2014 Notes from the Marking Centre – Serbian Continuers
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Serbian 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 Serbian Continuers Stage 6 Syllabus
- the 2014 Higher School Certificate Serbian 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 Serbian Continuers in Stage 6.
Oral examination
Section I – Conversation
Characteristics of better responses:
- candidates spoke fluently, confidently and spontaneously
- correct grammar, tenses and 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 their point of view
- 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:
- 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 1 – Listening
Characteristic of better responses:
- all necessary information was included
- candidates provided evidence from the text to show how language and vocabulary conveyed meaning
- similarities as well as differences of opinion were identified, eg Zoran’s and Branka’s points of view were compared and contrasted (Q.3).
Characteristics of weaker responses:
- limited evidence from the text was provided to support their answers
- irrelevant information not required to answer the question was included
- candidates translated rather than interpreted and evaluated information in the text.
Section 2 – Reading and Responding
Part A
Characteristics of better responses:
- in-depth analysis was included
- examples of language and language devices used to persuade readers were identified (Q.7)
- opinions were supported by relevant details from the text
- detailed reference from the text to Vesna Markovic’s comment that ‘life is like a novel’ was provided (Q.8 (a))
- Jovan Popovic’s recommendation was clearly identified and the reasons why were outlined (Q.8 (b)).
Characteristics of weaker responses:
- insufficient detail was provided to address the requirement of the question
- the text was translated without responding to the requirements of the question
- candidates did not show how Dragan used language to persuade (Q.7)
- reference to the text was not made (Q.7)
- there was a limited explanation of Jovan Popovic’s recommendation (Q.8 (b)).
Part B
Characteristics of better responses:
- responses were authentic, reflecting an excellent understanding of the text
- all relevant details from the text were responded to
- ideas were structured logically and linked effectively.
Characteristics of weaker responses:
- responses did not meet the required word limit
- an understanding of the text as a whole was not demonstrated
- there was little authenticity and creativity
- information was listed and activities were described.
Section 3 – Writing in Serbian
Characteristics of better responses:
- the correct text type was used
- candidates responded to all aspects of the question
- language was manipulated authentically and creatively using complex structures and a variety of vocabulary.
Characteristics of weaker responses:
- simple sentence structures were used
- a limited range of vocabulary was used
- punctuation errors were made
- candidates simply recounted without treating ideas, information or opinion in depth.
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