs:

• alertness

• eagerness

• enthusiasm

• faithfulness

• friendliness

• keenness to please

• loyalty

• obedience

• reliability

• hard-working

• willingness.

Model Response:

1. loyalty

2. speed

2. The following are examples of aspects of customer service

not related to dogs or the logo:

• accuracy

• carefulness/care

• diligence

• efficiency

• helpfulness/help

• precision

• satisfaction.

13

Unit Two

ITEM 2

Model responses

Commentary

A map showing the relative locations of the regions of Constantine’s fourth century Roman Empire, as well as the rules for army movements, formed the main stimulus material for this unit.

Item 2 was a two-star item that required students to interpret the meaning of a diagram (CCE 6 Interpreting the meaning of tables or diagrams or maps or graphs), and then reach a conclusion which was consistent with a given set of assumptions (CCE 33 Reaching a

conclusion which is consistent with a given set of assumptions) by classifying (CCE 30 Classifying) regions as either secure or securable.

With 22 per cent of responses awarded an A-grade, this item obviously presented some difficulties for students.

Some responses ignored the stimulus material and stated that the Roman Empire consisted only of the area surrounding Rome. Many responses concentrated on ‘what Constantine had achieved’ in general terms, i.e. control over the Empire, rather than on classifying regions. A substantial number of responses merely reiterated the rules or talked about securing regions in one move instead of specifying that a region was securable. Many N-grade responses were very generalised, for example, ‘deployment of Emperor Constantine’s armies has been done in such a way that he has secured the coastal regions of many significant lands.’ The difference between ‘secure’ and ‘securable’ was not understood by some students.

General statements were often awarded B- and C-grades. The statement ‘all regions except Britain are securable’ was true for the five securable regions of the remaining seven regions except Britain and it was true also that Britain was not securable. This statement therefore identified six regions correctly and was awarded a B-grade. For similar reasons, a statement of ‘all regions are securable’ received a C-grade while ‘all regions are secure’ received a D-grade.

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

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

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

Givedetails.

In Constantine’s deployment Rome and Constantinople are

secure, while all of the other regions except Britain are securable.

A B C D N O

100%

14

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UNIT TWO ITEM 2

PERFORMANCE DOMAIN

MARKING SCHEME


N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.

33 Reaching a conclusion which is consistent with a given set of assumptions

6 Interpreting the meaning of tables or diagrams or maps or graphs

30 Classifying

C

The response correctly identifies four

regions as

• secure

• securable

• secure or securable

or

• not securable.

A

The response indicates that all regions

except Britain are secure or securable.

No incorrect information is given.

D

The response correctly identifies two

regions as

• secure

• securable


or

• not securable.

The response states that there are five

securable regions.

The response describes Britain’s

situation correctly.

OR

OR

Model Response:

In Constantine’s deployment Rome and Constantinople are secure, while all of the other regions except Britain are securable.

B

The response correctly identifies six

regions as

• secure

• securable


or

• not securable.

15

ITEM 3

Model responses

Commentary

In this three-star closed item of two parts, students were required to analyse (CCE 43 Analysing) how to move armies according to the rules, translate information from the map (CCE 7 Translating from one form to another) into a tabular format, and record the data (CCE 13 Recording/noting data). The table in the stimulus material used crosses to represent the initial positions of the armies as a model for student responses in part I.

Many students found this item difficult with 21 per cent gaining A-grades, 19 per cent B-grades and 31 per cent N-grades.

II. In Constantine’s deployment it is evident that four moves will be necessary to secure Britain. Complete the tables below to show the outcome of each move.

II. What would be the major drawback to the final placement of the armies after Britain was secured in this way?

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

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

After first move After second move After third move After fourth move

Army Army Army Army

Region 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4Rome

Egypt

Constantinople

Asia Minor

Iberia

North Africa

Gaul

Britain

Advice: In a move, one army moves from a region to an adjacent region.

Show all fourarmiesin each table.

X X X X X

X X X X XX

X X X X X

According to the deployment rules, none of the armies can now move.

A B C D N O

100%

16

Students were advised that any moves were to follow Constantine’s rules and that a move occurred when one army moved from a region to an adjacent one. There were many variations of four single moves that achieved the stated aim of securing Britain. For example, with two armies in each of Rome and Constantinople, either of those could be moved out. Also, Britain could be accessed through either Gaul or Iberia.

Another common variation was the order of the first two moves, these being one army moving out of Rome (to either Gaul or Iberia) and one army moving from Constantinople to Rome.

A small number of students indicated two moves within one table. Only when both moves were correct, irrespective of their order, did the table gain credit for showing correct moves, e.g. the first two moves as described above. Where the order of the two moves was significant, the table was not credited as showing moves made according to the rules.

Typical errors were: ignoring the requirement to have two armies in a region before one could be moved out of it; thinking that two armies were needed in Britain to secure it; and moving between regions that were not adjacent.

In addition to these misunderstandings, some careless errors in placing crosses within tables contributed to grades being lower.

For part II, an acceptable drawback indicated that armies could no longer move or that the non-occupied regions were not securable. This was a natural extension of the task in part I and was necessary for the A-grade only. A clear explanation of the drawback was not always given by those who had part I correct. These responses were awarded a B-grade.

17

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UNIT TWO ITEM 3

PERFORMANCE DOMAIN

MARKING SCHEME


N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.

7 Translating from one form to another

43 Analysing

13 Recording/noting data

A

Part I:

The moves in all four tables are made

according to the rules.

Each table shows that one army has

moved and three have not.

The final deployment includes one, and

only one, army in Britain.

Part II:

The drawback indicated is that,

according to the rules, armies can no

longer be moved.

B

Part I:



The final position includes one, and


Part II:

The drawback indicated is that,

according to the rules, armies can no

longer be moved.

Part I:



Each table shows that one army has

moved and three have not.

The final position includes one, and


OR

D

Part I:

The moves in at least two of the tables

are made according to the rules.

Note:

It is possible for two armies on the one table to be seen to move according to the

rules, provided the order of the moves is not significant.

C

Part I:

The moves in at least three of the tables

are made according to the rules.

The final position includes at least one

army in Britain.

Model Response:

I.

II. According to the deployment rules, none of the armies can now move.

After first move After second move After third move After fourth move

Army Army Army Army

Region 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Rome X X X X X

Egypt

Constantinople X X X X X

Asia Minor

Iberia

North Africa

Gaul X X X X X

Britain X

18

Unit Three

ITEM 4

Model responses

Commentary

Item 4 was a three-star closed item in which students were required to compare/contrast (CCE 29 Comparing, contrasting) and to use vocabulary appropriate to a context (CCE 10 Using vocabulary appropriate to a context). It was based on a humorous skit on malapropisms.

Few students (5%) were able to locate and correctly replace five malapropisms which was necessary to be awarded an A-grade. Most

students were able to identify five of the seven malapropisms from the text but found it more difficult to replace each malapropism with the correct word. They were rewarded for identifying these malapropisms with a C-grade.

Malapropism Correct word

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

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

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

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

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

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

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

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

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

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

replete replace

simian similar

revenant relevant

euphemised utilised

context contest

A B C D N O

100%

19

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UNIT THREE ITEM 4

PERFORMANCE DOMAIN

MARKING SCHEME


N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.

10 Using vocabulary appropriate to a context 29 Comparing, contrasting

C

Three examples of malapropisms are

identified and three correct words are

provided.

Five examples of malapropisms are

identified.

OR

A

Five examples of malapropisms are

identified and the five correct words

are provided.

B

Four examples of malapropisms are

identified and four correct words are

provided.

D

One malapropism is identified and a

correct word is provided.

Three examples of malapropisms are

identified.

