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qcs_retro_sr_03 - Queensland Core Skills Test Retrospective...

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Queensland Core Skills Test Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email: [email protected]; Website: www.qsa.qld.edu.au © The State of Queensland (Queensland Studies Authority) 2007 Copyright protects this work. Please read the Copyright notice on our website. Retrospective 200 3 (Part 2 of 5) Note: The PDF version of this document has been split into sections for easier download. This file is Part 2 of 5.
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9 Short-Response (SR) General commentary This year’s SR paper was varied in its content and in the way it covered a broad range of CCEs. Items were grouped into testpaper units, which were then grouped into five marking units. As students worked through each unit, they interacted with stimulus material that was challenging and required them to operate at multiple levels of numeracy and literacy. Each item was framed in a way that made it accessible to most students. This year’s paper was rich in practical contexts. Stimuli ranged from a distribution company logo, the Roman Empire, robots and marriage rates to the weeping bottlebrush ( Callistemon viminalis ) and different systems of timekeeping. These topics continued the tradition of grabbing student interest and imparting knowledge at the same time as assessing student achievement. The first unit of the testpaper was a unit that asked students to interpret the company logo of a German distribution company and identify aspects of its service being conveyed in the logo. This item provided a relatively straightforward start to the paper for students. A unit involving the Roman Empire gave students the opportunity to interpret maps and analyse Emperor Constantine’s preferred deployment of his armies. A knowledge of appropriate vocabulary was necessary in a unit on malapropisms which was set as part of a humorous comic strip. Students were required to read predictions for the future in a unit on the use of technology and its possible implications. This item captured the interest of students and very few omitted it. Data on marriage rates provided statistics which students were required to interpret; one item giving students an option between two different forms of response, which added another layer to the task. There was also a quantitative unit on fractals in which students had to search for patterns, as well as generalise to form basic algebraic formulae. In a unit on callistemons, students were given the opportunity to design a tag that would be attractive enough to entice customers to consider the plant for their gardens. In another unit, four extracts from Bruce Springsteen’s songs, together with a statement from him after the death of his father, were used as stimulus for items that asked students to analyse Springsteen’s relationship with his father and express a viewpoint. The French Revolution was the setting for the last unit on the paper. This unit looked at the move by the French to convert to decimal time. A number of quite
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