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transcript
Retrospective2015 Queensland Core Skills Test
Short Response (SR) (Part 2 of 5)
ISSN 1321-3938
© The State of Queensland (Queensland Curriculum and Assessment Authority) 2015
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12
Short Response (SR)This year’s SR subtest comprised 16 items across nine units. As students worked through each unit, they interacted with stimulus material that was chosen to be challenging and engaging. Test developers paid careful attention to framing each item in a way that made it accessible to most students. The SR testpaper comprised units with stimulus material selected from fields such as mathematics, science, history, the social sciences and literature.
This year’s paper was varied in its content, covering a broad range of CCEs. The different tasks included drawing and labelling a mud-map, calculating the value of a numerical expression, estimating area on a map, measuring carefully and locating features on a diagram, providing clear explanations and giving evidence to justify a point of view.
Model responses and commentaries on student performance
What follows is an item-by-item report that includes model responses and marking schemes, tables and graphs of the distributions of grades, and commentaries that discuss the tasks. At times, references to specific student responses are included to exemplify observations. As much as possible, model responses are actual student responses. Model responses are those that demonstrate a high level of performance and would have been awarded the highest grade.
For some items, especially the more open-ended items, responses were extremely varied. For these responses it is not possible to provide examples of the many ways students responded. The detailed, item-specific marking schemes indicate the scope of acceptable responses for different grades. Even for the more closed items the marking schemes demonstrate that different ways of perceiving ‘the solution’ were able to gain credit.
Marking schemes
The marking schemes used during the marking operation and included in this section of the Retrospective are not designed to be read in isolation. They are only one element of the marking prescription. During the marking operation markers undergo rigorous training in how to apply the marking schemes to student responses of one marking unit. The training involves careful consideration and application of the material presented by immersers.
All SR items are double marked. This means that a student’s response booklet is marked by at least 10 different, independent markers. Referee marking also occurs when necessary.
For organisational purposes during the marking operation, the testpaper units were grouped into five marking units. In 2015, Marking Unit 1 contained testpaper units One and Five, Marking Unit 2 contained testpaper units Two and Three, Marking Unit 4 contained testpaper units Four and Nine, Marking Unit 6 contained testpaper units Six and Seven and Marking Unit 8 contained testpaper unit Eight.
Each marking scheme provides descriptors for up to five creditable grades, as well as the non-contributory grades N (where the response is unintelligible or does not satisfy the requirements of any other grade) and O (where no response has been given).
| Retrospective 2015 QCS Test
SR 2015 summary
Note: CCEs specific to an item are listed on the item’s marking scheme.The baskets into which CCEs are grouped are shown in Appendix 3.
Unit Item Basket Common Curriculum Elements by unit
OnePerspectives
1 4 Interpreting the meaning of words …28 Empathising
TwoK-maps
2 6 Interpreting the meaning of … diagrams …29 Comparing, contrasting30 Classifying44 Synthesising3
ThreeWater diviner
4 26 Explaining to others43 Analysing
FourMud-map
5 16 Calculating with or without calculators50 Visualising60 Sketching/drawing
FiveAgatha
6 5 Interpreting the meaning of … illustrations
26 Explaining to others31 Interrelating … ideas43 Analysing44 Synthesising46 Creating/composing/devising50 Visualising
7
SixEngineer
8 16 Calculating with or without calculators36 Applying strategies to trial and test ideas and procedures38 Generalising from information46 Creating/composing/devising48 Justifying
9
SevenAnt wall
10 6 Interpreting the meaning of … maps …7 Translating from one form to another
17 Estimating numerical magnitude29 Comparing, contrasting45 Evaluating
11
EightLiar
12 10 Using vocabulary appropriate to a context29 Comparing, contrasting32 Deducing33 Reaching a conclusion which is consistent with a given set of assumptions42 Criticising48 Justifying52 Searching and locating … information
13
14
NineTaking off
15 15 Graphing16 Calculating with or without calculators17 Estimating numerical magnitude18 Approximating a numerical value22 Structuring … a mathematical argument44 Synthesising48 Justifying
16
13Queensland Curriculum & Assessment Authority |
14
Unit OneThe item in this unit is about how a partly-filled glass of water is described by a person and what that says about their attitude to life.
The following table shows the percentage of responses awarded the various grades for the item in this unit.
Item 1
Commentary
Item 1 is a two-star item that tested achievement in CCEs 28 Empathising and 4 Interpreting the meaning of words.
The item required students to consider five words that can be used for people with various perspectives on life. Next to each word are letters A–E. Students were required to match each word to the best associated comment, regarding the glass of water, by writing the appropriate letter in the box provided.
The cue directed students to use each letter once only.
An A-grade response needed to show the five correct matches.
Students should remember to follow cues carefully. Some students used the first letter of the words provided or used a letter more than once which impacted on their ability to achieve the highest grade. Particularly in closed items such as this one, students are encouraged not to leave blanks.
Model response
A B C D E N O
Item 1 58.8 21.1 17 2.8 0.3
A shaded box indicates that the grade was not available for that item.
A B C N O
100%
The glass is half empty.
Break the glass.
The glass should be full.
The glass is half full.
The glass is too big.
A.
B.
C.
D.
E.
OPTIMIST
IDEALIST
ANARCHIST
PRAGMATIST
PESSIMIST
E
C
A
B
D
| Retrospective 2015 QCS Test
PER
FOR
MA
NC
E D
OM
AIN
Mar
king
Sch
eme
Mar
king
Uni
t 1 1
of 3
UN
IT O
NE
ITEM
1
N
Res
pons
e is
un
inte
lligi
ble
or d
oes n
ot
satis
fy th
e re
quir
emen
ts
for
any
othe
r gr
ade. O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
28E
mpa
this
ing
4In
terp
retin
g th
e m
eani
ng o
f wor
ds �
C
The
res
pons
e sh
ows o
ne c
orre
ct m
atch
.
A
The
res
pons
e sh
ows t
he fi
ve c
orre
ct m
atch
es.
E C B A D
B
The
res
pons
e sh
ows t
hree
cor
rect
mat
ches
.
Not
e:1.
In th
e ca
se o
f
�ot
her
lett
ers h
avin
g be
en u
sed
�an
y le
tter
hav
ing
bein
g us
ed m
ore
than
onc
e
�lin
es h
avin
g be
ing
used
rat
her
than
lette
rs
�bo
th li
nes a
nd le
tter
s hav
ing
bein
g us
ed,
grad
e th
e re
spon
se o
n th
e ba
sis o
f the
num
ber
of m
atch
es a
ccor
ding
to th
e m
arki
ng sc
hem
e.
Mod
el R
espo
nse:
Th
e g
lass
is
hal
f em
pty
.
Bre
ak t
he
gla
ss.
Th
e g
lass
sh
ou
ld b
e fu
ll.
Th
e g
lass
is
hal
f fu
ll.
Th
e g
lass
is
too
big
.
A.
B.
C.
D.
E.
OP
TIM
IST
IDE
AL
IST
AN
AR
CH
IST
PR
AG
MA
TIS
T
PE
SS
IMIS
T
E C AB D
15Queensland Curriculum & Assessment Authority |
16
Unit TwoThe items in this unit are based on information about using diagrams to indicate the splitting of a given group into sub-groups.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
Item 2
Commentary
Item 2 is a three-star item that tested achievement in CCEs 29 Comparing, contrasting and 6 Interpreting the meaning of diagrams.
A diagrammatic method of representing a group of people with sub-groups based on various attributes was presented. The example given considered whether people were under 14 years of age or aged 14 years and over and whether or not they owned an iPod. The same group of people was further subdivided according to whether they liked or did not like music and the diagram was adjusted to show this.
The item comprised two parts. In the first part students were required to provide a succinct definition of the people in the cell marked as x. In the second part, students had to compare the characteristics of the people in the cells marked as y and z and say in what ways they differed and how they were similar.
A cue for the second part instructed students to give details.
An A-grade response needed to provide the three required attributes for part I and correctly explain the shared attribute and the two different attributes for part II. The six points needed to be correct and complete with no incorrect or extraneous information included.
Students should remember that where the stimulus explains a new concept and gives examples/models to aid in comprehension they should spend time interrogating the examples/models and any given information to gain a full understanding before responding to the items.
Model response
A B C D E N O
Item 2 32.9 43.6 13.3 7.6 1.5 1.1
Item 3 7.2 30.9 39.3 13.5 6.7 2.4
A shaded box indicates that the grade was not available for that item.
A B C N O
100%
D
Do not own an iPod, aged under 14, like music.
Group y members own an iPod and are aged under 14 while
group z do not own an iPod and are aged 14 and over.
Those in groups y and z are similar in their dislike of music.
| Retrospective 2015 QCS Test
PER
FOR
MA
NC
E D
OM
AIN
Mar
king
Sch
eme
Mar
king
Uni
t 2 1
of 3
UN
IT T
WO
ITEM
2
C
The
res
pons
e sa
tisfie
s FO
UR
of t
he
follo
win
g po
ints
.
For
part
Ipr
ovid
es
�do
es n
ot o
wn
an iP
od�
aged
und
er 1
4�
likes
mus
ic.
For
part
II
clea
rly
iden
tifie
s tha
t the
gro
ups a
re
�di
ffere
nt �
gro
up y
ow
n an
iPod
bu
t gro
up z
do n
ot o
wn
an iP
od�
diffe
rent
� g
roup
y a
re a
ged
unde
r 14
bu
t gro
up z
are a
ged
14 a
nd o
ver /
ove
r 14
�si
mila
r �
gro
up y
do
not l
ike
mus
ican
d gr
oup
z do
not l
ike
mus
ic.
No
inco
rrec
t inf
orm
atio
n is
incl
uded
in th
e cr
edita
ble
poin
ts.
A
The
res
pons
e sa
tisfie
s all
SIX
of t
he
follo
win
g po
ints
.
For
part
Ipr
ovid
es
�do
es n
ot o
wn
an iP
od�
aged
und
er 1
4�
likes
mus
ic.
For
part
II
clea
rly
iden
tifie
s tha
t the
gro
ups a
re
�di
ffer
ent �
gro
up y
ow
n an
iPod
bu
t gro
up z
do n
ot o
wn
an iP
od�
diff
eren
t � g
roup
y a
re a
ged
unde
r 14
bu
t gro
up z
are
aged
14
and
over
�si
mila
r �
gro
up y
do
not l
ike
mus
ican
d gr
oup
z do
not l
ike
mus
ic.
No
inco
rrec
t or
extr
aneo
us in
form
atio
n is
in
clud
ed.
B
The
resp
onse
satis
fies F
IVE
of t
he fo
llow
ing
poin
ts.
For
part
Ipr
ovid
es
�do
es n
ot o
wn
an iP
od�
aged
und
er 1
4�
likes
mus
ic.
For
part
II
clea
rly
iden
tifie
s tha
t the
gro
ups a
re
�di
ffere
nt �
gro
up y
ow
n an
iPod
bu
t gro
up z
do n
ot o
wn
an iP
od�
diffe
rent
� g
roup
y a
re a
ged
unde
r 14
bu
t gro
up z
are a
ged
14 a
nd o
ver /
ove
r 14
�si
mila
r �
gro
up y
do
not l
ike
mus
ican
d gr
oup
z do
not l
ike
mus
ic.
No
inco
rrec
t inf
orm
atio
n is
incl
uded
in th
e cr
edita
ble
poin
ts.
D
The
resp
onse
satis
fies T
WO
of t
he fo
llow
ing
poin
ts.
For
part
Ipr
ovid
es
�do
es n
ot o
wn
an iP
od�
aged
und
er 1
4�
likes
mus
ic.
No
inco
rrec
t inf
orm
atio
n is
incl
uded
in th
e cr
edita
ble
poin
ts.
The
resp
onse
satis
fies O
NE
of t
he fo
llow
ing
poin
ts.
For
part
II
clea
rly
iden
tifie
s tha
t the
gro
ups a
re
�di
ffer
ent �
gro
up y
ow
n an
iPod
bu
t gro
up z
do n
ot o
wn
an iP
od�
diff
eren
t � g
roup
y a
re a
ged
unde
r 14
bu
t gro
up z
are a
ged
14 a
nd o
ver /
ove
r 14
�si
mila
r �
gro
up y
do
not l
ike
mus
ican
d gr
oup
z do
not l
ike
mus
ic.
No
inco
rrec
t inf
orm
atio
n is
incl
uded
in th
e cr
edita
ble
poin
t.
OR
N
Res
pons
e is
un
inte
lligi
ble
or d
oes n
ot
satis
fy th
e re
quir
emen
ts
for
any
othe
r gr
ade. O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
29C
ompa
ring
, con
tras
ting
6In
terp
retin
g th
e m
eani
ng o
f � d
iagr
ams �
Not
es:
1.Fo
r al
l gra
des a
ccep
t iP*
d as
iPod
rega
rdle
ss o
f the
lette
r in
the
* po
sitio
n.
2.W
ithin
a r
espo
nse,
a p
oint
can
not g
ain
cred
it if
who
le o
r pa
rt o
f the
poi
nt
is o
mitt
ed o
r w
hole
or
part
of t
he p
oint
is in
corr
ect.
3.Fo
r th
e B
-, C
- and
D-g
rade
s �do
not
list
en to
mus
ic� i
s acc
epta
ble
for
�do
not l
ike
mus
ic�.
Sim
ilarl
y, �l
iste
n to
mus
ic� i
s acc
epta
ble
for
�like
mus
ic�.
