Chinese Extension 2015 HSC exam pack (archive)
2015 Chinese Extension HSC paper (archived)
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.
HSC marking feedback
Select from the link(s) below to view feedback about how students performed 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 practical examination
Characteristics of better responses:
- a clear and logically sequenced viewpoint was presented with clear articulation
- a convincing, elaborated and in-depth argument was presented
- a wide range of vocabulary and sentence structures was used.
Characteristics of weaker responses:
- rote-learnt material that did not address the question was presented
- poorly sequenced ideas were presented
- limited vocabulary and sentence structures were used
- incorrect pronunciation and intonation were used.
Feedback on written examination
Characteristics of better responses:
- an in-depth analysis with relevant textual evidence was presented
- a perceptive analysis of the personality of Mrs Shui (Q1b), the feelings of Lao Ye (Q1c) and the issue of family relationships (Q1d) was demonstrated
- the bewilderment, broken-heartedness, disappointment and anguish of Lao Ye about the change in people’s values in modern society as a result of being conned by Lao Pan (Q2) were expressed.
Characteristics of weaker responses:
- not all aspects of the questions were addressed
- insufficient textual evidence was provided to support the answers
- irrelevant characters were discussed
- an analysis of film techniques was provided instead of addressing the question (Q1d).
Characteristics of better responses:
- a range of vocabulary and language structures was used
- a sophisticated and coherent argument was presented with relevant support
- logical thinking and analytical skills were displayed in the development of an argument.
Characteristics of weaker responses:
- limited vocabulary and sentence structures were used
- certain aspects of the topics were focused on without elaboration or support
- superficial and brief speeches were provided.
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