Qcs Retro 07

Partnership and innovation
Queensland Core Skills Test

Retrospective
PAPER 1 WRITING TASK PAPER 2 MULTIPLE CHOICE I PAPER 3 SHORT RESPONSE PAPER 4 MULTIPLE CHOICE II
Information regarding this publication may be obtained from the Testing and Analysis Branch
Phone: (07) 3864 0299
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© The State of Queensland (Queensland Studies Authority) 2008
The 2007 Queensland Core Skills Test Retrospective
ISSN 1321–3938
Queensland Studies Authority

295 Ann Street, Brisbane Qld
PO Box 307, Spring Hill Qld 4004
Phone: (07) 3864 0299

Fax: (07) 3221 2553
Email: office@qsa.qld.edu.au
Website: www.qsa.qld.edu.au
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Foreword
The Retrospective is a yearly publication that provides detailed and wide-ranging feedback on the
Queensland Core Skills (QCS) Test and the responses of students.
The core skills are the threads or common curriculum elements that are within the curriculum
experience of at least 95 per cent of students. The level of sophistication demanded by the test is
appropriate for Year 12 students. It is a cross-curriculum test, which means that it does not test the
content of specific subjects. Rather it tests the skills learnt from the combination of subjects in a
balanced curriculum.
The QCS Test consists of four testpapers — a Writing Task, a Short Response paper and two
Multiple Choice papers. Students experience a variety of stimulus material such as prose passages,
poetry, graphs, tables, maps, mathematical and scientific data, cartoons, and reproductions of works
of art.
The Retrospective is a definitive and descriptive report on the integration of the test specifications,
the expectations of the testsetters, and the performance characteristics of the students. It also
provides information on the relative worth of items on the test, data that allow the determination of
student achievement on the test.
The Retrospective does not include copies of the testpapers. All schools receive copies of the
testpapers during the administration of the QCS Test. Any individual or organisation requiring
copies may buy these from the Queensland Studies Authority.
In addition to having value at school level, this publication should appeal to a wider audience. In fact,
anyone interested in cross-curriculum testing is sure to find it informative.
Kim Bannikoff
Director
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Contents
Multiple Choice (MC) I & II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Short Response (SR) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Writing Task (WT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Relative worth of each subtest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Appendixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Appendix 1: The 49 Common Curriculum Elements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Appendix 2: Glossary of terms used in relation to the QCS Test . . . . . . . . . . . . . . . . . . . . . . . 98
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Multiple Choice (MC) I & II
Commentary
In 2007 the MC subtest consisted of 100 items divided evenly across two testpapers, with 12 units on
MC 1 and 10 units on MC II. As in all previous MC subtests, a wide variety of common curriculum
elements was assessed.
The table on pages 3–5 gives the name of each multiple choice unit in order on the MC subtest, the
keyed response for each item, and the common curriculum elements tested in each unit. The table
on page 6 gives average facilities for each unit (rounded to the nearest whole number), and the
average facility for the MC subtest as a whole.
A broad spectrum of stimulus materials was included this year, including prose fiction (Scribe,
Grandfather, Editor), poetry and lyrics (Red Right Hand), prose non-fiction texts (Silence, Immigrants,
Punk and Irony, Cinematography, Dogwatching, Strachey, Business Ethics), cartoons (Da Vinci Code),
tables (Caffeine, Aqua Puffs), graphs (Lead Emissions, Galaxy, Poll), and diagrams (Draughts, Sudoku,
House Model, Tree-ring Dating, Tessellations). The subtest embraced a variety of areas, including
physics (Tree-ring Dating), biology (Dogwatching), astronomy (Galaxy), chemistry (Cinematography),
geography (Lead Emissions), politics and sociology (Poll, Immigrants), popular culture (Da Vinci Code,
Punk and Irony, Draughts, Red Right Hand), history (Cinematography, Scribe, Strachey), architecture
(House Model), music (Red Right Hand), geometry (Tessellations), arithmetic (Caffeine), logic
(Sudoku), and ethics (Business Ethics, Grandfather).
This year the verbal items proved, overall, a little more challenging for students (average facility
53 per cent) than did quantitative items (average facility 55 per cent). Students seemed to have
some difficulty with the verbal units units Da Vinci Code, Immigrants, Scribe, Strachey, Grandfather and
Editor. Most students seemed to handle the quantitative units Lead Emissions, Sudoku, Aqua Puffs and
Galaxy well. The most challenging verbal unit on the subtest was Strachey and the most challenging
quantitative unit was Tessellations; the easiest verbal unit (excluding the single-item Silence unit) was
Dogwatching, while the easiest quantitative unit was based on the popular puzzle, Sudoku.
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Common Curriculum Elements and the MC format
Of the 49 CCEs, the following cannot be tested directly in MC format:

• Summarising/condensing written text
• Compiling lists/statistics
• Recording/noting data
• Compiling results in a tabular form
• Graphing
• Setting out/presenting/arranging/displaying
• Structuring/organising extended written text
• Structuring/organising a mathematical argument
• Explaining to others
• Expounding a viewpoint
• Creating/composing/devising
• Observing systematically
• Gesturing
• Manipulating/operating/using equipment
• Sketching/drawing.
These CCEs can be validly tested in Short Response (SR) format.
Some of these CCEs can be tested at “second order” level in MC format.
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Keyed responses and common curriculum elements
tested within MC I & II
Unit Item Key Common Curriculum Elements

1 Da Vinci Code 1 D Interpreting the meaning of pictures and illustrations; comparing/
2 D contrasting
2 Caffeine 3 A
4 A
5 B calculating; reaching a conclusion which is necessarily true provided a

given set of assumptions is true; interpreting the meaning of tables or
6 B diagrams or maps or graphs
7 C
8 D
3 Red Right Hand 9 C
10 D
11 C
analysing; empathising; reaching a conclusion which is consistent with a
12 B given set of assumptions; perceiving patterns; translating from one form
to another; comparing/contrasting
13 C
14 D
15 A
4 Lead Emissions 16 C
17 C interpreting the meaning of tables or diagrams or maps or graphs;

18 B estimating numerical magnitude; calculating; extrapolating
19 C
5 Silence 20 D summarising/condensing written text
6 Immigration 21 D
22 A reaching a conclusion which is consistent with a given set of

assumptions; analysing; summarising/condensing written text;
23 B interpreting the meaning of words or other symbols
24 A
7 Draughts 25 B
26 A
interpreting the meaning of tables or diagrams or maps or graphs;
27 A reaching a conclusion which is necessarily true provided a given set of
28 C assumptions is true; visualising; reaching a conclusion which is
consistent with a given set of assumptions
29 B
30 D
8 Punk & Irony 31 A
32 C interpreting the meaning of words or other symbols; using vocabulary

33 B appropriate to a context; judging/evaluating; analysing
34 B
9 Cinematography 35 C
generalising from information; reaching a conclusion which is consistent
36 D
with a given set of assumptions
37 D
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10 Poll 38 B
39 C judging/evaluating; reaching a conclusion which is consistent with a
given set of assumptions
40 A
11 Scribe 41 D
42 C
analysing; interrelating ideas/themes/issues; empathising
43 A
44 D
12 House Model 45 D
46 B
47 C calculating; interpreting the meaning of tables or diagrams or maps or

48 A graphs; classifying; translating from one form to another
49 A
50 B
13 Sudoku 51 B
52 B
53 D reaching a conclusion which is necessarily true provided a given set of
assumptions is true; perceiving patterns
54 A
55 B
14 Dogwatching 56 B
57 A
interpreting the meaning of words or other symbols; analysing;
58 D
hypothesising
59 C
60 D
15 Aqua Puffs 61 C
62 C
calculating
63 B
64 B
16 Strachey 65 B
66 C
67 B reaching a conclusion which is consistent with a given set of

assumptions; using vocabulary appropriate to a context; analysing;
68 C comparing/contrasting
69 A
70 B
17 Tree-ring Dating 71 C
72 B
73 A
74 B
perceiving patterns; visualising; comparing/contrasting
75 D
76 A
77 D
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18 Grandfather 78 D
79 A empathising; analysing
80 D
19 Tessellations 81 C
82 C
perceiving patterns; visualising; classifying
83 A
84 D
20 Editor 85 A
86 A
87 C interpreting the meaning of words or other symbols; analysing; reaching

a conclusion which is consistent with a given set of assumptions;
88 A analysing
89 D
90 D
21 Galaxy 91 B
92 C
calculating; interpreting the meaning of tables or diagrams or maps or
93 B
graphs; perceiving patterns
94 C
95 D
22 Business Ethics 96 B
97 D
interpreting the meaning of words or other symbols; analysing; reaching
98 A
a conclusion which is consistent with a given set of assumptions
99 A
100 C
Note: The order of the CCEs tested for each unit does not reflect the order of the items, nor does it imply a cognitive hierarchy.
5
Average facilities of units (in increasing order)
Unit Short name AF (%)

1 Da Vinci Code 56
2 Caffeine 61
3 Red Right Hand 40
4 Lead Emissions 60
5 Silence 76
6 Immigrants 57
7 Draughts 50
8 Punk and Irony 44
9 Cinematography 60
10 Poll 44
11 Scribe 53
12 House Model 47
13 Sudoku 77
14 Dogwatching 64
15 Aqua Puffs 59
16 Strachey 33
17 Tree-ring Dating 57
18 Grandfather 49
19 Tessellations 40
20 Editor 52
21 Galaxy 58
22 Business Ethics 50
Average facility on subtest 54
Note: For an item, the facility (F) is the proportion of students who gave the correct response.
For a unit, the average facility (AF) is the average of the facilities of all items in that unit.
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Short Response (SR)
Commentary
This year’s SR subtest comprised 21 items across eight units. As students worked through each unit,
they interacted with challenging stimulus material. Test developers paid careful attention to framing
each item in a way that made it accessible to most students. The SR paper comprised units with
stimulus material selected from fields as diverse as mathematics, technology, literature, geography,
the arts (both creative and visual) and the social sciences.
This year’s paper was again varied in its content, covering a broad range of CCEs and was rich in
practical content. The different tasks included devising a more efficient mobile phone keypad,
interpreting a poster, understanding a contour map, creating Olympic pictograms, investigating the
relationship between the number of steps shown on a pedometer and the distance walked,
verifying data obtained from various sources, accounting for a travel writer’s epiphany amongst
Saharan sand dunes, as well as considering the impact of climate change. These tasks seemed to
interest students and impart knowledge at the same time as assessing student achievement.
Model responses and commentaries on students’ performance

What follows is an item-by-item discussion that includes model responses, graphs of the
distributions of grades, commentaries on how students handled the tasks, and marking schemes. At
times, references to specific student responses are included to exemplify observations. Model
responses are those that demonstrate a high level of performance and would have been awarded
the highest grade, A.
For some items, especially the more open-ended items, 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. Even for the more closed items the marking schemes demonstrate that different ways of
perceiving “the solution” were able to gain credit.
Marking schemes
The marking schemes used during the marking operation and included in this 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 how to apply the marking
schemes to student responses of one marking unit. The training involves careful consideration and
application of the training material presented by immersers.
For organisational purposes during the marking operation, the testpaper units were grouped into
five marking units. In 2007, Marking Unit 1 contained testpaper Units One and Five, Marking Unit 2
contained testpaper Units Two and Three, Marking Unit 4 contained testpaper Units Four and Six;
Marking Units 7 and 8 contained testpaper Units Seven and Eight, respectively.
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Unit One
ITEM 1
Model response
The advertisement has a seemingly negative statement in a large font, but it’s what’s in the
smaller font that makes it clever. The statement is made by someone who is still a trainee
at the age of 42—someone who does not read The Economist. The implication is, therefore,
that if he/she had read The Economist, he/she would have been more successful.
Commentary
100% This two-star item required students to explain what made a 1980s
advertisement for the The Economist magazine clever. This required
them to realise that the advertisement was in some way ironic or
seemingly contradictory because of a statement made by a trainee
who is older than would be expected. This item tested achievement
A B C D N O in CCE 43 Analysing and CCE 48 Justifying.
To be awarded an A-grade, the response needed to do three things: attribute the statement to
someone who does not seem to be as successful as would be expected, given their age; indicate
that people would be (more) successful if they read The Economist; and expose (as opposed to
identify the existence of) the seeming contradiction in the statement. An A-grade was awarded to
10.6 per cent of students.
Some students misinterpreted the intention of the advertisement, assuming that the management
trainee worked for The Economist magazine. Some responses simply restated the stimulus,
particularly that the magazine had an emphasis on international politics, business and finance. Some
noted that the statement “I never read The Economist” was made by a 42-year old trainee, but many
students did not make comment about there being anything unusual about being a trainee at the
mature age of 42. Some responses focused on design aspects of the advertisement (such as
background colour, text size), despite the cue stating that the response should refer to details of the
advertisement’s written text.
Most B-grade responses attributed the statement to someone who does not seem to be as
successful as would be expected, and indicated that people would be (more) successful if they read
The Economist. Often, students identified that there was a seeming contradiction but had difficulty
“exposing” it, failing to explain how it occurred. About 27 per cent of responses were awarded a
B-grade.
If students were able to either attribute the statement to someone who does not seem to be as
successful as would be expected OR indicate that people would be (more) successful if they read
The Economist, the response was awarded a C-grade. Of the eight per cent of responses awarded a
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C-grade, most attributed the statement to someone who would be expected to be more successful
than a trainee at age 42, often by saying the person was “still” or “only” a trainee.
Approximately 17.5 per cent of responses were credited with alluding to one of the three aspects
— seeming lack of success of the 42-year-old trainee, possible benefits from reading The Economist
or seeming contradiction in the statement — and were awarded a D-grade.
Test developers were conscious of recent government initiatives that encourage mature-aged
people to undertake training in a different field. However, the introduction to the item clearly states
that the advertisement was from the 1980s.
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MARKING SCHEME
UNIT ONE ITEM 1
PERFORMANCE DOMAIN 43 Analysing 48 Justifying
A B C D N O
The response The response includes two of the The response includes one of the The response alludes to one of the Response is No response
following: following: following: unintelligible has been made
• attributes the statement to someone
or does not at any time.
who does not seem to be as successful • attributes the statement to someone • attributes the statement to someone • seeming lack of success of the
satisfy the
as would be expected, given the who does not seem to be as successful who does not seem to be as successful 42-year-old trainee
requirements
person’s age as would be expected, given the as would be expected, given the • possible benefits from reading The for any other
• indicates that people would be person’s age person’s age Economist grade.
(more) successful if they read The • indicates that people would be • indicates that people would be • seeming contradiction in the
Economist (more) successful if they read The (more) successful if they read The statement.
• exposes the seeming contradiction in Economist Economist.
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the statement. • identifies the seeming contradiction
in the statement.
Notes:
1. ‘Not successful’ may be expressed in different ways (e.g. ‘not promoted’, ‘only a trainee’, ‘still a trainee’) but must be consistent with the notion that the person quoted
is a trainee at age 42, which, in the 1980s, was not what would have been expected if someone was successful in a field in which they had been working for a
considerable length of time.
2. ‘Contradiction’ may be expressed in terms of irony, sarcasm, negative statement, paradox, or similar.
Model Response:
The advertisement has a seemingly negative statement in a large font, but it’s what’s in the smaller font that makes it clever. The statement is made by someone who is still a trainee at the age of 42—someone
who does not read The Economist. The implication is, therefore, that if he/she had read The Economist, he/she would have been more successful.
Marking Unit 1 1 of 6
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Unit Two
ITEM 2
Model response
5900
3500 + 800 (d - 1)
Commentary
100% The introduction to Unit Two describes Ava’s fitness regime and
explains that she uses a pedometer that displays the number of steps
she takes and can, after being programmed with her step length,
convert the step numbers to distance travelled.
Item 2, a two-star closed item, required students to calculate the

A B C D N O
number of steps Ava will walk on Day 4 of her regime and to supply
an algebraic expression for the number of steps she would walk on Day d. This item tested
achievement in CCE 16 Calculating with or without calculators and CCE 38 Generalising from
information.
An A-grade response provided 5900 for Day 4 and 3500+800(d-1) or its algebraic equivalent for
Day d and was awarded to slightly more than 32 per cent of students. A small percentage of
students (about 4 per cent) were awarded a B-grade. The majority of these responses met the
requirements of the first B-grade descriptor. That is, responses provided 5900 for Day 4 but gave a
verbal outline such as “3500 plus 800 for each extra day she walked” to show understanding, rather
than an algebraic expression.
Many students were able to correctly determine the number of steps for Day 4 but were not able
to provide the correct algebraic expression for Day d, nor show understanding of the problem. This
type of response was awarded a C-grade. A C-grade was also awarded if 6700 was given as the
answer for Day 4 and the algebraic expression provided showed the student was counting the initial
day when considering the additional steps taken instead of only the extra days i.e. 3500+800d.
Including 6700 along with this expression would indicate a consistent pattern of thought. Almost 50
per cent of students were able to achieve a C-grade. Responses that gave numerical answers of
16 400 or 18 800 which students would have obtained using a cumulative total for the four days
(not counting the initial day or counting the initial day respectively) were awarded a D-grade as
were responses of either “6700” or “3500+800d”. It was unusual for a response to “show some
understanding of the problem” alone but, if so, this type of response also received a D-grade.
Slightly more than 10 per cent of students received a D-grade.
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MARKING SCHEME
UNIT TWO ITEM 2
PERFORMANCE DOMAIN 16 Calculating with or without calculators 38 Generalising from information
A B C D N O
The response provides The response provides The response provides The response provides one of Response is No response
unintelligible has been made
• 5900 • 5900 • 6700 • 6700
• 16 400 satisfy the
AND AND AND • 18 800 requirements
• 3500 + 800d. for any other
• 3500 + 800(d-1). • an expression that shows • 3500 + 800d.
grade.
understanding of the problem. OR
OR
OR The response shows some
The response provides 5900.
understanding of the problem.
The response provides
OR
• a numerical answer supported by
working that contains at most one The response provides 3500 + 800(d-1).
mechanical error
AND
• 3500 + 800(d-1).
Notes:
1. Algebraic expressions equivalent to 3500 + 800(d-1) or 3500 + 800d are acceptable in their respective grades.
2. Algebraic expressions that use other than d are acceptable.
3. Such expressions as 3500 + 800 + 800 + … for d-1 times and 3500 + 800d-1 (i.e. expression where the brackets have been omitted) would ‘show understanding of the
problem’.
Model Response:
5900
3500 + 800 (d - 1)
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ITEM 3
Model response
10
Commentary
100% Item 3 was a straightforward one-star item that required students to

calculate on what day Ava would reach her goal of walking at least
10 000 steps a day. This item tested achievement in CCE 16
Calculating with or without calculators.
To obtain an A-grade students had to provide Day 10 as the answer.

