2014 Notes from the Marking Centre – Armenian Continuers
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Armenian Continuers course. It contains comments on candidate responses to the 2014 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 Armenian Continuers Stage 6 Syllabus
- the 2014 Higher School Certificate Armenian Continuers 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 Armenian Continuers in Stage 6.
Oral examination
Section I – Conversation
Characteristics of better responses:
- candidates spoke fluently, confidently and spontaneously
- correct grammar and tenses, as well as a variety of complex sentence structures, were used
- language was manipulated to address the questions asked
- a range of vocabulary appropriate to the topic was used
- candidates spoke in the correct register
- candidates expressed an opinion and/or justified a point of view
- authentic intonation and pronunciation were used
- standard language of study was used.
Characteristics of weaker responses:
- simple, short sentences or single words were used
- repetitive and/or extended pauses were a feature
- grammatical errors were included
- candidates could not express an opinion or justify a point of view
- candidates included English words and expressions
- language was not manipulated to address the question.
Section II – Discussion
Characteristics of better responses:
- candidates had chosen a topic that allowed in-depth research and scope to propose and articulate a point of view
- the texts chosen to support the topic of discussion were appropriate and were used consistently to support the point of view
- the processes involved in obtaining information were discussed
- a thorough understanding of the topic and the researched information was demonstrated
- at least three texts, one of which was a literary text, were included
- sophisticated language was used.
Characteristics of weaker responses:
- a poor choice of topic that did not allow for in-depth discussion
- appropriate reference to texts was not made
- over-reliance on general knowledge, personal experience and/or superficial information
- an opinion or point of view was not expressed
- texts and research were not linked to the topic
- there was a lack of evidence of research.
Written examination
Section I – Listening and Responding
Part A
Characteristics of better responses:
- detailed and relevant responses to the questions were given
- perceptive understanding of aural text was demonstrated.
Characteristics of weaker responses:
- the response was not justified by referring to the text as the question required
- a literal translation of the aural text was given, rather than answering the question
- short responses were given
- candidates did not detect the sarcasm in Q.5 (b).
Part B
Characteristics of better responses:
- candidates demonstrated their knowledge of Armenian by responding using their own words and expressions.
Characteristics of weaker responses:
- words and expressions were lifted from the aural text without answering the question.
Section II – Reading and Responding
Part A
Characteristics of better responses:
- relevant details were given and responses were supported with evidence from the text
- candidates compared appropriately.
Characteristics of weaker responses:
- the meanings of some words were misinterpreted
- the actions were described, rather than the personalities of the individuals (Q.8 (a))
- insufficient detail was provided
- the texts were not referred to.
Part B
Characteristics of better responses:
- all relevant details in the text were responded to
- a variety of vocabulary and grammatical structures was used correctly
- language and expressions were used creatively.
Characteristics of weaker responses:
- the original text was not referred to
- inaccurate language and grammatical structures were used.
Section III – Writing in Armenian
Characteristics of better responses:
- a range of vocabulary and language structures was used
- grammar was used in a sophisticated manner and correctly
- candidates responded creatively to the requirements of the task.
Characteristics of weaker responses:
- idiomatic expressions were used inaccurately
- the requirements of the questions were not addressed.
NSW Government