2011 HSC Notes from the Marking Centre – Croatian Continuers
Contents
Introduction
This document has been produced for the teachers and candidates of the Stage 6 course in Croatian Continuers. It provides comments with regard to responses to the 2011 Higher School Certificate examination, indicating the quality of candidate responses and highlighting the relative strengths and weaknesses of the candidature in each section and each question.
This document should be read along with the relevant syllabus, the 2011 Higher School Certificate examination, the marking guidelines and other support documents developed by the Board of Studies to assist in the teaching and learning of Croatian.
General comments
Teachers and candidates should be aware that examiners might ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating the knowledge, understanding and skills they developed through studying the course.
Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing far beyond the indicated space may reduce the time available for answering other questions.
Candidates need to be familiar with the Board’s Glossary of Key Words, which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked or verbs may be used that are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.
Oral examination
Conversation
In the best responses, candidates responded fluently to the questions and demonstrated depth of treatment by expanding on ideas and opinions. Their responses on a range of topics were perceptive and sophisticated. The language used demonstrated a high level of grammatical accuracy with correct pronunciation and intonation. Weaker responses were characterised by grammatical errors such as gender, confusion of first and third person, and incorrect noun endings. The weaker responses used limited vocabulary and simple sentences, with little expansion and a lack of ability to provide ideas or opinions. Candidates need to go beyond a minimal response and provide detail, expand on ideas, and give and justify opinions.
Candidates need to be prepared to manipulate language and respond to questions that are from all topics in the syllabus, within the bounds of their personal world. Those who had pre-learned rote responses found difficulty manipulating language to effectively answer some of the questions asked. Weaker responses showed attempts to use a set response, even when it did not satisfactorily answer the question.
Discussion
The majority of candidates presented well-chosen topics. However, some of the topics chosen did not lend themselves easily to discussion as they were too broad and seemed to be based on general knowledge rather than research. A discussion requires more than simply describing or presenting information on a topic. Candidates are advised that in choosing the topic for the in-depth study they should consider the aspect of the topic that will enable them to take part in a discussion. So topics such as a town, or a comparison of an issue in Australia and Croatia, need to be defined and researched from the point of view of a place’s strategic significance or the issue’s representation or influence on society, or how the issue has evolved or impacted on others and how the place or issue might have been presented in a novel or film, for example, rather than the candidate providing a simple presentation of a town’s historical landmarks or a list of statistics. The research might take into account the background to the topic, its significance and multiple points of view, supported by resources and references in literature.
Some candidates did not refer to the required resources, or only made a passing reference to them. They need to make detailed and perceptive references to the texts (marking guidelines) used in researching the in-depth study. Candidates need to be reminded that preparing a topic for the Discussion requires the in-depth study of at least three texts, one of which will be a literary text, such as a novel, play, film or poem (BOS update to Croatian syllabus). A literary text enables candidates to bring different perspectives to the study and provides a better platform for a discussion than webpages, conversations with family members, travel brochures and personal experiences, some of which cannot really be considered appropriate as texts for a discussion. It is suggested that the literary texts candidates use be novels, films, poems and/or short stories to support the in-depth study.
The best responses demonstrated an ability to take part in a wide-ranging discussion in which the candidates exhibited both sophistication and depth. These candidates made specific and detailed references to texts and could offer opinions based on these. They could present and justify arguments and spoke passionately about the topic. Weaker responses were characterised by insufficient research and limited in-depth understanding of the topic, with a lack of ability to present and discuss issues, opinions and/or arguments.
Written examination
Section 1 – Listening and Responding
Part A
Question 2
Better responses included relevant textual references. Weaker answers retold the content.
Question 3
High-range answers included appropriate comments on the overall suitability of the applicant.
Question 4
- Most candidates included appropriate content but only some candidates referred to language features, as was necessary to indicate how the speaker could persuade others.
Question 5
Weaker responses focused on content and did not address the language features component of the question.
Part B
Question 6
Better responses conveyed the information using accurate and appropriate language and grammatical structures.
Question 7
Most candidates focused on what the speaker’s opinion was and made only limited references to how the speaker expressed his opinion – that is, what language techniques were used.
Section 2 – Reading and Responding
Part A
Question 8
- Weaker responses included general knowledge and personal experience rather than information from the text.
- Most candidates demonstrated a good understanding of the significance of Držić’s play. Weaker responses did not include an analysis of the content but simply retold the details of the text.
Question 9
- While generally well answered, better responses included two or more details.
- Most candidates demonstrated a good understanding of the content with textual references to support their answers. Better responses made reference to the use of adjectives especially.
- In better responses, candidates described the text and how it related to Josipa’s character traits.
Part B
Question 10
Although candidates understood the requirements of the task, few candidates demonstrated depth in the treatment of relevant information, ideas and opinions. The effectiveness of responses depended on the candidate’s ability to manipulate language authentically and creatively.
A number of candidates copied information directly from the given text without making any attempt to use the information creatively. Good responses demonstrated the ability to respond within the specified length and to organise the information appropriately.
It was found that many candidates had problems with grammar, spelling and syntax. More attention should be paid to correct usage of language and vocabulary so that candidates can better organise their information and ideas.
Section 3 – Writing in Croatian
Questions 11 and 12
Most candidates wrote using the correct text type. Responses that achieved high marks showed an ability to present and express feelings, describe situations and give examples to support their ideas.
Some candidates produced interesting, creative and humorous responses showing their ability to manipulate language authentically and creatively and demonstrated an extensive knowledge of vocabulary and syntax.
In weaker responses, candidates had difficulties with grammar, spelling and syntax and had a limited knowledge of vocabulary.
NSW Government