A B C N O
Fifty-four per cent of students were able to calculate the correct day.
Many of these students used repeated additions of 800 to determine the correct day. Those
students who were able to solve 10 000 = 3500+800(d - 1) to obtain their answer generally also
realised that any fraction of a day over nine meant it would be the tenth day on which the goal of
10 000 steps would be reached, that is, the answer was ceilinged correctly.
To obtain a B-grade one error was permitted and most students given this grade made the error of
solving algebraically based on the incorrect expression from Item 2. Nineteen per cent of students
obtained a B-grade. If a ceiling error was also made the response was given a C-grade. Fourteen per
cent of students were awarded a C-grade.
Note that for Items 2 and 3 it was not a requirement for working to be shown even though working
space was provided. However most responses indicated the method used which was useful when
lower grades were being awarded.
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MARKING SCHEME
UNIT TWO ITEM 3
PERFORMANCE DOMAIN 16 Calculating with or without calculators
A B C N O
The response provides 10 as the answer. The response provides a numerical answer The response provides 9 (or 9.125) as the answer. Response is No response
supported by working that contains at most one unintelligible has been made
error. OR or does not at any time.
satisfy the
The response provides working that shows some requirements
understanding of the problem. for any other
grade.
Notes:
1. Types of errors include: transcription error, day not given in integer form, continuing to use an incorrect expression from Item 2, ceiling or mechanical errors.
Model Response:
10
March 31, 2008 2:20 pm

ITEM 4
Model response
Number1. of steps walked by Larn = 7200 –.. 0.64

= 11250
Distance walked by Larn = 11250 x 0.73
= 8212.5
~ 8.2 km
Commentary
100% Item 4, a two-star item, required students to work out how many
kilometres Larn really walked based on the reading of a pedometer
programmed with Ava’s step length. Cues prompted students to
present their method clearly and give their answer to one decimal
place. CCE 37 Applying a progression of steps to achieve the required
A B C D N O answer and CCE 32 Reaching a conclusion which is necessarily true
provided a given set of assumptions is true were assessed.
To gain an A-grade the response needed to do two things: provide 8.2 (km) for the distance walked
and clearly demonstrate that it had been arrived at by using a correct method with correct
calculations. An A-grade was awarded to 36 per cent of students.
Students used various methods to determine the answer to this item. Some found the number of
Ava’s steps in 7.2 km and then multiplied by Larn’s step length to find the distance travelled. This
method required the students to do unit conversions which is where many students had problems.
Converting units of measurement is one of the mathematical operations regarded as assumed
knowledge for the QCS Test and, as such, should not have caused as many problems as it did.
Students who used consistent but incorrect conversion factors would also obtain 8.2 km but were
not awarded an A-grade.
Other methods included finding the number of steps Ava would have walked and multiplying this by
the difference in step length between Ava and Larn (9 cm) to get the extra distance to add to 7.2 km
to give Larn’s distance travelled. Students again needed to perform correct conversion of units to
complete this method successfully.
The method of finding the ratio of step lengths and then multiplying by 7.2 km or using direct
proportion required no conversion of units and therefore students who chose either of these
methods avoided the possibility of making conversion errors. Ratio, proportion and converting units
of measurement are mathematical skills needed in everyday life; they are also listed as knowledge
15
that is assumed for the QCS Test. Students should ensure they know when and how to use these
and other basic Year 10 mathematical calculation methods.
For a B-grade, it was essential that the answer obtained was reasonable (not less than Ava’s distance
and not more than twice her distance walked) which meant students were required, even with an
error, to have some idea of an estimate for the distance walked. Thirteen per cent of students
received a B-grade.
If students did not provide the method they used (as directed in a cue) and simply gave 8.2 (km) as
the distance walked, they were awarded a C-grade. If the response showed a correct method had
been attempted and at most two errors had been made to obtain an answer they also received a
C-grade. Fewer than 3 per cent of students were awarded a C-grade.
Almost six per cent of responses received a D-grade. For this grade, the response either provided
6.3 (km) showing the student had some understanding of the problem but had used the step lengths
in the incorrect order, or provided 11 250 as the correct number of steps.
16
MARKING SCHEME
UNIT TWO ITEM 4
37 Applying a progression of steps to achieve the required answer

PERFORMANCE DOMAIN
32 Reaching a conclusion which is necessarily true provided a given set of assumptions is true
A B C D N O
The response provides 8.2 (km) for the The response provides a reasonable The response provides an answer for the The response clearly provides 11 250 for Response is No response
distance walked and clearly answer for the distance walked and distance walked and demonstrates that the number of steps taken. unintelligible has been made
demonstrates that it results from clearly demonstrates that it results from it results from or does not at any time.
satisfy the
• using a correct method • using a correct method • using a correct method
requirements
• correct calculations. • calculations with at most one error. • calculations with at most two errors. for any other
OR grade.
OR
The response provides 8.2 (km) for the The response provides 6.3 (km) for the
distance walked. distance walked.
Notes:
1. If no units are given in the final answer, assume kilometres.
2. A ‘reasonable’ answer shows a distance
– no less than Ava’s distance
– no more than twice Ava’s distance.
3. Possible errors might include arithmetic errors, rounding before the last step, answer not given to one decimal place, answer truncated or rounded to give the incorrect
digit after the decimal point, transcription errors or using incorrect (but consistent) conversion factors.
Model Responses:
1. 2.
Number1. of steps walked by Larn = 7200 –.. 0.64 Distance walked = 73 x 7.2
64
= 11250 = 8.2125
Distance walked by Larn = 11250 x 0.73 ~ 8.2 km
= 8212.5
~ 8.2 km
March 31, 2008 2:20 pm

17
Unit Three
ITEM 5
Model response
I. 777 444 66 4 0 555 2 8 33 777
II. 20 ÷ 10 = 2
Commentary
100% The introductory stimulus material for this unit describes the method
of Multitap for text input on mobile phones. Using Multitap, a chosen
key is tapped one or more times until the desired letter is displayed.
It was explained that predictive texting would not be considered in
this unit.
A B C D N O
Item 5, a one-star closed item, required students to write the key
strokes required to enter the message, “ring later”, using Multitap and then to calculate the average
key strokes per character for this message. This item tested achievement in CCE 37 Applying a
progression of steps to achieve the required answer, CCE 16 Calculating with or without calculators and
CCE 7 Translating from one form to another.
An A-grade response provided 777 444 66 4 0 555 2 8 33 777 as the correct Multitap version of the
required message and 2 as the average key strokes per character. Sixty-three per cent of students
achieved an A-grade. In all, over 98 per cent of students were able to gain a creditable grade on this
item which dealt with familiar, contemporary technology.
The most common mistake students made was omitting the 0-key which provided the space
between the words. More seriously, a significant number of students also made the mistake of
following the calculation of the average key strokes per character model given in the stimulus
material too closely and used the values for the example message instead of the required message
to find the average key strokes per character.
18
MARKING SCHEME
UNIT THREE ITEM 5
PERFORMANCE DOMAIN 16 Calculating with or without calculators
7 Translating from one form to another
A B C D N O
The response provides the essential The response provides the essential The response provides the essential The response shows at most three Response is No response
groupings of digits in correct order groupings of digits in correct order groupings of digits in correct order errors, major or minor, in the Multitap unintelligible has been made
with with at most one minor error in either with at most two minor errors in either version of the required message. or does not at any time.
satisfy the
• the correct Multitap version of the • the Multitap version of the required • the Multitap version of the required OR requirements
required message message message
for any other
The response shows 2 as the average grade.
AND OR OR key strokes per character.
• 2 as the average key strokes per • the corresponding calculation of the • the corresponding calculation of the
character. average key strokes per character. average key strokes per character.
OR
The response provides the essential
groupings of digits in correct order
with the correct Multitap version of
the required message.
Notes: Model Response:

1. Each of the following is a minor error:
– the 0 is omitted
– within a group of digits there are more than the correct number of
those digits I. 777 444 66 4 0 555 2 8 33 777
– within a group of digits there is at least one of the digits but fewer than
the correct number of those digits
– an incorrect or omitted result to a correctly written quotient
– a quotient where either the numerator or denominator is at most
one off the number that corresponds to the provided Multitap version.
II. 20 ÷ 10 = 2
2. Each of the following is a major error:
– the inclusion of a non-essential group
– the exclusion of an essential group
– an order error. Marking Unit 2 4 of 7
March 31, 2008 2:20 pm

19
ITEM 6
Model response
7
19 x 1 + 1 x 2 + 60 x 3 + 63 x 4 = 453
19 + 2 + 180 + 252 = 453
453
Commentary
100% This three-star item provided the students with a column graph
showing the frequencies of the letters of the alphabet per thousand
letters of English text. From this information and using the layout of
the keypad given, they were required to identify the key that would,
on average, be pressed most often if Multitap was used. They also
A B C D N O
had to show the calculations used to arrive at the number of times
the identified key would be pressed.
This item tested achievement in CCE 37 Applying a progression of steps to achieve the required
answer, CCE 6 Interpreting the meaning of tables or diagrams or maps or graphs and CCE 16
Calculating with or without calculators.
Sixty-three per cent of students were able to identify the 7-key as the most used key and show the
calculations needed to determine that it would be pressed 453 times and thus were awarded an
A-grade.
Ninety-nine per cent of students felt able to attempt this item but common errors included using a
method other than that nominated in the stimulus material to identify the 7-key. The error of listing
the total presses for the 7-key (or even for each key) without showing calculations could have been
avoided if the cue beside the response area had been heeded.
Credit was given to responses where any of the next three most-used keys (the 3-,4- and 6-keys)
was identified. At times it could be seen that this occurred because students had made errors in
calculations and thought they had selected the most used key. At other times it appeared the
students may have felt it was too time consuming to check each key. Estimation is a useful tool in
maths problems and by targeting keys that contained the most letters and those containing the
higher frequency letters students could have saved themselves some time.
20
MARKING SCHEME
UNIT THREE ITEM 6
PERFORMANCE DOMAIN 6 Interpreting the meaning of … graphs
16 Calculating with or without calculators
A B C D N O
The response shows The response shows The response shows the 7-key. The response shows one of the Response is No response
3-, 4- or 6-key. unintelligible has been made
• the 7-key • the 7-key OR or does not at any time.
• 453 presses • 453 presses. satisfy the
• correct calculations. The response shows requirements
OR
• one of the 3-, 4- or 6-key for any other
The response shows • correct number of presses for the grade.
key
nominated key.
• the 7-key
• no fewer than 383 presses
• calculations containing at most one
arithmetic error.
OR
The response shows
• 453 presses
• correct calculations.
Notes:
1. Correct number of presses for the 3-key is 363, for the 4-key is 352, for the 6-key is 383.
Model Response:
7
19 x 1 + 1 x 2 + 60 x 3 + 63 x 4 = 453
19 + 2 + 180 + 252 = 453
453
March 31, 2008 2:20 pm

21
ITEM 7
Model response
1. I. A strategy would be to use the frequencies in Figure

3 to target high frequency letters and have them
placed in first or at most second position on any key.
Lower frequency letters should not be placed in first
position on a key.
II. 1 2 3
ab
.........
cd
.........
4 5 6
efg
.........
hijk
.........
lm
.........
7 8 9
nopq
.........
rs
.........
tuvwxyz
.........
0 #
Commentary
100% Item 7, a four-star item, required students to indicate a strategy for

reassigning the letters a-z over the keys 2-9 that would reduce as
much as possible the total number of presses per thousand letters of
English text using a mobile phone keypad and the Multitap method of
entering text. Maintaining alphabetical order was important and the
A B C D E N O
students were to show their reassignment on the diagram provided
in the response area. This item tested achievement in CCE 36
Applying strategies to trial and test ideas and procedures and CCE 46 Creating/composing/devising.
To gain an A-grade the response needed to provide a strategy that recognised the importance of
placing the high frequency letters in the first or second positions on the keys and show a permissible
reassignment (one that maintains alphabetical order and uses keys 2-9) that was one of the top
twenty reassignments. It was encouraging to see that 25 per cent of students were awarded an
A-grade.
For the lower grades the quality of the reassignment was assessed by the number of lower
frequency letters (identified for this item as b, f, g, j, k, p, q, v, x, y, z) that were placed in the first
position on the keys. Placing more than two of these letters in the first position on the keys was not
credited as a strategy that would reduce, as much as possible, the number of presses.
22
MARKING SCHEME
UNIT THREE ITEM 7
36 Applying strategies to trial and test ideas and procedures

PERFORMANCE DOMAIN
46 Creating/composing/devising
A B C D E N O
The response provides The response provides The response provides The response provides The response provides Response is No response
I. a viable strategy that I. a viable strategy that I. a relevant observation that I. a relevant observation I. a relevant observation.
includes no incorrect
• explicitly recognises the • explicitly recognises the OR satisfy the
statements AND
correct placement of the correct placement of the requirements
high-frequency letters high-frequency letters The response provides for any other
AND II. a reassignment
• includes no incorrect • includes no incorrect grade.
• over at least five keys II. a reassignment
statements or ambiguities statements or ambiguities
II. a permissible reassignment
• that maintains alphabetical • over at least five keys
that includes at most three
AND AND ‘lower frequency’ letters order • that maintains alphabetical
as the first letter on a key. • that includes at most three order
II. a permissible reassignment II. a permissible reassignment ‘lower frequency’ letters as • that includes at most three
that is from the top twenty. that includes at most two OR the first letter on a key. ‘lower frequency’ letters as
‘lower frequency’ letters the first letter on a key.
as the first letter on a key. The response provides OR
OR II. a permissible reassignment The response provides
that is from the top twenty.
The response provides I. a viable strategy that
I. a relevant observation that • explicitly recognises the

includes no incorrect correct placement of the
statements high-frequency letters
• includes no incorrect
AND statements or ambiguities.

OR
that is from the top twenty.
The response provides
that includes at most three
‘lower frequency’ letters
as the first letter on a key.
March 31, 2008 2:20 pm

23
24
Last Page Count
MARKING SCHEME
UNIT THREE ITEM 7
Model Responses:
1. I. A strategy would be to use the frequencies in Figure 2. I. Try to put letters which are used frequently
3 to target high frequency letters and have them e.g. ‘e’, ‘t’, ‘a’ as the first letters pressed and
placed in first or at most second position on any key. the letters rarely pressed e.g. ‘q’, ‘j’, ‘x’ as the
Lower frequency letters should not be placed in first third or fourth letters
position on a key.
II. 1 2 3 II. 1 2 3
ab
.........
cd
.........
abcd
.........
efg
.........
4 5 6 4 5 6
efg
.........
hijk
.........
lm
.........
hijk
.........
lm
.........
nopq
.........
7 8 9 7 8 9
nopq
.........
rs
.........
tuvwxyz
.........
rs
.........
tuv
.........
wxyz
.........
0 # 0 #
Notes:
1. A permissible reassignment is one which maintains alphabetical order while assigning the letters a–z over the keys 2–9.
2. Relevant observations might include incomplete or unclear strategies or such statements as calculating the number of presses in various groups and then choosing the
optimum set of groupings.
3. In a permissible reassignment:
– if missing letters are from within the letters on a key, mark the response as though the letters are there and then apply a one-grade penalty for each letter omitted
– if missing letters could be from either the last position on a key or the first position on the following key, mark the response as though the letters fill the last position
and then apply a one-grade penalty for each letter omitted
– if extra letters have been placed in the response, ignore the extra letters, mark the response and then apply a one-grade penalty for each extra letter.
4. For the purpose of this marking scheme the ‘lower frequency’ letters are b, f, g, j, k, p, q, v, x, y, z.
5. For the purpose of this marking scheme the top twenty reassignments are those shown on the next page.
March 31, 2008 2:20 pm

‘lower frequency’
top twenty reassignments letters
1 2 3 b
1 2 3 1 2 3 1 2 3
abcd efg abcd efg a
.........
bcd
......... abc defg
......... ......... ......... ......... ......... ......... f
4 5 6
4 5 6 4 5 6 4 5 6
hijk lm nopq hijk lm nopq efg
.........
hijk
.........
lm
......... hijk lm nopq g
......... ......... ......... ......... ......... ......... ......... ......... .........
7 8 9
j
7 8 9 7 8 9 7 8 9
rs tuv wxyz r stuv wxyz nopq
.........
rs
.........
tuvwxyz
......... rs tuv wxyz
......... ......... ......... ......... ......... ......... ......... ......... .........
k
p
1 2 3
1 2 3 1 2 3 1 2 3
abcd efg abcd efg ab
.........
cd
......... abc defg
......... ......... ......... ......... ......... .........
q
4 5 6 v
4 5 6 4 5 6 4 5 6
hijk lm nopq hijk lm n efg
.........
hijk
.........
lm
......... hijk lm nopq
......... ......... ......... ......... ......... ......... ......... ......... .........
7 8 9 x
7 8 9 7 8 9 7 8 9
rs tuvw xyz opq rs tuvwxyz nopq
.........
rs
.........
tuvwxyz
......... rs tu vwxyz
......... ......... ......... ......... ......... ......... ......... ......... ......... y
z
1 2 3
1 2 3 1 2 3 1 2 3
.........
cd
......... abc d
......... ......... ......... ......... ......... .........
4 5 6
4 5 6 4 5 6 4 5 6
hijk lm nopq hijk lmn opq efg
.........
hijk
.........
lmn
......... efg hijk lm
......... ......... ......... ......... ......... ......... ......... ......... .........
7 8 9
7 8 9 7 8 9 7 8 9
rs tu vwxyz rs tuv wxyz opq
.........
rs
.........
tuvwxyz
......... nopq rs tuvwxyz
......... ......... ......... ......... ......... ......... ......... ......... .........
1 2 3
1 2 3 1 2 3 1 2 3
.........
cd
......... abc d
......... ......... ......... ......... ......... .........
4 5 6
4 5 6 4 5 6 4 5 6
hijk lm nopq hijk lmn opq efg
.........
hij
.........
klm
......... efg hijk lmn
......... ......... ......... ......... ......... ......... ......... ......... .........
7 8 9
7 8 9 7 8 9 7 8 9
rs t uvwxyz rs tu vwxyz nopq
.........
rs
.........
tuvwxyz
......... opq rs tuvwxyz
......... ......... ......... ......... ......... ......... ......... ......... .........
1 2 3 1 2 3 1 2 3 1 2 3
abcd
.........
efg
.........
abcd
.........
efg
.........
abcd
.........
efg
.........
abc
.........
d
.........
4 5 6 4 5 6 4 5 6 4 5 6
hijk
.........
lm
.........
nopq
.........
hij
.........
klm
.........
nopq
.........
h
.........
ijk
.........
lm
.........
efg
.........
hij
.........
klm
.........
7 8 9 7 8 9 7 8 9 7 8 9
rs
.........
tuvwx
.........
yz
.........
rs
.........
tuv
.........
wxyz
.........
nopq
.........
rs
.........
tuvwxyz
.........
nopq
.........
rs
.........
tuvwxyz
.........
March 31, 2008 2:20 pm