OR

Model Response:

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

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

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

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

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

replete replacesimian similar

revenant relevanteuphemised utilised

context contest

Correct wordMalapropism

Notes:

1. Provided the correct word is given, incorrect spelling or tense can be ignored.

2. The following is a list of seven malapropisms and their correct words

replace

Correct word(s)

similarhilarity

relevant

replete

Malapropism

simian

polarity

revenant

acculturated

euphemised

context

educated/cultured/sophisticatedutilisedcontest

20

Unit Four

A data table containing marriage statistics for Australia for selected years from 1982 to 2001 provided stimulus material for the three items in this unit.

ITEM 5

Model responses

Commentary

Item 5 was a closed two-star item that required students to interpret the meaning of the table (CCE 6 Interpreting the meaning of tables …) and then apply a progression of steps (CCE 37 Applying a progression of steps to achieve the required answer) to determine the percentage of marriages in 1997 in which one or both partners were previously married.

The item was generally handled well by the majority of students with about 58 per cent gaining an A-grade. Fewer than 4 per cent did not attempt this item and received an O-grade. The first cue in this item directed students to show all working. Almost all students included some working; however, a few students ignored this cue and gave an answer of 33 per cent unaccompanied by any working and were therefore awarded a C-grade. More significantly, a greater number of students failed to follow the second cue which directed that the answer be rounded to the nearest whole number. These responses, along with those in which a minor calculation error was evident, accounted for the 11 per cent of students awarded a B-grade.

The C-grade was also awarded to responses where students indicated that determining the ratio of the values 35 693 and 106 735 was an important step in the calculation. Responses where students applied the correct progression of steps to obtain the appropriate percentage for another year,

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

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

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

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

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

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

Show all working.

Give your answer to the nearest whole number.

Percentage previously married

33.441 per cent

33 per cent

100=

=

�

×35 693

106 735

A B C N O

100%

21

were also awarded a C-grade. The first two types of C-grade responses accounted for the majority of the 5 per cent of students awarded a C-grade.

Interestingly, a large number of students appeared to be unable to directly calculate the percentage and instead used trial-and-error methods to determine the required percentage. Some of these types of responses were able to gain some credit depending on the precision of the calculations shown and the answer.

Surprisingly, around 23 per cent of students were unable to perform the tasks of either extracting the correct numbers from the table and writing them in a meaningful way or using the appropriate method to calculate percentage and so were awarded an N-grade.

22

UNIT FOUR ITEM 5

PERFORMANCE DOMAIN

MARKING SCHEME


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N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.

6 Interpreting the meaning of tables …

37 Applying a progression of steps to achieve the required answer

C

The response indicates that 35 693 is to be divided by

106 735.

The response shows the final answer as 33 or 33%.

The response shows that a suitable method has been

used.

OR

OR

A

The response shows that 35 693 and 106 735 are

correctly used to give 33 or 33% as the final answer.

B

The response shows that 35 693 and 106 735 are

correctly used leading to a value between 33 and 34.

The response uses the expression

to arrive at a final answer.

OR

35 693 100×106 735

-------------------------------

Model Response:

Percentage previously married =

= 33.441%

33%

35 693

106 735------------------- 100×

≈

23

ITEM 6

Model response

Commentary

For this three-star item, students were asked to interpret the data table (CCE 6 Interpreting the meaning of tables …) and to use the data to reach a conclusion (CCE 32 Reaching a conclusion which is necessarily true provided a given set of assumptions is true) about the number of people in Australia who married for the first time in 2001. Students needed to realise that the number of people in this group was represented by a range that related to those marriages where both partners had never previously married and the marriages where

one or both partners were previously married. Students were expected not only to use the data from the table but also to indicate their understanding of the information they accessed by responding in the appropriate space.

Students found this item particularly difficult, with only 27 per cent earning a creditable grade. A disturbingly large number of students responded incorrectly by completing the top line only or by completing both of the lines. A significant proportion of these students misunderstood the item or misinterpreted or disregarded the cue that directed them to respond by completing only one of the two given lines. A number of this group of students completed both lines using 137 974 and 172 117 only. A much smaller proportion used 137 974 and 172 117 to complete the second line but introduced a third number for the first statement. Responses based on either of these errors could still attract a C-grade provided the second line was completed correctly. These types of C-grade responses accounted for the greatest proportion by far of the 10 per cent of responses awarded this grade.

It was evident that a significant number of students did not understand how to use or interpret the data and therefore did not determine a range of values or could not arrive at 137 974 or 172 117. These students received either an N or O-grade and accounted for 73% of all responses.

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

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

Either

Or

Exactly .................... people

From .................... to .................... people

Complete only the appropriate line.

Show any working.

137 974

Min. number = 68 987 × 2 = 137 974

Max. number = 137 974 + 34 143 = 172 117

172 117

A B C N O

100%

24

Some students used data from a different year, usually 1997, presumably a ‘leftover’ from the previous item. A C-grade could still be obtained if the method used was suitable and the subsequent answer was correct. This type of response accounted for only a small proportion of all C-grades awarded.

25

UNIT FOUR ITEM 6

PERFORMANCE DOMAIN

MARKING SCHEME


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N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.

6 Interpreting the meaning of tables …

32 Reaching a conclusion which is necessarily true provided a given set of assumptions is true

C

Only the second statement has been completed.

The statement contains two values, including:

• 137 974

or

• 172 117.


Two values are given that differ by 34 143.


The response shows that a suitable method, based on

a column two number and a column three number,

has been used to calculate the appropriate range of

values.

The second statement contains two values:

• 137 974

and

• 172 117.

OR

OR

OR

B


The working shows that:

• 68 987 × 2

and

• 68 987 × 2 + 34 143

have been used.

A


The statement contains two values:

• 137 974

and

• 172 117.

Note:

An example of a suitable method is to multiply a column two number by 2 to give the minimum value

and then add to a column three number to give the maximum value.

Model Response:

Min. number= 68 987 × 2 = 137 974

Max. number= 137 974 + 34 143 = 172 117

Either

Or

Exactly .................... people

From .................... to .................... people137 974 172 117

26

ITEM 7

Model responses

Commentary

This three-star item required students to analyse (CCE 43 Analysing) the table of data relating to registered marriages to ascertain which data entries could be used to calculate (CCE 16 Calculating with or without calculators) the total population of Australia in 1982.

The first cue directed students to show their working and most students who attempted the item did show their calculations either with or without any explanation. The second cue directed students to

give their answer to the nearest 100 000. The majority of the 7 per cent of students awarded aB-grade in this item typically determined the total population correctly but did not follow this cue and gave an unrounded answer or rounded to the nearest 1000 000 or 10 000.

Few students did not attempt this item and most were able to ascertain that the ‘total number of marriages’ in 1982, 117 275, and the ‘crude marriage rate’ in 1982 of 7.7, were the only data from

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

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

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

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

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

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

Show all working.

Give your answer to the nearest 100 000.

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

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

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

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

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

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

Show all working.

Give your answer to the nearest 100 000.

I

II

Let be the population of Australia in 1982x

No. of 1000s of people in the population

� population

Marriage rate

15 230 519

15 200 000

15 230.519

15 230.519 × 1000

15 230 519

15 200 000 to nearest 100 000

x

=

=

=

=

=

=

=

=

=77.7

No. of marriages

117 275

117 275 × 1000

117 2751000

crude rate

7.7

7.7

x

�

�

A B C D N O

100%

27

the table which should have been used to calculate the total population. About 17 per cent of students were able to identify the correct values and complete the calculations correctly to receive an A-grade. The A-grade responses varied from those which were clearly set out with full explanation of each step to minimal working such as × 1000 = 15 200 000.

