Indonesian Beginners 2016 HSC exam pack
Indonesian Beginners 2016 HSC exam papers
Indonesian Beginners HSC Exam paper - transcript - audio 2016
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:
- familiarity with a range of syllabus topics was evident
- a response to the full range of question words, including yang mana, bagaimana, was provided
- accurate and authentic pronunciation and intonation were used
- consistent control of language and word order were displayed
- language was effectively manipulated to respond to the specific question
- opinions and comments were used to add depth to the responses
- ideas were connected through the use of a variety of conjunctions.
Characteristics of weaker responses:
- limited vocabulary and basic sentence structures were used
- syntax errors were frequent
- information was listed, including subjects, food, hobbies
- the wording of the question was used as the basis of the answer
- words were frequently mispronounced, including cognates
- nouns and verbs were confused, such as makan and makanan.
Feedback on written examination
Characteristics of better responses:
- the specific requirements of the question were addressed, with well-structured and logical answers
- detail appropriate to the mark allocation was included
- the context of items was correctly identified, enabling logical conclusions to be drawn
- the candidate’s notes section was used effectively
- the text was succinctly summarised as required (Q9)
- ideas were synthesised to produce conclusions which were justified from the text (Q7 and Q10).
Characteristics of weaker responses:
- the requirements of questions were not directly addressed
- the purpose of the text was not clearly identified (Q4)
- texts containing significant amounts of information appeared to be challenging (Q6, Q7 and Q10)
- responses to Q4, Q7 and Q9 were confused.
Characteristics of better responses:
- familiarity with vocabulary across the range of topics was displayed
- an ability to identify, account for, explain and justify rather than just locate and translate information within a text was evident
- relevant details to support answers were provided
- an understanding of the entire text was reflected in logical and coherent answers
- effective use of the dictionary was displayed, with the most appropriate definition of a word being used
- the space provided was used effectively
- high order inference skills were evident (Q13 and Q15b)
- characteristics of weaker responses:
- use of common vocabulary was limited
- poor use of the dictionary was evident
- questions were answered without reference to the whole text and specific details were ignored (Q13 and Q15b)
- evaluating was problematic (Q13)
- a limited comparison of opinions was presented (Q14b)
- irrelevant or incorrect information was included (Q14b and Q16b)
- some questions were not attempted.
Characteristics of better responses:
- Indonesian syntax and more authentic language were used
- features of the text type specified were demonstrated
- original and creative ideas were developed
- effective use of the word count was evident
- planning was evident
- connectives and varied sentence starters were used
- reasons to support the change of plans and new arrangements were clearly communicated (Q17)
- restaurant suggestions were effectively communicated and developed (Q18)
- logical ideas were developed, while adhering to the specified text type (Q19 and Q20).
Characteristics of weaker responses:
- candidates did not follow the conventions of the specified text type
- planning of a writing task and sequencing of ideas was limited
- vocabulary and sentence structures were limited
- responses were poorly edited
- ineffective use of word length was displayed
- relevant details were missing (Q17)
- ideas were confused and sentence structure and word choice were incorrect (Q18)
- limited, and sometimes confused, information was provided (Q19 and Q20).
HSC exam resources
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Indonesian Beginners syllabus
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