25
Unit Four
ITEM 8
Model response
The symbols of war are arranged so that the image of a dove (the symbol of peace) is
easily recognisable. This means that the only way to ‘maintain’ this image (and, by
association, peace) is to keep the symbol of war in the image. Because the soldiers,
artillery etc. that are shown are related to defence organisations, the implication is that
they are there to protect the image (the peace) of which they are part.
Commentary
100% In Unit Four, students were given a poster, by Luba Lukova, entitled
Peace along with her statement that “the relationship between war
and peace is one of the greatest contradictions of our lives”. Students
were told that several interpretations of the poster can be made and
that one interpretation is: “To maintain peace, we have to be
A B C D N O
prepared to defend it.”
Items 8 and 9 related to interpretations of the poster. In responding to both these items students
were required to formulate an argument, making reference to the poster’s features, which related
war to peace. Unfortunately, a significant number of students presented arguments which made no
reference to the poster.
Item 8, a two-star item, tested achievement in CCE 48 Justifying, CCE 43 Analysing and CCE 26
Explaining to others. In this item students were required to present a well-supported argument for
the interpretation that “to maintain peace, we have to be prepared to defend it.”
Central to this item was the given interpretation. In A- and B-grade responses, students
incorporated key concepts of preparedness, maintaining peace and defending peace in presenting
their argument and upheld the idea that war supports peace. A-grade responses were able to draw
out relationships between features in supporting the given interpretation of the poster, while
B-grade responses provided support for the given interpretation by stating a relationship between
features. Typical B-grade responses included a statement such as “without the small images of war
weapons, there would be no dove and therefore no peace”. Thirty per cent of students achieved
either an A- or a B-grade.
C- and D-grade responses gave some support for the given interpretation. Responses affirmed the
general idea that war supports peace rather than recognising the key concepts in the given
interpretation. Generally students gave some support for the given interpretation by stating that “in
order to have peace (the dove) we need to defend it with war (weapons)”. Such comments were
re-statements of the given interpretation. Thirty per cent of students achieved a C-grade.
26
D-grade responses, awarded to 35 per cent of students, either merely referred to features of the
poster or gave some support to the given interpretation without reference to the poster. Typically
these responses stated that war supports peace in some way.
Responses based on arguments against the given interpretation were not creditable as they
overrode the stem. Over 95 per cent of students were awarded a creditable grade.
27
28
MARKING SCHEME
UNIT FOUR ITEM 8
PERFORMANCE DOMAIN 48 Justifying 43 Analysing 26 Explaining to others
A B C D N O
The response draws out relationships The response refers to features of the The response refers to features of the The response refers to features of the Response is No response
from the features of the poster in poster in supporting an argument for poster and gives some support for the poster. unintelligible has been made
supporting an argument for the given the given interpretation. given interpretation. or does not at any time.
interpretation. OR satisfy the
requirements
The response gives some support for for any other
the given interpretation. grade.
Notes:
1. Draws out: describes a relationship between parts and whole that goes beyond the obvious (e.g. not just talking about a dove made from weapons of war).
2. To support an argument: that the candidate makes the links from relationships described in supporting an argument for the reader.
3. Arguments that override the stem by saying that war does NOT support peace are not creditable.
Model Response:
The symbols of war are arranged so that the image of a dove (the symbol of peace) is easily recognisable. This means that the only way to ‘maintain’ this image (and,
by association, peace) is to keep the symbol of war in the image. Because the soldiers, artillery etc. that are shown are related to defence organisations, the implication
is that they are there to protect the image (the peace) of which they are part.
September 21, 2007 10:04 am (*footer to remain until final print*) T:\qcs\sri\sri2007\Paper\sri490\mschemes\05-008-ms.fm
March 31, 2008 2:20 pm

ITEM 9
Model response
Peace is an illusion—there is really only war

Seen from a distance, the poster looks like a white dove, a symbol of peace. But close up,
there is no peace—the image is made up of many images of war. We may think we have
peace in a country, looking at it from a distance, that ‘peace’ is made up of a myriad of
little fights and wars, and really, only the war exists.
Commentary
100% Item 9, a three-star item, required students to study the poster and
propose a clearly different interpretation (CCE 31 Interrelating ideas/
themes/issues) and present a well-supported argument for this
different interpretation (CCE 48 Justifying and CCE 26 Explaining to
others). A “clearly different” interpretation was one which was not
A B C D E N O based on the core concept of the given interpretation; that is it did
not relate to preparedness, maintaining or defending peace.
There were five creditable grades for this item and for all grades, students had to propose a
different interpretation.
A-grade responses proposed a different interpretation, and, by drawing out the relationships from
the features of the poster, fashioned an argument for their different interpretation. Their explanation
showed how features of the poster supported this argument. Just over 7 per cent of students were
awarded an A-grade.
B-grade responses provided support for the different interpretation by stating a relationship
between features, typically including an observation such as “the image of the dove is fragmented,
so war does break peace apart”. Twenty-five per cent of students achieved a B-grade.
To achieve an A-or B-grade, the new interpretation had to be valid; it had to relate to both war and
peace. Where an interpretation related to only war or peace, the response could be awarded no
higher than a C-grade. If students provided an argument that was very similar to the one they gave
in Item 8, a penalty of one grade was applied.
Occasionally a student proposed an interpretation that, by itself, did not seem feasible or was not
clear in its meaning. In many of these instances, the student’s intended meaning would be revealed
later in the response.
At the C-grade level, responses gave some support for a different interpretation. Many responses
named or described the features of the poster and then presented a statement that was a
rewording of their proposed interpretation. Other students referred to or named features of the
poster and then wrote generally on war and/or peace, providing an argument that was not directly
developed by referring to features of the poster. A third type of C-grade response referred to
features of the poster, provided a sentence that could be seen to relate to their interpretation but
29
also provided an argument that had little relevance to their new interpretation. Twenty-nine per
cent of students gained a C-grade.
Many responses proposed a recognisably different interpretation but then developed an argument
without any reference to the poster. These students could achieve no higher than a D-grade.
Students who merely provided a different interpretation, or whose argument was irrelevant or
unintelligible, received an E-grade. Approximately 35 per cent of students achieved either a D- or
E-grade.
Some students referred only to inter-personal conflict or violence, ignoring Lukova’s quote that the
poster was about the relationship between war and peace. This very small percentage of responses
(1.5 per cent) gained no credit.
30
MARKING SCHEME
UNIT FOUR ITEM 9
PERFORMANCE DOMAIN 31 Interrelating ideas/themes/issues 48 Justifying 26 Explaining to others
A B C D E N O
The response The response The response refers to features The response gives some The response gives a different Response is No response
of the poster and gives some support for a different interpretation. unintelligible has been made
• gives an interpretation that • gives an interpretation that
support for a different interpretation. or does not at any time.
is different from the one is different from the one
interpretation. satisfy the
given given
requirements
• draws out relationships • refers to features of the for any other
from the features of the poster in supporting an grade.
poster in supporting an argument for the different
argument for a different interpretation.
interpretation.
Notes:
1. If students present an argument very similar to the one they gave in Item 8, mark according to the marking scheme then apply one-grade penalty.
2. For an interpretation to be valid, it must relate to WAR and PEACE. If a response refers only to WAR or PEACE no more than a C-grade can be awarded.
3. Draws out: describes a relationship between parts and whole that goes beyond the obvious (e.g. not just talking about a bird made from bombs).
4. To support an argument: that the candidate makes the links from relationships described to support the argument for the reader.
Model Response:
Peace is an illusion—there is really only war
Seen from a distance, the poster looks like a white dove, a symbol of peace. But close up, there is no peace—the image is made up of many images of war. We may think
we have peace in a country, looking at it from a distance, but really, that ‘peace’ is made up of a myriad of little fights and wars, and really, only the war exists.
September 17, 2007 09:57 am (*footer to remain until final print*) T:\qcs\sri\sri2007\Paper\sri490\mschemes\05-009-ms.fm
March 31, 2008 2:20 pm

31
Unit Five
Unit Five provided stimulus material which consisted of pictograms representing water sports from
five different Olympic Games: 1968, 1972, 1980, 1996, 2000. This stimulus applied to five items –
Items 10, 11, 12, 13 and 14. Students seemed to find this unit attractive and accessible. There were
high rates of creditable grades and low omission rates on all items.
ITEM 10
Model response
1. Direct people to specific events.

2. Communicate in many languages without words.
3. Provide signage so that events can be easily identified.
Commentary
100% Item 10, a two-star item, required students to suggest three ways in
which using pictograms at Olympic Games venues may be useful.
This item tested CCE 31 Interrelating ideas/themes/issues, CCE 5
Interpreting the meaning of pictures/illustrations and CCE 33 Inferring.
Approximately 98 per cent of responses earned a creditable grade.

A B C D E N O
Grades awarded for this item depended on the number of useful
ways identified, and whether these were major credible or minor credible ways.
Major credible ways relate to primary purposes of having pictograms and included being able to
• communicate without words
• easily identify/recognise the event/location, e.g. at the venue or on maps
• direct people to events
• reduce the need to employ guides
• unify the whole venue.
Minor credible ways relate to secondary purposes or “spin offs” and included
• being an attractive, eye-catching way of presenting information/providing interest
at the venue
• providing a snapshot of what the sport is about
• providing an opportunity to promote a cultural icon (e.g. Australia/boomerang)
• providing logos for advertising/promotions/marketing/merchandising.
32
Major credible reasons were coded M, and minor credible reasons m, at the bottom of the marking
scheme columns, as an aid for markers. Three major credible ways were required for an A-grade,
which was awarded to about 3 per cent of responses. The B-grade, which was awarded to about
40 per cent of responses required the listing of two major credible ways. For a C-grade to be
awarded, two credible ways in which pictograms may be useful — one major, one minor — had to
be provided. Just over a quarter of responses were awarded a C-grade.
The D-grade was awarded when students either provided one major credible way or two minor
credible ways in which pictograms may be useful. About 26 per cent of responses were awarded
this grade. When only one minor credible way was provided, an E-grade was awarded, and
approximately 2 per cent of responses were awarded an E-grade.
In this item, students often provided the same one credible way two or more times, using different
wording. For example, when students stated that pictograms would be useful for people who did
not speak the local language, and also stated that pictograms would assist people who were unable
to read, they were restating that pictograms enable communication without words. Among the
non-credible ways that students suggested were: pictograms would be more useful for deaf or
disabled people; pictograms could be interpreted more quickly than words; pictograms could be
seen from further away; or pictograms were cheaper to produce than signs with words.
33
34
MARKING SCHEME
UNIT FIVE ITEM 10
31 Interrelating ideas/themes/issues 5 Interpreting the meaning of pictures/illustrations
PERFORMANCE DOMAIN
33 Inferring
A B C D E N O
The response provides three The response provides two The response provides two The response provides one The response provides one Response is No response
different major credible ways different major credible ways different credible ways in major credible way in which minor credible way in which unintelligible has been made
in which pictograms may be in which pictograms may be which pictograms may be pictograms may be useful. pictograms may be useful. or does not at any time.
useful. useful. useful, one of which is a major satisfy the
reason, the other minor. OR requirements
for any other
The response provides two grade.
different minor credible ways
in which pictograms may be
useful.
MMM MM Mm M mm m

1. Credible ways in which pictograms may be useful can be described as being either major or minor. 1. Direct people to specific events.
Major credible ways include being able to:
2. Communicate in many languages without words.
• communicate without words
3. Provide signage so that events can be easily identified.
• easily identify/recognise the event/location, e.g. at the venue or on maps
• direct people to events
• reduce the need to employ guides
• unify the whole venue.
2. Minor credible ways include spin-offs such as:
• being an attractive, eye-catching way of presenting information/providing interest at the venue
• providing a snapshot of what the sport is about
• providing an opportunity to promote a cultural icon (e.g. Australia/boomerang)
• providing logos for advertising/promotions/marketing/merchandising.
3. Young children, illiterate people, foreign-language speaking and other groups who cannot read/speak the language of the host
country are to be regarded as the same ‘group’, collectively, those who would not be able to read signs in written text.
4. No credit is to be given to elements of responses that refer to benefits to visually impaired, deaf, mute or disabled people in general.
September 15, 2007 15:28 pm (*footer to remain until final print*) T:\qcs\sri\sri2007\Paper\sri154\marking scheme\05-010-ms.fm
March 31, 2008 2:20 pm

ITEM 11
Model response
• There were prominent repeated waves

• The player’s body/torso was absent
• Several different colours were used.
Commentary
100% This one-star item required students to respond to the question

“What sets the 1968 pictogram designs apart from those in other
years?” This item tests achievement in CCE 5 Interpreting the meaning
of pictures/illustrations and CCE 29 Comparing, contrasting. Most
students attempted this item and seemed to find it accessible. More
A B C N O than 96 per cent of responses were awarded a creditable grade.
The characteristics unique to the 1968 set of pictograms are:

• a focus on the equipment used (that is, the component that moves)
• the body of the player is not included
• different/several colours are used
• multiple lines used for waves.
The focus on equipment could be expressed in a variety of ways. Sometimes students mentioned
that only “objects” or “icons” were included, but without elaboration, such as mentioning that the
objects or icons were associated with the sports, such statements were not credited.
In being credited for the third of these characteristics, it was not necessary for a response to cite
the colours, just note that different colours were used.
No credit was given for commenting that a water polo pictogram is included as the sets of
pictograms were examples only and not necessarily complete.
Responses awarded an A-grade (33 per cent of responses) included three of the four characteristics,
a B-grade (43 per cent of responses), two characteristics, and a C-grade (20 per cent of responses),
one of the characteristics. Students found this item very accessible.
35
36
MARKING SCHEME
UNIT FIVE ITEM 11
PERFORMANCE DOMAIN 5 Interpreting the meaning of pictures/illustrations 29 Comparing, contrasting
A B C N O
The response provides three of the following: The response provides two of the following: The response provides one of the following: Response is No response
• a focus on the equipment used/component that • a focus on the equipment used/component that • a focus on the equipment used/component that
moves moves moves
satisfy the
• the body of the player is not included • the body of the player is not included • the body of the player is not included requirements
• different/several colours are used • different/several colours are used • different/several colours are used for any other
• multiple lines used for waves. • multiple lines used for waves. • multiple lines used for waves. grade.
Notes:
1. Equipment/components that move include the ball, arm, sails, oars, paddle.
2. The ‘body’ of the player not being included means that there is no representation made of a player’s torso or complete body.
3. Sets provide examples only. No credit for commenting that a water polo pictogram is included.
Model Response:
• There were prominent repeated waves
• The player’s body/torso was absent
• Several different colours were used.
March 31, 2008 2:20 pm

ITEM 12
Model response
1972 1996
abstract style realistic/photo form
body in (3) parts body in 1 part
angular bodies rounded bodies
Commentary
100% In this two-star item, students were asked to contrast the styles of
images in the 1972 and 1996 sample pictogram sets. A cue told
students to give three clear differences, and a table with two
columns, three rows and headings of 1972 and 1996 was provided to
allow students to clearly show contrasts. This item tests achievement
A B C D N O
in CCE 29 Comparing, contrasting and CCE 5 Interpreting the meaning
of pictures/illustrations.
The grade awarded depended upon the number of features correctly contrasted. Credible
contrasts included
• Abstract/realistic shapes
• Angular/rounded bodies
• Broken/whole bodies
• Absence/presence of water line
• Different coloured (blue/black) shapes.
The marking scheme allowed for other credible contrasts to be accepted, but few were identified.
For an A-grade, the response required three features to be contrasted, with no incorrect
statements included. Just over a quarter of responses were awarded an A-grade. A B-grade
response (about 42% of responses) included two contrasted features, while only one contrasted
feature was required for a C-grade (about 20 per cent of responses).
A D-grade was reserved for responses in which students identified two contrasts in what was
termed an “incorrect pairing” of sets or pictograms. An incorrect pairing was eligible for credit
when either the two sets of pictograms contrasted were clearly identifiable as being one of 1972/
1996 and one of 1968/1980/2000 OR pictograms of individual 1972 and 1996 water sports were
contrasted.
37
Approximately 5 per cent of responses were awarded a D-grade.
Sometimes students placed 1972 features in the 1996 column and vice versa. In this case, responses
were graded as if the entries were in the correct columns and a one-grade penalty was applied.
No credit was given if contrasted features were repeated using different wording, and there was
also no credit if students mentioned absence/presence of a water polo pictogram, number of
competitors or direction of movement. This is because the item required contrast of “styles” of
pictograms rather than individual characteristics. Responses which included statements such as
“not curved/curved” or “unrealistic/realistic” did not provide sufficient information to expose the
contrast in style, and did not attract credit.
38
MARKING SCHEME
UNIT FIVE ITEM 12
PERFORMANCE DOMAIN 29 Comparing, contrasting 5 Interpreting the meaning of pictures/illustrations
A B C D N O
The response contrasts three features The response contrasts two features The response contrasts one feature The response identifies at least two Response is No response
from from from contrasts in an incorrect pairing of sets unintelligible has been made
or pictograms. or does not at any time.
• abstract/realistic shapes • abstract/realistic shapes • abstract/realistic shapes
satisfy the
• angular/rounded bodies • angular/rounded bodies • angular/rounded bodies requirements
• ‘broken’/whole bodies • ‘broken’/whole bodies • ‘broken’/whole bodies for any other
• absence/presence of water line • absence/presence of water line • absence/presence of water line grade.
• different coloured (blue/black) • different coloured (blue/black) • different coloured (blue/black)
shapes shapes shapes
• other credible contrast. • other credible contrast. • other credible contrast.
No incorrect statement is included.