4.E
xtra
neou
s inf
orm
atio
n is
una
ccep
tabl
e at
the
A-g
rade
. Ext
rane
ous
info
rmat
ion
attr
ibut
es a
cha
ract
eris
tic th
at is
not
iden
tifia
ble
from
the
diag
ram
. Thi
s app
lies t
o bo
th p
arts
I an
d II
. An
exam
ple
of e
xtra
neou
s in
form
atio
n is
�onl
y ge
eky
guys
ow
n an
iPod
so g
roup
x a
re g
eeky
mal
es�.
Mod
el R
espo
nse:
Part
I.
Do
not o
wn
an iP
od, a
ged
unde
r 14
, lik
e m
usic
.
Part
II.
Gro
up y
mem
bers
ow
n an
iPod
and
are
age
d un
der
14
whi
le g
roup
z do
not
ow
n an
iPod
and
are
age
d 14
and
ove
r.
Tho
se in
gro
ups y
and
z ar
e sim
ilar i
n th
eir d
islik
e of m
usic
.
17Queensland Curriculum & Assessment Authority |
18
Item 3
Commentary
Item 3 is a three-star item that tested achievement in CCEs 44 Synthesising and 30 Classifying.
The stimulus material provided a rectangular grid representing the whole numbers from 1 to 99. Five sub-groups were specified in the legend and labelled on the diagram. The stimulus explained that for each specified sub-group there was an opposite sub-group that had to be inferred. For example the cells labelled ‘odd numbers’ left other cells unlabelled and so by inference these contained even numbers.
The item comprised four parts. An A-grade response needed to provide correct answers to all four parts. Part I could not include incorrect surplus information and part III could provide only one number.
Students should remember not to add non-required information. Examples particular to this item are: giving incorrect surplus information for part I such as ‘half are odd numbers and half are even numbers’ when in fact the distribution of odd and even numbers in the shaded cells is not half and half; providing all six possible answers for part III when the requirement was for an example of a number.
Model response
A B C N O
100%
D
60
w
less than 50, divisible by 3, does not contain 7
97
| Retrospective 2015 QCS Test
PER
FOR
MA
NC
E D
OM
AIN
Mar
king
Sch
eme
Mar
king
Uni
t 2 2
of 3
UN
IT T
WO
ITEM
3
N
Res
pons
e is
un
inte
lligi
ble
or d
oes n
ot
satis
fy th
e re
quir
emen
ts
for
any
othe
r gr
ade. O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
44Sy
nthe
sisi
ng30
Cla
ssify
ing
C
The
res
pons
e pr
ovid
es c
orre
ct a
nsw
ers t
o T
WO
par
ts:
I.le
ss th
an 5
0,
divi
sibl
e by
3,
does
not
con
tain
7
II.
�60�
cor
rect
ly p
ositi
oned
in th
e di
agra
m
III.
one
of 6
7, 7
1, 7
3, 7
7, 7
9, 9
7
IV.�
w� c
orre
ctly
pos
ition
ed in
the
diag
ram
.
A
The
res
pons
e pr
ovid
es c
orre
ct a
nsw
ers t
o al
l FO
UR
par
ts:
I.le
ss th
an 5
0,
divi
sibl
e by
3,
does
not
con
tain
7
(no
inco
rrec
t sur
plus
info
rmat
ion
is
incl
uded
)
II.
�60�
cor
rect
ly p
ositi
oned
in th
e di
agra
m
III.
only
one
of
67,
71,
73,
77,
79,
97
IV.�
w� c
orre
ctly
pos
ition
ed in
the
diag
ram
.
B
The
res
pons
e pr
ovid
es c
orre
ct a
nsw
ers t
o al
l FO
UR
par
ts:
I.le
ss th
an 5
0,
divi
sibl
e by
3,
does
not
con
tain
7
(no
inco
rrec
t sur
plus
info
rmat
ion
is
incl
uded
)
II.
�60�
cor
rect
ly p
ositi
oned
in th
e di
agra
m
III.
one
of 6
7, 7
1, 7
3, 7
7, 7
9, 9
7
IV.�
w� c
orre
ctly
pos
ition
ed in
the
diag
ram
.
D
The
resp
onse
pro
vide
s the
corr
ect a
nsw
er to
O
NE
par
t:
I.le
ss th
an 5
0,
divi
sibl
e by
3,
does
not
con
tain
7
II.
�60�
cor
rect
ly p
ositi
oned
in th
e di
agra
m
III.
one
of 6
7, 7
1, 7
3, 7
7, 7
9, 9
7
IV.�
w� c
orre
ctly
pos
ition
ed in
the
diag
ram
.
Mod
el R
espo
nse:
part
I �
less
than
50,
div
isib
le b
y 3,
doe
s not
con
tain
7pa
rt II
� o
n di
agra
mpa
rt II
I � 9
7pa
rt IV
� o
n di
agra
m
A
B
v
C
D
EE
w
60
Not
es:
1.Fo
r pa
rt I,
resp
onse
s MU
ST in
clud
e A
LL
thre
e st
atem
ents
. Fai
lure
to h
ave
all t
hree
mea
ns th
is p
art i
s no
t cre
dita
ble.
2.If
ther
e is
surp
lus i
nfor
mat
ion
prov
ided
in p
art I
, det
erm
ine
whe
ther
the
info
rmat
ion
is c
orre
ct o
r in
corr
ect i
n co
nsid
erin
g th
e A
- and
B-g
rade
s. T
here
are
add
ition
al st
atem
ents
stud
ents
MAY
incl
ude
in p
art I
� st
atem
ents
that
are
cor
rect
but
do
not d
efin
e.E
xam
ples
of C
OR
RE
CT
stat
emen
ts a
re: �
num
bers
can
be
both
eve
n an
d od
d� o
r �n
umbe
rs m
ay o
r m
ay n
ot b
e di
visi
ble
by 5
�. E
xam
ples
of I
NC
OR
RE
CT
stat
emen
ts a
re: �
half
of th
e nu
mbe
rs a
re o
dd a
nd h
alf e
ven�
or
�tw
o of
th
em a
re d
ivis
ible
by
5�.
3.If
ther
e ar
e m
ultip
le e
ntri
es fo
r pa
rt II
or
for
part
IV, t
hat p
art d
oes n
ot g
ain
cred
it.
4.If
ther
e ar
e m
ultip
le e
ntri
es fo
r pa
rt II
I, th
at p
art w
ill n
ot g
ain
cred
it to
war
ds a
n A
-gra
de; c
onsi
der
the
first
ent
ry o
nly
to d
eter
min
e w
heth
er th
e pa
rt m
ay c
ontr
ibut
e to
the
awar
d of
a B
-, C
- or
D-g
rade
.
5.C
ell w
is a
nul
l set
.
19Queensland Curriculum & Assessment Authority |
20
Unit ThreeThe item in this unit is based on a poem titled The Diviner which describes a water diviner going about the business of finding water without using any scientific apparatus.
The following table shows the percentage of responses awarded the various grades for the item in this unit.
Item 4
Commentary
Item 4 is a three-star item that tested achievement in CCEs 43 Analysing and 26 Explaining to others.
The item required students to investigate the poet’s use of language to establish the sense that the water diviner has mastery over his craft. Students were required to cite a specific instance of this deliberate use of language from each stanza and make clear how this sense of mastery is established. At all creditable grades the response needed to be consistent with a reasonable reading of the poem.
An A-grade response needed to be consistent with a reasonable reading of the poem; cite three instances (one from each stanza) and explain how the use of language in each instance clearly established the diviner’s mastery over his craft.
The majority of responses cited three relevant instances of the deliberate selection of language. However some did not provide a clear explanation of how the language establishes the diviner’s mastery.
Students should remember to unpack all aspects of the stem and ensure that they address each and every aspect, e.g. citing a deliberate use of language and then making clear how this establishes the idea of mastery over his craft.
A B C D E N O
Item 4 3.3 17.1 47 13.8 12.9 5.9
A shaded box indicates that the grade was not available for that item.
A B C N O
100%
D
| Retrospective 2015 QCS Test
Model response
In stanza one ‘nervous, but professionally’ says that, despite the pressure of being
watched, the diviner remains composed and focused on doing his job. His nervousness
shows he is psyched up, a bit like a professional before a performance.
The diviner is a master at his job, expertly working under pressure even when nervous.
The second stanza features the words, ‘suddenly broadcasting through a green aerial
its secret stations’. The use of the word ‘secret’ makes it seem that the water diviner
is privy to something that others are not. He is unique.
In stanza three ‘the hazel stirred’ refers to the diviner’s tool, basically a dead stick.
Stirred is often used to describe a person waking up. Here ‘stirred’ tells us that this
simple tool becomes alive even when not in direct contact with the diviner’s hands.
Describing a simple dead stick as stirring and turning it into a useful living tool adds to
the idea that the diviner has power and mastery over his craft.
21Queensland Curriculum & Assessment Authority |
22
UN
IT T
HR
EEIT
EM 4
PER
FOR
MA
NC
E D
OM
AIN
Mar
king
Sch
eme
Mar
king
Uni
t 2 3
of 3
N
Res
pons
e is
un
inte
lligi
ble
or d
oes n
ot
satis
fy th
e re
quir
emen
ts
for
any
othe
r gr
ade. O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
43A
naly
sing
26E
xpla
inin
g to
oth
ers
C
The
resp
onse
is co
nsis
tent
with
a re
ason
able
re
adin
g of
the
poem
and
�ci
tes O
NE
inst
ance
�ex
plai
ns h
ow th
e us
e of
lang
uage
in th
is
inst
ance
cle
arly
est
ablis
hes t
he d
ivin
er�s
m
aste
ry o
ver
his c
raft
.
The
resp
onse
is co
nsis
tent
with
a re
ason
able
re
adin
g of
the
poem
and
�pr
ovid
es T
WO
exa
mpl
es o
f rel
evan
t ph
rase
s/wor
ds fr
om d
iffer
ent s
tanz
as�
for
each
exa
mpl
e, g
ives
an
acco
unt t
hat
poin
ts to
the
divi
ner�
s mas
tery
ove
r hi
s cr
aft.
OR
A
The
resp
onse
is co
nsis
tent
with
a re
ason
able
re
adin
g of
the
poem
and
�
cite
s TH
RE
E in
stan
ces w
ith o
ne fr
om
each
stan
za�
expl
ains
how
the
use
of la
ngua
ge in
eac
h in
stan
ce c
lear
ly e
stab
lishe
s the
div
iner
�s
mas
tery
ove
r hi
s cra
ft.
B
The
resp
onse
is co
nsis
tent
with
a re
ason
able
re
adin
g of
the
poem
and
�
cite
s TW
O in
stan
ces e
ach
from
a
diff
eren
t sta
nza
�ex
plai
ns h
ow th
e us
e of
lang
uage
in e
ach
inst
ance
cle
arly
est
ablis
hes t
he d
ivin
er�s
m
aste
ry o
ver
his c
raft
.
D
The
resp
onse
is co
nsis
tent
with
a re
ason
able
re
adin
g of
the
poem
and
�pr
ovid
es O
NE
exa
mpl
e of
a r
elev
ant
phra
se/w
ords
from
the
poem
�fo
r th
is e
xam
ple,
giv
es a
n ac
coun
t tha
t po
ints
to th
e di
vine
r�s m
aste
ry o
ver
his
craf
t.
Not
es:
1.T
he st
anza
s fro
m w
hich
inst
ance
s/ex
ampl
es a
re c
ited
do n
ot n
eed
to b
e st
ated
.
2.T
he u
se o
f �bu
t pro
fess
iona
lly ..
. Unf
usse
d.� c
an b
e at
trib
uted
to
EIT
HER
stan
za 1
OR
stan
za 2
but
not
to b
oth.
Ano
ther
exa
mpl
e fr
om
eith
er st
anza
1 o
r st
anza
2 m
ust t
hen
be u
sed.
The
thir
d ex
ampl
e m
ust
com
e fr
om st
anza
3.
Mod
el R
espo
nse:
In st
anza
one
�ner
vous
, but
pro
fess
iona
lly� s
ays t
hat,
desp
ite th
e pr
essu
re o
f bei
ng w
atch
ed, t
he d
ivin
er
rem
ains
com
pose
d an
d fo
cuse
d on
doi
ng h
is jo
b. H
is n
ervo
usne
ss sh
ows h
e is
psy
ched
up,
a b
it lik
e a
prof
essi
onal
bef
ore a
per
form
ance
. The
div
iner
is a
mas
ter a
t his
job,
expe
rtly
wor
king
und
er p
ress
ure e
ven
whe
n ne
rvou
s. T
he se
cond
stan
za fe
atur
es th
e w
ords
, �su
dden
ly b
road
cast
ing
thro
ugh
a gr
een
aeri
al it
s sec
ret s
tatio
ns�.
The
use
of t
he w
ord
�sec
ret�
mak
es it
seem
that
the
wat
er d
ivin
er is
pri
vy to
som
ethi
ng th
at o
ther
s are
not
. H
e is
uni
que.
In
stan
za th
ree �
the
haze
l stir
red�
ref
ers t
o th
e di
vine
r�s t
ool,
basi
cally
a d
ead
stic
k. S
tirre
d is
oft
en u
sed
to
desc
ribe
a p
erso
n w
akin
g up
. Her
e �s
tirre
d� te
lls u
s tha
t thi
s sim
ple
tool
bec
omes
aliv
e ev
en w
hen
not i
n di
rect
con
tact
with
the
divi
ner�
s han
ds. D
escr
ibin
g a
sim
ple
dead
stic
k as
stir
ring
and
turn
ing
it in
to a
us
eful
livi
ng to
ol a
dds t
o th
e id
ea th
at th
e di
vine
r ha
s pow
er a
nd m
aste
ry o
ver
his c
raft
.
