2014 Notes from the Marking Centre – Heritage Chinese
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Heritage Chinese 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 Heritage Chinese Stage 6 Syllabus
- the 2014 Higher School Certificate Heritage Chinese 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.
Oral examination
Characteristics of better responses:
- depth and breadth of research into a particular issue was demonstrated
- sources were used to present in-depth, logical and critical analyses
- a perceptive reflection on the issues discussed was provided
- pronunciation and intonation was clear, fluent and accurate
- sophisticated vocabulary and sentence structures were used.
Characteristics of weaker responses:
- general discussions were presented without in-depth analyses
- candidates often contradicted themselves or were repetitive during the discussion
- common knowledge without evidence of research was presented
- no connection was made between the chosen topic and the resources used
- a limited range of vocabulary and sentence structures were used.
Section 1: Responding to texts
Characteristics of better responses:
- sufficient and relevant textual references were used to support opinions
- aural and written texts were synthesised effectively
- a perceptive understanding of the various issues outlined in the texts was demonstrated
- candidates explained how language features were used to convey meaning
- candidates analysed and rationalised.
Characteristics of weaker responses:
- information from the texts was translated or copied
- no connection was made between related issues and the answers given
- there was no evidence of analytical skills
- limited understanding of the theme and subtleties of the texts was demonstrated
- inappropriate or incorrect vocabulary and sentence structures were used.
Section 2: Creating texts in Chinese
Characteristics of better responses:
- a variety of vocabulary and expressions were used
- a coherent discussion using correct text types was provided
- candidates displayed logical thinking and analytical skills in their elaboration
- a perceptive understanding of the topics and related issues was demonstrated
- a perceptive understanding of the changes in today’s society and the contributions of different cultures in the context of globalisation was demonstrated.
Characteristics of weaker responses:
- the wrong text types and incomplete sentences were used
- candidates frequently resorted to writing in Pinyin
- topics were not discussed in depth
- there was poor control of vocabulary and sentence structures
- limited understanding of the quote ‘use foreign ideas and skills to benefit Chinese society’ was demonstrated.
NSW Government