1. Don’t accept contrast by inference—that is, if one cell is filled
in and not the other in that row; do not accept contrasts
through cells in different rows.
1972 1996
2. Do not credit repeats.
3. No credit for
abstract style realistic/photo form
• no water polo pictogram
• number of competitors shown
• direction of movement. body in (3) parts body in 1 part
4. An incorrect pairing eligible to gain credit occurs when either
• the two sets of pictograms contrasted are clearly angular bodies rounded bodies
identifiable as being one of 1972 or 1996 and one of 1968,
1980 or 2000, or
• pictograms of individual 1972 and 1996 water sports are
contrasted.
5. When the two columns are reversed (1972 entries in the 1996
column and vice versa) grade the response as if the entries
were in the correct columns and then apply a one-grade
penalty. Marking Unit 1 4 of 6
March 31, 2008 2:20 pm

39
ITEM 13
Model response
Commentary
100%
Item 13, a two-star item, required students to create a water polo
pictogram in the style of other water sports shown for the 1980
Moscow Olympic Games. The cue reminded students to keep to
style and indicated where they needed to draw the pictogram. The
four other pictograms from the Moscow Olympics set were
A B C D E N O
reproduced in the response area as a guide for students in keeping to
the style of this particular set of pictograms. This item tests
achievement in CCE 60 Sketching/drawing, CCE 49 Perceiving patterns and CCE 1 Recognising letters,
words and other symbols.
A list of nine features, required for the proposed pictogram to ‘fit’ with the rest of the set, and to
clearly show the sport being represented as water polo, was identified. The grade awarded
depended on the number of these features incorporated in the proposed pictogram. The features
are:
• black background and white components only
• water surface in the lower half of pictogram connects left and right sides
• one person/figure in two parts: head and body
• figure is merged with the wave/water
• no internal lines in the figure
• corners are rounded
• a (rough) right angle in the figure
• ball shown in white (may be connected to the hand, but must not have any details)
• image drawn wholly in the frame, body displays similar proportions to other bodies in the
set, and an appropriate portion of the frame is used.
The pictogram could include other relevant elements such as a water polo goal and remain eligible
for a creditable grade.
All nine features were required to award an A-grade, which was awarded to about 12 per cent of
responses. A B-grade (eight features) was awarded to about 30 per cent of responses, a C-grade
40
(seven features) to about 27 per cent of responses, a D-grade (six features) to about 17 per cent
per cent of responses and an E-grade (four features) to about 10 per cent of responses.
Students generally responded well to this item. The most common errors or omissions related to
the figure not being merged with the wave/water, the background not being shaded, no right angle
present in the representation of the figure and the ball drawn showing details or patterning rather
than being plain white.
41
42
MARKING SCHEME
UNIT FIVE ITEM 13
PERFORMANCE DOMAIN 60 Sketching/drawing 49 Perceiving patterns 1 Recognising … symbols
A B C D E N O
The proposed pictogram has The proposed pictogram has The proposed pictogram has The proposed pictogram has The proposed pictogram has Response is No response
incorporated all nine features, incorporated eight of the incorporated seven of the incorporated six of the incorporated four of the unintelligible has been made
and is compatible with the rest features. features. features. features. or does not at any time.
of the set. satisfy the
requirements
for any other
grade.
1. The nine features are:
• black background and white components only (grey/lead pencil allowed instead of black)
• water surface in lower half of pictogram connects left and right sides
• one person/figure in two parts: head and body
• figure is merged with the wave/water
• no internal lines in the figure
• corners are rounded
• there is a (rough) right angle in the figure
• ball to be shown white; may be connected to ‘hand’; must not have any details
• image is drawn wholly in the frame, body displays similar proportions to other bodies in the set, and
an appropriate portion of the frame is used.
2. The proposed pictogram may include other relevant elements, such as a water polo goal, and remain
eligible for the award of any creditable grade.
March 31, 2008 2:20 pm

ITEM 14
Model response
I. The factors that would govern the design of the

pictogram are: the body is formed of
boomerang(s), the head is separate, there is a
wave and there is a surfboard.
II.
Commentary
100%
This was a two-star item, presented in two parts. The introduction
asked students to suppose that Surfboard Riding had been included as
an event at the 2000 Sydney Olympic Games. A general overview of
what a pictogram for Surfboard Riding would be like – white
elements on a blue background, set in a roughly square-shaped frame
– is given. This item tests CCE 60 Sketching/drawing and CCE 46
A B C D E N O
Creating/composing/devising.
Part I of the item, required students to state factors which would govern the design of the white
elements of such a pictogram. Cues indicated that students should consider inclusions, exclusions
and shapes, and gave permission to use point form in this part of their response. In Part II, they
were required to complete a rough pencil sketch of the possible white elements suitable for the
pictogram. Cues prompted students to provide only the elements that would appear in white and
not to do anything about shading a blue background; however there was no penalty if students did
shade the blue background.
The grade awarded depended on the factors students listed in part I as governing the design of the
pictogram, and whether the pictogram drawn in part II included the governing factors. Drawing the
pictogram allowed students to demonstrate their understanding of the four governing factors. The
four factors were:
• boomerang/s
• a body/person/human
• a wave/water
• a surfboard.
43
For an A-grade to be awarded, part I needed to make reference to all four factors and the proposed
pictogram in part II needed to include all four factors. Additionally, for an A- or B-grade (only) to be
awarded, the boomerang/s drawn in part II needed to represent some body parts, the body drawn
needed to be in parts and the wave/water needed to consist of one or two simple curved lines.
(Large or pointed style waves were not acceptable for an A- or B-grade, and quite a few students
included a huge dominating wave in their proposed pictograms.) These features were necessary for
the pictogram to be compatible with the others in the Sydney 2000 set. A B-grade was awarded if
students made reference to boomerang(s) and one other factor in part I, and drew a pictogram in
part II which included all factors including the additional requirements mentioned. Approximately
12 per cent of responses were awarded an A-grade and about 13 per cent of responses were
awarded a B-grade.
About 54 per cent of responses gained a C-grade, which was most-commonly awarded when
reference was made to any two of the factors in part I and the pictogram drawn in part II included
any three of the factors. Other ways in which a response could be awarded a C-grade included
listing the four factors in part I or drawing a pictogram in part II which demonstrated the four
factors.
For an A-, B- or C-grade to be awarded, pictograms could not include any extraneous images.
Extraneous images included those not directly related to the essence of surfboard riding, such as
suns, sails, buckets and spades, shellfish, kites etc. A few students misinterpreted the concept of
surfboard riding and included drawings of bike riding, skateboard riding, horse riding, wind surfing
or kite surfing. In such cases, some elements were regarded as extraneous images and markers
were instructed to look for other elements in the pictogram to credit towards a D- or E-grade.
For an element to be regarded as a boomerang, the drawing needed to include an obvious “bend”.
Sometimes students made reference to “bananas” instead of boomerangs in part I. This was
credited as if boomerang(s) had been referred to.
Many students mentioned particular body parts in part I, including arms, head, legs etc. This was
credited as referring to a “body”.
A D-grade (about 17 per cent of responses) was awarded if reference was made to any one of the
factors in part I and a pictogram drawn in part II included any two of the factors. Other ways a
response could be awarded a D-grade included listing three of the four factors in part I or drawing a
pictogram in part II which demonstrated three of the four factors.
An E-grade (about 2 per cent of responses) was awarded if reference was made to any two of the
factors, or if a pictogram drawn in part II included any two of the factors.
44
Last Page Count
MARKING SCHEME
UNIT FIVE ITEM 14
PERFORMANCE DOMAIN 60 sketching/drawing 46 Creating/composing/devising
A B C D E N O
The response includes The response includes The response includes The response includes The response includes Response is No response
reference to two of the factors. unintelligible has been made
• reference to the four factors • reference to boomerang/s • reference to any two of the • reference to one of the
that would govern the and any one of the other factors factors OR satisfy the
design of the white elements, three factors • a pictogram that • a pictogram that requirements
namely, • a pictogram that demonstrates three of the demonstrates two of the The response includes a
for any other
– boomerangs demonstrates the four factors and includes no factors. pictogram that demonstrates
grade.
– a body factors, includes no extraneous images. two of the factors.
extraneous images and is OR
– a wave/water OR
compatible with the rest of
– a surfboard The response includes a list of
the set.
• a pictogram that The response includes a list of three of the factors.
demonstrates the four the four factors.
factors, includes no
OR
extraneous images and is OR Model Response:
The response includes a
compatible with the rest of I. The factors that would govern the design of the
The response includes a pictogram that demonstrates
the set. pictogram are: the body is formed of
pictogram that demonstrates three of the factors.
boomerang(s), the head is separate, there is a
the four factors and includes
wave and there is a surfboard.
no extraneous images.
II.
Notes:.
1. The four factors that govern the design relate to the inclusion of
• boomerang/s (represent some body parts)
• a body (in parts)
• a wave/water (one or two simple curved lines)
• a surfboard.
2. Qualifications in parentheses in Note 1 apply to pictograms in responses that are awarded an A- or B-grade.
3. Where a response refers to banana-shaped body parts rather than boomerang-shaped body parts, accept as if the reference
was to boomerangs.
4. Restatement of stimulus material—such as needing white elements, or having a blue background—attracts no credit, no
penalty.
5. A blue background added in part II gains no credit, no penalty.
6. If the ‘white’ elements are drawn in something other than pencil, grade the response as if the elements were drawn in pencil.
March 31, 2008 2:20 pm

45
Unit Six
ITEM 15
Model response
2 Stanza labelled 1 names the people being referred to in the other

.............................................
two stanzas as ‘they’, and therefore should be in first position.

.............................................
3 Stanza 2 indicates that a plot is being conjured up and stanza

.............................................
labelled 3 is the fulfilment of this plan to take him by surprise and

.............................................
1 surround him.
.............................................
Commentary
100% The introduction to Unit Six gave a verse of “The Children’s Hour”, a
poem written by Henry Longfellow in 1859.
Item 15 presented, out of order, three other consecutive stanzas

from this poem and instructed students to indicate the relative order
of these stanzas within the poem, outlining the evidence they used to
A B C D N O
determine their order. A note below the stanzas indicated that Alice,
Allegra and Edith who are mentioned in the poem are Longfellow’s daughters. In this two-star item
students were tested on CCE 31 Interrelating ideas/themes/issues, CCE 4 Interpreting the meaning of
words or other symbols, and CCE 43 Analysing.
Students who achieved an A-grade gave the correct order of the stanzas (2, 3, 1) and provided
specific evidence from the stanzas to establish the relative positions of all three stanzas. This could
be done by pointing out a feature of the stanza that alone established its relative position, or by
fixing the relative order of two stanzas through interrelating features of those stanzas. Responses
that established the relative position of two stanzas were awarded a B-grade.
Most students used a sequence of events to establish the relative order of stanzas or, in the case of
the first stanza, acknowledged that the girls were introduced by name in the first stanza and
thereafter were referred to as “they”. Twenty-eight per cent of students achieved either an
A- or B-grade.
46
Most students attempted this item and a high proportion of these students gained some credit.
Many recognised the correct order of the stanzas but were unable to provide specific evidence for
the relative position of all three stanzas.
Students who supported the correct order with only general references to the stanzas achieved a
C-grade. Forty-five per cent of students were awarded a C-grade.
D-grade responses either gave the correct relative order of the three stanzas, without intelligible
support, or provided a reference that supported the correct relative position of two stanzas.
A D-grade was awarded to 17 per cent of students.
47
48
MARKING SCHEME
UNIT SIX ITEM 15
PERFORMANCE DOMAIN 31 Interrelating ideas/themes/issues 4 Interpreting the meaning of words … 43 Analysing
A B C D N O
The correct order of the three stanzas The correct order of the three stanzas The correct order of the three stanzas The correct order of the three stanzas Response is No response
is given. is given. is given. is given. unintelligible has been made
Specific evidence is provided to Specific evidence is provided to Specific evidence is provided to
satisfy the
establish the correct relative positions establish the correct relative positions establish the correct relative position of
requirements
of all three stanzas. of two stanzas. one of the stanzas.
for any other
OR grade.
OR
The correct order of the three stanzas
is given. A reference supports the correct
References support the correct relative relative position of one of the stanzas.
positions of two stanzas.

1. The correct order of stanzas is 2, 3, 1.
2. ‘Specific evidence’: explicit features of a stanza are
identified and used to establish its relative position—
Stanza labelled 1 names the people being referred to in the other
.............................................
the reader does not have to supply the links.
2
3. Correct relative positions may be described
variously: e.g. sequentially, before/after, first/middle/ two stanzas as ‘they’, and therefore should be in first position.
.............................................
last.
4. Correct relative position in the text overrides wrongly 3 Stanza 2 indicates that a plot is being conjured up and stanza
.............................................
labelled boxes.
labelled 3 is the fulfilment of this plan to take him by surprise and

.............................................
1 surround him.
.............................................
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March 31, 2008 2:20 pm

ITEM 16
Model response
T Yes
T No
• The ‘Children’s Hour’ does not speak of missing anyone.

• The children are not depicted as meek.
• The stanza refers only to one person, not to his children.
Commentary
100% Item 16 introduced another poetic stanza which was set in

somebody’s study. Students were asked to decide whether this new
stanza formed a part of the poem “The Children’s Hour”. The new
stanza is in fact from the poem “If Thou Wert By My Side” by
Reginald Heber, but even if this had been known to students, simply
A B C D N O
stating this fact would not have contributed to a creditable response.
This three-star item was reasonably challenging and tested CCE 29 Comparing, contrasting, CCE 48
Justifying and CCE 26 Explaining to others.
Students were asked to decide whether this new stanza belonged to the poem “The Children’s
Hour” and to give three reasons for their decision. In order to achieve A- B- or C-grades, students
had to give reasons why the new stanza was not from the Longfellow poem.
A-grade responses gave three explicit reasons for a ‘no’ response, referring to both the stanza and
the poem. To be explicit, responses made the differences clear by identifying features from the
poem, the stanza or both. A typical explicit reason was “the poem rhymes ABCB not ABAB as in
the stanza”. An A-grade was awarded to 15 percent of responses.
B-grade responses either provided two explicit reasons, or one explicit reason and two references.
A typical, creditable reference was “different rhyme”. References to irrelevant differences, such as
the number of commas, were not creditable.
C-grade responses provided either one explicit reason or three creditable references to show that
the new stanza was not from “The Children’s Hour”. Twenty-five percent of students achieved a
C-grade.
Two different types of responses were awarded a D-grade. One type of response provided one
creditable reference to a difference between the poem and the stanza. The other type of D-grade
response provided an explicit reason to support the view that the stanza did belong to “The
Children’s Hour”. If an explicit, plausible reason for this decision was given, e.g. “both are written in
the first person” or “the poem and the stanza are set in a study”, the response was awarded a
D-grade. Twenty per cent of responses achieved a D-grade.
49
50
Last Page Count
MARKING SCHEME
UNIT SIX ITEM 16
PERFORMANCE DOMAIN 29 Comparing, contrasting 48 Justifying 26 Explaining to others
A B C D N O
The response indicates that the stanza The response indicates that the stanza The response indicates that the stanza The response indicates that the stanza Response is No response
is not part of the poem. is not part of the poem. is not part of the poem. is not part of the poem. unintelligible has been made
Reference is made to one difference or does not at any time.
Three explicit differences are provided. Two explicit differences are provided. One explicit difference is provided.
between the stanza and the poem. satisfy the
OR OR requirements
OR for any other
The response indicates that the stanza The response indicates that the stanza grade.
is not part of the poem. is not part of the poem. The response indicates that the stanza
is part of the poem.
One explicit difference is provided and Reference is made to two differences
reference is made to two other between the stanza and the poem. One explicit similarity is provided.
differences between the stanza and the
poem.
Model Response:
T Yes
T No
• The ‘Children’s Hour’ does not speak of missing anyone.