Many students interpreted the crude marriage rate as a percentage rather than the per 1000 indicated. Typically, these students calculated the population to be about 1 500 000 and were awarded a C-grade. Students who were confused between couples and individuals and doubled or halved inappropriately were generally awarded a C-grade also. These students understood some aspect of the relationship between the two values from the table, that is, that the number of marriages divided by the crude rate formed part of the solution. Approximately equal proportions of these two types of responses made up the 10 per cent of C-grades awarded.

Students able to extract only the correct numbers but unable to progress further were awarded a D-grade. The majority of the 33 per cent of the D-grade responses were of this type. A very small number of students used a suitable method with data from another year and correctly determined the subsequent answer to achieve a D-grade.

It was evident that many students did not understand the relationship between the numbers in the table and the total population, so were unable to use them in the required calculation and therefore received an N or an O-grade. About one third of students received either an N or an O-grade.

117 2757.7

-------------------

28

UNIT FOUR ITEM 7

PERFORMANCE DOMAIN

MARKING SCHEME



N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.

43 Analysing 16 Calculating with or without calculators

D

The response indicates that 7.7 and

117 275 were the only numbers from the

table used.

The response shows that a suitable

method has been used.

OR

Model Response 1:

Let x be the population of Australia in 1982

Marriage rate =

∴ x =

= 15 230 519

≈ 15 200 000.

7.7

1000------------ 117 275

x-------------------=

117 275 × 1000

7.7-------------------------------------

A

The response gives the answer as

15 200 000.

C

The response indicates that 7.7 and

117 275 were the only numbers from the

table used.

Subsequent calculations include a

significant step.

B

The response gives a final answer

calculated from the expression

.117 275 1000×7.7

-------------------------------------

Model Response 2:

No. of 1000s of people

in the population =

=

≈ 15 230.519

∴ population = 15 230.519 × 1000

= 15 230 519

= 15 200 000 to nearest 100 000

No. of marriages

crude rate------------------------------------------

117 275

7.7---------------------

Note:

An example of a significant step is dividing 117 275 by certain multiples (e.g. 2, 10) of 7.7 .

29

Unit Five

ITEM 8

Model response

Commentary

Included in the stimulus material for this item was a text on the use of technology in the future, a picture of a ‘humanoid’ robot and 20 predictions about technology in the future. This material seemed to capture the interest of students and very few omitted the item.

The students were required to select three different predictions and (CCE 26 Explaining to others) link a different, plausible outcome other than unemployment to each prediction (CCE 35 Extrapolating; and

CCE 41 Hypothesising). For each outcome they had to provide a clear explanation of how the outcome could negatively affect an individual.

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

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

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

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

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

Refer to a different predictionfor each outcome.

The elimination of bacteria (prediction 1) could cause a reduction

in the efficiency of our immune systems, making us prone to disease.

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

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

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

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

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

Physical inactivity would result from the proliferation of labour-saving

devices—Predictions 11 and 18—and a result of this would be unfit,

overweight individuals.

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

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

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

Full voice interaction with machines could lead to alienation and

individuals could have problems relating to others and developing

healthy relationships.

2.

3.

1.

A B C D N O

100%

30

Most students’ understanding of the predictions came from the world of fantasy: invading robots taking over the world; prehistoric organisms wiping out the human species; designer babies resulting in widespread depression; and upset stomachs from swallowing toothpaste. These misunderstandings all came from the influence of popular culture where the frequent presentation of these situations makes them appear commonplace and therefore plausible. This negatively affected the quality of student responses.

Very few students (6%) were able to provide the three creditable responses required to achieve anA-grade, i.e. state an outcome of a specific prediction and explain how the individual could be negatively affected. Most responses were awarded a B or C-grade – a total of 56%. Many students generalised about the effect of robots on society over all three responses rather than specifically referring to a different prediction for each response. Often the outcomes were not a consequence of the prediction. For example, an outcome of the prediction, ‘Fire fighting robots that can rescue people’ is not that the robots will break down. Rather, an outcome of this prediction could be that human fire fighters do not have to risk their lives to save people in fires. In general, the malfunctioning of a robot was not considered to be an outcome of any of the predictions.

In many cases, the negative effect was not stated or the effect was of a global nature. Students included effects on mankind, society and the whole world.

In the majority of cases, the C-grade was awarded where plausible outcomes were linked to predictions but either no negative effects were included or an inappropriate negative effect was stated.

The majority of N-grades were awarded because students

• generalised about robots rather than referring to specific predictions

• referred to unemployment in all three responses

• referred to implausible outcomes such as robots wiping out humans or robots breaking down

• gave outcomes which were not a consequence of the predictions, or

• showed no understanding of the stimulus material or the stem and cue.

Students attempted this item and used all the space allocated for the item. However, many students did not seem to realise the complexity of the task in which they were asked for three responses each having three different linked parts.

Typical A response• Having emotional control devices and emotionally responsive toys and robots will create

major social problems as people learn to interact with robots and have difficulty communicating with other people.

• For prediction II, the outcome could be negative in that there might be a rise in obesity since robots would be performing every day-to-day task and people would not get enough exercise.

• With the digital image overlays making people appear more attractive, relationships will occur even more so on the basis of physical appearance rather than personality.

31

Typical C response (C2 response)• Prediction 17: More robots than people in developed countries could lead to people

relying totally on robots to do everything.

• Designer babies could lead to a loss of individuality.

• Fire-fighting robots while trying to rescue people will save human fire fighters from the possibility of being burnt or injured.

32

UNIT FIVE ITEM 8

PERFORMANCE DOMAIN

MARKING SCHEME


N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

35 Extrapolating 41 Hypothesising 26 Explaining to others

C

The response cites one plausible

outcome and states a link to a

prediction.

The student provides a clear

explanation of how the outcome could

negatively affect an individual.

The response alludes to three plausible outcomes or negative effects and for each, makes a link to a different prediction.

OR

A

The response cites three plausible

outcomes and each is linked to a

different prediction.


explanation of how each outcome could

negatively affect an individual.

B

The response cites two plausible

outcomes and each is linked to a

different prediction.


explanation of how each outcome

could negatively affect an individual.

D

The response alludes to two plausible outcomes or negative effects and for each, makes a link to a different prediction.

Model Responses:

1. The elimination of bacteria (prediction 1) could cause a reduction in the efficiency of our immune systems, making us prone to disease.

2. Physical inactivity would result from the proliferation of labour-saving devices—Predictions 11 and 18—and a result of this would be unfit, overweight individuals.

3. Full voice interaction with machines could lead to alienation and individuals could have problems relating to others and developing healthy relationships.

O

No response

has been made

at any time.

Test

Notes:

1. Outcomes or negative effects related to unemployment will not gain credit.

2. Effects on a global or societal level may be credited as ‘outcomes’.

33

Unit Six

The first few stages of the geometrical evolution of the Koch snowflake fractal were outlined in the introduction to this unit. Students were asked to determine certain attributes of subsequent stages of this fractal including the general stage snowflake.

ITEM 9

First performance domain

Model response

Commentary

A majority of students were able to determine and use one of the possible strategies needed to complete at least part of the first performance domain for this four-star closed item. In the first performance domain, students were required to apply the appropriate progression of steps (CCE 37 Applying a progression of steps to achieve the required answer) and continue this pattern (CCE 49 Perceiving patterns) to determine the number and length of sides for each of the 2nd, 3rd, 4th and 9th stages of the snowflake.

The cue instructed students to use fractions for side lengths. Some students gave answers as decimal approximations or in scientific notation. The highest possible grade for which these

length of each side number of sides

stage 1 ....................... .......................

stage 2 ....................... .......................

stage 3 ....................... .......................

stage 4 ....................... .......................

stage 9 ....................... .......................

1 3

Use fractions (e.g. ) for lengths of sides.