Las
t Pag
e C
ount
| Retrospective 2015 QCS Test
Unit FourThe item in this unit is based on information about the highway between Meekatharra and Newman in Western Australia.
The following table shows the percentage of responses awarded the various grades for the item in this unit.
Item 5
Commentary
Item 5 is a three-star item that tested achievement in CCEs 50 Visualising, 60 Sketching/drawing and 16 Calculating with or without calculators.
The item comprised two parts. In part I, students were required to draw a simple sketch or mud-map of a section of highway between the towns Meekatharra and Newman. They needed to draw two side roads which meet this highway, label their destinations and then indicate, with a cross, the location of a given sign. Part II of the item required students to complete a blank sign as it would appear to a person turning onto the highway from the intersection that did not have the given sign at it. The map did not need to be drawn to scale.
An A-grade response needed to provide a diagram which correctly showed the six pieces of data described in the stimulus material and correctly complete the blank sign. All creditable grades required the representation of the highway on the diagram to be oriented in a north-south direction.
Some responses indicated that locating east to show the side road that ‘comes in from the east’ caused some difficulty. A good many students, incorrectly, placed a cross at both intersections. This was presumably a result of misreading ‘this sign’s position’ as ‘signs’.
Students should be instructed to read the stem carefully and not to do more than what is required, e.g. only one sign’s position was to be marked on the diagram not the positions of two signs as some responses showed. Where more than one response or part of a response is provided and it is not clear which is to be marked or which is the first response, credit cannot be given.
A B C D E N O
Item 5 41.5 15 19 5 16.4 3.2
A shaded box indicates that the grade was not available for that item.
A B C D N O
100%
23Queensland Curriculum & Assessment Authority |
24
Model response
| Retrospective 2015 QCS Test
PER
FOR
MA
NC
E D
OM
AIN
Mar
king
Sch
eme
Mar
king
Uni
t 4 1
of 5
UN
IT F
OU
RIT
EM 5
N
Res
pons
e is
un
inte
lligi
ble
or d
oes n
ot
satis
fy th
e re
quir
emen
ts
for
any
othe
r gr
ade. O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
50V
isua
lisin
g60
Sket
chin
g/dr
awin
g16
Cal
cula
ting
with
or
with
out c
alcu
lato
rs
C
The
res
pons
e
for
part
Ish
ows a
dia
gram
on
whi
ch th
e hi
ghw
ay is
or
ient
ed c
orre
ctly
and
�tw
o si
de r
oads
and
no
othe
r ro
ads a
re
show
n�
one
side
roa
d is
mar
ked
Plut
onic
Air
port
�on
e si
de r
oad
is m
arke
d Pe
ak H
ill.
The
res
pons
e
for
part
IIpr
ovid
es a
sign
whi
ch sh
ows
�M
eeka
thar
ra o
n th
e le
ft an
d N
ewm
an o
n th
e ri
ght
�18
1 on
the
left
and
241
on
the
righ
t.
OR
A
The
res
pons
e
for
part
Ish
ows a
dia
gram
on
whi
ch th
e hi
ghw
ay is
or
ient
ed c
orre
ctly
and
�M
eeka
thar
ra a
nd N
ewm
an a
re m
arke
d co
rrec
tly�
two
side
roa
ds a
nd n
o ot
her
road
s are
sh
own
�on
e si
de ro
ad is
show
n on
the
righ
t of t
he
high
way
and
is m
arke
d Pl
uton
ic A
irpo
rt�
one
side
roa
d is
show
n on
the
left
of t
he
high
way
and
is m
arke
d Pe
ak H
ill�
the
Plut
onic
Air
port
roa
d is
pos
ition
ed
low
er th
an th
e ot
her
side
roa
d�
the
sign
is po
sitio
ned
corr
ectly
AND
for
part
IIpr
ovid
es a
sign
whi
ch sh
ows
�M
eeka
thar
ra o
n th
e le
ft an
d N
ewm
an o
n th
e ri
ght
�18
1 on
the
left
and
241
on
the
righ
t.
B
The
res
pons
e
for
part
Ish
ows a
dia
gram
on
whi
ch th
e hi
ghw
ay is
or
ient
ed c
orre
ctly
and
pro
vide
s FIV
E of
�M
eeka
thar
ra a
nd N
ewm
an a
re m
arke
d co
rrec
tly�
two
side
roa
ds a
nd n
o ot
her
road
s are
sh
own
�on
e si
de ro
ad is
show
n on
the
righ
t of t
he
high
way
and
is m
arke
d Pl
uton
ic A
irpo
rt�
one
side
roa
d is
show
n on
the
left
of t
he
high
way
and
is m
arke
d Pe
ak H
ill�
the
Plut
onic
Air
port
roa
d is
pos
ition
ed
low
er th
an th
e ot
her
side
roa
d�
the
sign
is p
ositi
oned
con
sist
ent w
ith th
e re
st o
f the
dia
gram
AND
for
part
IIpr
ovid
es a
sign
whi
ch sh
ows
�M
eeka
thar
ra a
nd N
ewm
an c
onsis
tent
w
ith th
e di
agra
m in
par
t I.
D
The
res
pons
e
for
part
Ish
ows a
dia
gram
on
whi
ch th
e hi
ghw
ay is
or
ient
ed c
orre
ctly
and
pro
vide
s ON
E o
f
�on
ly tw
o si
de r
oads
are
show
n�
a si
de r
oad
is m
arke
d Pl
uton
ic A
irpo
rt
�a
side
roa
d is
mar
ked
Peak
Hill
.
Not
es:
1.T
he h
ighw
ay is
ori
ente
d co
rrec
tly if
it is
run
ning
bas
ical
ly n
orth
-sou
th.
2.In
the
abse
nce
of a
labe
lled
high
way
, the
hig
hway
goe
s bet
wee
n M
eeka
thar
ra a
nd N
ewm
an.
3.M
eeka
thar
ra a
nd N
ewm
an a
re m
arke
d co
rrec
tly if
Mee
kath
arra
is sh
own
belo
w N
ewm
an o
n th
e hi
ghw
ay.
4.Si
de r
oads
are
roa
ds th
at m
eet t
he h
ighw
ay b
ut d
o no
t cro
ss th
e hi
ghw
ay.
5.W
here
a n
ame
or si
gn is
mar
ked
in m
ore
than
one
pos
ition
, non
e ca
n ga
in c
redi
t.
6.Fo
r th
e B
-gra
de
�if
Mee
kath
arra
and
/or
New
man
are
not
mar
ked,
then
trea
t the
res
pons
e as
hav
ing
them
in th
e co
rrec
t pos
ition
/s fo
r th
e re
mai
ning
dot
poi
nts
�if
the
posi
tion
of th
e si
gn in
par
t I is
om
itted
or
is a
t bot
h si
de r
oads
, the
n tr
eat t
he
resp
onse
as h
avin
g it
in th
e co
rrec
t pos
ition
whe
n m
arki
ng p
art I
I.
25Queensland Curriculum & Assessment Authority |
26
Mar
king
Sch
eme
UN
IT F
OU
RIT
EM 5
Mar
king
Uni
t 4 2
of 5
Mod
el R
espo
nse:
18
1M
ee
ka
th
ar
ra
Ne
wm
an
24
1
I.II
.
no
t t
o s
ca
leN
Ne
wm
an
Pe
ak
Hil
l
Plu
to
nic
Air
po
rt
Me
ek
at
ha
rra
X
| Retrospective 2015 QCS Test
Unit FiveThe items of this unit are based on two pages from a comic book version of a novel set in Paris in 1928.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
Item 6
Commentary
Item 6 is a four-star item that tested achievement in CCEs 43 Analysing, 31 Interrelating ideas, 5 Interpreting the meaning of illustrations and 26 Explaining to others.
The item required students to describe the atmosphere created across the two pages of the comic book and discuss how this atmosphere was developed and conveyed.
The cue instructed students to refer to features such as characters, setting and lighting.
An A-grade response needed to identify an atmosphere, explain how two observable features within the panels conveyed this atmosphere and to reveal how a feature in the final panel contributed to the atmosphere.
Some responses merely explained the progress of the story across the panels instead of explaining how the atmosphere is conveyed. This was not what the stem required.
Students should remember to consider all the stimulus provided and to give clear and detailed explanations. An error sometimes made is that only cursory links or references are provided which do not give enough information and depend on the reader to infer meaning. Identifying specific details of features (e.g. dim, yellow lighting) rather than just the feature itself (lighting) can help with a detailed explanation.
A B C D E N O
Item 6 8.8 28.8 28.1 22.7 8.4 1.5 1.7
Item 7 21.8 24.8 41 5.4 1.5 5.5
A shaded box indicates that the grade was not available for that item.
A B C D N O
100%
E
27Queensland Curriculum & Assessment Authority |
28
Model response
There is a tangible sense of fear and foreboding across the comic panels.
The night time se�ing, derelict buildings, shadowy �gures and dim lighting
adds to this atmosphere. The �rst panel establishes the cold, alienating street scene. It is
clear this is not a place where you would feel safe at night. The street lights, lit windows and
car headlights offer some comfort from the darkness but this does nothing to ease the
atmosphere of fear and foreboding when the shadowed �gure in panels 2, 3, 5 is seen
following the �rst man. The cloaked man’s mysterious presence, furtive actions and concealed
appearance all contribute to this tension as we sense his motivations are sinister. The
organisation of the panels and the artist’s ability to conceal elements (faces) and reveal
details (mist in panel 3, cracked walls in all panels) adds to the fear, as a clear picture of what
is going on or about to happen isn’t apparent. The relief as the pursued man �nds safety in the
building is temporary as panel 6 reveals the masked man staring up at the window. The sharp,
skeleton-like features of the mask and even the shirt adds fear as they look sinister and also
conceal the character’s face and identity. This causes suspicion in the viewer about the
masked man. We can assume by all these elements that the masked man is intent on
something untoward in the room above the cold, dark, disquieting street.
| Retrospective 2015 QCS Test
UN
IT F
IVE
ITEM
6
PER
FOR
MA
NC
E D
OM
AIN
Mar
king
Sch
eme
Mar
king
Uni
t 1 2
of 3
N
Res
pons
e is
un
inte
lligi
ble
or d
oes n
ot
satis
fy th
e re
quir
emen
ts
for
any
othe
r gr
ade. O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
43A
naly
sing
31In
terr
elat
ing
idea
s �
5In
terp
retin
g th
e m
eani
ng o
f � il
lust
ratio
ns26
Exp
lain
ing
to o
ther
s
C
The
res
pons
e
�id
entif
ies a
n at
mos
pher
e �
links
TW
O o
bser
vabl
e fe
atur
es
with
in th
e pa
nels
to th
is
atm
osph
ere
�in
add
ition
, als
o re
fers
to a
fe
atur
e in
the
final
pan
el th
at
cont
ribu
tes t
o th
is a
tmos
pher
e.
A
The
res
pons
e
�id
entif
ies a
n at
mos
pher
e �
expl
ains
how
TW
O o
bser
vabl
e fe
atur
es w
ithin
the
pane
ls
conv
ey th
is a
tmos
pher
e �
in a
dditi
on, a
lso
reve
als h
ow a
fe
atur
e in
the
final
pan
el
cont
ribu
tes t
o th
is a
tmos
pher
e.
B
The
res
pons
e
�id
entif
ies a
n at
mos
pher
e �
expl
ains
how
ON
E o
bser
vabl
e fe
atur
e w
ithin
the
pane
ls
conv
eys t
his a
tmos
pher
e �
in a
dditi
on, a
lso
refe
rs to
a
feat
ure
in th
e fin
al p
anel
that
co
ntri
bute
s to
this
atm
osph
ere.
D
The
res
pons
e
�id
entif
ies a
n at
mos
pher
e �
links
TW
O o
bser
vabl
e fe
atur
es
with
in th
e pa
nels
to th
is
atm
osph
ere.
E
The
res
pons
e in
clud
es
�a
wor
d or
phr
ase
that
is
indi
cativ
e of
an
atm
osph
ere
�a
link
betw
een
an o
bser
vabl
e fe
atur
e w
ithin
the
pane
ls a
nd
this
indi
cativ
e w
ord
or p
hras
e.
Not
es:
1.A
tmos
pher
e re
fers
to th
e m
ood,
tone
or
feel
ing.
2.M
ore
than
one
atm
osph
ere
may
be
iden
tifie
d in
a
cred
itabl
e re
spon
se a
s lon
g as
ther
e is
no
cont
radi
ctio
n.
Exa
mpl
es o
f con
trad
ictio
n in
clud
e ro
man
tic a
nd sc
ary,
fo
rebo
ding
and
hap
py�
Mod
el R
espo
nse:
The
re is
a ta
ngib
le se
nse
of fe
ar a
nd fo
rebo
ding
acr
oss t
he c
omic
pan
els.
The
nig
ht ti
me
sett
ing,
de
relic
t bui
ldin
gs, s
hado
wy
figur
es a
nd d
im li
ghtin
g ad
ds to
this
atm
osph
ere.
The
firs
t pan
el
esta
blish
es th
e co
ld, a
liena
ting
stre
et sc
ene.