• The children are not depicted as meek.
• The stanza refers only to one person, not to his children.
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Unit Seven
ITEM 17
Model response
lagoon
15
10
10 10 5 5
5
5
flooded
Height in metres
5 coral reef
not flooded above mean sea level
Commentary
100% This unit consists of three items each of which addresses different
aspects of the contemporary issue of climate change. In Item 17, a
reasonably straightforward three-star item, students were given a
contour map of a small hypothetical island on which to record their
response. The introductory stimulus material provided data which
A B C D N O
predicted a 7 metre rise in sea levels as a possible consequence of the
melting of the Greenland Ice Sheet. Students were required to
translate this data onto the map by shading areas which would definitely be flooded and those
which would definitely not be flooded. Achievement in CCE 6 Interpreting the meaning of tables or
diagrams or maps or graphs and CCE 7 Translating from one form to another was tested in this item.
Nineteen per cent of responses were awarded an A-grade. In such responses, students were able to
show they understood that on a contour map with contour lines representing 5 metre rises it is not
possible to determine where the 7 metre level would be. Hence they shaded all land (including the
51
isle) below the 5 metre line red and only the land above the 10 and 15 metre lines yellow. They
were required to provide an appropriate legend if they used other than the requested red and
yellow colours. If they chose to shade the uncertain-to-be-flooded area, that is, the land between
the 5 and 10 metre lines another colour, this too had to be indicated in the legend.
The B-grade was awarded when students made an error either with the shading of the small isle or
the hummock but showed understanding of the contour line meanings, with the rest of the map
shaded correctly. Just under 10 per cent of students were given a B-grade.
C- and D-grades made up 65 per cent of the grades awarded on this item and this was due mainly
to students either trying to estimate where 7 metres might be and shading accordingly or shading all
parts of the island, indicating that there was no area of uncertainty.
52
MARKING SCHEME
UNIT SEVEN ITEM 17
PERFORMANCE DOMAIN 6 Interpreting the meaning of … maps … 7 Translating from one form to another
A B C D N O
The response provides a map such that The response provides a map such that Ignoring the treatment of the Ignoring the treatment of the Response is No response
on the mainland on the mainland hummock, the response provides a map hummock, the response provides a map unintelligible has been made
such that on the mainland such that on the mainland or does not at any time.
• only the land from the coast up to the • land from the coast up to the 5m
satisfy the
5m contour line is shaded red contour line is shaded red • land from the coast up to the 5m • land from the coast up to a certain
requirements
• only the land inside the 10m contour • only the land inside the 10m contour contour line is shaded red height is shaded one colour
for any other
line is shaded yellow line is shaded yellow • some land above all the 5m contour • and then all the land inside the grade.
• any alternative or extra shading is • any alternative shading is correctly lines is shaded red in an attempt to ‘coastal’ colour is shaded a different
correctly indicated indicated predict a 7m contour line colour.
• only the land inside the 10m contour
AND AND line is shaded yellow
OR
• any alternative shading is correctly Ignoring the treatment of the
• the isle at the mouth of the lagoon is • the isle at the mouth of the lagoon is indicated hummock and the isle, the response
shaded red. shaded red
provides a map such that land from the
or AND coast up to, and no further than the 5m
contour line is shaded one colour.
• the hummock is unshaded. • the isle at the mouth of the lagoon is
shaded red. OR
OR The response provides a map such that
only the land inside the 10m contour
The response provides a map such that line is shaded one colour.
on the mainland
• land from the coast up to the 5m
contour line is shaded red
• only the land inside the 10m contour
line is shaded yellow
• the isle at the mouth of the lagoon is
unshaded
• the hummock is shaded red
• any alternative shading is correctly
indicated.
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53
54
MARKING SCHEME
UNIT SEVEN ITEM 17
Notes:
1. Where the colours used are red and yellow, as indicated in the stem, the legend does not need to be filled in.
2. A one-grade penalty applies if alternative shading is employed but not indicated or is incorrectly indicated — where it is a grade requirement.
3. There is no penalty if any of the sea has been shaded to indicate flooding.
4. There is no credit if a response provides a map such that one colour shades the mainland.
Model Response:
lagoon
15
10
10 10 5 5
5
5
flooded
Height in metres
5 coral reef
not flooded above mean sea level
March 31, 2008 2:20 pm

ITEM 18
Model response
I. II. The shape of the Greenland Ice

6 Sheet is assumed to be able to be
Vol ice = 1.7 u 10 u 1.6
6 treated as a prism.
= 2.72 u 10 km3 (= 2 720 000 km3) The water from the melted ice is
6 assumed to be spread uniformly
Vol water = 2.72 u 10 u 0.917
6
across the earth’s oceans.
= 2.49424 u 10 km3 (= 2 494 240 km3) It has to be assumed the accuracy
SA oceans = 2.49424 u 10 y 0.007
6 and reliability of the data are
acceptable.
8
= 3.5632 u 10 (= 356 320 000 km2) These assumptions will influence the
results by introducing generalisation
Conclusion: 335 258 000 square kilometres is a reasonable
errors into the calculations.
estimate of the total area of the earth’s oceans as it only
differs from the given value by about 6%.
Commentary
100% Item 18 was a challenging five-star item which required students to

structure a series of mathematical calculations and arguments to
check on the reasonableness of the given estimate of 335 258 000
square kilometres as the total area of the earth’s oceans. In Part I of
this item students were required to visualise a rise in global sea levels
A B C D E N O
which would result from the complete melting of the Greenland Ice
Sheet (GIS) and, using a model to account for this, employ some or all
of a given data set in their calculations. They were then asked to compare their results with the
information given about the area of the oceans to form a conclusion. Part II required a critical
assessment of the data and methods used in Part I. The CCEs tested in this complex item were
CCE 22 Structuring/organising a mathematical argument, CCE 37 Applying a progression of steps to
achieve the required answer, CCE 16 Calculating with or without calculators), CCE 42 Criticising and
CCE 50 Visualising.
Considering that this was a five-star item with a mathematical focus, it was encouraging to note that
60 per cent of students were able to gain some credit. Most students were able to progress through
some of the important steps which were fundamental to Part I of the item. Commonly, this involved
calculating the volume of ice which is contained in the GIS, correctly converting this quantity to a
volume of water using the 0.917 conversion factor and then dividing this volume by the suggested
rise (7 m or 0.007 km) to obtain an estimate for the area of the oceans. Many students found the
different units difficult to manipulate and errors were often evident in converting these. Other
common errors included a lack of proficiency with the scientific notation output of calculator
displays, place value when dealing with large numbers and the simple algebraic manipulation of
variables.
Successful students used a number of insightful and creative methods to check the validity of the
given data. Most used the given information to estimate the total area of the ocean. Others
compared the volume of water trapped in the GIS with the water required to raise the ocean by
7 metres, using the 335 258 000 square kilometres as the area of the oceans. Successful completion
55
of any of these methods could be awarded an A-grade if they were accompanied by an appropriate
comparative statement, as well as two identified assumptions and an influence of one of these
assumptions.
For a B-grade the marking scheme allowed for one minor error such as not supplying a suitable
conclusion or a calculation error and either omitting the influence of one assumption or only
supplying one assumption and its influence. Nine per cent of students were awarded either an A- or
B-grade.
To receive a C-grade a response needed to show progression through meaningful operations to

achieve a result (allowing for at most one incorrect data selection and at most one calculation error)
and give a conclusion or at least one assumption.
Forty-three percent of students received a D- or E-grade. These grades did not require a final result
to be achieved. Students should be encouraged to submit a response with some substance, even
though they are aware that they may not have been able to complete the task. Credit can be gained
for meaningful attempts at problem solving.
56
MARKING SCHEME
UNIT SEVEN ITEM 18
22 Structuring/organising a mathematical argument
PERFORMANCE DOMAIN 42 Criticising 50 Visualising
16 Calculating with or without calculators 17 Estimating numerical magnitude
A B C D E N O
The response The response The response The response The response allows the Response is No response
recognition of at least one unintelligible has been made
• progresses through essential • progresses through essential • allows the recognition of • allows the recognition of at
meaningful operation. or does not at any time.
operations operations allowing for at progress through essential, least two meaningful
satisfy the
• uses correct data from the most one operation to be meaningful operations with operations
requirements
stimulus provided inferred at most one incorrect data • outlines at least one relevant OR for any other
• achieves a correct result • uses correct data from the selection assumption. grade.
• includes a suitable stimulus provided • achieves a result based on The response outlines at least
conclusion calculations which contain two relevant assumptions.
AND at most one error
• outlines at least two relevant
assumptions and comments OR
• achieves a correct result AND
on the influence of at least
one of these assumptions. or The response outlines at least
• includes a suitable
one relevant assumption and
• achieves a result based on conclusion
comments on its influence.
calculations which contain
or
at most one error
• includes a suitable • outlines at least one relevant
conclusion assumption.
AND
• outlines at least two relevant

assumptions
or
• outlines at least one relevant
assumption and comments
on its influence.
March 31, 2008 2:20 pm

57
58
MARKING SCHEME
UNIT SEVEN ITEM 18
Notes:
1. A suitable conclusion will make a comparative statement.
2. Types of errors may include
• a transcription error
• an arithmetic error
• an error relating to converting units — if an incorrect factor is used consistently, regard this as only one error.
3. A meaningful operation may be provided in various instances where the intent of the operation is recognisable. An example would be when the volume of ice is ‘found’
by multiplying the area of the Greenland Ice Sheet by three rather than the average depth.
4. For the purpose of this unit, treat instances of reference to the Polar Ice Cap(s) melting in the same way as references to the melting of other ice bodies such as glaciers
or Antarctic ice.
5. Examples of alternative calculations appear below but other correct calculations may be used in responses:
Vol ice = 1 700 000 x 1.6 Vol ice = 1 700 000 x 1.6
3
= 2 720 000 km = 2 720 000 km3
Vol water = 2 720 000 x 0.917 Vol water = 2 720 000 x 0.917
= 2 494 240 km3 = 2 494 240 km3
Extra water = 335 258 000 x 0.007 Extra height = 2 494 240 ÷ 335 258 000
3
= 2 346 806 km = 0.007439... km
Compares 2 494 240 km3 and 2 346 806 km3 Compares 7.439... m rise with the given 7 m
Model Response:
I. II. The shape of the Greenland Ice
6 Sheet is assumed to be able to be
Vol ice = 1.7 u 10 u 1.6
6 treated as a prism.
= 2.72 u 10 km3 (= 2 720 000 km3) The water from the melted ice is
6 assumed to be spread uniformly
Vol water = 2.72 u 10 u 0.917
6
across the earth’s oceans.
= 2.49424 u 10 km3 (= 2 494 240 km3) It has to be assumed the accuracy
6 and reliability of the data is
SA oceans = 2.49424 u 10 y 0.007
acceptable.
8
= 3.5632 u 10 (= 356 320 000 km2) These assumptions will influence the
results by introducing errors into
Conclusion: 335 258 000 square kilometres is a reasonable
the calculations.
estimate of the total area of the earth’s oceans as it only
differs from the given value by about 6%. Marking Unit 7 4 of 5
March 31, 2008 2:20 pm

ITEM 19
Model response
Other ice such as glaciers and parts of Antarctica would probably melt as well if the GIS
melts and this extra meltwater would cause the oceans to rise by more than 7m.
If we act now on reducing whatever is causing climate change such as carbon emissions
then the 7m rise may be an exaggeration.
Commentary
100% The final item in this unit covered a number of CCEs, namely CCE 41
Hypothesising, CCE 3 Recalling/remembering, CCE 33 Reaching a
conclusion which is consistent with a given set of assumptions, CCE 42
Criticising and CCE 44 Synthesising. The stimulus material suggested
to students that climate change is a multifaceted and complex subject.
A B C D N O
They were asked to provide events or actions which might impact on
the prediction of a 7 metre rise in sea levels as a result of the
disappearance of the GIS.
Markers were told to fully credit events or actions which, with little or no elucidation, may well
directly affect climate change and therefore impact on the rise in sea levels caused by the melting of
the GIS. Examples of such events or actions include: actions to limit greenhouse gas emissions;
replacing coal burning power stations with nuclear power stations; replanting large areas of the
world’s forests. To achieve an A-grade students had to provide at least two of these types of events
or actions. Just under 3 per cent of students were able to do this.
Many students were not able to offer an event or action as required but proposed one or two
related issues, such as “greenhouse gasses”. If an event or action related to climate change could be
inferred from an issue e.g. “decreasing or increasing the concentration of greenhouse gasses might
affect the 7 metre prediction”, then this part of a response may contribute to a B-, C- or D-grade.
Over 40 per cent of students received one of these three grades. Other examples of issues of this
type included: air pollution, greenhouse effect, environmental movements. Some students provided
responses which could not, even with substantial elaboration, be linked to climate change on a
global scale and these received no credit. Representative examples of this type of response included
tsunamis, floods, local earthquakes, atomic bombs and cyclones.
The most common creditable grade in this item was the C-grade. The majority of these responses
identified the impact of the melting of other large areas of ice such as Antarctica on the predicted
rise of the ocean. Students often had considerable difficulty in identifying another relevant event or
action so could not be awarded a B-grade.
Around 40 per cent of students were awarded an N-grade for this item. Many of these merely
identified societal effects of climate change such as “displaced islanders”, “a crash in seaside
property values” or “coastal flooding” and did not address the question of what would affect the
prediction of the 7 metre rise in sea levels. Many responses also tended to argue, in a circular
fashion, that climate change was a cause or consequence of climate change.
59
60
Last Page Count
MARKING SCHEME
UNIT SEVEN ITEM 19
41 Hypothesising 33 Inferring 44 Synthesising
PERFORMANCE DOMAIN
3 Recalling/remembering 42 Criticising
A B C D N O
The response provides at least two The response The response provides at least one The response refers to one issue. Response is No response
different, plausible events or actions. plausible event or action. unintelligible has been made
• provides at least one plausible event An aware reader could infer that it
An aware reader could — with or action. An aware reader could — with could influence or be a consequence of
satisfy the
minimal elaboration — accept that two An aware reader could — with minimal elaboration — accept that one climate change and thus have an
requirements
of these could influence or be a minimal elaboration — accept that of these could influence or be a impact on the prediction.
for any other
consequence of climate change and one of these could influence or be a consequence of climate change and
grade.
thus have an impact on the prediction. consequence of climate change and thus have an impact on the prediction.
thus have an impact on the
prediction.
OR
• refers to one other different issue. The response refers to at least two
An aware reader could infer that it different issues.
could influence or be a consequence
An aware reader could infer that two
of climate change and thus have an
of these could influence or be a
impact on the prediction.
consequence of climate change and
thus have an impact on the prediction.
Notes:
1. For the purpose of this unit, an aware reader is taken to be a reasonably informed member of the general public.
2. For the purpose of this unit, accept the words, ‘climate change’ and ‘global warming’ as interchangeable.
3. For the purpose of this unit, treat instances of reference to the Polar Ice Cap(s) melting in the same way as references to the melting of other ice bodies
such as glaciers or Antarctic ice.
Model Response:
Other ice such as glaciers and parts of Antarctica would probably melt as well if the GIS melts and this extra meltwater would cause the oceans to rise by more than 7m.
If we act now on reducing whatever is causing climate change such as carbon emissions then the 7m rise may be an exaggeration.
March 31, 2008 2:20 pm

Unit Eight
ITEM 20
Model responses
1 Visual: ‘Their bare brown arms and hennaed hands extended from their gowns and caught the
moon’s argentine glow.’
Tayler uses colour frequently in this extract to recreate for the reader what he was seeing
and to enhance the visual images so that they become more vivid and memorable. In this
sentence, the brown, red and silver seem to be mixing to form an exotic scene.
Kinaesthetic: ‘...two barefoot boys leaped up, dancing into the half circle and brandishing
silver swords, their robes flailing, arms raised, feet kicking.’ The author was struck by the
passion of the dance and he is able to convey it in this quotation. Words such as ‘leaped’,
‘dancing’, ‘flailing’, ‘raised’ and ‘kicking’ imply there is a great deal of energy and intensity in
the evening’s activities. The reader is drawn into the intensity through these words and
gains an insight into the passion experienced.
2 Auditory: ‘Ibrahim’s wife began striking her drum, another woman shook a tambourine, and
the girls launched into spitfire clapping...’
This quotation conveys the build up of excitement and anticipation which contributes to the
effectiveness of the writing. By introducing each sound one by one, Tayler conveys the build
up of noise that explodes finally at the end with the girls clapping.
Kinaesthetic: ‘Then two barefoot boys leaped up, dancing into the half-circle and brandishing
silver swords, their robes flailing, arms raised, feet kicking.’
In this description, strong verbs are used to emphasise the actions, and a sense of frantic
movement is evoked through words such as ‘brandishing’ and ‘flailing’.
Commentary
100% Item 20, a four-star item, required students to study an extract from
The Lost Kingdoms of Africa by Jeffrey Tayler. The extract is very
descriptive and provided students with plenty of choice for their
responses. They were asked to identify examples of visual, auditory
or kinaesthetic imagery and correctly classify them. The item asked
A B C D E N O
candidates to explain how the examples they selected contributed to
the effectiveness of the writing.
The CCEs tested were CCE 30 Classifying and CCE 43 Analysing.
Slightly over 7 per cent of responses were awarded an A-grade.To achieve this grade students were
required to: use the “Type of Imagery” line to identify which of visual, auditory or kinaesthetic
61
imagery they had chosen to investigate; use the “Example” line to provide a direct quotation from
the extract as an example; and, on the lines provided, explain how aspects from the example
enhanced the effectiveness of the writing.
The locations of these response elements proved problematic, so, to address this, notes were
added to the marking scheme to accommodate the many ways that students responded to this
demand. In this way, students were credited without being unduly penalised for locating their
responses inappropriately. Students should be encouraged to follow instructions in the use of the
response area so that their response can be unambiguously understood and given the credit it is
due. Approximately 25 per cent of students received an A- or B-grade.
Students responded well to this item, demonstrating that they understood the text and what was
expected in responding to the item. Over 85 per cent of responses received a creditable grade. As
is evidenced by the marking scheme, one of the important distinctions between highly creditable
responses and less creditable responses was the quality of the explanation. Good responses were
specific and clear about how the imagery contributed to the effectiveness of the writing. Responses
of lesser quality were vague, clumsy and more generalised in their analysis.
62
MARKING SCHEME
UNIT EIGHT ITEM 20
PERFORMANCE DOMAIN 30 Classifying 43 Analysing
A B C D E N O
The response provides two The response provides two The response provides two The response provides one The response provides one Response is No response
correctly identified examples. correctly identified examples. correctly identified examples. correctly identified example. correctly identified example. unintelligible has been made
For each example, the For one example, the response For each example, the For this example, the response
satisfy the
response provides specific provides specific analysis of response provides provides appropriate, general
requirements
analysis of how the imagery how the imagery enhances the appropriate, general analysis analysis of how the imagery
for any other
enhances the effectiveness of effectiveness of the writing. of how the imagery creates an creates an effect in the writing.
grade.
the writing. effect in the writing.
For the other correctly
identified example, the OR OR
response provides
appropriate, general analysis The response provides one The response provides two
of how the imagery creates an correctly identified example. correctly identified examples.
effect in the writing.
For this example, the response
provides specific analysis of
how the imagery enhances the
effectiveness of the writing.
Notes:
1. If the ‘Type of imagery’ line is blank, look for clear evidence in the ‘Explanation’ section which indicates whether the student is referring to either visual, auditory or
kinaesthetic imagery.
2. If the ‘Example’ lines are left blank, look for quotations or other clear references from the text, in the ‘Explanation’ section.
3. If words other than ‘visual’, ‘auditory’ or ‘kinaesthetic’ are mentioned as the ‘Type of imagery’, allow words which indicate visual, auditory or kinaesthetic imagery.
For example, ‘sight’, ‘sound’, ‘movement’, or other synonyms for ‘visual’, ‘auditory’ or ‘kinaesthetic’ are acceptable.
4. If the response provides other words on the ‘Type of imagery’ line such as more than one type of imagery (e.g. auditory and visual) or words unrelated to types of
imagery (e.g. ‘descriptive language’, ‘metaphor’ or ‘royal chivalry’), ignore what is written. Treat the line as blank (Note 1). Apply the marking scheme to the entire
response. Then, apply a one-grade penalty.
September 16, 2007 10:09 am (*footer to remain until final print*) T:\qcs\sri\sri2007\Paper\sri157\Marking schemes\08-020-ms.fm
March 31, 2008 2:20 pm

63
64
MARKING SCHEME
UNIT EIGHT ITEM 20
Model Responses:
1. Visual: ‘Their bare brown arms and hennaed hands extended from their gowns and caught the moon’s argentine glow.’
Tayler uses colour frequently in this extract to recreate for the reader what he was seeing and to enhance the visual images so that they become more vivid and
memorable. In this sentence, the brown, red and silver seem to be mixing to form an exotic scene.

