Classical Hebrew Continuers 2016 HSC exam pack (archive)
2016 Classical Hebrew Continuers 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 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 written examination
Characteristics of better responses:
- applying grammatical knowledge in order to identify various forms of a word, and/or identify all the required grammatical features, and/or parse correctly (Q1, Q3 and Q5)
- synthesising the text in order to answer the question directly (Q1, Q2 and Q3)
- incorporating into the response references to other required texts, for example, prescribed texts and/or commentary, in addition to the specific text in question
- accounting for the inclusion of the phrase rather than merely explaining it (Q6)
- addressing all elements of a question, for example, historical and religious significance (Q7), religious and moral significance (Q8), faith, morality and justice (Q9).
Characteristics of weaker responses:
- not identifying correctly the tense of the verb (Q3)
- making limited reference to specific examples from the required texts (Q3 and Q4) or not referring to all extracts provided (Q9)
- providing a summary or re-write of the narrative rather than focusing on the specific requirements of the question, such as analysis, explanation and the identification of specific elements (Q4, Q5 and Q6)
- not distinguishing the difference between the terms religious and moral (Q8)
- making limited reference to justice (Q9)
- writing lengthy responses not always relevant to the question (Q9).
Characteristics of better responses:
- giving a detailed explanation which included identifying the specific documents mentioned (Q10)
- articulating a clear understanding of the underlying principles discussed in the commentary (Q11)
- translating the Mishnaic terms quoted in the questions as part of the explanation (Q11)
- explaining both circumstances as described in the commentary (Q12)
- inferring from the Mishnah the beliefs and practices in Mishnaic times (Q12).
Characteristics of weaker responses:
- writing generally about the content of the Mishna instead of focusing on the requirements of the question (Q11 and Q12)
- writing lengthy responses not always relevant to the question, particularly in 4 mark questions (Q11 and Q12)
- drawing limited inferences about the beliefs and practices (Q12).
Characteristics of better responses:
- making effective use of the glossary to arrive at an understanding of the text (Q13)
- recognising shoresh, binyan and tense in relatively simple Hebrew verbs (Q13)
- providing a summary (Q13)
- giving both literal and idiomatic meanings (Q14).
Characteristics of weaker responses:
- incorrect parsing (Q13)
- paraphrasing the text at length when a summary was required (Q13)
- not identifying a pronominal suffix (Q14).
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Classical Hebrew Continuers syllabus
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