It is
cle
ar th
is is
not a
pla
ce w
here
you
wou
ld fe
el sa
fe
at n
ight
. The
stre
et li
ghts
, lit
win
dow
s and
car
hea
dlig
hts o
ffer
som
e co
mfo
rt fr
om th
e da
rkne
ss
but t
his d
oes n
othi
ng to
eas
e th
e at
mos
pher
e of
fear
and
fore
bodi
ng w
hen
the
shad
owed
figu
re in
pa
nels
2, 3
, 5 is
seen
follo
win
g th
e fir
st m
an. T
he c
loak
ed m
an�s
mys
teri
ous p
rese
nce,
furt
ive
actio
ns a
nd c
once
aled
app
eara
nce
all c
ontr
ibut
e to
this
tens
ion
as w
e se
nse
his m
otiv
atio
ns a
re
sini
ster
. The
org
anis
atio
n of
the
pane
ls a
nd th
e ar
tist�s
abi
lity
to c
once
al e
lem
ents
(fac
es) a
nd
reve
al d
etai
ls (m
ist i
n pa
nel 3
, cra
cked
wal
ls in
all
pane
ls) a
dds t
o th
e fe
ar, a
s a c
lear
pic
ture
of
wha
t is g
oing
on
or a
bout
to h
appe
n is
n�t a
ppar
ent.
The
rel
ief a
s the
pur
sued
man
find
s saf
ety
in
the
build
ing
is te
mpo
rary
as p
anel
6 re
veal
s the
mas
ked
man
star
ing
up a
t the
win
dow
. The
shar
p,
skel
eton
-like
feat
ures
of t
he m
ask
and
even
the
shir
t add
s fea
r as
they
look
sini
ster
and
als
o co
ncea
l the
cha
ract
er�s
face
and
iden
tity.
Thi
s cau
ses s
uspi
cion
in th
e vi
ewer
abo
ut th
e m
aske
d m
an. W
e ca
n as
sum
e by
all
thes
e el
emen
ts th
at th
e m
aske
d m
an is
inte
nt o
n so
met
hing
unt
owar
d in
the
room
abo
ve th
e co
ld, d
ark,
dis
quie
ting
stre
et.
29Queensland Curriculum & Assessment Authority |
30
Item 7
Commentary
Item 7 is a three-star item that tested achievement in CCEs 44 Synthesising, 50 Visualising and 46 Creating, composing, devising.
The item required students to imagine and then to explain what they would draw in the newly created panel 7 of the comic book.
Students were told the new panel had to be in keeping with the panels already presented and progress the story without introducing new characters. They had to explain what they would draw and why, with respect to consistency of style, what
the established characters are doing and where they are.
An A-grade response needed to give a detailed description of what is to be drawn that is supported by an explanation. The explanation and description of the new single panel had to progress the story logically, introduce no new characters, use a setting that connected to the previous panels, account for both characters and consider how lighting is to be used. The response had to be consistent with the existing panels.
Some responses did not provide enough explanation or detail for the description of the drawing to be envisaged or understood. Responses that did not say how lighting was to be used in the new panel did not account for consistency of style (panels 1–6 each used yellow lighting) and so did not fully attend to the task.
Students should remember to follow all instructions in the stem carefully and use available planning space to help formulate their response.
Model response
A B C N O
100%
D
The drawing would be of the same apartment at night, still seen from the outside but
with the apartment window as the main feature in the new panel. The window would have
the yellow light spilling out of it to show, as do the previous panels, comfort and warmth.
In the bo�om right corner of the window the face of the man from panel 2 would be
looking out down to the street as he knew he was being followed but now looks out as he
feels safe inside. On the bo�om right of the new panel the cloaked and masked man is
seen walking away with only his back shown as he disappears into the gloomy night.
The masked man knows it is a waste of time to continue to chase his victim who is now
safe inside his apartment.
| Retrospective 2015 QCS Test
UN
IT F
IVE
ITEM
7
PER
FOR
MA
NC
E D
OM
AIN
Mar
king
Sch
eme
Mar
king
Uni
t 1 3
of 3
N
Res
pons
e is
un
inte
lligi
ble
or d
oes n
ot
satis
fy th
e re
quir
emen
ts
for
any
othe
r gr
ade. O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
44Sy
nthe
sisi
ng50
Vis
ualis
ing
46C
reat
ing
/com
posi
ng /
dev
isin
g
C
The
resp
onse
giv
es a
des
crip
tion
of w
hat i
s to
be
draw
n.
The
des
crip
tion
�pr
ogre
sses
the
stor
y lo
gica
lly�
uses
a se
ttin
g th
at c
onne
cts t
o th
e pr
evio
us p
anel
s�
acco
unts
for
one
char
acte
r.
A
The
resp
onse
giv
es a
det
aile
d de
scri
ptio
n of
w
hat i
s to
be d
raw
n th
at is
supp
orte
d by
an
expl
anat
ion.
It is
evi
dent
from
the
expl
anat
ion
and
the
desc
ript
ion
that
the
new
sing
le p
anel
to b
e dr
awn
�pr
ogre
sses
the
stor
y lo
gica
lly�
intr
oduc
es n
o ne
w c
hara
cter
s�
uses
a se
ttin
g th
at c
onne
cts t
o th
e pr
evio
us p
anel
s�
acco
unts
for
both
cha
ract
ers
�co
nsid
ers h
ow li
ghtin
g is
to b
e us
ed.
The
res
pons
e is
con
sist
ent w
ith th
e ex
istin
g co
mic
boo
k pa
nels
.
B
The
res
pons
e gi
ves a
des
crip
tion
of w
hat i
s to
be
draw
n th
at is
supp
orte
d by
an
expl
anat
ion.
It is
evi
dent
from
the
expl
anat
ion
and
the
desc
ript
ion
that
the
new
sing
le p
anel
to b
e dr
awn
�pr
ogre
sses
the
stor
y lo
gica
lly�
intr
oduc
es n
o ne
w c
hara
cter
s�
uses
a se
ttin
g th
at c
onne
cts t
o th
e pr
evio
us p
anel
s�
acco
unts
for
one
char
acte
r�
cons
ider
s how
ligh
ting
is to
be
used
.
The
res
pons
e is
con
sist
ent w
ith th
e ex
istin
g co
mic
boo
k pa
nels
.
The
res
pons
e gi
ves a
des
crip
tion
of w
hat i
s to
be
draw
n th
at is
supp
orte
d by
an
expl
anat
ion.
It is
evi
dent
from
the
expl
anat
ion
and
the
desc
ript
ion
that
the
new
sing
le p
anel
to b
e dr
awn
�pr
ogre
sses
the
stor
y lo
gica
lly�
intr
oduc
es n
o ne
w c
hara
cter
s�
uses
a se
ttin
g th
at c
onne
cts t
o th
e pr
evio
us p
anel
s�
acco
unts
for
both
cha
ract
ers.
The
res
pons
e is
con
sist
ent w
ith th
e ex
istin
g co
mic
boo
k pa
nels
.OR
D
The
wri
tten
res
pons
e an
d su
pple
men
tary
m
ater
ial
�pr
ogre
ss th
e st
ory
�in
clud
e fea
ture
s tha
t con
nect
to p
revi
ous
pane
ls�
acco
unt f
or o
ne c
hara
cter
.
Not
es:
1.To
acc
ount
for
a ch
arac
ter,
the
resp
onse
mus
t ind
icat
e w
hat t
he c
hara
cter
is
doin
g or
whe
re th
e ch
arac
ter
is p
ositi
oned
.
2.Ig
nore
mat
eria
l in
the
draf
t spa
ce a
t the
A-,
B- a
nd C
-gra
des.
At t
he D
-gra
de, t
reat
mat
eria
l in
the
draf
t spa
ce a
s sup
plem
enta
ry m
ater
ial.
Mod
el R
espo
nse:
The
draw
ing
wou
ld b
e of
the
sam
e ap
artm
ent a
t nig
ht, s
till s
een
from
the
outs
ide
but w
ith th
e ap
artm
ent w
indo
w a
s the
mai
n fe
atur
e in
the
new
pan
el. T
he w
indo
w
wou
ld h
ave
the
yello
w li
ght s
pilli
ng o
ut o
f it t
o sh
ow, a
s do
the
prev
ious
pan
els,
com
fort
and
war
mth
. In
the
bott
om r
ight
cor
ner
of th
e w
indo
w th
e fa
ce o
f the
man
fr
om p
anel
2 w
ould
be
look
ing
out d
own
to th
e st
reet
as h
e kn
ew h
e w
as b
eing
fo
llow
ed b
ut n
ow lo
oks o
ut a
s he
feel
s saf
e in
side
. On
the
bott
om r
ight
of t
he n
ew
pane
l the
clo
aked
and
mas
ked
man
is se
en w
alki
ng a
way
with
onl
y hi
s bac
k sh
own
as h
e di
sapp
ears
into
the
gloo
my
nigh
t. Th
e m
aske
d m
an k
now
s it i
s a w
aste
of t
ime
to c
ontin
ue to
cha
se h
is v
ictim
who
is n
ow sa
fe in
side
his
apa
rtm
ent.
Las
t Pag
e C
ount
31Queensland Curriculum & Assessment Authority |
32
Unit SixThe items in this unit are based on an adapted copy of an advertisement used by a recruitment office. The advertisement was for the recruitment of engineers.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
Item 8
Commentary
Item 8 is a three-star item that tested achievement in CCEs 16 Calculating with or without calculators, 36 Applying strategies to trial and test ideas and procedures and 46 Creating/composing/devising.
The item comprised two parts. Part I of the item required students to calculate the first four terms of the expression given in the advertisement, resulting in the six-digit telephone number of the recruitment office.
Part II of the item required students to follow a set of guidelines to create a three-term expression that used whole numbers and had a value of 209871.
The cue instructed students not to use zero or one as either of the numbers.
An A-grade response needed to show the number 132901 for part I and provide an expression that correctly attended to each of the four guidelines for part II. There were a limited number of solutions to part II. These were based on the five factors of 52 (excluding 1). Their squares were the only numbers that could be correctly used beneath the square root sign. The use of addition (+) or subtraction (–) in the triangle determined the numbers able to be used in the rectangles.
Some responses to part I showed that there were errors with the calculation of the powers 213 and 143. Some responses could not gain credit for part II as incorrect expressions were formed because the concept of order of operations was not applied correctly.
Students should revise basic mathematical concepts such as order of operations and know when to apply the concepts. In preparation for the test, students should practice using the approved calculator they will use in the test. For example, knowing how to make use of the necessary functions (such as the power function in this particular item) on their calculator is essential.
A B C D E N O
Item 8 20.3 3 58.7 16 1.9
Item 9 25.2 52.7 9.6 4.9 7.7
A shaded box indicates that the grade was not available for that item.
A B C N O
100%
| Retrospective 2015 QCS Test
1 3 2 9 0 1
2 0 9 8 8 4 1 6
33Queensland Curriculum & Assessment Authority |
34
UN
IT S
IXIT
EM 8
PER
FOR
MA
NC
E D
OM
AIN
Mar
king
Sch
eme
Mar
king
Uni
t 6 1
of 6
N
Res
pons
e is
un
inte
lligi
ble
or d
oes n
ot
satis
fy th
e re
quir
emen
ts
for
any
othe
r gr
ade. O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
16C
alcu
latin
g w
ith o
r w
ithou
t cal
cula
tors
36A
pply
ing
stra
tegi
es to
tria
l and
test
idea
s and
pro
cedu
res
46C
reat
ing/
com
posi
ng/d
evis
ing
C
The
res
pons
e
for
part
I
�sh
ows 1
3290
1.
A
The
res
pons
e
for
part
I
�sh
ows 1
3290
1
AND
for
part
II
�pr
ovid
es a
n ex
pres
sion
that
cor
rect
ly a
tten
ds to
eac
h of
th
e fo
ur g
uide
lines
.
B
The
res
pons
e
for
part
II
�pr
ovid
es a
n ex
pres
sion
that
cor
rect
ly a
tten
ds to
eac
h of
th
e fo
ur g
uide
lines
.
Not
es:
1.In
sum
mar
y, th
e gu
idel
ines
are
:�
the
valu
e of
the
expr
essi
on is
209
871
� po
sitio
ns o
f �52
�, ,
can
not b
e ch
ange
d�
use
eith
er +
or
- in
the
tria
ngle
� w
hole
num
bers
onl
y to
be
used
in r
ecta
ngle
s. N
ot 0
or
1.
2.L
ist o
f all
poss
ible
res
pons
es fo
r pa
rt II
:
20
98
45
+5
2÷
4
20
98
58
+5
2÷
16
20
98
67
+5
2÷
16
9
20
98
69
+5
2÷
67
6
20
98
70
+5
2÷
27
04
20
98
97
–5
2÷
4
20
98
84
–5
2÷
16
20
98
75
–5
2÷
16
9
20
98
73
–5
2÷
67
6
20
98
72
–5
2÷
27
04
Mod
el R
espo
nse:
Part
I T
he si
x-di
git t
elep
hone
num
ber
for
the
recr
uitm
ent o
ffic
e is
132
901.
Part
II
=2
09
87
15
2÷
20
98
84
–1
6
| Retrospective 2015 QCS Test
Item 9
Commentary
Item 9 is a two-star item that tested achievement in CCEs 38 Generalising from information and 48 Justifying.
The item required students to suggest two qualities in applicants that the recruitment office appeared to be targeting with the advertisement. The two qualities had to be completely different. For each quality, the students were asked to explain the relationship between the quality and the advertisement.
An A-grade response needed to show two clearly different qualities and then convincingly explain the relationship of each quality to the advertisement. Two
common qualities that were cited included ‘mathematical ability’ and ‘perseverance’.
Some responses had the same quality used twice and merely expressed in different ways. Only one of the qualities could gain credit as the stem explicitly stated that they had to be completely different. Responses that used job titles instead of qualities, e.g. engineer or mathematician could also gain no credit.
Students need to pay careful attention to the explicit directions given in the stems of items and ensure they are responding as directed.