Kinaesthetic: ‘...two barefoot boys leaped up, dancing into the half circle and brandishing silver swords, their robes flailing, arms raised, feet kicking.’ The author was
struck by the passion of the dance and he is able to convey it in this quotation. Words such as ‘leaped’, ‘dancing’, ‘flailing’, ‘raised’ and ‘kicking’ imply there is a great
deal of energy and intensity in the evening’s activities. The reader is drawn into the intensity through these words and gains an insight into the passion experienced.
2. Auditory: ‘Ibrahim’s wife began striking her drum, another woman shook a tamborine, and the girls launched into spitfire clapping...’
This quotation conveys the build up of excitement and anticipation which contributes to the effectiveness of the writing. By introducing each sound one by one, Tayler
conveys the build up of noise that explodes finally at the end with the girls clapping.

Kinaesthetic: ‘Then two barefoot boys leaped up, dancing into the half-circle and brandishing silver swords, their robes flailing, arms raised, feet kicking.’
In this description, strong verbs are used to emphasise the actions, and a sense of frantic movement is evoked through words such as ‘brandishing’ and ‘flailing’.
March 31, 2008 2:20 pm

ITEM 21
Model response
The author is ‘enraptured’ and ‘mesmerized’ (lines 33 & 34) by the scene: the costumes
(‘robes flailing’ and ‘phantomlike black figures’), the ‘spitfire’ clapping, the music and the
singing (‘melodic verse’). Ultimately the scene makes him reflect on his own life and the
realisation that it lacks this degree of passion and intensity. He learns a significant and
life-changing lesson from the Tuareg: whatever the circumstances, life is a precious gift
that should be appreciated and savoured to the fullest. The Tuareg’s capacity to celebrate
life so completely indicates to Tayler that they believe in ‘carpe diem’ (‘seize the day’). This
is his epiphany.
Commentary
100% Item 21, a four-star item, required students to account for Jeffrey
Tayler’s reaction to the celebrations of the Tuareg. In doing so,
students were required to justify their account with specific details
from the extract.
The CCEs tested were CCE 48 Justifying, CCE 43 Analysing,

A B C D N O
CCE 41 Hypothesising and CCE 28 Empathising.
To be awarded an A-grade, responses needed to outline the significance of the evening to the author
and to describe the impact of the event on the author. Some creditable descriptions of the impact
include: mesmerised, enraptured, enthralled, excited, elated, ‘blown away’. Students needed to
convincingly justify these statements by referring to details from the extract that included direct
quotations and/or specific words or phrases. Five per cent of students were awarded an A-grade
but over 30 per cent received a B-grade where such justification was not required. These responses
attempted to analyse, or simply provided information that related to the author’s descriptions.
The majority of responses successfully outlined something of significance to the author, or described
an impact which showed the extract was well understood. Responses that only recounted the
events of the evening were not awarded a creditable grade.
Ten per cent of students left the item blank. This item required a sizeable response and it was the
final item in the testbook.
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Last Page Count
MARKING SCHEME
UNIT EIGHT ITEM 21
48 Justifying 41 Hypothesising
PERFORMANCE DOMAIN
43 Analysing 28 Empathising
A B C D N O
The response outlines the The response outlines the The response outlines the The response outlines the Response is No response
significance of the evening to the significance of the evening to the significance of the evening to the significance of the evening to the unintelligible has been
author and describes the impact of author OR describes the impact of author OR describes the impact of author. or does not made at any
the event on him. the event on him. the event on him. OR satisfy the time.
requirements
A justification is provided in which An analysis is provided which uses The response provides at least one The response evidences an
for any other
details are well used. details to support EITHER the detail from the extract to support understanding that the evening had
grade.
significance outlined OR the impact EITHER the significance outlined an impact on the author.
described. OR the impact described.
Model Response:
1. The author is ‘enraptured’ and ‘mesmerized’ (lines 33 & 34) by the scene: the costumes (‘robes flailing’ and ‘phantomlike black figures’), the ‘spitfire’ clapping, the
music and the singing (‘melodic verse’). Ultimately the scene makes him reflect on his own life and the realisation that it lacks this degree of passion and intensity. He
learns a significant and life-changing lesson from the Tuareg: whatever the circumstances, life is a precious gift that should be appreciated and savoured to the fullest.
The Tuareg’s capacity to celebrate life so completely indicates to Tayler that they believe in ‘carpe diem’ (‘seize the day’). This is his epiphany.
March 31, 2008 2:20 pm

Writing Task (WT)
The Writing Task complements the other subtests by testing students’ abilities to produce about
600 words of continuous English prose in response to written and visual stimulus material on a
testpaper. Each piece of stimulus material evokes a different aspect of a single concept. Students are
free to respond to as many pieces as they wish in their response and may respond in any form or
style other than poetry.
This section describes the Writing Task testpaper and comments on the writing that students
produced in response to it. The comments are based on an analysis of a statistically significant
sample of students’ scripts. The criteria and standards guide used by markers to grade scripts is
included, along with graphs showing the distribution of grades awarded in each of the five
substantive criteria. Finally, a selection of scripts has been included to exemplify successful writing as
defined by the task criteria.
Commentary
The topic of the testpaper was Essence. The concept of essence prompted students to consider
what is at the heart of many aspects of their lives and of the world around them. The stimulus items
covered diverse areas and allowed students to explore ideas and issues from the everyday to the
more esoteric. At first glance, many students may have perceived an overtly scientific flavour to the
testpaper: the glass equipment from the science laboratory (including the condenser in the
foreground) was a unifying motif suggesting the ways essences are distilled to their purest levels in
the laboratory. However, visual images of self, family, the environment and the world in general, as
well as the accompanying written texts, provided a much broader framework for exploring the
theme.
Essence might be revealed through an exploration of the inherent qualities of people, places, things
and ideas. There was also a clear invitation to students to explore imaginary worlds suggested by
some of the visual images and some of the written texts. In contrast, some of the images and texts
belonged to the very concrete world of scientific endeavour.
67
T:\qcs\retrospective\retro2007\Writing Task.fm March 31, 2008 2:20 pm
The testpaper included 12 separate pieces of stimulus material relating to Essence. This is shown
diagrammatically below.
Diagram of the testpaper
1
2
3
4 5 6 7 8
9 10 11 12
Each of the 12 graphics was accompanied by a written text. The graphic and written text were
linked by a representation or connotation or by provision of a context that would generate interest
and a response (e.g. the birth certificate represented the process of naming; the monowheel
connoted the exotic and the bizarre; the family photo with the words of Marcel Proust in piece 12
provided a context for a story).
The stimulus piece most frequently chosen for response was 3 (Frog and tadpole). Twenty-nine per
cent of students in the sample group responded to this piece on its own. Fifty-two per cent of
students in the sample group responded to it in combination with one or two other pieces. It was
commonly associated with piece 6 (Birth certificate) and piece 8 (Einstein).
Description of stimulus pieces
1. Bono cartoon
The written text of this stimulus piece suggests that it is the art of the cartoonist to distil the essence
of the day’s events, which may be of political, human, environmental or social interest, and present
that essence simply and effectively enough for readers to get a laugh and to become more aware of
the events. The cartoon represents the rock star, Bono, who has used his celebrity status to play a
key role in influencing national leaders to act on important international humanitarian concerns.
Only four per cent of students in the sample group chose this stimulus piece. Their responses
ranged from a narrative on the life of a cartoonist, to a discussion of ethical choices posed by
cartooning, to expositions on the techniques of cartooning. Some described the current group of
Australian political figures and how to go about cartooning them. These scripts achieved well,
largely because they responded to the concept of essence effectively. The text extract in the
stimulus piece provided a guide to the essence of cartooning, which students used in their writing. It
was likely that the high level of responsiveness resulted from the piece being chosen by students
who had an interest in cartooning or drawing. This enabled them to write about things that they
knew and develop ideas that interested them. One particularly interesting script analysed the
popularity of The Simpsons and accounted for its long lasting success.
68
2. Cate Blanchett
Three still photos of Cate Blanchett in different film roles provide a connection to the movie
maker's statement. The quotation argues that, regardless of the role, an actor has an essence of
being which is their own and that this can be captured on film. This provided the opportunity for a
response that agreed or disagreed with the statement. Students were able to respond to the
questions, “Is an actor only ever just acting?” and “Is film always no more than make-believe rather
than also being able to ‘capture’ souls?”
Six per cent of students in the sample group chose this stimulus piece. Some described the plots of
films, both imagined and real. One student reviewed an imaginary film while others took actual films
such as Lord of the Rings and examined the essence of their success. Particular actors were analysed
in several of their film roles, for example Sir Ian McKellen (Gandalf in Lord of the Rings) and Johnny
Depp. Some students examined the qualities they brought to the screen and analysed whether they
were always the same regardless of the role they were playing. Their discussions were effectively
linked to essence, using the challenge of the question posed in the extract.
3. Frog and tadpole

This image presents as an example of the idea that “Change is the essence of life”.
The written text expresses a positive approach to change. It suggests that change involves risk, but
that the risk can be worthwhile. This can be considered in an allegorical way or in a biological way,
with an emphasis on the process of metamorphosis. The open-ended nature of the quotation
required effective planning of the response to ensure continuity and the development of a central
idea. Responses developed from students’ personal reflections and philosophies on life tended to
suffer from repetition or from a confused sequencing of ideas. In many cases, providing examples of
experiences would have prevented the descent into repetition. This piece was chosen by 52 per
cent of the sampled students and the responses were noticeably weaker in responsiveness and
central idea than responses to other stimulus items. The resolution of the central idea was generally
managed ineffectively in responses where personal reflection about life-changing events in an
individual’s experience was important. For the reader, the problem in these was that little evidence
was given to support generalisations.
A significant proportion of the sample group used the image of the tadpole and frog as their
stimulus. In general, when this was done, both the central idea and the responsiveness of the
responses were more effectively developed. Several students explained the stages of growth of a
frog. It was clear from these examples that the students were writing from personal knowledge.
Few students dealt with the idea of a metamorphosis or used a scientific approach in any way,
preferring instead to tell a story. The more effective responses were from students who wrote
biographies of well-known public identities (Cathy Freeman, Martin Luther King, Lleyton Hewitt,
etc.) and so were able to draw examples of their own home-spun philosophies of life from the lives
of these people. One student wrote a narrative about his own life that presented the difficulty of
choosing between a future in sport or a future on the stage. Some other effective responses told of
the experience of migration to Australia and developed interesting connections with the concept of
essence. Some students wrote about struggles with dyslexia, pregnancy or abortion. They were
able to develop the philosophical discussions that arose from the stimulus with examples from their
own experience.
69
4. Wallpaper cat
This piece appealed to cat lovers and owners. It provides an opportunity to write more deeply
about appearance and the conflict with the truth or the essence of things. The cat could represent
any free spirit camouflaged by its surroundings and not confined by those expectations. The
wallpaper provides an opportunity to include the matter of design and appearance. Seven per cent
of the students sampled chose this stimulus and they generally wrote well. Some simply described
cats and their behaviours. Others considered cats as a species: where they live, how they live and
why they make good companions. Some complex themes were developed on the topics of designer
babies and plastic surgery as being corruptions of the essence of human life. Some scripts discussed
speciation in animals and genetic modification as interfering with the essence of life.
5. Literary classics
The three books illustrated in this piece represent literature in a broader sense. The written text
invites an exploration of the essence of good literature. This is a topical matter in schools and is the
subject of many recent commentaries in the media and academia. The balance of emotion and
intellect could be used as the point of debate. More simply, an exposition on what makes a book
good literature or worth reading could make a worthwhile response.
The matter for debate in this stimulus piece was clear and students responded well. A small group,
six per cent of students in the sample, responded to this piece. Some excellent writing was
presented in their responses. The students appeared to have read widely themselves and were able
to show this in their discussions. The interweaving of thought arising from their ideas about
literature, emotion and intellect, combined with the theme of essence and supported by specific
examples from their own reading, invariably produced writing that was responsive, structured,
deliberate and focused.
6. Birth certificate
This stimulus piece provides an opportunity for students to write about themselves and, in
particular, about their names. A name registered as a legal identity gave students the opportunity to
reflect on themselves, their family history, adoption, marriage or tradition. As a consequence, many
linked this piece (chosen by 19 per cent of the sample group) with piece 3 (Frog and tadpole) or
piece 8 (Einstein).
The responses that approached the topic by developing the idea that “My name is my essence”,
tended to be weak in structure and sequencing and in central idea, as the initial idea was often not
sustained. Planning is essential for an open-ended topic such as this one to ensure that the central
idea has sufficient material for development. Some of the effective responses considered the
derivation of the students’ own names and linked them to characters from the past (Joan of Arc,
Martin Luther King Jnr, etc.). This allowed those individuals’ histories to be invoked. Other
successful developments of the idea involved expositions on identity fraud and how police
investigate and recommend protection from this crime. These responses explored the feeling of
loss of identity and control in an individual’s life that corresponds to theft of the essence of
existence. Brand loyalty in advertising and the role of advertising in manipulating the essence of a
product were also analysed and linked to the surrendering of our own essence to loyalty to an
image of a product. Stories of adoption allowed students to explore their own histories and answer
the question, “Who am I really?”
70
7. Perfume
This stimulus piece provides a direct link to the theme of essence. Perfumes could be identified with
celebrities and fashion or could be considered as the result of a scientific process. The graphic
provides colour, shape and process to support the written text.
Of the sample of students who responded to this stimulus item, 10 per cent produced expositions
on scent being the essence of attraction between the sexes. The theme of blending was used
figuratively in some scripts as a way of describing processes in our society, with some students
pointing out that our success in blending race, gender, religion and language was the essence of a
peaceful world. In one script, a new fuel discovery resulting from the blending of many elements
leads to the new essence of motor sport. In general, students who produced these responses had a
clear central idea and maintained a creditable attempt at being responsive through their attention to
detail.
8. Einstein
The figure of Einstein was identified correctly by only a few of the sample students, and few chose
to respond to the figure or to the items of chemical glassware depicted.
However, nearly 20 per cent of stimulus selections included this piece because of the text which
was commonly linked to piece 3 (Frog and tadpole). In many cases though, this did not result in
effective responses in terms of central idea or structure and sequencing. The idea of change
dominated but expositions on the human mind or the writer's mind generally produced vague
statements, repetitiveness and confused logic. Generally, students did not deal effectively with such
broad ideas. Responsiveness and central idea were noticeably weaker in the scripts of the students
who chose this piece.
Students from the sample who wrote effectively in response to this piece chose topics that
developed an experience or knowledge from their own lives. Examples included the challenges of
euthanasia or the struggle of a close relative with dementia or a narrative that dealt with the
decision to turn off life support for a grandparent. A piece of scientific writing considered genetically
modified foods as the product of scientific thought and showed our lives could be improved by
applying the essence of our minds to a problem. A personal narrative described the death and
funeral of an uncle who had also been a professor of philosophy.
9. Monowheel
The graphic shows a wheeled vehicle reduced to its essence — the wheel itself. Students who are
attracted to the exotic may have found this image appealing. The written text evokes images of the
bizarre. The combination of this piece with other pieces provided students in the sample group with
opportunities to connect and interweave imaginative ideas.
Approximately five per cent of students in the sample group chose to respond to this stimulus item.
Responses were effective in developing a central idea but tended to be weak in responsiveness. Few
students chose this item by itself but rather, used it in combination with several other pieces, such
as piece 4 (Wallpaper cat), which allowed for an extra dimension to the examples provided in the
writing.
71
10. Indigenous dancers
This stimulus piece provides opportunities to respond to aspects of Indigenous culture. It is also
possible to connect the two aspects to the world of alchemy and legend. The smoke rising in the
flask above the dancers hints at the creation of a new form. Only five per cent of the sample
selected this stimulus piece for response. However, expositions on the loss of our natural
environment were effectively handled and probably drew on classroom studies in various subjects.
Students included the element of Indigenous respect for the land in these environmental
expositions, contrasting this with the preoccupations of the modern world.
11. Monkey
The monkey in the beaker is suggestive of the treatment meted out to laboratory animals and of
cruelty to animals in general. It raises questions about the essence of humanity. This stimulus piece
elicited expository responses on cruelty to animals and human indifference. Twelve per cent of the
students sampled wrote on this theme. One student was critical of circuses and another argued for
the acceptance of the similarities amongst all animals. Two interesting responses were expository
articles discussing world poverty and slavery as examples of human indifference. Another student
linked the Holocaust, atomic weapons and political tyranny to an indifference to human life that
illustrated “the essence of inhumanity”.
12. Wedding photo