47

1

1 1248192

196 608

1

1

9

3

27

6561

A B C D N O

100%

34

responses were considered was a B-grade. The majority of the 11 per cent of students awarded a B-grade correctly completed the answers for up to and including stage 4 but were unable to extend the patterns for stage 9. A small proportion of the B-grade responses gave either all the ‘length of each side’ or ‘number of sides’ correctly completed but made errors on one or two entries for the other set of answers.

Students were able to physically count the number of sides for some of the stages of snowflake included in the stimulus and thereby earn a creditable grade. The nature of student responses suggests that the majority of the 17 per cent of students receiving a D-grade counted to arrive at their answers. However, the method of counting the sides was of limited use for determining the number of sides in the stage 4 and stage 9 snowflakes and students awarded a C-grade or higher generally needed to recognise and apply the patterns.

Second performance domain

Model response

Commentary

The second performance domain of this four-star item was quite demanding for students. Some were aware of the pattern from the previous item (i.e. dividing the previous stage by 3 or multiplying by 4 respectively) but most of these were unable to relate the pattern to the general algebraic expressions for number and length of sides and therefore gave an unintelligible response or left the space blank(CCE 38 Generalising from information and CCE 49 Perceiving patterns). Although the responses indicated students realised that the

current stage was based upon the previous stage, students did not see the expression to involve a power. Students were therefore unable to relate the pattern to an expression. As a consequence, about 85 per cent of students were awarded an N or O-grade.

Approximately 4 per cent of students were able to determine the correct expressions for both and thereby receive an A-grade.

Number of sides = ..................

Length of each side = .................a

3 4

((1 n–1

n–1

3×

×

A B C D N O

100%

35

Most of the 5 per cent of students awarded a B-grade were able to relate the pattern for number of sides to an expression but failed to notice that the general snowflake described had a side length of ‘a’ units rather than ‘1’ unit and used 1 rather than a in the expression for side length.

The 3 per cent of responses awarded a C-grade were able to relate the patterns to expressions with varying degrees of success.

About 4 per cent of students realised that the current stage was based upon the previous stage and therefore the general expression involved a power of n-1, but then they could not develop the expressions further, so were awarded a D-grade.

Of interest in this item were the number of algebraically able students who took the opportunity to ‘simplify’ the expressions obtained. This was particularly evident in the expression for the number of sides of the snowflake. Example of creative alternative expressions included:

•

• .

4n 22n 2––

6 22n 3––

36

UNIT SIX ITEM 9

FIRST PERFORMANCE DOMAIN

MARKING SCHEME


N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.

49 Perceiving patterns


C

The response gives at least four correct

entries or their decimal equivalents.

A

The response gives eight correct

entries.

B

The response gives at least six correct


D

The response gives at least two correct


Model Response:

length of each side number of sides

stage 1 ....................... .......................

stage 2 ....................... .......................

stage 3 ....................... .......................

stage 4 ....................... .......................

stage 9 ....................... .......................

1 3

Use fractions (e.g. ) for lengths of sides.

47

1

1 1248192

196 608

1

1

9

3

27

6561

Note:

Powers and fractions that have not been simplified are acceptable.

37

UNIT SIX ITEM 9

MARKING SCHEME


SECOND PERFORMANCE DOMAIN

N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.

38 Generalising from information

49 Perceiving patterns

C

The response gives

• a correct expression for length of

each side of a general stage ‘n’

snowflake of initial side length 1 unit

• an expression for number of sides of a

general stage ‘n’ snowflake that uses

n-1 or its equivalent as an index.

The response gives



snowflake of initial side length ‘a’.

The response gives

• a correct expression for number of

sides of a general stage ‘n’ snowflake.

OR

OR

A

The response gives



snowflake of initial side length ‘a’



B

The response gives



snowflake of initial side length 1 unit



The response gives



snowflake of initial side length ‘a’

• an expression for number of sides of a

general stage ‘n’ snowflake that uses

n-1 or its equivalent as an index.

OR

D

The response gives

• at least one expression that uses n-1

or its equivalent as an index.

LP

Model Response:

Number of sides = ..................

Length of each side = .................a

3 4

((1 n–1

n–1

3×

×

38

Unit Seven

ITEM 10

Model response

Commentary

This two-star closed item required students to extract information from the stimulus material in order to complete a table about the general features of callistemons and the specific features of Hannah Ray. This item tested achievement in CCE 30 Classifying; and CCE 13 Recording/noting data. An A-grade was awarded to 33 per cent of students.

While around 97 per cent of responses earned a creditable grade, some students had difficulty completing the table for the aspect and size characteristics.

Responses for this item indicated that the main problems associated with ‘aspect’ were related to students not understanding the meaning of aspect. Many of the 38 per cent of B-grade responses provided correct entries for all but the aspect characteristic.

The deficiencies in completing the size entries in the table related to responses not providing both dimensions or not indicating units or not relating height and width to the dimensions given.

Most of the 21 per cent of C-grade responses did not provide any correct entries for the aspect and size characteristics. Approximately 5 per cent of students were credited with two correct entries only and were awarded a D-grade.

CharacteristicGeneral feature of

callistemonsSpecific feature of

‘Hannah Ray’

scientific name Callistemon Callistemon viminalis

size 0.5 to 10 m high and1 to 5 m wide

up to 4 m high and 2 to 3 m wide

aspect full sun full sun

colour lemon, pink or red bright red to scarlet

habit woody shrubs weeping shrub

time of flowering autumn/spring & summer early summer and autumn

A B C D N O

100%

39


UNIT SEVEN ITEM 10

PERFORMANCE DOMAIN

MARKING SCHEME


N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.

30 Classifying 13 Recording/noting data

C

At least four entries are correct.

B

At least six entries are correct.

D

At least two entries are correct.

A

All eight entries are correct.

Model Response:

CharacteristicGeneral feature of

callistemonsSpecific feature of

‘Hannah Ray’

scientific name Callistemon Callistemon viminalis

size 0.5 to 10 m high and1 to 5 m wide

up to 4 m high and 2 to 3 m wide

aspect full sun full sun

colour lemon, pink or red bright red to scarlet

habit woody shrubs weeping shrub

time of flowering autumn/spring & summer early summer and autumn

40

ITEM 11

Model response

Commentary

Item 11 was more open and required students to follow the guidelines given to design an informative tag that would attract the attention of customers and encourage them to consider Hannah Ray for their gardens. This four-star item was relatively difficult.

Item 11 was graded in two performance domains. Each performance domain was graded independently. In a broad sense, the first performance domain had an emphasis on extracting and providing

information, while the second performance domain concentrated on representing the information through drawing and design. Most students attempted this item with only about 3 per cent of all students not responding and being awarded an O-grade.

Evergreen weeping shrub. Bears bright red flowers

in autumn/summer. Very hardy. Grows in a variety

of soils. Attracts native birds.

NATIVESIZESUN FORM

Insertintopot

A B C D E N O

100%

41


The first performance domain required students to extract information from the text (CCE 11 Summarising/condensing written text) and present the information on the tag in any format, including as part of the title, sketch, icons or the additional information (CCE 7 Translating from one form to another).

Four essential features specific to Hannah Ray (genus and variety names, size and form) and four additional pieces of accurate information related to Hannah Ray were required for an A-grade response. Approximately 13 per cent of responses were awarded an A-grade in this performance domain.

About 6 per cent of responses included the four essential features but provided only three additional pieces of information and therefore received a B-grade. Usually the B-grade responses did not contain suitable additional information within the last icon and title. A B-grade was also awarded where the same or similar information was repeated in two different formats to give a total of three pieces of additional information, for example, including ‘bird attracting’ both through an icon and also in the text.

About 35 per cent of students were awarded a C-grade. The overwhelming majority of C-grade responses provided more than two additional pieces of accurate information but included only three of the four pieces of essential information. Many C-grade students attempted to represent form through an icon, but the icons did not convey the weeping form of Hannah Ray. As well, information conveyed via the icons was then repeated in another format on the tag. Students also included essential information specific to Hannah Ray and repeated the same additional information or simply included general information about callistemons. A proportion of C-grade responses simply did not include the genus name or variety name or size.

