Principles for Developing Marking Guidelines for the New HSC Examinations in a Standards-Referenced Framework
Published in Board Bulletin Vol 9 No 3, May 2000
The Board of Studies recently approved principles that are to be applied to the marking of examination papers for the 2001 HSC.
Examination committees will use these principles to develop marking guidelines for examination questions. Markers will then use the guidelines to consistently determine the standards of performance reached by students.
New marking guidelines have been developed for selected questions in the 2001 HSC specimen papers. Specimen papers will be available to teachers at the beginning of May with marking guidelines in selected questions to follow at the end of May.
Teachers should find the principles for developing marking guidelines helpful in understanding the approach to marking in a standards-referenced framework.
Principles for Developing Marking Guidelines in a Standards-Referenced Framework are:
Content
Marking guidelines will be developed in the context of relevant syllabus outcomes and content.
Marks will be awarded for demonstrating achievement of aspects of the syllabus outcomes addressed by the question. Marking guidelines will reflect the nature and intention of the question and will be expressed in terms of the knowledge and skills demanded by the task.
Specificity of marking guidelines
Marking guidelines will indicate the initial criteria that will be used to award marks.
Marking guidelines will allow for less predictable and less defined responses, for example, characteristics such as flair, originality and creativity, or the provision of alternative solutions where appropriate.
Marking guidelines for extended responses will, as far as possible, use language that is consistent with the outcomes and the band descriptions for the subject.
Marking guidelines are to incorporate the generic rubric provided in the examination paper as well as aspects specifically related to the question.
Language of marking guidelines
The language of marking guidelines will be clear, unambiguous and accessible to ensure consistency in marking.
Discrimination between different levels of performance Where a question is designed to test higher-order outcomes, the marking guidelines will allow for differentiation between responses, with more marks being awarded for the demonstration of higher-order outcomes. Marking guidelines will indicate the quality of response required to gain a mark or a sub-range of marks.
High achievement will not be defined solely in terms of the quantity of information provided.
Optional questions
Optional questions within a paper will be marked using comparable marking criteria.
Generic type questions
Marking guidelines for questions that can be answered using a range of contexts and/or content will have a common marking guideline exemplified using appropriate contexts and/or content.