Spanish Beginners 2015 HSC exam pack
2015 Spanish Beginners HSC exam papers
Spanish Beginners HSC Exam paper - transcript - audio 2015
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 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.
Course Specific Marker Notes
Characteristics of better responses:
- candidates conversed effectively by exchanging relevant information, opinions and comments
- a variety of vocabulary was used
- more complex grammatical structures and varied tenses were attempted with only minor errors
- connectives (eg además, todavía, pués, entonces, pero, aunque) and a range of adjectives were used, which added interest and flow to the conversation.
Characteristics of weaker responses:
- candidates did not provide meaningful responses
- short utterances were produced to answer factual questions, without giving any additional details
- candidates used infinitives and did not manipulate verbs into a variety of tenses
- significant errors with verb endings, tenses, and number/gender agreements were made.
Characteristics of better responses:
- the required information was identified rather than providing an entire translation of the text
- responses were supported with evidence from the texts where appropriate
- a clear explanation was provided (Q9).
Characteristics of weaker responses:
- isolated details were provided without addressing the questions
- assumptions were used to answer questions; for example, candidates assumed that the person was on the train (Q1)
- candidates lacked common vocabulary knowledge such as the word ‘rain’ and other elements of weather (Q7)
- candidates did not provide a summary (Q5).
Characteristics of better responses:
- a global comprehension of texts was displayed
- the required information was identified rather than providing an entire translation of the text
- the qualifiers were considered when responding, for example, finding ‘unusual’ accommodation rather than just finding accommodation, and translating in seconds rather than just translating
- candidates assessed the usefulness of a piece of advice in relation to a person’s needs (Q13b)
- candidates compared the profiles (Q14c)
- responses were supported with evidence from the texts where appropriate.
Characteristics of weaker responses:
- only part of the text rather than the whole text was considered
- isolated words or unrelated ideas were provided
- the same information was used to answer two different parts of the same question
- an elementary understanding of the text (Q13) and a poor understanding of vocabulary in context (Q11) was demonstrated.
Characteristics of better responses:
- requirements of the tasks were addressed
- planning of responses was evident
- grammatical structures were manipulated accurately
- ideas were sequenced logically, giving appropriate flow to texts.
Characteristics of weaker responses:
- grammatical structures were poorly manipulated with significant inaccuracies, such as verb agreements, tenses, and gender/number agreements
- writing lacked coherence and sentences were often incomplete.
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Spanish Beginners syllabus
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