Some students either did not follow the guidelines provided or neglected to consider the purpose of the tag in relation to the information to be included in their responses. Consequently responses that included at least five pieces of information of which two or fewer were essential earned a D-grade. About 25 per cent of all responses were of this type and received this grade.

Approximately 14 per cent of students were able to convey the minimal number of pieces of information through their response. Only 5 per cent of responses were unable to gain any credit.

Commentary


The second performance domain required students to follow the guidelines given and design an appropriate plant tag. This tested CCE 60 Sketching/drawing; CCE 20 Setting out/presenting/arranging/displaying; and CCE 7 Translating from one form to another.

An A response provided:

• four elements positioned according to the guidelines (title, sketch, icons and text)

• an appropriately sized title as a prominent component of the tag

A B C D E N O

100%

42

• the sketch concentrating on the individual flowers of Hannah Ray showing the colour, brushiness and shape of the flowers

• icons using minimal text to provide clear and appropriate representations of size and form and a third feature that was clearly identified and related to Hannah Ray

• a visually effective tag.

Students had difficulty responding with a sketch that concentrated on the Hannah Ray flowers. A large proportion of students either ignored this cue or lacked confidence in their ability to sketch/draw and sketched the Hannah Ray shrub instead. Unfortunately this approach accounted for the overwhelming majority of the 50 per cent of responses awarded a C-grade.

A number of students overrode the stem which asked the student to ‘sketch the flower’ and instead cut out or removed the photo of Hannah Ray from the stimulus material and affixed it in various creative ways to the tag. This approach gained no credit for the sketch and restricted students to an E-grade at best.

Students also experienced difficulty in determining and drawing appropriate icons using minimal text. Many students provided literal representations of the icons, for example, tears to represent weeping form. This gained no credit. Students were most successful with the size icon and the least successful in attempting the third icon. The requirement for the third icon with minimal text was an important determinant between the A and B-grades. Often the title provided for the third icon was not specific enough, for example ‘season’ when they meant ‘flowering season’. Almost all of the 25 per cent of students awarded a B-grade successfully completed all components of the tag except for the third icon. About 3 per cent of students were able to complete all the components including the third icon and received an A-grade.

Students who drew the Hannah Ray shrub and attempted an icon made up the 11 per cent of D-grade responses. The 8 per cent of students awarded an E-grade made an appropriate attempt at least one component of the tag.

43

UNIT SEVEN ITEM 11


MARKING SCHEME


N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.

11 Summarising/condensing written text


C

The response conveys:

❐ at least three pieces of

essential information specific

to ‘Hannah Ray’

❐ at least two additional pieces

of accurate information that

relate to ‘Hannah Ray’.

A


❐ four pieces of essential

information specific to

‘Hannah Ray’:

• genus name (Callistemon)

• variety name (Hannah Ray)

• size (H-4m x W-2/3m)

• form (weeping)

❐ at least four additional pieces

of accurate information that

relate to ‘Hannah Ray’ such

as

• general form (shrub)

• relative size

• bird attracting/

nectar producing

• common name (bottlebrush)

• easily cultivated

• evergreen

• facts about leaves

• flowering time

• flower size

• frost susceptibility

• hardiness

• origin (native)

• pest resistance

• pruning information

• soil type or soil moisture.

B


❐ four pieces of essential

information specific to

‘Hannah Ray’

❐ at least three additional

pieces of accurate

information that relate to

‘Hannah Ray’.

D


❐ at least five pieces of


‘Hannah Ray’.

E


❐ at least three pieces of


‘Hannah Ray’.

Notes:

1. Ignore information outside the tag outline.

2. Information or facts that have obviously not come from the stimulus material, e.g. ‘Hannah Ray Australian plant of the year’ should not gain credit.

3. Essential information identifying the plant must be spelt correctly to gain credit.

4. Credit should not be given for repeating information e.g. size and relative size; form (weeping) and general form (shrub).

44

UNIT SEVEN ITEM 11


MARKING SCHEME


N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.

60 Sketching/drawing

20 Setting out/presenting/arranging/displaying


C

The majority of the elements

have been positioned

according to the guidelines.

The sketch depicts a feature of

the ‘Hannah Ray’ flower or

plant in an appropriate way.

One icon uses minimal text to

provide clear and appropriate

representation of one of the

plant features.

The space associated with two

elements has been used

appropriately.

A

The four elements



A title of appropriate size is a

prominent component of the

tag.

The sketch concentrates on the

individual flowers of ‘Hannah

Ray’ and shows the colour,

brushiness and shape of the

flower.

The icons use minimal text to


representations of

• size and form

and

• a third feature that is clearly

identified and related to

‘Hannah Ray’.

The tag is visually effective.

• title

• sketch

• icons

• text

B

The majority of the elements



The sketch concentrates on the

individual flowers of ‘Hannah

Ray’ and shows two of the

three features: colour,

brushiness and shape, of the

flower.

Two icons use minimal text to


representations of two of the

plant features.

The space associated with

three elements has been used

appropriately.

D

At least two of the elements





plant.

At least one icon has been

drawn.

E

A title of appropriate size is a

prominent component of the

tag.



plant.

At least one icon has been

drawn.

OR

OR

Notes:

1. Ignore information outside the tag outline.

2. A tag is visually effective when it creates a positive impression in the sense that a customer would consider buying the plant. Such a tag consists of elements

that are well positioned, in proportion and clear. The elements would not be too ‘busy’, too small or contain too much information.

3. An icon is an image, graphic or visual representation supported with minimal text.

45

MARKING SCHEME


UNIT SEVEN ITEM 11

Model Response:

Evergreen weeping shrub. Bears bright red flowers

in autumn/summer. Very hardy. Grows in a variety

of soils. Attracts native birds.

NATIVESIZESUN FORM

Insertintopot

46

Unit Eight

ITEM 12A series of song lyrics written by Bruce Springsteen over a period of 20 years, from 1978 to 1998 provided the stimulus for this unit. The lyrics showed Springsteen’s perception of his relationship with his father, and each extract offered some insight into the complex emotions that existed in the relationship.

The stimulus material also included two pieces of introductory information:

• An introduction to guide students’ interpretation of the lyrics stated that each extract was relevant to the relationship between Springsteen and his father.

• Three notes provided additional information to help with the understanding of specific words within the lyrics—Adam, Cain, unatoned.

The unit comprised two items, Items 12 and 13.

Model response

Commentary

Item 12 was a three-star item that required students to identify three different emotions suggested by Springsteen in extract 3, My Father’s House. They were then asked to locate the specific word/s or an image used to convey each emotion.

To achieve an A-grade, students had to identify three different emotions or single feelings that were consistent with a reasonable

reading of the lyrics (CCE 28 Empathising) and support each emotion with appropriate word/s or an image from extract 3 only (CCE 4 Interpreting the meaning of words …; CCE 52 Searching and locating … information).

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

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

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

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

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

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

Emotion:

Words or image:

Emotion:

Words or image:

Emotion:

Words or image:

desolation

‘so cold and alone’

hope

‘beacon calling me’

regret

‘never again ... tear us from each other’s hearts’

A B C D N O

100%

47

A reasonable reading of the lyrics indicated appropriate emotions at various points throughout the extract.

Only 13 per cent of students achieved an A or B-grade and a large number of students (42 per cent) achieved a D-grade.

Many students had difficulty identifying or clearly stating emotions and gave, instead, words that merely suggested or hinted at emotions, for example, ‘sad’ for ‘sorrow’, ‘lonely’ for ‘loneliness’, ‘hopeful’ for ‘hope’. Other students provided attitudes or behaviours that may have had a range of emotions motivating them, i.e. the underlying emotion was not identified. Such examples included ‘respect’, ‘admiration’, ‘determination’.