Model response
A B C N O
100%
Mathematical ability
A person would need good maths ability to be able
to complete the expressions in the advertisement to �nd the phone number.
Perseverance
A person would need to be prepared to persevere as they
worked through all the calculations in the advertisement.
35Queensland Curriculum & Assessment Authority |
36
PER
FOR
MA
NC
E D
OM
AIN
Mar
king
Sch
eme
Mar
king
Uni
t 6 2
of 6
UN
IT S
IXIT
EM 9
N
Res
pons
e is
un
inte
lligi
ble
or d
oes n
ot
satis
fy th
e re
quir
emen
ts
for
any
othe
r gr
ade. O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
38G
ener
alis
ing
from
info
rmat
ion
48Ju
stify
ing
C
The
res
pons
e
�gi
ves o
ne q
ualit
y th
at th
e re
crui
tmen
t off
ice
wou
ld b
e se
ekin
g.
The
res
pons
e
�ex
plai
ns a
qua
lity
that
the
recr
uitm
ent o
ffic
e w
ould
be
seek
ing.
OR
A
The
res
pons
e
�gi
ves t
wo
clea
rly
diff
eren
t qua
litie
s tha
t the
rec
ruitm
ent
offic
e w
ould
be
seek
ing
�fo
r eac
h qu
ality
, con
vinc
ingl
y ex
plai
ns th
e rel
atio
nshi
p to
th
e ad
vert
isem
ent.
B
The
res
pons
e
�gi
ves o
ne q
ualit
y th
at th
e re
crui
tmen
t off
ice
wou
ld b
e se
ekin
g�
for
that
qua
lity,
con
vinc
ingl
y ex
plai
ns th
e re
latio
nshi
p to
th
e ad
vert
isem
ent.
The
res
pons
e
�gi
ves t
wo
clea
rly
diff
eren
t qua
litie
s tha
t the
rec
ruitm
ent
offic
e w
ould
be
seek
ing.
OR
Not
es:
1.Fo
r an
exp
lana
tion
to b
e co
nvin
cing
ther
e m
ust b
e an
exp
licit
link
to th
e ad
vert
isem
ent.
2.A
qua
lific
atio
n or
job
title
is n
ot a
qua
lity.
Mod
el R
espo
nse:
Qua
lity:
Mat
hem
atic
al a
bilit
y
A p
erso
n w
ould
nee
d go
od m
aths
abi
lity
to b
e ab
le to
com
plet
e th
e ex
pres
sion
s in
the
adve
rtis
emen
t to
find
the
phon
e nu
mbe
r.
Qua
lity:
Per
seve
ranc
e
A p
erso
n w
ould
nee
d to
be
prep
ared
to p
erse
vere
as t
hey
wor
ked
thro
ugh
all t
he c
alcu
latio
ns in
the
adve
rtis
emen
t.
| Retrospective 2015 QCS Test
Unit SevenThe items in this unit are based on a map showing the position of the Antonine Wall as well as diagrams and information about the Antonine Wall.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
Item 10
Commentary
Item 10 is a three-star item that tested achievement in CCEs 6 Interpreting the meaning of maps and 17 Estimating numerical magnitude.
The item required students to use Figure 1 (a map) to help estimate the area of the mainland between Hadrian’s Wall and the Antonine Wall. They were instructed to clearly indicate the method they used.
The cues instructed students to show all steps, use pencil if working on Figure 1 and to round their estimate to the nearest 100 km2.
An A-grade response needed to involve only the relevant area, i.e. the area between the two walls on the mainland, indicate that an appropriate strategy was
used, explicitly apply the scale correctly and give an estimate of the area between 22400 and 24000 rounded to the nearest 100 km2. No incorrect working could be used to obtain the area. Units did not need to be shown, but for the A-grade, if units were shown, they had to be the correct units.
Responses indicated that the two most commonly used strategies were using an overlay of rectangles to fit the required area and then finding the area of the rectangles and summing the existing whole squares and the number of ‘whole’ squares formed by combining fractions of squares. Some responses showed incorrect use of the scale, using the linear scale factor of 20 rather than the area scale factor of 400 per square.
Students should check the reasonableness of their answers. A revision of scale factors especially as applied to areas and volumes would benefit students preparing for the test.
A B C D E N O
Item 10 18.4 16.9 22.7 28.7 9.7 3.7
Item 11 5.6 21.3 21 24.4 11.6 11.4 4.7
A shaded box indicates that the grade was not available for that item.
A B C N O
100%
D
37Queensland Curriculum & Assessment Authority |
38
Model response
Antonine WallAntonine Wall
Hadrian’s WallHadrian’s Wall
0 20 40 60 80 100
KilometresKilometres
N
1 2 3 4 5
6 7 8 9 10
11 12 13 14
15 16 17 18 19 20 21 22 23
24 25 26 27 28 29 30 31 32 33
35 36 37 38 39 40 41 42 43 4434
46 47 48 49 50 51 52 53 54 5545
57 58 5956
The numbers show the squares counted.
Any square more than half-covered has been counted.
Area is 59 squares x 400 = 23 600 km²
| Retrospective 2015 QCS Test
PER
FOR
MA
NC
E D
OM
AIN
Mar
king
Sch
eme
Mar
king
Uni
t 6 3
of 6
UN
IT S
EVEN
ITEM
10
N
Res
pons
e is
un
inte
lligi
ble
or d
oes n
ot
satis
fy th
e re
quir
emen
ts
for
any
othe
r gr
ade. O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
6In
terp
retin
g th
e m
eani
ng o
f � m
aps �
17E
stim
atin
g nu
mer
ical
mag
nitu
de
C
The
res
pons
e
�gi
ves a
n es
timat
e be
twee
n 22
000
and
2480
0.
The
res
pons
e
�gi
ves t
he n
umbe
r of
squa
res f
or th
e re
leva
nt a
rea
as b
etw
een
56 a
nd 6
0.
The
res
pons
e
�ex
plic
itly
appl
ies t
he sc
ale
corr
ectly
to
give
an
area
.
OR
OR
A
The
res
pons
e
�in
volv
es o
nly
the
rele
vant
are
a�
indi
cate
s tha
t an
appr
opri
ate
stra
tegy
is
use
d�
expl
icitl
y ap
plie
s the
scal
e co
rrec
tly�
give
s an
estim
ate
of th
e ar
ea
betw
een
2240
0 an
d 24
000,
roun
ded
to th
e ne
ares
t 100
km
2 .
No
inco
rrec
t wor
king
is u
sed
to o
btai
n th
e ar
ea.
B
The
res
pons
e
�in
volv
es o
nly
the
rele
vant
are
a�
indi
cate
s tha
t an
appr
opri
ate
stra
tegy
is
use
d�
expl
icitl
y ap
plie
s the
scal
e co
rrec
tly�
allo
win
g fo
r at
mos
t one
obs
erva
ble
min
or e
rror
, giv
es a
con
sequ
entia
lly
corr
ect e
stim
ate
of th
e ar
ea.
D
The
res
pons
e
�gi
ves a
n es
timat
e be
twee
n 21
600
and
2520
0.
The
res
pons
e
�in
dica
tes t
hat a
n ap
prop
riat
e st
rate
gy
is u
sed.
The
res
pons
e
�at
tend
s to
the
scal
e co
rrec
tly.
OR
OR
Not
es:
1.T
he r
elev
ant a
rea
is fo
r th
e m
ainl
and
betw
een
Had
rian
�s W
all a
nd th
e A
nton
ine
Wal
l.
2.A
ll ra
nges
stip
ulat
ed a
re in
clus
ive.
3.R
ound
ing
to th
e ne
ares
t 100
km
2 is o
nly
a re
quir
emen
t at t
he A
-gra
de.
4.Sh
owin
g un
its fo
r th
e ar
ea is
not
a re
quir
emen
t. H
owev
er fo
r th
e A
-gra
de o
nly,
if u
nits
are
giv
en in
the
answ
er
they
mus
t be
corr
ect.
5.A
min
or e
rror
may
incl
ude
a si
ngle
tran
scri
ptio
n er
ror
or a
n in
corr
ect r
esul
t to
a co
rrec
tly st
ated
ope
ratio
n.
39Queensland Curriculum & Assessment Authority |
40
Mar
king
Sch
eme
UN
IT S
EVEN
ITEM
10
Mar
king
Uni
t 6 4
of 6
Mod
el R
espo
nse:
The
num
bers
show
the
squa
res c
ount
ed. A
ny sq
uare
mor
e th
an h
alf-c
over
ed h
as b
een
coun
ted.
Are
a is
59
squa
res x
400
= 2
3600
km
2
An
ton
ine W
all
An
ton
ine W
all
Had
ria
n’s
Wall
Had
ria
n’s
Wall
020
40
60
80
100
Kilom
etr
es
Kilom
etr
es
N
12
34
5
67
89
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
35
36
37
38
39
40
41
42
43
44
34
46
47
48
49
50
51
52
53
54
55
45
57
58
59
56
| Retrospective 2015 QCS Test
Item 11
Commentary
Item 11 is a four-star item that tested achievement in CCEs 29 Comparing, contrasting, 7 Translating from one form to another and 45 Judging.
This item comprised two parts. Part I required students to annotate a cross-sectional diagram of the Antonine Wall with the five features and five measurements printed in bold in the given description of the wall and its defences. Part II of the item required students to label a reproduction of the diagram with two positions, A and B. The positions had to be ones that the
Romans may have contemplated for a field of lilia. Position A was to be the better of the two. Students had to compare the two positions and explain why position A would be a better placement than position B.
An A-grade response needed to show the ten notations correctly marked on the diagram, have positions A and B marked on the north side of the wall within the diagram and for each position establish a valid reason why it would assist in the defence of the wall. The response also had to provide a comparison to show position A is better than position B.
Some responses to part I showed that the nature of a cross-section had not been understood correctly (the width of the cross-section was interpreted as the length of the wall). Other responses indicated carelessness in terms of making sure all ten of the annotations were accounted for. Some responses in part II did not give a valid reason why each position would have been considered for the placement of a field of lilia or did not provide a comparison between the two positions.
Students need to remember that, when annotating a diagram with information provided in text, a systematic approach would reduce the likelihood of omitting relevant information. When asked to compare two positions, students need to be able to identify significant features of each and to identify similarities and differences, or strengths and weaknesses. They could then use these to make a statement as to why one position is preferred.
A B C N O
100%
D E
41Queensland Curriculum & Assessment Authority |
42
Model response
outer mound
defensive ditch
fence
foundation
6 m
12 m
4.2 m
3 m
4.3 m
northern side of wall
The best location for the lilia would be position A. The a�ackers would be within range of
the spears of the Romans and would have just emerged from climbing the ditch.
They would probably be breaking into a run on what they assumed would be open �at ground
and would be likely to either stumble into the lilia or be slowed down by having to avoid
them making them easy close-range targets. Position B is further from the wall, probably
just within range of spears. It is exposed and within sight of the defenders. Invaders would
not see the lilia until the last moment and would �nd it hard to safely negotiate a �eld of
lilia. But position A is preferred because of its proximity to the defenders.
AB
| Retrospective 2015 QCS Test
UN
IT S
EVEN
ITEM
11
PER
FOR
MA
NC
E D
OM
AIN
Mar
king
Sch
eme
Mar
king
Uni
t 6 5
of 6
C
The
resp
onse
for
part
I
�sh
ows t
he te
n an
nota
tions
co
rrec
tly m
arke
d on
the
diag
ram
.
The
resp
onse
for
part
II
�ha
s pos
ition
s A a
nd B
mar
ked
on th
e no
rth
side
of t
he w
all
with
in th
e di
agra
m�
for
each
pos
ition
, est
ablis
hes a
va
lid re
ason
why
it w
ould
ass
ist
in th
e de
fenc
e of
the
wal
l.
OR
A
The
res
pons
e
for
part
I
�sh
ows t
he te
n an
nota
tions
co
rrec
tly m
arke
d on
the
diag
ram
AN
D
for
part
II
�ha
s pos
ition
s A a
nd B
mar
ked
on th
e no
rth
side
of t
he w
all
with
in th
e di
agra
m�
for
each
pos
ition
, est
ablis
hes a
va
lid re
ason
why
it w
ould
ass
ist
in th
e de
fenc
e of
the
wal
l�
prov
ides
a c
ompa
riso
n to
show
po
sitio
n A
is b
ette
r th
an
posi
tion
B.
No
inco
rrec
t inf
orm
atio
n is
in
clud
ed.
B
The
res
pons
e
for
part
I
�sh
ows e
ight
ann
otat
ions
co
rrec
tly m
arke
d on
the
diag
ram
AN
D
for
part
II
�ha
s pos
ition
s A a
nd B
mar
ked
on th
e no
rth
side
of t
he w
all
with
in th
e di
agra
m�
for
a po
sitio
n, e
stab
lishe
s a v
alid
re
ason
why
it w
ould
ass
ist i
n th
e de
fenc
e of
the
wal
l�
prov
ides
a c
ompa
riso
n to
show
po
sitio
n A
is b
ette
r th
an
posi
tion
B.
D
The
res
pons
e
for
part
I
�sh
ows e
ight
ann
otat
ions
co
rrec
tly m
arke
d on
the
diag
ram
.
The
res
pons
e
for
part
II
�ha
s pos
ition
s A a
nd B
mar
ked
on th
e no
rth
side
of th
e w
all
with
in th
e di
agra
m�
for
a po
sitio
n, e
stab
lishe
s a v
alid
re
ason
why
it w
ould
ass
ist i
n th
e de
fenc
e of
the
wal
l.
