Heritage Chinese (Mandarin) 2016 HSC exam pack (archive)
2016 Heritage Chinese (Mandarin) HSC exam papers (archived)
2016 Heritage Chinese (Mandarin) HSC exam paper - transcript - audio
Marking guidelines
Marking guidelines are developed with the examination paper and are used by markers to guide their marking of a student's response. The table shows each question and the criteria with each mark or mark range.
Sample answers may also be developed and included in the guidelines to make sure questions assess a student's knowledge and skills, and guide the Supervisor of Marking on the expected nature and scope of a student's response. They are not intended to be exemplary or even complete answers or responses.
Marking feedback
Select from the sections below to view feedback from HSC markers about students responses in this year’s examination.
Use the feedback to guide preparation for future examinations. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.
Feedback on oral examination
Characteristics of better responses:
- research showed evidence of great depth and breadth and a variety of sources
- discussions reflected candidates’ perceptive analysis of the sources, critical and logical thinking and ability to present personal views
- candidates communicated confidently and competently with accurate pronunciation and intonation
- sophisticated vocabulary and sentence structures were used.
Characteristics of weaker responses:
- general or peripheral discussions were presented without evidence of research
- irrelevant or repetitive responses were presented
- responses showed evidence of narrow or superficial investigations
- limited or repetitive vocabulary and sentence structures were used.
Feedback on written examination
Characteristics of better responses:
- the ability to draw opinions from the text was demonstrated (Q1)
- sufficient and relevant textual references were used to support opinions (Q2, Q4 and Q6)
- the ability to summarise, synthesise and analyse opinions in texts was demonstrated (Q3)
- the knowledge of how language features and content are used to enhance communication was shown(Q5)
- a perceptive understanding of various issues raised in texts was demonstrated (Q2, Q4 and Q6).
Characteristics of weaker responses:
- information from the texts was translated or copied (Q1 and Q4)
- misreading of the instructions of the questions or limited understanding of the texts was demonstrated
- no reference to the texts was made in the response
- the required text-types were either used incorrectly or improperly (Q3, Q5 and Q6).
Characteristics of better responses:
- a range of vocabulary and sentence structures were used
- a coherent discussion using correct text types was provided
- candidates displayed logical thinking and analytical skills in their elaboration
- a perceptive understanding of the topics was demonstrated
- relevant materials were used to support the argument.
Characteristics of weaker responses:
- the requirements of the topics were misunderstood
- candidates elaborated on the importance of celebrating Chinese New Year instead of the importance of maintaining Chinese New Year and other traditional festivals outside China (Q6)
- topics were not discussed in depth
- ideas and opinions were not expressed clearly
- Pinyin instead of Chinese characters were used.
HSC exam resources
Search for more HSC standards materials and exam packs.
Chinese in Context syllabus
Find out more about the Chinese in Context syllabus.
Request accessible format of this publication.