Still others identified or suggested emotions that were not consistent with a reasonable reading of the section of the lyrics identified by the student, e.g. ‘happiness’, ‘fear’, ‘anger’, ‘pride’. A number of students took words or phrases out of context of the lyrics and interpreted them literally. Some students quoted words from extracts other than extract 3. Responses that quoted words from extracts 1, 2 or 4 only received no credit.

For the C- and D-grades, the response may have included words from other extracts, provided appropriate words from extract 3 were included.

If two words were provided for one emotion, no credit was given if the words were incompatible or inconsistent with one another (e.g. ‘love’ and ‘hate’). Similarly, if two sets of words for one emotion were provided, no credit was given if these words were incompatible.

Most students attempted this item and were able to identify at least one emotion.

48

UNIT EIGHT ITEM 12

PERFORMANCE DOMAIN

MARKING SCHEME


N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.

4 Interpreting the meaning of words …

52 Searching and locating … information

28 Empathising

C

Two different emotions are identified and

they are consistent with a reasonable

reading of the lyrics.

Each emotion is supported by

appropriate word/s or an image from

extract 3.

The response:

• identifies one emotion

• suggests two other emotions

and each of these is consistent with a

reasonable reading of the lyrics.



extract 3.

OR

A

Three different emotions are

identified and they are consistent with

a reasonable reading of the lyrics.



extract 3 only.

B

The response:

• identifies two different emotions

• suggests one emotion

and each of these is consistent with a




extract 3 only.

D

One emotion is identified and it is

consistent with a reasonable reading of

the lyrics.

This emotion is supported by


extract 3.

Two different emotions are suggested

and they are consistent with a




extract 3.

OR

49

February 9, 2004 13:32 pm (*footer to remain until final print*) I:\qcs\sri\sri2003\paper\sri931\mschemes\08-012-ms.fm

MARKING SCHEME


UNIT EIGHT ITEM 12

Model Response:

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

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

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

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

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

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

Emotion:

Words or image:

Emotion:

Words or image:

Emotion:

Words or image:

desolation

‘so cold and alone’

hope

‘beacon calling me’

regret

‘never again ... tear us from each other’s hearts’

Notes:

1. No credit can be given if

(a) an ‘attitude’ is provided, instead of an emotion.

(b) for one ‘emotion’ two words are given and one is NOT consistent with a reasonable reading of the lyrics.

2. Credit may be given if two words are given for an ‘emotion’ and both are consistent with a reasonable reading of the

lyrics.

3. If the same words/images are provided for two different ‘emotions’ and one is conflicting/incompatible, credit the

‘emotion’ that gains the higher grade.

4. If similar ‘emotions’ are provided, credit the one that gains the higher grade.

50

ITEM 13

Model response

Commentary

This was a five-star item, which indicated that it was a demanding item. It was based on an extract from an interview with Springsteen following the death of his father in 1998 as well as extracts from some of Bruce Springsteen’s lyrics.

Students were asked to explain whether the statement was consistent with the relationship between Springsteen and his father, as revealed in the lyrics (CCE 43 Analysing and CCE 26 Explaining to

others). They were also told to support their opinions by referring to words and ideas from the extracts (CCE 27 Expounding a viewpoint).

Students who produced A-grade responses provided a valid and comprehensive view of the relationship, well supported by references to all or most of the extracts. Aspects of ambivalence, change and conflict in the relationship between Bruce Springsteen and his father, which were

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

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

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

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

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

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

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

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

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

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

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

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

Support youropinion byreferring towords andideas fromthe extracts.

Springsteen’s statement on the death of his father may be consistent

with his feelings at the time of his father’s death, but it gives no

indication of the years of anger and frustration experienced by

Springsteen. He has a good understanding of his father’s pain, acknowledging that

dissatisfaction with work led his father to vent his frustrations on those around

him. Even in the midst of anger, Springsteen believed that the relationship was one

of love, albeit uncomfortable—‘prisoners of love’. In My Father’s House there is

evidence of a reconciliation despite the ‘sins’ of the past, which lie between them.

Hence the final extract seems to reflect Springsteen’s memory of a time when he

idolised his father and would lead us to believe that a loving relationship between

Springsteen and his father was eventually confirmed although the path to

reconciliation was stormy.

A B C D E N O

100%

51

revealed through a reasonable reading and effective analysis of the lyrics, were discussed and this was sometimes done implicitly.

Reference to the statement was made, either implicitly or explicitly, and it was essential that there was consistency between the statement and the view of the relationship given in the response. It was expected that all comments were consistent with a reasonable reading of the lyrics.

A response which recognised that there had been no change in the relationship was recognised as having discussed change.

Most students attempted this item and their responses were of reasonable length. The challenging nature of this item, however, was indicated by the relatively small percentage of students who achieved an A-grade (2.2). A considerable proportion of students were awarded a B or C-grade, indicating that they provided a valid view of the relationship and were able to make reference to one or two of the aspects in light of Springsteen’s statement.

Most students responded directly to whether the statement was consistent or not consistent with the song lyrics; other students began by qualifying the relationship, and, in so doing, were implicitly referring to the statement.

Students who failed to make reference to the statement, either explicitly or implicitly, could receive no higher than an E-grade, as reference to the statement made by Bruce Springsteen was central to the item.

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

• Failure to identify ambivalence or the co-existence of conflicting emotions was a common problem. Although many students recognised tension in the relationship, they could not identify that this could coexist with love; that is, they recognised the dual nature of the relationship but could not directly link the two as having existed at the same time.

• Students were able to identify and discuss the nature of the conflict. It was interesting to note, however, that students who neglected to speak about conflict or the reasons for the clash between Springsteen and his father invariably failed to discuss change.

• Most students were able to recognise that the relationship between father and son changed or improved with the passing of time, while others believed that the relationship never altered, that conflict was a constant throughout their lives, and the relationship remained poor or distant.

• Some students were selective in their choice of references to the lyrics in order to suit their own arguments, ignoring the context of the words, and thereby moving away from a reasonable reading of the lyrics.

• Literal interpretations of the lyrics showed a lack of understanding and depth of insight. Lyrics frequently misunderstood were prisoners of love, a love in chains, and too much of the same kind.

• The A-, B- and C-grades required that students’ responses were well grounded in the lyrics. The D- and E-grades allowed for responses that were ‘plausible’ rather than ‘valid’, i.e. the comments were credible but not supported by a reasonable reading of most of the extracts. Responses considered plausible sometimes managed to make reference to the statement and/or discuss one of the aspects. A response that was not considered plausible was one that was based on a complete misinterpretation of the lyrics.

52

UNIT EIGHT ITEM 13

PERFORMANCE DOMAIN

MARKING SCHEME


N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.

43 Analysing 26 Explaining to others 27 Expounding a viewpoint

C

One of the following aspects of

the relationship is discussed:

• ambivalence

• change

• cause of conflict.

A valid view of the

relationship is given.

A reference is made to

Springsteen’s statement.

A

The following aspects of the

relationship are discussed:

• ambivalence

• change


A valid and comprehensive

view of the relationship is

provided.


Springsteen’s statement and

this reference is consistent

with the view of the

relationship given in the

response.

All comments are consistent

with a reasonable reading of

the lyrics.

B

Two of the following aspects of

the relationship are discussed:

• ambivalence

• change


A valid view of the

relationship is provided.


Springsteen’s statement and

this reference is consistent

with the view of the

relationship given in the

response.

D

A plausible view of the



Springsteen’s statement.

Model Response:

Springsteen’s statement on the death of his father may be consistent with his feelings at the time of his father’s death, but it gives no indication of the years of anger and frustration

experienced by Springsteen. He has a good understanding of his father’s pain, acknowledging that dissatisfaction with work led his father to vent his frustrations on those around him.