OR
N
Res
pons
e is
un
inte
lligi
ble
or d
oes n
ot
satis
fy th
e re
quir
emen
ts
for
any
othe
r gr
ade. O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
29C
ompa
ring
, con
tras
ting
7Tr
ansl
atin
g fr
om o
ne fo
rm to
ano
ther
45E
valu
atin
g
E
The
res
pons
e
for
part
I
�sh
ows s
ix a
nnot
atio
ns
corr
ectly
mar
ked
on th
e di
agra
m.
The
res
pons
e
for
part
II
�ha
s a p
ositi
on m
arke
d on
the
nort
h si
de o
f the
wal
l with
in th
e di
agra
m
�su
gges
ts w
hy th
is p
ositi
on w
ould
as
sist
the
Rom
ans.
OR
Not
es:
1.T
he a
nnot
atio
ns r
efer
to th
e fe
atur
es a
nd m
easu
rem
ents
giv
en in
bol
d.
2.A
val
id r
easo
n is
bas
ed o
n th
e in
tend
ed d
eter
rent
effe
ct o
f the
lilia
.
43Queensland Curriculum & Assessment Authority |
44
Mar
king
Sch
eme
UN
IT S
EVEN
ITEM
11
Mar
king
Uni
t 6 6
of 6
Mod
el R
espo
nse:
I. II.
The
bes
t loc
atio
n fo
r th
e lil
ia w
ould
be
posi
tion
A.
The
atta
cker
s wou
ld b
e w
ithin
ran
ge o
f the
spea
rs o
f the
Rom
ans a
nd w
ould
hav
e ju
st e
mer
ged
from
clim
bing
the
ditc
h.T
hey
wou
ld p
roba
bly
be b
reak
ing
into
a r
un o
n w
hat t
hey
assu
med
wou
ld b
e op
en fl
at g
roun
d an
d w
ould
be
likel
y to
eith
er
stum
ble
into
the
lilia
or
be sl
owed
dow
n by
hav
ing
to a
void
them
mak
ing
them
eas
y cl
ose-
rang
e ta
rget
s.Po
sitio
n B
is fu
rthe
r fr
om th
e w
all,
prob
ably
just
with
in r
ange
of s
pear
s. It
is e
xpos
ed a
nd w
ithin
sigh
t of t
he d
efen
ders
. In
vade
rs w
ould
not
see
the
lilia
unt
il th
e la
st m
omen
t and
wou
ld fi
nd it
har
d to
safe
ly n
egot
iate
a fi
eld
of li
lia.
But
pos
ition
A is
pre
ferr
ed b
ecau
se o
f its
pro
xim
ity to
the
defe
nder
s.
ou
ter
mo
un
d
defe
nsiv
e d
itch
fen
ce
fou
nd
ati
on
6 m
12
m
4.2
m
3 m
4.3
m
no
rth
ern
sid
e o
f w
all
AB
Las
t Pag
e C
ount
| Retrospective 2015 QCS Test
Unit EightThe items in this unit are based on an extract from a film script about a defence lawyer’s representation of his client.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
Item 12
Commentary
Item 12 is a three-star item that tested achievement in CCEs 52 Searching and locating information and 32 Deducing.
The item required students to outline the particular points the prosecuting lawyer would have put forward in the ‘open-and-shut’ case against the defence lawyer’s client.
The cue directed students to respond in point form.
An A-grade response needed to provide a strong case for the four aspects of the prosecutor’s case: serious assault, theft of the money, theft of the wallet and unlawful possession of the car. No incorrect information could be included.
Some responses provided a weaker case by using descriptions such as ‘he hurt the victim’ rather than indicating the seriousness of the assault or by being less than definite about the defendant’s clear intention to steal the wallet or money by describing it as ‘he picked up the money’. These types of responses did not attend to the part of the stem that said the prosecutor presented an ‘open-and-shut’ case, i.e. one in which there would be little doubt about the outcome.
Students should remember that careful reading of the stem is always a requirement if the best response is to be made. A cue to use point form indicates that the response does not need to be in sentences and should include the pertinent points in a very direct form.
Model response
A B C D E N O
Item 12 12.9 11.5 20.9 19.8 31.5 3.4
Item 13 6.6 8.3 20.8 27.3 19.4 11.3 6.4
Item 14 12.8 27.6 26.4 12.2 7.2 5.8 8
A shaded box indicates that the grade was not available for that item.
A B C N O
100%
D
• the man’s arm and collar bone was sha�ered
• the man’s money is stolen
• his wallet is taken
• the defendant tried to steal the man’s car.
45Queensland Curriculum & Assessment Authority |
46
PER
FOR
MA
NC
E D
OM
AIN
Mar
king
Sch
eme
Mar
king
Uni
t 8 1
of 3
UN
IT E
IGH
TIT
EM 1
2
N
Res
pons
e is
un
inte
lligi
ble
or d
oes n
ot
satis
fy th
e re
quir
emen
ts
for
any
othe
r gr
ade. O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
52Se
arch
ing
and
loca
ting
� in
form
atio
n32
Ded
ucin
g
C
The
res
pons
e pr
ovid
es a
stro
ng c
ase
for
two
of
�se
riou
s ass
ault
�th
eft o
f mon
ey�
thef
t of w
alle
t�
unla
wfu
l pos
sess
ion
of c
ar.
AND
�a
wea
k ca
se fo
r on
e ot
her
poin
t.
[3 c
an b
e 2
stro
ng +
1 w
eak
or c
an b
e 3
stro
ng]
A
The
res
pons
e pr
ovid
es a
stro
ng c
ase
for
all f
our
of
�se
riou
s ass
ault
�th
eft o
f mon
ey�
thef
t of w
alle
t�
unla
wfu
l pos
sess
ion
of c
ar.
No
inco
rrec
t inf
orm
atio
n is
incl
uded
.
[4 is
4 st
rong
]
B
The
res
pons
e pr
ovid
es a
stro
ng c
ase
for
thre
e of
�se
riou
s ass
ault
�th
eft o
f mon
ey�
thef
t of w
alle
t�
unla
wfu
l pos
sess
ion
of c
ar.
AND
�a
wea
k ca
se fo
r th
e ot
her
poin
t.
No
inco
rrec
t inf
orm
atio
n is
incl
uded
.
[4 is
3 st
rong
+ 1
wea
k]
D
The
res
pons
e pr
ovid
es a
wea
k ca
se fo
r tw
o of
�se
riou
s ass
ault
�th
eft o
f mon
ey�
thef
t of w
alle
t�
unla
wfu
l pos
sess
ion
of c
ar.
[2 c
an b
e 1
stro
ng +
1 w
eak]
or c
an b
e 2
stro
ng o
r ca
n be
2 w
eak]
Not
es:
1.A
stro
ng c
ase
for
the
seri
ous a
ssau
lt m
entio
ns th
e sp
ecifi
cs o
f sha
tter
ed a
rm a
nd c
olla
rbon
e or
use
s a w
ord
mea
ning
ass
ault/
ed, a
ttac
k/ed
, mug
ged,
ac
com
pani
ed b
y a
qual
ifier
abo
ut th
e se
riou
snes
s of t
he a
ssau
lt, e
.g. v
icio
us a
ttac
k, b
adly
bea
ten,
seve
rely
inju
red,
com
preh
ensi
ve m
uggi
ng �
A w
eak
case
for
the
seri
ous a
ssau
lt us
es a
wor
d m
eani
ng a
ssau
lt/ed
, atta
ck/e
d, m
ugge
d w
ithou
t a q
ualif
ier
or a
com
men
t suc
h as
�he
was
hur
t�.
2.A
stro
ng c
ase
for
the
thef
t of m
oney
men
tions
taki
ng /
stea
ling
/ thi
evin
g m
oney
(or
cash
or
bills
). A
wea
k ca
se fo
r th
e th
eft o
f mon
ey is
a c
omm
ent o
n w
antin
g / p
icki
ng u
p / c
olle
ctin
g m
oney
(or
cash
or
bills
) or
taki
ng p
erso
nal b
elon
ging
s.
3.A
stro
ng c
ase
for
the
thef
t of w
alle
t men
tions
taki
ng /
stea
ling
/ thi
evin
g w
alle
t (or
iden
tific
atio
n or
ID).
A w
eak
case
for
the
thef
t of w
alle
t is a
com
men
t on
wan
ting
/ pic
king
up
wal
let (
or id
entif
icat
ion
or ID
) or
taki
ng p
erso
nal b
elon
ging
s.
NB
�Tak
ing
pers
onal
bel
ongi
ngs�
can
onl
y be
use
d as
bei
ng a
wea
k ca
se fo
r on
e of
the
wal
let o
r th
e m
oney
not
bot
h.
4.A
stro
ng c
ase
for
the
unla
wfu
l pos
sess
ion
of c
ar m
entio
ns th
at p
olic
e ca
me
acro
ss �b
rute
� in
the
car
or m
akes
cle
ar th
e �b
rute
� was
in th
e ot
her
man
�s c
ar.
Taki
ng /
taki
ng o
ff in
/ st
ealin
g / t
hiev
ing
the
car
is a
lso
cred
itabl
e as
a st
rong
cas
e.A
wea
k ca
se fo
r th
e un
law
ful p
osse
ssio
n of
car
is a
com
men
t con
nect
ing
�bru
te� a
nd o
ther
man
�s c
ar, e
.g. h
e ha
d th
e ca
r ke
ys �
5.�I
ncor
rect
� inf
orm
atio
n ca
n in
clud
e st
atem
ents
that
�
can
not b
e su
bsta
ntia
ted
from
a r
eadi
ng o
f the
ext
ract
� a
re in
cons
iste
nt w
ith th
e ex
trac
t�
ari
se fr
om a
mis
read
ing
of th
e si
tuat
ion
as g
iven
in th
e in
trod
uctio
n, i.
e. th
at th
e pr
osec
utor
spea
ks fi
rst s
o do
es n
ot r
ebut
wha
t Fle
tche
r la
ter
says
.
Mod
el R
espo
nse:
�th
e man
�s a
rm a
nd co
llar b
one w
as sh
atte
red
�th
e m
an�s
mon
ey is
stol
en�
his w
alle
t is t
aken
�th
e de
fend
ant t
ried
to st
eal t
he m
an�s
car
.
| Retrospective 2015 QCS Test
Item 13
Commentary
Item 13 is a three-star item that tested achievement in CCEs 10 Using vocabulary appropriate to a context and 48 Justifying.
The item required students to give an appropriate adjective to describe each of four different characteristics that Fletcher attributes to his client in the extract and to provide evidence to justify their choice of adjectives.
The cue instructed students to avoid using adjectives from the extract, or made from words given in the extract. ‘Avoid’ means to keep away from.
An A-grade response needed to provide four acceptable adjectives none of which was derived from words in the extract and to provide pertinent evidence for each adjective.
Some responses gave nouns, verbs or adverbs instead of providing adjectives. These responses did not meet a requirement in the stem and so could not be considered for a creditable grade. Responses that gave adjectives which described negative characteristics of Fletcher’s client did not consider the fact that Fletcher would have been trying to ‘talk-up’ the innocence of his client and so would only attribute positive characteristics to him.
Students should remember to attend to all parts of the stem and to follow instructions in the cues.
Model response
A B C N O
100%
D E
innocent
vulnerable
honourable
caring
‘true victim is my client’ (6)
‘walking home from church alone,
in a frightening part of the suburbs’ (8–9)
‘do what any respectable citizen would do’ (15)
‘your heart goes out to him’ (20–21)
47Queensland Curriculum & Assessment Authority |
48
UN
IT E
IGH
TIT
EM 1
3
PER
FOR
MA
NC
E D
OM
AIN
Mar
king
Sch
eme
Mar
king
Uni
t 8 2
of 3
N
Res
pons
e is
un
inte
lligi
ble
or d
oes n
ot
satis
fy th
e re
quir
emen
ts
for
any
othe
r gr
ade. O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
10U
sing
voc
abul
ary
appr
opri
ate
to a
con
text
48Ju
stify
ing
C
The
res
pons
e pr
ovid
es
�th
ree
acce
ptab
le a
djec
tives
�
at m
ost o
ne is
a d
eriv
ed a
djec
tive
�a
rele
vant
con
nect
ion
for
each
ad
ject
ive.
A
The
res
pons
e pr
ovid
es
�fo
ur a
ccep
tabl
e ad
ject
ives
�
none
is a
der
ived
adj
ectiv
e�
pert
inen
t evi
denc
e fo
r ea
ch
adje
ctiv
e.
B
The
res
pons
e pr
ovid
es
�fo
ur a
ccep
tabl
e ad
ject
ives
�
at m
ost o
ne is
a d
eriv
ed a
djec
tive
�pe
rtin
ent e
vide
nce
for
each
ad
ject
ive.
D
The
res
pons
e pr
ovid
es
�tw
o ac
cept
able
adj
ectiv
es �
ea
ch m
ay b
e a
deri
ved
adje
ctiv
e�
a re
leva
nt c
onne
ctio
n fo
r ea
ch
adje
ctiv
e.
E
The
res
pons
e pr
ovid
es
�an
acc
epta
ble
adje
ctiv
e �
it
may
be
a de
rive
d ad
ject
ive
�a
rele
vant
con
nect
ion
for
that
ad
ject
ive.