This photo from the generation of the students’ grandparents provides comparisons in style,
expressions and attitudes with the students’ own lives. While the accompanying written text is
complex, it is also rich in ideas for the careful reader. It allows many students to give voice to their
feelings and to their memories of older relatives or people they have known. This may be the
reason why the 12 per cent of the sampled students who wrote on this stimulus generally did so
effectively. Many told stories, in particular, of their grandmothers, who were important influences
on them. In some cases, these reflections were stimulated by thoughts of their grandmothers’
belongings. A number of students wrote about their childhood on Aboriginal missions and the debt
they felt they owed to their grandmothers. These relationships were important to their identity and
the essence of who they were now.
Student performance
The word “essence” may not be an everyday word for year 12 students. However, careful reading
of the visual images and the accompanying texts on the testpaper revealed many nuances in the
concept and students were able to respond to these.
To be awarded a high grade, students must perform well in aspects of writing that are defined by
the criteria and standards guide. An effective script must have a unifying central idea; its vocabulary
or word choices must fit the intended meanings; it must show responsiveness to the testpaper in
terms of both the stimulus piece(s) and the concept; its mechanical aspects (grammar, punctuation
and spelling) must be correct and effective in conveying meaning; the structure and sequencing of its
component parts must be planned and deliberate. Markers also take note of whether a script has
conformed to the length prescription. The ability to write to a specific length is part of the skill of
organising and writing prose.
72
In general, students’ weakest results were in responsiveness and central idea respectively. Their
better results were in vocabulary and in grammar, punctuation and spelling. This remained true
irrespective of the stimulus piece(s) chosen.
Central idea
When evaluating the central idea, markers ask, “What is this script about?” The criteria to apply are
clarity, deliberateness and well-focused development. Some students confused central idea with
responsiveness. Central idea is an important criterion, as the analysis of the sample scripts showed
students who achieved well overall achieved well in central idea. Students who performed poorly
generally had poorer results in central idea also.
Planning is important to achieve the development of the central idea. Students’ stories and
expositions on the stimulus pieces 1, 4, 5, 10, 11, 12 maintained the central idea more than those on
pieces 3, 6 and 8. A possible explanation may be that in the former pieces the stimulus text
contained more clues to build ideas upon and that these topics were therefore more specific. In
choosing a broad idea such as piece 3 (Frog and tadpole), “Change is the essence of life”, or piece 8
(Einstein), “The energy of the mind is the essence of life”, many students seemed to lose their way
in terms of central idea.
Vocabulary
Vocabulary is the use of words that are appropriate to their location and create an effect in the
response. Plain words can achieve a controlled and discriminating effect. Often, students who
achieved well did so using plain words and without “overwriting”. A surfeit of adjectives, adverbs
and complex nouns does not guarantee clear meaning or an effective response to the criterion.
It is more appropriate to choose simple words for effect than to use complex vocabulary in an
unwieldy manner and interfere with the meaning that is being conveyed through the central idea or
responsiveness.
Responsiveness
This criterion refers to responsiveness to the concept and to the stimulus pieces on the testpaper
on the day. The written and visual materials provide for the diversity of interest and viewpoints of
students from a range of backgrounds throughout the state. For this testpaper, the concept
requiring a response is Essence, which is the important quality of a thing. A script that is effective in
responsiveness would “do something” with the stimulus materials. Glancing references to the
testpaper result in lower grades for this criterion.
Students who performed well overall tended to perform strongly in responsiveness. Most students
seemed aware of the requirement to respond to both the stimulus and the concept. Nevertheless,
in many scripts about piece 3 (Frog and tadpole), change was the dominant concept. Essence may
have been mentioned in the final sentence but was not woven into the script logically or intricately.
This could have been done more carefully by providing evidence or examples of how change was
the essence of the topic. Similar problems were evident with piece 8 (Einstein). Evidence for “the
energy of the mind is the essence of life” was not presented and the concept became simply “the
73
mind”. Simply repeating the word “essence” (in some cases, even as many as 26 times) also does
not necessarily achieve responsiveness.
Some scripts developed very individual approaches to being responsive; for example, one student
wrote a scientific explanation on the distillation of perfume in piece 7 (Perfume) by answering an
examination paper in chemistry. The answers were linked to develop the central idea and to
respond to the concept.
Grammar, punctuation and spelling

This can be considered the micro-level of organisation, the inside of sentences and words. It
represents a hierarchy, with grammar judged to be the most crucial to meaning. Punctuation and
then spelling follow in importance. There is no substitute for practising and maintaining vigilance in
using language. As well as having a knowledge of correct usage, students need to develop effective
strategies for revising and editing their writing.
One key weakness in some student scripts was the tendency to write in long and rambling
sentences. This can be corrected by a more careful use of the full stop. Sentence fragments (where
no verb is used) also present difficulties to the reader. In these cases, the full stop has been used too
often. In general, it is true that shorter sentences are easier to understand. This technique may
reduce flexibility and variety of sentence structure but the first priority is to be understood, so
students need to be able to revise their work and apply full stops wisely.
Another part of the process of creating sentences is ensuring that participles are not left “dangling”.
To neglect this can severely jeopardise meaning making and can create humour where none is
intended.
Structure and sequencing

This is the macro-level of order in writing. Ideas are sequenced by logic or time or space to achieve
a planned effect. Even when a clear central idea is present, the arrangement or development of the
content may still be disorganised and meaning not clearly conveyed unless the arrangement of ideas
is carefully sequenced.
This criterion often separates effective writing from weaker writing. The structure of paragraphs is
related to the sequencing of ideas and the linkages between them.
Students must organise their ideas into a logical structure so that their ideas progress in a coherent
way through the response. For example, a narrative should have a believable and logical sequence
so that the reader can follow the storyline. An expository response should have a clear thesis
statement followed by evidence. The requirements of various genres help students to organise their
ideas. A focus on planning should assist them to improve in this criterion.
Length
Students are required to write approximately 600 words of continuous English prose and must
write in the range of 500 to 750 words to avoid a penalty. The majority of students in the sample
group were able to write within these limits.
74
Prose forms
Each year, the testpaper gives students writing suggestions such as an argument, a literary
exposition, the text of a speech, a persuasive text, a feature article, a procedural text, an interview,
a scientific report, a personal reflection or a monologue. The list is intended to stimulate, not
prescribe. Any form, except poetry, can be used. It is recommended that students write in a style
with which they are comfortable to demonstrate how well they can write.
In 2007, narrative and expository forms each represented roughly 30 per cent of the scripts
sampled. Personal reflections, articles, speeches and arguments each accounted for roughly
10 per cent. Diaries, letters and play scripts made up less than three per cent each. Some students
combined genres in their responses.
75
76
Grading a script
• Read the script as a whole.
Writing Task • Think about the worth of the script holistically.
• Make a judgment about the contribution made by each criterion you are
Criteria and Standards: considering (CI, V, R, GPS, SS) to the holistic worth of the script.
Marking Guide • Assign a grade and a qualifier to record each judgment.
• Make a decision about the length of the script and record it (when required).
Contribution to the holistic grade made by… Decision about …
GRAMMAR, PUNCTUATION,
CENTRAL IDEA VOCABULARY RESPONSIVENESS STRUCTURING & SEQUENCING LENGTH
SPELLING
For a 1 + For a 1 + For a 1 + For a 1 + For a 1 +

the writing demonstrates the clear, the writing demonstrates a use of the writing shows sensitivities to the writing consistently the writing demonstrates a planned
deliberate and well-focused words exactly fitted to their location nuances of the concept and demonstrates a command of: the structuring of extended written text
about right
development of a central idea and effect in the response (the right stimulus material on the testpaper. principal conventions of the written and deliberate sequencing of ideas
500–750 words
(explicit or implicit). words in the right places). language, as evidenced by mastery and images for effect.
of rules related to subject/verb
T:\qcs\retrospective\retro2007\Writing Task.fm
agreement, participle use,
antecedent agreement, pronoun
choice, tense etc.; correct
punctuation; correct spelling.
too long
750–1000 words
strong (immediate or subtle) and fluent (transition, flow, continuity, linkages)
identifiable for intended audience; controlled (imaginative, sustained connectedness to the precise and effective use of the flexible (variation in arrangement of ideas
direction and resolution revealed
1 discriminating)
1 concept and stimulus material on
1 conventions
1 in phrases, sentences, paragraphs)
the testpaper logical and/or intricate weaving of thought
2 2 2 2 too short
400–500 words
Criteria and standards schema for marking
identifiable idea; uneven a creditable connection to the lapses in usage intrude but do not weaknesses in structuring and
3 appropriate 3 3 3
development concept and stimulus material detract from meaning sequencing evident
a creditable connection to either the

identifiable idea, poorly developed; far too long
inappropriate to the extent that it concept or stimulus material; lapses in usage obtrude and detract weaknesses in structuring and
or not readily identifiable but some 4 4 4 4 > 1000 words
interferes with meaning at times or a weak connection to the concept from meaning sequencing detract
development evident
and stimulus material
5 5 5 5
far too short
< 400 words
no relationship between writing and
not identifiable 6 limited 6 6 inept 6 incoherent
the concept or stimulus material
March 31, 2008 2:20 pm

Distribution of raw grades in each criterion
Central Idea Vocabulary Responsiveness
0.20
0.20
0.20
0.15
0.15
0.15
0.10
0.10
0.10
Proportion of scripts
0.05
0.05
0.05
T:\qcs\retrospective\retro2007\Writing Task.fm
0.00
0.00
0.00
0 5 10 15 20 25 30 35 0 5 10 15 20 25 30 35 0 5 10 15 20 25 30 35
Total raw score for criterion Total raw score for criterion Total raw score for criterion
Grammar, Punctuation, Spelling Structure and Sequencing
0.20
0.20
0.15
0.15
0.10
0.10
0.05
0.05
0.00
0.00
0 5 10 15 20 25 30 35 0 5 10 15 20 25 30 35
Total raw score for criterion Total raw score for criterion
March 31, 2008 2:20 pm

77
Selected student responses
The following responses to the 2007 Writing Task subtest were selected from those scripts that met
the standards for successful writing as defined by the criteria and standards for marking the Writing
Task.
These complete scripts appear in their original handwritten form. They may contain errors in
grammar, punctuation and spelling as well as factual inaccuracies but they have been published as
they were written for the sake of authenticity.
The QSA has not expressed a preference for any particular form of writing by its selection of these
examples, nor are the sentiments expressed in them necessarily endorsed by the QSA. Before
publication the QSA attempted to establish, but cannot guarantee, the originality of the writing in
these scripts.
Response 1
This responds to stimulus piece 7 (Perfume). It comments on the penchant of female celebrities to
become perfume designers and reveals that The Curse of the Perfume destroys the lives of these
foolish people as a punishment for refusing to be content with what they have already achieved. The
script takes the form of a feature article for a magazine or newspaper and includes an interview with
a celebrity who explains the curse and how to avoid it. The script provides an example of simple
vocabulary used with discrimination and the writer has used the features of the genre effectively,
providing a succinct introduction, a question answered by the celebrity and a concluding word of
advice to others of her kind.
Response 2
I think, therefore I am … I think is strongly responsive to the overall concept of Essence and to
stimulus piece 8 (Einstein). The writer draws on the philosophy of Descartes. This central idea is
developed effectively, first by dismissing the suggestion that our essence could be our bodies
because the body is used to perform the actions decided by the mind, and then by pointing out that
minds can suffer any number of injuries and even be “lost”, yet people so afflicted will still be
themselves. The writer concludes that we will probably continue the search, and hope for an
answer to the question of our essence forever but may have to leave it to the philosophers.
Response 3
Cogito Ergo Sum clearly responds to stimulus piece 8 (Einstein) and focuses on the same
philosophical statement as Response 2. The writer gives a carefully sequenced account of a stage
performance by a young woman, made up and dressed in white, who presents a dramatic
monologue in which she reflects on the essence of her existence. At each stage of her discussion,
she unconsciously wipes off more and more of her stark white make-up, becoming more and more
animated as she does so and finally becoming fully alive when she reaches her conclusion. The
central idea is well developed, the generic features of the dramatic monologue and the recount are
well handled, and the responsiveness is strong and well sustained.
78
Response 4
Stimulus piece 6 (Birth certificate) provides the starting point for Our Names and Our Essences, a
very personal discussion about the importance of our names. The thesis is that our names should,
and inexplicably do, reflect our essence, despite the irony that our parents do not even know us
when they select them. Although no firm reason for this is offered, the writer states and uses a
range of evidence to develop the central idea effectively, and provides a well-crafted and engaging
exposition.
79
Response 1
80
81
82
Response 2
83
84
85
Response 3
86
87
88
Response 4
89
90
91
Relative worth of each subtest
Relative worth of parts of the QCS Test
Paper Worth Comment

1 WT 68 Two grades on each of the five substantive criteria plus 2 judgements on length
2 MC I 50 50 items of equal worth
3 SR 67 21 items with up to five grades each
4 MC II 50 50 items of equal worth
Total 235
n
Worth SR paper
Grade awarded and Code Worth
Item
Unit A
number
A B C D E N O 2
1 The Economist 1 5 4 3 1 2.5
2 Pedometer 2 5 4 3 1 2.5
3 3 2 1 1.5
4 6 4 3 2 3
3 Texting 5 4 3 2 1 2
6 7 5 3 1 3.5
7 9 7 5 3 1 4.5
4 Peace 8 5 4 3 1 2.5
9 8 6 4 2 1 4
5 Olympics 10 6 4 3 2 1 3
11 3 2 1 1.5
12 5 4 3 1 2.5
13 5 4 3 2 1 2.5
14 5 4 3 2 1 2.5
6 Children’s Hour 15 5 4 3 1 2.5
16 7 6 4 2 3.5
7 Greenland 17 7 5 3 1 3.5
18 12 10 7 4 2 6
19 7 6 4 2 3.5
8 Tuareg 20 10 8 5 3 1 5
21 10 7 5 2 5
Σ ⎛ ----⎞ = 67
A
⎝ 2⎠
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Deemed CCEs and QCS Test items
Tables showing CCEs tested within the MC and SR subtests are presented earlier in this document.
There appears next to each item (or unit) one or more CCEs. What does this mean?
The QCS Test assesses students in terms of the common elements of the Queensland senior
curriculum: reading and writing, analysing and synthesising, evaluating and arguing rationally,
graphing, estimating, compiling statistics, and so on. There is not, however, a simplistic match of
CCEs and individual items in the QCS Test: exactly one item for each CCE or exactly one CCE for
each item. By their nature, some CCEs are obviously widely present — reading, interpreting words
and symbols, analysing; others such as graphing may be obviously absent from all but one or two
specific items.
The CCE given for an item is not, therefore, a claim that this is the only skill required to complete
this item successfully. Nor is it a claim that the CCE should be understood as meaning only the skills
apparently required by the item. There may even seem to be ways of completing the item
successfully that do not appear to involve the given CCE(s).
The listing of CCEs against items provides information about how the test constructors view each
item in the context of the particular QCS Test in which it occurs.
Balance of the QCS Test in terms of CCEs
The listing of CCEs against items may suggest that the balance of a particular QCS Test or a series of
QCS Tests can be assessed by a tally of the number of times each CCE is listed.
It is wrong to expect such a tally to show an equal number of items for each of the 49 CCEs because
they are not, and were not developed to be, either equal or equivalent, or in any other sense,
interchangeable.
A reasonable assessment of the balance of the QCS Test will take into account that
• the 49 CCEs are not equal
• no CCE is trivial
• some CCEs are more substantial than others
• no single CCE fails to occur in the Queensland senior curriculum
• some CCEs are diffused generally across a wide range of items (and are therefore not
listed frequently)
• some CCEs can only be tested through particular kinds of items which require a
substantial proportion of the total test item (and hence these CCEs will not occur very
often).
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Appendixes
Appendix 1: The 49 Common Curriculum Elements
DESCRIPTORS AND NOTES

Note: The numbering system given for the testable Common Curriculum Elements is that used within the Testing Unit.
Readers should not be perturbed to find that, while the list is in numerical order, there are numbers missing. All 49
elements appear in the list.
1 Recognising letters, words and other symbols

2 Finding material in an indexed collection:
Note: Examples of an indexed collection: a dictionary, an encyclopaedia, a library catalogue, a road map,
an art catalogue, an instruction booklet, a share register, a classified advertisement column.
3 Recalling/remembering:
Note: Consult Test Specifications Section 2.3 to establish what might reasonably be regarded as
assumed knowledge, i.e. “an elementary level of “general knowledge”, and a knowledge of vocabulary
and mathematical operations at a level of sophistication consistent with a sound general Year 10
education … basic arithmetic operations involved in calculation, also include fundamental mathematical
concepts such as simple algebra, percentage, ratio, area, angle, and power of ten notation.”
4 Interpreting the meaning of words or other symbols

5 Interpreting the meaning of pictures/illustrations
6 Interpreting the meaning of tables or diagrams or maps or graphs
7 Translating from one form to another:
Expressing information in a different form.
Note: Translation could involve the following forms:
verbal information (in English)
algebraic symbols
graphs
mathematical material given in words
symbolic codes (e.g. Morse code, other number systems)
pictures
diagrams
maps.
9 Using correct spelling, punctuation, grammar

10 Using vocabulary appropriate to a context
11 Summarising/condensing written text:
Presenting essential ideas and information in fewer words and in a logical sequence.
Note: Simply listing the main points in note form is not acceptable, nor is “lifting” verbatim from the
given passage.
12 Compiling lists/statistics:
Systematically collecting and counting numerical facts or data.
94
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13 Recording/noting data:
Identifying relevant information and then accurately and methodically writing it down in one or
more predetermined categories.
Note: Examples of predetermined categories are: female/male; odd/even; mass/acceleration.
14 Compiling results in a tabular form:

Devising appropriate headings and presenting information using rows and/or columns.
15 Graphing:
Note: Students will be required to construct graphs as well as to interpret them (see CCE 6).
16 Calculating with or without calculators