Even in the midst of anger, Springsteen believed that the relationship was one of love, albeit uncomfortable—‘prisoners of love’. In My Father’s House there is evidence of a reconciliation

despite the ‘sins’ of the past, which lie between them. Hence the final extract seems to reflect Springsteen’s memory of a time when he idolised his father and would lead us to believe that

a loving relationship between Springsteen and his father was eventually confirmed although the path to reconciliation was stormy.

E

A plausible view of the


LP

Notes:

1. The aspects ambivalence, cause of conflict, and change may be implicit.

2. The reference to Springsteen’s statement may be implicit.

3. A response which recognises that there has been no change in the relationship should

be credited as having discussed change.

53

Unit Nine

Items 14, 15 and 16 related to the use of an unfamiliar system for measuring time. The introduction indicated that a decimal system of time using 10 hours, 100 minutes and 100 seconds was proposed after the French Revolution and resulted in a clock that showed both standard 24 hour time and decimal time. Item 14 related to time conversions, while Item 15 required both conversions and understanding of the clock scales in order to graph decimal and standard times. Item 16 involved arguing against the introduction of decimal time in our society.

ITEM 14

Model response

Commentary

This item involved applying a progression of steps (CCE 37 Applying a progression of steps to achieve the required answer) and calculating (CCE 16 Calculating with or without calculators). Students were asked to find how many standard minutes were equivalent to a decimal minute—a conversion exercise from a familiar to an unfamiliar set of units.

The stimulus material indicated how many decimal and standard hours were in a day and provided information for converting between hours and minutes, and minutes and seconds, within both standard and decimal systems. The minutes to seconds conversion information distracted some students who found 86 400 standard seconds corresponded to 100 000 decimal seconds but then stated there were 0.864 standard minutes in one decimal minute.

A crucial starting concept was the equivalence of a day in both systems, which led to hour and then minute equivalences, arriving at 1440 standard minutes for each 1000 decimal minutes or 1.44 standard minutes per decimal minute. Conceptually correct working generally received at least a B-grade while C- and D-grades were awarded for varying amounts of incomplete steps. Most

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

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

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

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

Show your working.

10 dec. hrs. = 24 std. hrs.

10 × 100 dec. min. = 24 × 60 std. min.

1000 dec. min. = 1440 std. min.

� 1 dec. min. = 1.44 std. min.

A B C D N O

100%

54

responses awarded N-grades began working from the (wrong) assumption that one decimal hour equals one standard hour and so 100 decimal minutes equals 60 standard minutes.

Approximately 57 per cent of responses received N-grades and 22 per cent A-grades. As can be seen from these values, relatively few B-, C- or D-grades were awarded. It might be inferred from these percentages that students have difficulty with conversion and ratio concepts.

55

UNIT NINE ITEM 14

PERFORMANCE DOMAIN

MARKING SCHEME


N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.


16 Calculating with or without calculators

C

An incomplete set of correct

intermediate steps has been shown.

A

The response includes 1.44 standard

minutes or 1.44 without units.

B

The response shows working which

would have led to 1.44 standard

minutes or 1.44 without units except for

a single arithmetic or transcription

error.

D

The response indicates that a

significant step has been understood.

Model Response:

10 dec. hrs. = 24 std. hrs.

10 × 100 dec. min. = 24 × 60 std. min.

1000 dec. min. = 1440 std. min.

∴ 1 dec. min. = 1.44 std. min.

56

ITEM 15

Performance domain 1 involved conversions between decimal and standard times while performance domain 2 was associated with representing hands on the clock-face. The standard24-hour clock scale shown was different again from the usual 12-hour clock face.

Of importance in this item was that achievement in either of the two performance domains was independent of the other and of Item 14.

Model responses

decimal time = 4:50

4.5 dec. hrs. = × 24

= 10.8 std. hrs.

4.5

10

2

2

6058

56

54

52

50

48

46

44

42

40

38

36

34

32 30 2826

24

22

20

18

16

14

12

10

8

6

4

2

4

4

66

8

8

10

10

12

12

2

3

45

6

7

8

9

10

1

0.8 std. hrs. = 0.8 × 60

= 48 std. mins.

standard time = 10:48.

Show yourworking.

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I

Show yourworking.

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2

2

6058

56

54

52

50

48

46

44

42

40

38

36

34

32 30 2826

24

22

20

18

16

14

12

10

8

6

4

2

4

4

66

8

8

10

10

12

12

2

3

45

6

7

8

9

10

1

standard time = 14:12

12 std. min. = = 0.2 std. hrs.

14.2 std. hrs. = × 10

12

60

14.2

24

= 5.917 dec. hrs.

decimal time 5:91.7=

II

57


Commentary

Students were required to structure /organise a mathematical argument (CCE 22 Structuring/organising a mathematical argument), calculate (CCE 16 Calculating with or without calculators), and compare (CCE 29 Comparing) systems. Responses showed many methods of converting between decimal and standard time.

While the approach of the model response was common, often hours and minutes were considered separately. For example, 4:50 decimal

time was divided into 4 hours and 50 minutes; then 4 × = 9.6 standard hours, and 0.6 hour =

36 standard minutes; 50 decimal minutes = 50 × 1.44 = 72 standard minutes = 1 hour 12 minutes; then 9 hours 36 minutes + 1 hour 12 minutes = 10 hours 48 minutes, so the standard time is 10:48. A different method converted hours and minutes to minutes and then used the conversion factor from Item 14 to change this quantity into minutes in the standard time system. This was then changed to hours and minutes. Another approach taken was to consider midday as the reference point; 4:50 decimal time is 50 decimal minutes before midday; this is 72 standard minutes (50 × 1.44) before midday in standard time, leading to 10:48. Interestingly, students often used different methods in parts I and II.

The marking scheme allowed for incorrect values from Item 14 by stating ‘appropriate equivalent times’ rather than 10:48 and 5:91 to 5:92 specifically. If the Item 14 value was rounded before being used in Item 15, and all other steps were correct, a C-grade was awarded. It was felt that students should realise that incorrect calculations would result from rounding in this real-life situation, leading to the clock showing the wrong time. One common error involved correct working up to 10.8 hours, then 10.8 became 10 hours and 80 minutes (1 hour 20 minutes), so the time was 11:20.

The percentage of responses awarded an A-grade was 11 per cent. The results again showed that many students had real difficulties with converting between different units.


Commentary

The CCEs considered in this domain were translating from one form to another (CCE 7 Translating from one form to another) and graphing (CCE 15 Graphing). A response which received an N-grade in the first performance domain could still receive an A-grade for the second domain if the hands were placed to match the times from the first part, within the allowable accuracy limits. Many responses were awarded a C-grade for correctly positioning the hands for the given time of 14:12.

A B C D N O

100%

2410-----

A B C D N O

100%

58

One common error was to use the decimal scale for standard time. Other errors included students showing 10:48 as 22:48, and 14:12 as 2:12. Students often showed the hour hand for 10:48 on or closer to 10 than 11, and similar errors were evident for 5:92.

Percentages awarded to the various grades from A to N indicate that many students found difficulties with this domain also. An A-grade was awarded to 8 per cent of students, while 30 per cent gained a C-grade.

Because the positions of midnight on the two scales are opposite each other and the hour hands both move through one revolution every day, the hour hands for each time system lie along the one straight line in opposite directions. Some students seemed to recognise this relationship when positioning the hour hands. Of course no such relationship existed for the minute hands.

59

UNIT NINE ITEM 15


MARKING SCHEME


N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.

22 Structuring/organising a mathematical argument

16 Calculating with or without calculators

29 Comparing

C

The response includes the appropriate

equivalent time in I or II.