Not
es:
1.A
n ac
cept
able
adj
ectiv
e - i
s a w
ord
that
is n
ot a
lrea
dy u
sed
in th
e ex
trac
t - d
escr
ibes
a q
ualit
y Fl
etch
er w
ould
hav
e at
trib
uted
to h
is c
lient
in o
rder
to m
ake
him
app
ear
as th
e vi
ctim
. - I
t wou
ld b
e a
qual
ity th
at w
ould
mak
e th
e ju
ry m
embe
rs m
ore
sym
path
etic
tow
ards
him
, e.g
. the
adj
ectiv
e - �
impo
sing
� (ev
iden
ce: �
a 25
0-po
und
brut
e in
a su
it�) w
ould
not
be
suita
ble
as it
wou
ld n
ot h
elp
conv
ince
the
- jur
y th
at h
e co
uld
be th
e vi
ctim
. - c
an b
e pa
ired
wor
ds, e
.g. o
verl
y ca
utio
us, g
ood
will
ed, f
alse
ly a
rres
ted.
2.Pe
rtin
ent e
vide
nce
(req
uire
men
t at A
- and
B-g
rade
s) c
omes
from
the
extr
act a
nd c
lear
ly e
xpla
ins t
he m
eani
ng
of th
e ad
ject
ive.
It is
not
inco
nsis
tent
with
its c
onte
xtua
l use
in th
e ex
trac
t.
3.Pe
rtin
ent e
vide
nce
look
s lik
e:- d
irec
t quo
te w
ith o
r w
ithou
t lin
e nu
mbe
r/s
- lin
e nu
mbe
r/s w
ith c
lari
fyin
g pa
raph
rase
of t
he si
tuat
ion
- lin
e nu
mbe
r/s o
nly.
The
ent
ire
line/
s mus
t be
the
supp
ortin
g ev
iden
ce n
ot m
erel
y a
sect
ion
of th
e lin
e/s t
hat
- the
rea
der
has t
o di
scer
n is
the
pert
inen
t par
t.
4.A
der
ived
adj
ectiv
e is
an
adje
ctiv
e m
ade
from
a w
ord
used
in th
e ex
trac
t, e.
g. h
elpf
ul is
der
ived
from
he
lp (w
ord
in e
xtra
ct),
afra
id is
der
ived
from
fear
(wor
d in
ext
ract
), ki
nd-h
eart
ed is
der
ived
from
he
art (
wor
d in
ext
ract
), fr
ight
ened
is d
eriv
ed fr
om fr
ight
enin
g (w
ord
in e
xtra
ct).
5.A
der
ived
adj
ectiv
e ca
nnot
be
supp
orte
d by
eith
er
- a d
irec
t quo
te th
at c
onta
ins t
he w
ord
it is
der
ived
from
, e.g
. hel
pful
can
not u
se �h
e w
ent t
o ge
t hel
p�- l
ine
num
ber/
s onl
y th
at c
onta
ins t
he w
ord
it is
der
ived
from
, e.g
. afr
aid
cann
ot u
se �l
ine
12�.
6.R
elev
ant c
onne
ctio
n (r
equi
rem
ent a
t C-,
D- a
nd E
-gra
des)
look
s lik
e:- a
par
aphr
ase
of th
e si
tuat
ion
that
exp
lain
s the
mea
ning
of t
he a
djec
tive
with
out l
ine
num
ber/
s- l
ine
num
ber/
s onl
y. W
ithin
the
iden
tifie
d lin
e/s t
here
is a
situ
atio
n th
at e
xpla
ins t
he m
eani
ng o
f the
adj
ectiv
e.
7.�P
ertin
ent e
vide
nce�
mee
ts th
e re
quir
emen
t for
�rel
evan
t con
nect
ion�
.
8.W
here
the
sam
e ev
iden
ce is
use
d fo
r tw
o or
mor
e ad
ject
ives
, cre
dit t
he u
se th
at w
ould
giv
e th
e be
st o
utco
me
for
the
resp
onse
. The
oth
er u
se/s
of t
hat e
vide
nce
cann
ot b
e cr
edite
d.
9.W
here
mor
e th
an o
ne e
ntry
is p
rovi
ded
in a
sing
le c
ell,
grad
e th
e fir
st e
ntry
onl
y.
Mod
el R
espo
nse:
My
clie
nt is
Evi
denc
e fr
om th
e ex
trac
t
�in
noce
nt�t
rue
vict
im is
my
clie
nt� (
6)
�vu
lner
able
�wal
king
hom
e fr
om c
hurc
h al
one,
in a
fr
ight
enin
g pa
rt o
f the
subu
rbs�
(8�9
)
�ho
nour
able
�do
wha
t any
resp
ecta
ble
citiz
en w
ould
do�
(15)
�ca
ring
�you
r he
art g
oes o
ut to
him
� (20
�21)
| Retrospective 2015 QCS Test
Item 14
Commentary
Item 14 is a four-star item that tested achievement in CCEs 42 Criticising, 33 Reaching a conclusion which is consistent with a given set of assumptions and 29 Comparing and contrasting.
The item required students to use information from the stimulus (a description of a court scene) as well as the additional information supplied to provide an effective argument about how well Fletcher conformed to three pieces of advice on ethics for defence lawyers.
The cue directed students to present their analysis effectively and logically and refer to the extract and the next scene.
An A-grade response needed to argue whether the pieces of advice were followed or not. The arguments presented had to be clear and unambiguous. An A-grade response also contained no inconsistencies.
Responses that gained creditable grades provided arguments that were well supported by details from the stimulus material. A range of arguments was acceptable: some responses stated that Fletcher conformed to all three pieces of advice; some claimed he did not; some argued that he conformed to some and not to others. While others stated an ambivalent view on the degree to which the lawyer conformed. If the arguments were presented logically and were not ambiguous all could be considered for the higher grades.
Some responses depended on a reader being able to guess at what the basis of the argument was and these responses could only be considered for a lower grade and then only if links were made to information from the extract and next scene.
Students should remember to give enough detail so the response is able to be understood without a reader having to refer to the stimulus material.
A B C D N O
100%
E
49Queensland Curriculum & Assessment Authority |
50
Model response
Fletcher did not knowingly ‘lie’ to the court but he presented a different view
of the incident. Fletcher does not deny that his client was involved in the
incidents. When he suggests to the court that his client jumped into the
man’s Lexus to get help he is shaping the truth to suit his purposes, not lying.
The same can be said for him presenting his client’s case to the best of his abilities.
He created an image of an innocent man to present to the court with statements that give
reasonable motives for bad deeds, e.g. ‘You want to help … you gather up the many bills he
dropped.’ He also created a physical image by dressing his client up in a suit to make him look
respectable. Therefore he has put the client’s case forward as well as he could.
When he tells his client to keep the suit after the court case it suggests that he has
discovered that his client was guilty and he tells him he will be needing it again.
This indicates Fletcher won’t represent him again. Therefore he has conformed to the third
piece of advice.
| Retrospective 2015 QCS Test
UN
IT E
IGH
TIT
EM 1
4
PER
FOR
MA
NC
E D
OM
AIN
Mar
king
Sch
eme
Mar
king
Uni
t 8 3
of 3
N
Res
pons
e is
un
inte
lligi
ble
or d
oes n
ot
satis
fy th
e re
quir
emen
ts
for
any
othe
r gr
ade. O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
42C
ritic
isin
g33
Rea
chin
g a
conc
lusi
on w
hich
is c
onsi
sten
t with
a g
iven
set o
f ass
umpt
ions
29C
ompa
ring
, con
tras
ting
C
For
one
of th
e pi
eces
of a
dvic
e th
e re
spon
se
�ar
gues
eff
ectiv
ely
whe
ther
the
advi
ce is
follo
wed
or
not
�su
ppor
ts th
e ar
gum
ent/s
with
de
tail/
s fro
m th
e ex
trac
t or
the
next
scen
e.
A
For
the
thre
e pi
eces
of a
dvic
e th
e re
spon
se
�ar
gues
effe
ctiv
ely
whe
ther
the
advi
ce is
follo
wed
or
not
�su
ppor
ts th
e ar
gum
ents
with
de
tails
from
the e
xtra
ct a
nd th
e ne
xt sc
ene.
No
inco
nsist
enci
es a
re e
vide
nt.
B
For
two
of th
e pi
eces
of a
dvic
e th
e re
spon
se
�ar
gues
eff
ectiv
ely
whe
ther
the
advi
ce is
follo
wed
or
not
�su
ppor
ts th
e ar
gum
ents
with
de
tails
from
the
extr
act o
r th
e ne
xt sc
ene.
D
For
two
of th
e pi
eces
of a
dvic
e th
e re
spon
se
�al
low
s an
ethi
cal p
ositi
on to
be
infe
rred
�m
akes
reas
onab
le li
nks w
ith th
e ex
trac
t or
the
next
scen
e.
E
For
one
of th
e pi
eces
of a
dvic
e th
e re
spon
se
�al
low
s an
ethi
cal p
ositi
on to
be
infe
rred
�m
akes
reas
onab
le li
nks w
ith th
e ex
trac
t or
the
next
scen
e.
Not
es:
1.To
arg
ue e
ffec
tivel
y an
arg
umen
t is p
rese
nted
logi
cally
and
is n
ot a
mbi
guou
s.
2.�D
etai
l� pr
ovid
es d
irec
t ref
eren
ce to
a sp
ecifi
c si
tuat
ion
with
exp
licit
inte
rpre
tatio
n.
The
rea
der
does
not
nee
d to
�fill
in a
ny g
aps�
.
3.T
he a
rgum
ents
and
link
s are
bas
ed o
n th
e co
urt s
cene
, the
acq
uitt
al o
r w
hat i
s pr
esen
ted
as h
appe
ning
in th
e ne
xt sc
ene
rega
rdin
g th
e su
it. T
he a
rgum
ents
are
bas
ed
on F
letc
her�
s beh
avio
ur n
ot o
n st
atem
ents
abo
ut la
wye
rs in
gen
eral
.
Mod
el R
espo
nse:
Flet
cher
did
not
kno
win
gly
�lie�
to th
e co
urt b
ut h
e pr
esen
ted
a di
ffer
ent v
iew
of
the
inci
dent
. Fle
tche
r do
es n
ot d
eny
that
his
clie
nt w
as in
volv
ed in
the
inci
dent
s. W
hen
he su
gges
ts to
the
cour
t tha
t his
clie
nt ju
mpe
d in
to th
e m
an�s
L
exus
to g
et h
elp
he is
shap
ing
the
trut
h to
suit
his p
urpo
ses,
not l
ying
. T
he sa
me
can
be sa
id fo
r hi
m p
rese
ntin
g hi
s clie
nt�s
cas
e to
the
best
of h
is
abili
ties.
He
crea
ted
an im
age
of a
n in
noce
nt m
an to
pre
sent
to th
e co
urt w
ith
stat
emen
ts th
at g
ive
reas
onab
le m
otiv
es fo
r ba
d de
eds,
e.g.
�You
wan
t to
help
� y
ou g
athe
r up
the
man
y bi
lls h
e dr
oppe
d.� H
e al
so c
reat
ed a
phy
sica
l im
age
by d
ress
ing
his c
lient
up
in a
suit
to m
ake
him
look
res
pect
able
. T
here
fore
he
has p
ut th
e cl
ient
�s c
ase
forw
ard
as w
ell a
s he
coul
d.
Whe
n he
tells
his
clie
nt to
kee
p th
e su
it af
ter
the
cour
t cas
e it
sugg
ests
that
he
has d
isco
vere
d th
at h
is c
lient
was
gui
lty a
nd h
e te
lls h
im h
e w
ill b
e ne
edin
g it
agai
n. T
his i
ndic
ates
Fle
tche
r w
on�t
rep
rese
nt h
im a
gain
. The
refo
re h
e ha
s co
nfor
med
to th
e th
ird
piec
e of
adv
ice.
Las
t Pag
e C
ount
51Queensland Curriculum & Assessment Authority |
52
Unit NineThe items in this unit are based on information about take-off distances of planes and the factors that can affect them.
The following table shows the percentage of responses awarded the various grades for the items in this unit.
Item 15
Commentary
Item 15 is a three-star item that tested achievement in CCEs 18 Approximating a numerical value, 15 Graphing and 16 Calculating with or without calculators.
The item required students to calculate an adjusted standard distance for take-off. This included finding a ratio, plotting the ratio onto the graph and determining the percentage adjustment required.
The cue instructed students to show all steps.
An A-grade response needed to show: correct wind speed to take-off speed ratio; correct use of the graph to read the percentage adjustment and use of the percentage to correctly adjust the standard take-off distance. All steps in the process had to be consistent with each other.
Some responses used a ratio that was the reciprocal of the correct ratio. The first mentioned part of a ratio is always the numerator when a ratio is written as a fraction. Some responses showed a poor estimate of the percentage adjustment read from the graph. This was the result of inaccurate plotting in most cases.
Students should remember that the cue ‘show all steps’ indicates that detail is required about how numbers, different from those given in the stimulus material appear in the solution. To this end all operations should be shown, not just the result of an operation. A sharp pencil and a ruler should be used when working on graphs to allow accurate drawing and reading from the graph.
A B C D E N O
Item 15 13.4 4.3 9.7 14 36.5 22
item 16 4.7 13.7 21.1 14 5.5 16.2 24.6
A shaded box indicates that the grade was not available for that item.
DA B C N O
100%
| Retrospective 2015 QCS Test
Model response
ratio
wind speed take-off speed:
percentage increase
of distance
percentage decrease
of distance
tailwindheadwind
0 0.1 0.20.10.2
10
20
10
20
17
Ratio of wind velocity to take-off speed = = 0.08713
150
From graph this means percentage decrease in take-off distance is 17%.
Adjusted take-off distance is 83% of 1600 m = 0.83 × 1600 = 1328 m.