17 Estimating numerical magnitude:
Employing a rational process (such as applying an algorithm or comparing by experience with
known quantities or numbers) to arrive at a quantity or number that is sufficiently accurate to be
useful for a given purpose.
18 Approximating a numerical value:
Employing a rational process (such as measuring or rounding) to arrive at a quantity or number that
is accurate to a specified degree.
19 Substituting in formulae
20 Setting out/presenting/arranging/displaying
21 Structuring/organising extended written text
22 Structuring/organising a mathematical argument:
Generating and sequencing the steps that can lead to a required solution to a given mathematical
task.
26 Explaining to others:
Presenting a meaning with clarity, precision, completeness, and with due regard to the order of
statements in the explanation.
27 Expounding a viewpoint:
Presenting a clear convincing argument for a definite and detailed opinion.
28 Empathising:
Appreciating the views, emotions and reactions of others by identifying with the personalities or
characteristics of other people in given situations.
29 Comparing, contrasting:
Comparing: displaying recognition of similarities and differences and recognising the significance of
these similarities and differences.
Contrasting: displaying recognition of differences by deliberate juxtaposition of contrary elements.
30 Classifying:
Systematically distributing information/data into categories which may be either presented to, or
created by, the student.
95
31 Interrelating ideas/themes/issues
32 Reaching a conclusion which is necessarily true provided a given set of assumptions is
true:
Deducing
33 Reaching a conclusion which is consistent with a given set of assumptions:
Inferring
34 Inserting an intermediate between members of a series:
Interpolating
35 Extrapolating:
Logically extending trends or tendencies beyond the information/data given.
36 Applying strategies to trial and test ideas and procedures
37 Applying a progression of steps to achieve the required answer:
Making use of an algorithm (which is already known by students or which is given to students) to
proceed to the answer.
38 Generalising from information:
Establishing by inference or induction the essential characteristics of known information or a result.
41 Hypothesising:
Formulating a plausible supposition to account for known facts or observed occurrences.
The supposition is often the subject of a validation process.
42 Criticising:
Appraising logical consistency and/or rationally scrutinising for authenticity/merit.
Note: also critiquing — critically reviewing.
43 Analysing:
Dissecting to ascertain and examine constituent parts and/or their relationships.
44 Synthesising:
Assembling constituent parts into a coherent, unique and/or complex entity.
The term “entity" includes a system, theory, communication, plan, set of operations.
45 Judging/evaluating:
Judging: applying both procedural and deliberative operations to make a determination.
Procedural operations are those that determine the relevance and admissibility of evidence, whilst
deliberative operations involve making a decision based on the evidence.
Evaluating: assigning merit according to criteria.
46 Creating/composing/devising
48 Justifying:
Providing sound reasons or evidence to support a statement.
Soundness requires that the reasoning is logical and, where appropriate, that the premises are
likely to be true.
96
49 Perceiving patterns:
Recognising and identifying designs, trends and meaningful relationships within text.
50 Visualising:
Note: Examples of aspects of this element that might be tested include:
visualising spatial concepts (e.g. rotation in space)
visualising abstractions in concrete form (e.g. kinetic theory—the movement of molecules)
visualising a notion of a physical appearance from a detailed verbal description.
51 Identifying shapes in two and three dimensions

52 Searching and locating items/information:
Note: This element as it occurs in syllabuses usually refers to field work. As these conditions are plainly
impossible to reproduce under QCS Test conditions, testing can only be performed at a “second order”
level.
In the sense of looking for things in different places, “searching and locating items/information” may be
taken to include quoting, i.e. repeating words given in an extract in the stimulus material.
53 Observing systematically:
Note: This element as it occurs in syllabuses usually refers to laboratory situations. As these conditions
are plainly impossible to reproduce under QCS Test conditions, testing can only be performed at a
“second order” level.
55 Gesturing:
Identifying, describing, interpreting or responding to visual representations of a bodily or facial
movement, or expression that indicates an idea, mood or emotion.
Note: This element as it occurs in syllabuses refers to acting and other forms of movement. It is possible
to test only the interpretation of movement and expression. It is understood that there are cultural
variations relating to the meanings of particular gestures.
57 Manipulating/operating/using equipment:
Displaying competence in choosing and using an implement (in actual or representational form) to
perform a given task effectively.
60 Sketching/drawing:
Sketching: executing simply a drawing or painting, giving essential features but not necessarily with
detail or accuracy.
Drawing: depicting an object, idea or system pictorially, such as in a clearly defined diagram, or
flowchart.
Note: Sketching/drawing does not include the representation of numerical data as required in CCE 14
and CCE 15.
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Appendix 2: Glossary of terms used in relation to the QCS Test
acceptable minimum standards: the description of a marking process whereby markers are required to use their assessment
skills to interpret a student response and match it to a standard in each performance domain being tested by the item.
Predetermined trade-offs are already incorporated. Markers then award a grade for that performance domain for that item.
adjacent grades: on a short response marking scheme, a pair of available grades in direct proximity, e.g. A and B, D and E, N and
O (see grade)
assumed knowledge: the benchmark of students’ required learning in terms of QCS testing; taken to be the possession of both an
elementary level of general knowledge and a knowledge of vocabulary and mathematical operations at a level of sophistication
consistent with that of a student with a sound general Year 10 education
batched items: a group of items which relate to the same stimulus material
built-in trade-off: a property of a marking scheme that ensures that the performance domains contribute to the grade in a
manner reflective of their hierarchical position in that item
calibration: a routine process aimed at controlling reliability loss by removing irregularities in a marker’s judgment ‘gauge’ before
that marker is free to ‘gauge standards’, i.e. to mark
check marking: a process involving scrutiny by marking supervisors (WT), immersers (SR) and unit managers (SR) of grades
awarded by markers
closed response item: a short response item which involves the student in the production of an answer and requires the marker
to assess the accuracy of the response. This type of item usually produces a definite number of response types.
common curriculum element (CCE): one of the 49 generic skills that are common to at least two subjects in the Queensland
senior curriculum, testable in the current format of the QCS Test, and within the learning opportunities of a high proportion of
students
creditable response: a response (to a short response item) which is awarded one of the available grades, A to E, and which thus
attracts credit
criterion (also called basket): macroskill. The QCS Test measures achievement in five criteria, each of which is symbolised by a
letter of the Greek alphabet:
α comprehend and collect

β structure and sequence
θ analyse, assess and conclude
π create and present
φ apply techniques and procedures.
The 49 common curriculum elements can be distributed amongst these five criteria, each criterion representing a set of related
CCEs.
cue: an instruction attached to a short response item, situated next to the space provided for the student response. The cue
gives students a clear idea of what is required of them, sometimes providing essential further information on how to respond.
curriculum element: identifiable coherent activity specified by a syllabus as relevant to the pursuit of the aims and objectives of
that syllabus
denotation: descriptor and/or notes related to a CCE, which represent the meaning of that CCE for the purpose of the QCS
Test. Denotations are circulated to the appropriate audiences.
descriptor: see standard descriptor
desirable feature: item-specific characteristic of a student’s short response that demonstrates achievement and therefore
contributes to the determination of attainment in a particular performance domain
dimension: one of nine defined characteristics of a test item. Each item can be classified in terms of each of these nine
dimensions. This classification is used for assessing range and balance in the test.
discrepant marker: a marker whose marking differences (compared with other markers) are either not acceptably small or not
apparently random
dissonant markings: binders whose items have been given significantly different marks by different markers
98
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essential equipment: ‘tools of the trade’ listed in the Student Information Bulletin and in Directions on the cover of the testpaper,
and which the student must provide in order to complete the test, viz.
• pens (black ink)

• pencil (for drawing, sketching, etc. but not for writing)
• protractor
• drawing compass
• eraser
• coloured pencils
• ruler
• calculator with spare batteries.
exemplar: example of a response included in the marking scheme as an indication to markers of the acceptable standard for the
award of an A-grade
flyer: a written mechanism by which unit managers and immersers can communicate to markers any decisions regarding the
treatment of scripts made after marking has commenced
footnote: additional information provided at the end of the relevant piece of stimulus material, with reference to the stimulus
material via a superscript. It may take the form of a commentary on word usage, sourcing of an extract etc.
gloss: definition of a term that students are not expected to know. Substantive vocabulary of a high level of sophistication whose
meaning cannot be determined from the context is provided at the end of the relevant passage, with reference to the passage
via a superscript.
grade (response grade): a measure of performance on a short response item on the basis of a student’s response. Grades are
consecutive letters, with A denoting the grade pertaining to the highest performance level. The number of grades may vary
from item to item. The lowest available grade identifies the threshold for creditable performance.
hierarchy: a ranking of the performance domains of an item, indicating their relative contributions to the award of the grades
immerser (SR): immersers train markers to apply the prescribed marking schemes and standards for each item; conduct check
marking and refocusing sessions as determined by quality control; support markers with advice on marking; maintain the
standards of the marking.
immersion: instruction to acquaint markers with details and subtleties of the marking schemes for the items in an allocated unit;
discussion of common response types and marking of real student responses
immersion notes: unit-specific script prepared by immersers for use in training markers
immersion session: a set period of time when immersers train markers in the marking scheme and provide them with guided
assistance in practice marking. Verbal instructions which form part of the marking prescription may be given at this time.
incline of difficulty: the sequencing of units within a testpaper in such a way that units tend to become progressively more
difficult towards the end of the testpaper
introduction: a block of text at the beginning of a unit that, when necessary, gives a reference for the stimulus material and items
to follow
item: comprises the stem, cue and response area
item-specific: pertaining to a particular item; usually, item-specific documents contain information which can only pertain to one
of the items on a particular subtest
item writer: a person who writes and develops items for inclusion in the itembank. Test specifications are heeded in the writing
of items.
99
key term: one of a list of verbs used in the stems of short response items as commands or task setters, and for which clear
definitions are appropriately circulated to students and markers for the purposes of the QCS Test. The key terms include the
following:
account for draw (cf. sketch) illustrate/exemplify show (calculations)

approximate estimate indicate sketch (cf. draw)
argue evaluate justify state
comment on explain list substitute in
compare expound outline (in words) suggest
contrast express present summarise
derive extrapolate prove transcribe
describe find rank verify
determine generalise refer
discuss identify quote
line numbers: numbers situated in the left-hand margin of some passages of stimulus material to help students locate details
mentioned in associated items
marker training: a process which occurs during the days immediately preceding the marking proper, and consists of a pretraining/
administration session, immersion session in an allocated marking unit, together with preliminary marking and feedback sessions
marking history: a collection of marking schemes for all items in the unit in which a marker is trained to mark, together with the
marker manual. Running rules and flyers are sometimes added to the folio during the course of the marking operation.
marking grid: an item-specific sheet, accompanying the marking scheme, designed to assist markers’ decision making when the
application of descriptors is particularly complex. The use of such grids may be either compulsory or non-compulsory.
marking pool: the total group of markers selected from the register of markers to be involved in the marking operation for a
given year
marking scheme: the item-specific criteria and standards schema from which markers can determine grades; the marking
scheme may not include all of the instructions to the markers. Most marking schemes are presented as a table in which the cells
of each column give the descriptors of standards for the grade shown in that column’s heading.
marking supervisor (WT): marking supervisors train markers to apply the prescribed criteria and standards; conduct check
marking and refocusing sessions as determined by quality control; support markers with advice on marking; maintain the
standards of marking.
marking unit: a collection of items that is to be marked using a single marksheet. An individual marking unit may include items
from more than one test unit. The items of an individual test unit may be spread over more than one marking unit.
marksheet: a pre-printed sheet markers use to record information about marking.
mathematical operations: at the level of QCS testing, the basic operations involved in calculation (addition, subtraction,
multiplication, division), as well as fundamental mathematical concepts such as simple algebra, percentage, ratio, area, angle,
and power of ten notation
miniature SR paper: an A3 sheet containing abbreviated versions of the items in the testbook. Students may retain this at the
conclusion of the test.
model response: an example of a response that demonstrates the highest level of performance and which would invariably be
awarded the highest grade
monitoring (marker monitoring): comparison of markers (many pairings) to identify responses to be re-marked, markers who
require refocusing, and aspects of marking schemes which need attention during calibration
non-contributory: term applied to the grade given to a short response item when a response is unintelligible or does not satisfy
the requirements for any other grade (N), or when the item is omitted (O)
notes: a note on a marking scheme that: clarifies features of the item; defines, qualifies or explains terms used in the descriptors;
gives additional information about the treatment of particular types of response
omit: label given to that category of response to a test item where the student fails to provide a response; that is, the student
makes no apparent attempt to respond to the task set and leaves the response space completely blank
100
open-ended response item: a short response item which involves the student in generative thinking and requires the marker to
assess the quality of the response. No exhaustive list of desirable features can be identified a priori to describe a given response
type.
optional equipment: ‘tools of the trade’ (other than essential equipment) normally used in a course of study, which students may
choose to provide for the test, e.g.
• set square
• correction fluid
• template
• sharpener.
pathological response: one of the 2 per cent or less of different or unpredictable responses not covered directly by the
descriptors in the marking scheme, and discovered after marking commences
performance domain(s): common curriculum element(s) tested by a particular item. For items which are associated with more
than one CCE, the influence of each CCE is clearly evident in the marking scheme.
practice effect: an increase in marking speed as the marker gains experience in reading student responses and grading them with
the marking scheme
practice set: booklet of authentic student responses given to markers within an immersion session to reinforce learning
preliminary marking: mandatory initial session of actual marking conducted under normal conditions with grades to stand.
Preliminary marking usually occurs immediately after immersion and before the feedback session.
primary marking: the totality of the first two independent markings of all items on the testpaper. The number of marker
n
judgments in the primary marking is 2N ∑ pi , where N = number of students, n = number of items on the testpaper, and
i=1
pi = number of performance domains for the ith item.
refocusing: a one-on-one counselling session between an immerser and a marker who is experiencing problems with his/her
marking, as identified by quality-control procedures
referee marking: an independent third marking of a student response which occurs when two independent markers disagree to
an extent which is regarded as significant for that item
registered marker: a marker who has successfully completed a recruitment session
reliability: the degree to which measurements are consistent, dependable or repeatable; that is, the degree to which they are
free of errors
reliability of grades: the degree to which there is marker agreement as to the grade awarded (although some grades are truly
borderline)
response: the student’s work on an item as communicated to the marker. In writing, drawing, calculating and so on in the case of
a short response item. By blackening a circle corresponding to the selected response option in the case of a multiple choice
item.
response alternative: one of four options from which students choose the best response for a multiple choice item. Students
record their responses on a mark-sensitive sheet which is computer scanned for scoring.
response area: the space provided in the short response testbook where students give their response. It may be a ruled area or
grid, a designated space in which to write, draw, complete a diagram, fill in a table, etc.
richness: a property of a test item whereby the item can provide more than the usual single piece of information about student
achievement. In the case of a rich short response item, markers are required to award a grade in more than one, usually two,
performance domains.
running rules: decisions made by unit managers and immersers after the marking has commenced to supplement the application
of marking schemes
sample response: authentic student response used for the purposes of training
second guessing: anticipating the grade selected by other markers by considering ‘What will other markers do?’ rather than by
applying the marking scheme
standard: a reference point for describing the quality of student responses in performance domains (see marking scheme)
101
standard descriptor: a statement or list of statements that succinctly conveys the standard or features required in a response to
be awarded that grade in a particular performance domain
star-value: a rating for a short response item relative to other items on the short response paper, in terms of worth/effort, from
[*] lowest to [*****] highest. The star-value is printed beside the item number.
stem: that part of the item which indicates the task set or the question to be answered
stimulus material: verbal, numerical, pictorial, tabular, or graphical material that sets the context for the item(s) to follow with
the aim of promoting students’ responses
testbook (testpaper): the booklet provided to a student for the SR subtest; the cover carries directions to students; the booklet
contains items arranged within units. The booklet also contains spare pages (in case the student needs extra response space, or
decides to rewrite a response after cancelling the initial attempt) and a fold-out section inside the back cover containing the
item and star-value distribution.
training: see marker training
unit: a part of a test consisting of stimulus material and associated items and, often, an introduction
unit manager (SR): a person who trains the immersers of a particular unit so that they can train the markers with due regard to
the construct of the test. Unit managers direct, assist and monitor the performance of immersers; provide clarification of
marking schemes when required; assist with check marking, referee marking and other quality-control procedures.
validity: the extent to which an assessment instrument measures what it is claimed to measure
validity of grades: the extent to which the item and marking scheme measure achievement in the designated CCE(s)
verbal instructions: information given to markers by immersers to acquaint them with the details and subtleties of marking
schemes, and with common response types gleaned from a sample of student responses
102

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Partnership and innovation

Queensland Core Skills Test

© The State of Queensland (Queensland Studies Authority) 2008

The 2007 Queensland Core Skills Test Retrospective

Queensland Studies Authority

Phone: (07) 3864 0299

T:\qcs\retrospective\retro2007\Inside Cover.fm April 3, 2008 10:38 am

Multiple Choice (MC) I & II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Short Response (SR) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Writing Task (WT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Relative worth of each subtest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Of the 49 CCEs, the following cannot be tested directly in MC format:

These CCEs can be validly tested in Short Response (SR) format.

Some of these CCEs can be tested at “second order” level in MC format.

Unit Item Key Common Curriculum Elements

5 B calculating; reaching a conclusion which is necessarily true provided a

3 Red Right Hand 9 C

17 C interpreting the meaning of tables or diagrams or maps or graphs;

5 Silence 20 D summarising/condensing written text

22 A reaching a conclusion which is consistent with a given set of

8 Punk & Irony 31 A

32 C interpreting the meaning of words or other symbols; using vocabulary

47 C calculating; interpreting the meaning of tables or diagrams or maps or

67 B reaching a conclusion which is consistent with a given set of

87 C interpreting the meaning of words or other symbols; analysing; reaching

Unit Short name AF (%)

Model responses and commentaries on students’ performance

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Item 2, a two-star closed item, required students to calculate the

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100% Item 3 was a straightforward one-star item that required students to

To obtain an A-grade students had to provide Day 10 as the answer.

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Number1. of steps walked by Larn = 7200 –.. 0.64

37 Applying a progression of steps to achieve the required answer

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I. 777 444 66 4 0 555 2 8 33 777

Notes: Model Response:

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1. I. A strategy would be to use the frequencies in Figure

100% Item 7, a four-star item, required students to indicate a strategy for

36 Applying strategies to trial and test ideas and procedures

I. a relevant observation that • explicitly recognises the

II. a permissible reassignment

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Peace is an illusion—there is really only war

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1. Direct people to specific events.

Approximately 98 per cent of responses earned a creditable grade.

Notes: Model Response:

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• There were prominent repeated waves

100% This one-star item required students to respond to the question

The characteristics unique to the 1968 set of pictograms are:

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abstract style realistic/photo form

body in (3) parts body in 1 part

angular bodies rounded bodies

Notes: Model Response:

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