2013 Notes from the Marking Centre – Chinese Background Speakers
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Chinese Background Speakers course. It contains comments on candidate responses to the 2013 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with:
- the Chinese Background Speakers Stage 6 Syllabus
- the 2013 Higher School Certificate Chinese Background Speakers examination
- the marking guidelines
- Advice for students attempting HSC languages examinations, and HSC Languages oral examinations – advice to students
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of Chinese in Stage 6.
Section I
Listening and Responding – Part A
Characteristics of better responses:
- responses were not simply a translation of the text
- relevant information was identified to support the answers
- there was a perceptive analysis of the strategies used with clear purpose and relevant textual references
- answers were in clear and comprehensible English.
Characteristics of weaker responses:
- the aural text was simply translated
- English used was incomprehensible
- insufficient or irrelevant information was provided to support answers
- information was general rather than specific
- strategies were listed without stating why they were used.
Listening and Responding – Part B
Characteristics of better responses:
- issues raised and analysed were identified
- the attitudes of the athletes from the two texts were compared and contrasted
- highly precise and sophisticated language was used.
Characteristics of weaker responses:
- responses were a recount of what they heard
- athletes’ attitudes towards their successes were not analysed
- some responses were too long
- some responses were too brief without relevant textual support.
Section II
Reading and Responding – Part A
Characteristics of better responses:
- relevant details from the text were included to support opinions
- the relationship between the prescribed text and the related theme was perceptively analysed
- candidates analysed how the language was used to infer the personality of a character
- the argument of the issue was developed logically
- precise and refined language was used.
Characteristics of weaker responses:
- there was a lack of understanding of the prescribed texts
- candidates provided a narrative recount of the prescribed texts without addressing the issues
- language was poorly controlled.
Reading and Responding – Part B
Characteristics of better responses:
- candidates demonstrated perceptive understanding of the issues raised in the text
- candidates effectively used personal opinions and textual references in response to the issues raised
- the argument was developed logically and analytically
- there was excellent control of language.
Characteristics of weaker responses:
- the text was paraphrased or summarised
- candidates focused on explaining why students went to universities or on providing a general discussion of what a happy life was
- the discussion was superficial, focusing on only one issue or with no reference to the text
- confused or contradictory viewpoints were presented
- there was poor control of language.
Section III – Writing in Chinese
Characteristics of better responses:
- candidates used a range of sophisticated vocabulary and language structures
- candidates demonstrated a thorough understanding of the purpose, audience and context of the task
- the related issues were perceptively and logically analysed with appropriate and relevant support.
Characteristics of weaker responses:
- there was inconsistent use of register
- candidates were unable to relate to the issues discussed
- there was inconsistency in the development of argument
- there was superficial or general discussion of the topics.
NSW Government