2015 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 2015 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 2015 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:
- clear expression and expansion of appropriate information were evident
- a point of view with justification of the opinion was given
- a wide range of vocabulary, and sentence and grammatical structures were confidently and correctly used
- correct intonation and pronunciation were used.
Characteristics of weaker responses:
- words were incorrectly pronounced and/or some anglicised expressions were used
- responses lacked depth
- language was not accurately manipulated
- prepared responses were given that did not meet the requirements of the question.
Section II – Discussion
Characteristics of better responses:
- the chosen topic related to the prescribed themes/topics of the syllabus
- the appropriate number of texts (at least three texts, one of which was a literary text) were used
- the research for the topic was linked to the texts
- relevant information was supported with evidence from the texts
- opinions were supported and justified with evidence from the research.
Characteristics of weaker responses:
- a discussion was not able to be sustained because the research lacked depth
- too few texts were used and/or the chosen texts did not allow an in-depth discussion of the topic
- a literary text was not included
- a range of vocabulary appropriate to the topic was lacking.
Written examination
Section 1 – Listening and Responding
Part A
Characteristics of better responses:
- an understanding of the question was demonstrated by the inclusion of all the necessary details in the response (Q1)
- correct interpretation and analysis of information were included (Q2)
- the purpose of the text was identified (Q3)
- candidates addressed how language was used to convey meaning (Q3).
Characteristics of weaker responses:
- essential details were omitted
- the text was simply translated without answering the question
- analysis of language was poor.
Part B
Characteristics of better responses:
- a good comparison of the attitude of the speakers was provided (Q5)
- the texts were analysed well, correct conclusions were made and the information was conveyed appropriately (Q4, Q6).
Characteristics of weaker responses:
- analysis was poor
- specific aspects of the text were not understood
- language was not used appropriately in order to justify an opinion.
Section 2 – Reading and Responding
Part A
Characteristics of better responses:
- a comparison of the attitudes and points of view of the contributors to the blog was made, with excellent reference to the text.
Characteristics of weaker responses:
- a comparison of the contributions was not provided
- the response was comprised of simple translations or retelling of information.
Part B
Characteristics of better responses:
- a good understanding of the whole text was demonstrated
- language was manipulated creatively and authentically to meet the requirements of the task
- the correct text type was used.
Characteristics of weaker responses:
- candidates repeated sentences and vocabulary which were featured in the text and did not address the requirements of the task.
Section 3 – Writing in Armenian
Characteristics of better responses:
- the correct text type was used appropriately
- language was manipulated creatively and authentically to meet the requirements of the question
- extensive knowledge of vocabulary and sentence structure was demonstrated
- the response was creative and met the requirements of the question.
Characteristics of weaker responses:
- errors in spelling and grammatical structures were evident
- word requirements were not met.
NSW Government