53Queensland Curriculum & Assessment Authority |
54
UN
IT N
INE
ITEM
15
PER
FOR
MA
NC
E D
OM
AIN
Mar
king
Sch
eme
Mar
king
Uni
t 4 3
of 5
N
Res
pons
e is
un
inte
lligi
ble
or d
oes n
ot
satis
fy th
e re
quir
emen
ts
for
any
othe
r gr
ade. O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
18A
ppro
xim
atin
g a
num
eric
al v
alue
15G
raph
ing
16C
alcu
latin
g w
ith o
r w
ithou
t cal
cula
tors
C
The
res
pons
e pr
ovid
es T
WO
of
�th
e co
rrec
t win
d sp
eed
to ta
ke-o
ff sp
eed
ratio
�co
rrec
t use
of t
he g
raph
cons
iste
nt w
ith a
ra
tio g
iven
�ap
prop
riat
e w
orki
ng w
hich
lead
s to
a pe
rcen
tage
adj
ustm
ent o
f the
take
-off
di
stan
ce.
A
The
res
pons
e pr
ovid
es
�th
e co
rrec
t win
d sp
eed
to ta
ke-o
ff sp
eed
ratio
�
corr
ect u
se o
f the
gra
ph�
corr
ect a
ppro
pria
te w
orki
ng w
hich
lead
s to
a ta
ke-o
ff d
ista
nce
betw
een
1312
and
134
4 (in
clus
ive)
.
The
cal
cula
tion
of r
atio
, mar
king
s on
grap
h, p
erce
ntag
e us
ed, d
ista
nce
obta
ined
m
ust b
e co
nsis
tent
.
B
The
res
pons
e, a
llow
ing
for
at m
ost o
ne
mec
hani
cal e
rror
and
any
con
sequ
entia
lly
corr
ect w
orki
ng, p
rovi
des
�a
win
d sp
eed
to ta
ke-o
ff sp
eed
ratio
�
use
of th
e gr
aph
�ap
prop
riat
e w
orki
ng w
hich
lead
s to
a de
crea
sed
take
-off
dis
tanc
e.
The
cal
cula
tion
of r
atio
, mar
king
s on
grap
h, p
erce
ntag
e us
ed, d
ista
nce
obta
ined
m
ust b
e co
nsis
tent
.
D
The
res
pons
e pr
ovid
es O
NE
of
�th
e co
rrec
t win
d sp
eed
to ta
ke-o
ff sp
eed
ratio
�co
rrec
t use
of t
he g
raph
cons
iste
nt w
ith a
ra
tio g
iven
�ap
prop
riat
e w
orki
ng w
hich
lead
s to
a pe
rcen
tage
adj
ustm
ent o
f the
take
-off
di
stan
ce.
Not
es:
1.U
se o
f the
gra
ph in
volv
es m
arki
ng/s
on
the
grap
h (h
eadw
ind
side
) tha
t rev
eal a
n x-
axis
valu
e ha
s bee
n us
ed to
obt
ain
a pe
rcen
tage
on
the
y-ax
is.
2.C
orre
ct u
se o
f the
gra
ph sh
ows:
�fo
r th
e co
rrec
t rat
io (0
.086
7)�
mar
king
/s o
n th
e gr
aph
that
rev
eal a
n x-
axis
val
ue b
etw
een
0.08
and
0.0
9 (in
clus
ive)
whi
ch is
use
d to
obt
ain
a pe
rcen
tage
bet
wee
n 16
% a
nd 1
8% (i
nclu
sive
)
�fo
r ot
her
ratio
s giv
en in
the
resp
onse
� m
arki
ng/s
on
the
grap
h th
at r
evea
l an
x-ax
is v
alue
(one
mill
imet
re e
ither
side
) whi
ch is
use
d to
obt
ain
a pe
rcen
tage
that
is w
ithin
1%
of t
he e
xpec
ted
valu
e
�w
here
line
s are
use
d fr
om a
n ax
is to
the
grap
h th
ey m
ust b
e ve
rtic
al o
r ho
rizo
ntal
.
3.A
n er
ror
is m
echa
nica
l if i
t is:
�a
tran
scri
ptio
n er
ror
�an
inco
rrec
t res
ult t
o a
corr
ectly
stat
ed o
pera
tion
�in
appr
opri
ate
roun
ding
that
cha
nges
the
answ
er a
t the
exp
ecte
d ac
cura
cy
�in
accu
rate
mar
king
/s o
n th
e gr
aph
(hea
dwin
d si
de) t
hat r
evea
l an
x-ax
is v
alue
bet
wee
n 0.
075
and
0.1
(incl
usiv
e) w
hich
is u
sed
to o
btai
n a
perc
enta
ge b
etw
een
15%
and
19%
(inc
lusi
ve).
| Retrospective 2015 QCS Test
Mar
king
Sch
eme
UN
IT N
INE
ITEM
15
Mar
king
Uni
t 4 4
of 5
Mod
el R
espo
nse:
Rat
io o
f win
d ve
loci
ty to
take
-off
spee
d =
From
gra
ph th
is m
eans
per
cent
age
decr
ease
in ta
ke-o
ff d
ista
nce
is 1
7%.
Adj
uste
d ta
ke-o
ff d
ista
nce
is 8
3% o
f 160
0 m
= 0
.83
× 16
00 =
132
8 m
.
ratio
win
d s
pe
ed
take
-off s
pe
ed
:
pe
rce
nta
ge
in
cre
ase
of
dis
tan
ce
pe
rce
nta
ge
de
cre
ase
of
dis
tan
ce
tailw
ind
he
ad
win
d
00
.10
.20
.10
.2
10
20
10
20
17
13 150
---------
0.08
7=
55Queensland Curriculum & Assessment Authority |
56
Item 16
Commentary
Item 16 is a four-star item that tested achievement in CCEs 17 Estimating numerical magnitude, 48 Justifying, 44 Synthesising, 16 Calculating with or without calculators and 22 Structuring a mathematical argument.
The item comprised two parts. Part I required students to use the given method to demonstrate that the plane described would be unable to take off at the Mt Hotham airfield.
The cues instructed students to show all steps and to justify fully.
In part II, students were required to determine the temperature that must be reached for the plane from part I to just be able to take off from Mt Hotham airfield.
The cues instructed students to show all steps, give a clear explanation of their reasoning and to give the temperature to one decimal place.
An A-grade response, for part I, needed to provide correct mathematical justification to confirm that the plane would not be allowed to take off. A statement indicating the comparison the result was based on was required. For part II, the response needed to show a fully justified method used correctly to obtain the temperature which needed to be reached for the plane to just take off. The temperature had to be given to one decimal place.
For part I the most common comparisons used were the take-off distance compared to the runway length and the percentage of the runway required compared to the percentage permitted.
For part II, an error that occurred occasionally was that a temperature that had the correct numbers was given as a positive not a negative temperature as required.
Students should remember that a fully justified mathematical response requires written conclusions supported by correct mathematical calculations. They should attend to any cue given, so for this particular item, the final temperature should have been given correct to one decimal place. Trial and error methods showing details of the trials considered are acceptable but it should be noted that they can sometimes be very time consuming and may be unable to give an answer to the required degree of accuracy.
A B C N O
100%
D E
| Retrospective 2015 QCS Test
Model response
Altitude adjustment for 1298 m above sea level
= x 10% = 43.3% increase to the standard take-off distance
Adjusted take-off distance = 1.433 x 910 m = 1304.03 m
Permi�ed take-off distance = 85% of runway
= 0.85 x 1460 m = 1241 m
As adjusted take-off distance of 1304.03 m exceeds the permi�ed
take-off distance of 1241 m the plane cannot take off.
1298300
The plane’s take-off distance of 1304.03 m must be reduced to 1241 m
so the temperature must be reduced such that 1% decrease comes
from 1° C decrease.
Percentage decrease required = x 100%
= 4.8%
If the temperature drops to –4.8° C the plane will be permi�ed to take off.
(1304.03 – 1241)
1304.03
57Queensland Curriculum & Assessment Authority |
58
UN
IT N
INE
ITEM
16
PER
FOR
MA
NC
E D
OM
AIN
Mar
king
Sch
eme
Mar
king
Uni
t 4 5
of 5
N
Res
pons
e is
un
inte
lligi
ble
or d
oes n
ot
satis
fy th
e re
quir
emen
ts
for
any
othe
r gr
ade. O
No
resp
onse
ha
s bee
n m
ade
at a
ny ti
me.
17E
stim
atin
g nu
mer
ical
mag
nitu
de48
Just
ifyin
g44
Synt
hesi
sing
16C
alcu
latin
g w
ith o
r w
ithou
t cal
cula
tors
22St
ruct
urin
g �
a m
athe
mat
ical
arg
umen
t
C
The
resp
onse
, allo
win
g fo
r at m
ost
one
desi
gnat
ed e
rror
and
co
nseq
uent
ially
cor
rect
ca
lcul
atio
ns a
nd w
orki
ng,
prov
ides
for
part
I
�an
arg
umen
t with
cor
rect
m
athe
mat
ical
just
ifica
tion
that
co
nfir
ms t
he c
onje
ctur
e.
The
res
pons
e pr
ovid
es, a
llow
ing
for
at m
ost o
ne d
esig
nate
d er
ror,
cons
eque
ntia
lly c
orre
ct
calc
ulat
ions
and
wor
king
and
for
part
II
�a
suita
ble
met
hod
�a
tem
pera
ture
at t
he a
irfie
ld.
OR
A
The
res
pons
e pr
ovid
es
for
part
I
�an
arg
umen
t with
cor
rect
m
athe
mat
ical
just
ifica
tion
that
co
nfir
ms t
he c
onje
ctur
e�
a co
mpa
rativ
e st
atem
ent
for
part
II
�a
fully
just
ified
suita
ble
met
hod
�co
rrec
t tem
pera
ture
to th
e ne
ares
t one
dec
imal
pla
ce.
B
The
resp
onse
, allo
win
g fo
r at m
ost
one
desi
gnat
ed e
rror
in e
ach
of
part
s I a
nd II
and
cons
eque
ntia
lly
corr
ect c
alcu
latio
ns a
nd w
orki
ng,
prov
ides
for
part
I
�an
arg
umen
t with
m
athe
mat
ical
just
ifica
tion
that
co
nfir
ms t
he c
onje
ctur
e
for
part
II
�a
suita
ble
met
hod
�a
tem
pera
ture
at t
he a
irfie
ld.
D
The
res
pons
e sh
ows t
hree
pie
ces
of th
e dat
a fr
om th
e stim
ulus
use
d m
eani
ngfu
lly.
E
The
res
pons
e pr
ovid
es
for
part
I
�tw
o id
entif
ied
quan
titie
s tha
t ar
e us
ed in
a m
eani
ngfu
l co
mpa
riso
n th
at c
onfir
ms t
he
conj
ectu
re.
The
res
pons
e pr
ovid
es
for
part
II
�re
cogn
ition
that
the
tem
pera
ture
mus
t get
col
der
to
allo
w th
e pl
ane
to ta
ke o
ff.
OR
Not
es:
1.T
he d
esig
nate
d er
rors
are
:
�tr
ansc
ript
ion
erro
rs
�an
inco
rrec
t res
ult t
o a
corr
ectly
stat
ed o
pera
tion
�in
appr
opri
ate
roun
ding
that
cha
nges
the
answ
er a
t the
exp
ecte
d ac
cura
cy
�us
ing
a no
n-lin
ear
mod
el in
par
t I
�us
ing
40%
incr
ease
of s
tand
ard
take
-off
dis
tanc
e (1
274m
) fro
m p
art I
as
the
take
-off
dis
tanc
e of
the
plan
e fo
r pa
rt II
�in
par
t II,
wor
king
that
red
uces
the
take
-off
dist
ance
but
quo
tes
the
deri
ved
tem
pera
ture
as a
pos
itive
.
2.A
suita
ble
met
hod
in p
art I
I fin
ds th
e pe
rcen
tage
dec
reas
e of
the
altit
ude-
adju
sted
ta
ke-o
ff di
stan
ce r
equi
red
for
the
plan
e to
just
take
off
.
Mod
el R
espo
nse:
I. A
ltitu
de a
djus
tmen
t for
129
8 m
abo
ve se
a le
vel
= x
10%
= 4
3.3%
incr
ease
to th
e st
anda
rd ta
ke-o
ff d
ista
nce
Adj
uste
d ta
ke-o
ff d
ista
nce
= 1.
433
x 91
0 m
= 1
304.
03 m
Perm
itted
take
-off
dis
tanc
e =
85%
of r
unw
ay=
0.85
x 1
460
m =
124
1 m
As a
djus
ted
take
-off
dis
tanc
e of
130
4.03
m e
xcee
ds th
e pe
rmitt
ed
take
-off
dis
tanc
e of
124
1 m
the
plan
e ca
nnot
take
off
.
II.
The
pla
ne�s
take
-off
dis
tanc
e of
130
4.03
m m
ust b
e re
duce
d to
124
1 m
so
the
tem
pera
ture
mus
t be
redu
ced
such
that
1%
dec
reas
e co
mes
from
1° C
dec
reas
e
Perc
enta
ge d
ecre
ase
requ
ired
=
x 1
00%
= 4.
8%If
the
tem
pera
ture
dro
ps to
-4.8
° C th
e pl
ane
will
be
perm
itted
to ta
ke o
ff.
1298
300
--------
----
1304
.03
1241
–13
04.0
3----
--------
--------
--------
--------
------
Las
t Pag
e C
ount
| Retrospective 2015 QCS Test
Queensland Curriculum & Assessment AuthorityPO Box 307, Spring Hill QLD 4004 AustraliaLevel 7, 154 Melbourne Street, South BrisbaneT + 61 7 3864 0299F + 61 7 3221 2553
www.qcaa.qld.edu.au