Information Technology Curriculum Framework – 2008 HSC Specimen Examination Paper
Information Technology (240 Indicative Hours)
Introduction
This package contains:
- a specimen examination paper (PDF, 18 pages, 120 KB) for the 2008 Higher School Certificate examination in Information Technology
- a mapping grid, showing how each question in the examination relates to the units of competency and to the performance bands
- sample marking guidelines for questions in Sections II and III
- the performance band descriptions for Information Technology, which have been modified to reflect the changes in the revised syllabus.
The examinations in the 240-hour VET courses are optional, but required of students who wish this subject to contribute towards a Universities Admission Index. The HSC examination in Information Technology consists of a two-hour written paper worth 80 marks. The total marks gained by a student on the paper are then converted to a mark out of 100.
This specimen paper has been produced in accordance with the Board’s Principles for Setting HSC Examinations in a Standards-Referenced Framework , published in Board Bulletin vol. 8, no. 9 (Nov/Dec 1999). Questions are closely related to the outcomes of the course, and the paper as a whole is structured to allow for appropriate differentiation of student performance at all levels on the performance scale.
The paper has been designed so that students have a clear understanding of what they are required to do in each question, and in working through the paper. Where key words such as ‘discuss’, ‘analyse’, and ‘explain’, appear in questions, they have been used consistently in accordance with the Board’s Glossary of Key Words.
This specimen paper is one example of the type of examination that could be prepared within the examination specifications in the revised Information Technology syllabus. The format of the examination is unchanged from the previous syllabus. Examinations will be based on the syllabus and will test a representative sample of syllabus outcomes. Therefore, the range and balance of outcomes tested in HSC examinations in 2008 and subsequent years may differ from those addressed in the specimen paper. In subsequent examinations, the style and structure of the questions may differ from those in this specimen paper. Questions are based on:
- the units of competency identified for examination
- the minimum prescribed learning contained in the Higher School Certificate requirements for each specified unit of competency
- the associated key competencies.
The mapping grid is an important feature of the development of the examination. It aids in ensuring that the examination as a whole samples a range of content and outcomes and allows the full range of students the opportunity to demonstrate their level of achievement.
Marking guidelines are developed at the same time as the examination questions, and show the criteria to be applied to the responses to questions, together with the marks to be awarded in line with the quality of the responses. Where appropriate, a sample answer is provided. The sample answer is one example of the type of response that would be sufficient to gain full marks, and is included as an indication of the scope and depth required. For extended-response questions, performance is described at a number of levels of performance, each covering a range of marks. Marking guidelines may require some refinement at the marking centre to take account of unanticipated responses that students may present. In many cases, the standard described at each mark range will be made clear during pilot-marking by the selection of sample scripts.
There are a number of points to note in considering the Information Technology specimen paper:
- The number of questions in Section II may vary from year to year. However, marks in this section will always total 35.
- In Section III of the paper there are three questions. Students must attempt two of these questions.
- A rubric indicating general criteria for judging performance for the extended-response questions has been placed at the beginning of Section III to indicate the criteria that will be used to assess responses to the question. These criteria are in addition to criteria specific to each question.