Korean Continuers 2016 HSC exam pack
2016 Korean Continuers HSC exam papers
Korean Continuers HSC exam paper 2016 – Audio
Section I – Listening and responding
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.
Marking feedback
Select from the sections below to view feedback from HSC markers 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:
- communication was fluent, confident and spontaneous
- appropriate and extended responses were provided
- correct grammar and tenses, as well as a variety of complex sentence structures were used
- language was manipulated to address the questions asked
- a range of vocabulary appropriate to the topic was used
- the correct register was used
- an opinion or a point of view was expressed and/or justified.
Characteristics of weaker responses:
- simple, short sentences or single words were used
- repetitive and/or extended pauses were a feature
- grammatical errors were included
- opinion or justification of a point of view was lacking
- English words and expressions were included
- language was not manipulated to address the question
- brief information, opinions and ideas were provided ineffectively
- some degree of fluency was evident but with repetition and frequent pauses.
Feedback on written examination
Characteristics of better responses:
- there was evidence of analysis, synthesis and evaluation where required
- the speakers’ various emotions (Q4) and reasons for them (Q7) were explicitly provided
- references to both content and language were made (Q8)
- audience, purpose and context were identified where applicable.
Characteristics of weaker responses:
- simple translations of text were provided and the questions were not fully addressed
- lists of ideas were presented without much explanation
- repetition of ideas was evident.
Characteristics of better responses:
- relevant details from the text were included with appropriate examples which supported the response (Q10c)
- a perceptive understanding of the given texts was demonstrated
- a clear comparison of ideas and style was demonstrated (Q10d).
Characteristics of weaker responses:
- a translation of the text was provided rather than responding to the question
- a lack of detailed reference to the text was evident.
Characteristics of better responses:
- a wide range of vocabulary and language structures were used with a persuasive style (Q11)
- highly relevant and original ideas that fully addressed the question were presented
- ideas and information were communicated with a high degree of accuracy, and were structured and sequenced logically and fluently
- appropriate text-type conventions were used.
Characteristics of weaker responses:
- ideas were written in the style of a list
- there was very little evidence of persuasion
- sequence and structure of ideas were lacking, and the use of information relevant to the question was limited
- ideas were poorly expressed, with many errors in both vocabulary and language structure evident
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Korean Continuers syllabus
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