The response gives all the steps that are

necessary to calculate the equivalent

time in I or II.

OR

A


equivalent times in I and II.

D

The response indicates some correct

steps in calculating equivalent times in

I or II.

Notes:

1. Credit in this performance domain can also be given for the hands positioned appropriately without showing any working.

2. Appropriate times include 10:48 (I) and from 5:91 to 5:92 (II), or times that follow from the use of an incorrect value from item 14 provided that value or other

subsequent ones have not been arrived at by rounding to such an extent that the time would change by more than approximately 1 minute.

3. Times may be given with a full stop instead of a colon.

4. Generally ignore a.m. and p.m. but be aware that 5:92 may be given as 0.92 hours after midday or 0:92 p.m.

B


equivalent time in I or II

AND

gives all the steps that are necessary to

calculate the equivalent time in the

other.

The response gives all the steps that are

necessary to calculate the equivalent

times in I and II.

OR

60

UNIT NINE ITEM 15


MARKING SCHEME


N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.

7 Translating from one form to another 15 Graphing

C

The response shows one of the three sets

of hands in appropriate positions.

The response shows three of the hands

in appropriate positions.

OR

A

The response shows the set of hands

in I and both sets of hands in II in

appropriate positions.

B

The response shows two of the three

sets of hands in appropriate positions.

D

The response shows two of the hands in

appropriate positions.

Notes:

1. Provided it can be seen what the intention is, it is not required that the circular and triangular shapes are drawn on the hands.

2. Decide hand positions from where the end of the hand is. It is not required that hands are drawn perfectly straight.

3. Appropriate positions are those that match the calculated times, regardless of what these values are.

As a guide, if the calculated times are 10:48 and 5:92, the hand positions should be:

• 10:48, the hour hand should be greater than half way between the 10 and 11 and before the 11, while the minute hand should be pointing to some part of the 48

• 5:92, the hour hand should be greater than half way between the 5 and the 6 and before the 6, while the minute hand should be within approximately half a minute of 92

• 14:12, the hour hand should be not before the 2(14) but before half way between the 2(14) and *(15), while the minute hand should be pointing to some part of the 12.

Apply the same principles to any other calculated times.

61

February 3, 2004 13:42 pm (*footer to remain until final print*) I:\qcs\sri\sri2003\paper\sri985\mscheme\09-015_2-ms.fm

MARKING SCHEME


UNIT NINE ITEM 15

Model Responses:

Part II:Part I:

decimal time = 4:50

4.5 dec. hrs. = × 24

= 10.8 std. hrs.

4.5

10

2

2

6058

56

54

52

50

48

46

44

42

40

38

36

34

32 30 2826

24

22

20

18

16

14

12

10

8

6

4

2

4

4

66

8

8

10

10

12

12

2

3

45

6

7

8

9

10

1

0.8 std. hrs. = 0.8 × 60

= 48 std. mins.

standard time = 10:48.

Show yourworking.

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

Show yourworking.

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2

2

6058

56

54

52

50

48

46

44

42

40

38

36

34

32 30 2826

24

22

20

18

16

14

12

10

8

6

4

2

4

4

66

8

8

10

10

12

12

2

3

45

6

7

8

9

10

1

standard time = 14:12

12 std. min. = = 0.2 std. hrs.

14.2 std. hrs. = × 10

12

60

14.2

24

= 5.917 dec. hrs.

decimal time 5:91.7=

Last Page Count

62

ITEM 16

Model response

Commentary

Item 16 was a three-star item with a high degree of openness. This item was based on the stimulus material at the beginning of Unit 9 but did not require successful completion of other items in Unit 9. The item required the student to develop a convincing argument against the proposal to change to a ten hour decimal time day. Students were further prompted to consider several factors in their arguments.

This item tested achievement in CCE 27 Expounding a viewpoint and CCE 48 Justifying. An A-grade was awarded to 4 per cent of students, with about 14 per cent awarded a B-grade while a further 36 per cent received a C-grade.

A-grade responses presented a convincing argument supported by:

• at least three clearly identified factors, explored with examples if appropriate

• true statements only

• a structured development of the argument.

A factor is a reason not to change. It has an effect over several domains and can be explored with examples.

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

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

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

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

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

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

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

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

Consider several factors in your argument.

I disagree with the introduction of a 10-hour day for a

number of reasons. Firstly, there would be a sizable cost

associated with the change, as all watches and clocks

would need changing and computer systems would need reprogramming.

Secondly, the change to 10-hour time would result in confusion as not

all countries would want change. International business, communication

and travel would be much more difficult because some countries would

be using decimal time and others wouldn’t. Confusion would reign. Finally,

it would be an incredible waste to have to dispose of all the watches and

clocks when the new system is introduced. This could also cause

environmental problems. The 10-hour day should not be introduced.

A B C D N O

100%

63

Some of the more commonly used factors referred to by students were: cost, wastage, inconvenience, confusion, resistance to change, and maintaining the status quo. Many of these factors interrelate and could be explored with similar examples. Some factors were used as examples by students and credit could be given for a factor or an example depending on how they were used. To gain credit in any of the descriptors, only true statements could be considered. A true statement is one that is both sound and applicable. It provides reasons for not changing, that is, it supports the position of the argument.

An argument was considered to be a connected series of statements intended to establish a position, in this case, against the introduction of decimal time. To gain credit, factors and examples used by students needed to provide support for an argument against decimal time. A number of students presented an argument for decimal time and hence gained no credit.

Structure and logical development of the argument were evident in the A and B responses. Many students did not earn A- or B-grades because they did not develop an argument. Instead they merely listed factors or examples without connecting them. These types of responses were usually awarded a C- or D-grade.

Many students misunderstood the concept of decimal time, believing that a decimal day would be 10 standard hours. Hence, they included in their response statements such as:

• There would not be enough time in the days to sleep.

• Some days would be total darkness.

• Calendars would have to be changed as there will be more days in the year.

• Pregnancy will last much longer than nine months.

Other incorrect understandings about a decimal day included;

• The earth would need to spin faster.

• Your biological clock would not adapt.

• 24-hour clocks are easier to read.

• Equations will not work under decimal time.

• The 24-hour time division is physically based on the earth’s rotation.

Most students attempted this item, even if they had not completed or attempted the earlier items in the unit. About 68 per cent of students gained a creditable grade.

64

UNIT NINE ITEM 16

PERFORMANCE DOMAIN

MARKING SCHEME


N

Response is

unintelligible

or does not

satisfy the

requirements

for any other

grade.

O

No response

has been made

at any time.

27 Expounding a viewpoint 48 Justifying

C

The response presents the argument,

supported by

• two factors

or

• two different examples

or

• one factor and one example.

A

The response presents a convincing

argument, supported by

• at least three clearly identified

factors explored with examples

where appropriate

• true statements only

• a structured development of the

argument.

B


supported by

• at least two clearly identified factors

explored with examples where

appropriate

• most statements being true

• a structured development of the

argument.


supported by

• one clearly identified factor explored

with at least three examples

• most statements being true

• a structured and logical development

of the argument.

OR

D


supported by at least

• one factor or example.

Note:

A factor usually impacts over several domains, e.g. cost is a factor that can be explored through different examples such as the expense of new timetables and the cost of replacing all clocks and watches.

Model Response:

I disagree with the introduction of a 10-hour day for a number of reasons. Firstly, there would be a sizable cost associated with the change, as all watches and clocks would need changing and computer systems

would need reprogramming. Secondly, the change to 10-hour time would result in confusion as not all countries would want change. International business, communication and travel would be much more

difficult because some countries would be using decimal time and others wouldn’t. Confusion would reign. Finally, it would be an incredible waste to have to dispose of all the watches and clocks when the new

system is introduced. This could also cause environmental problems. The 10-hour day should not be introduced.

LP

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