English Stage 6 Draft HSC Examination Specifications ...

English Stage 6 Draft HSC Examination Specifications Consultation Report

November 2017

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Contents

1 Background information .................................................................................................. 4

2 Executive summary .......................................................................................................... 5

3 Key matters ....................................................................................................................... 7

3.1 English Standard .......................................................................................................... 7

3.2 English Advanced ......................................................................................................... 8

3.3 English Extension 1 ...................................................................................................... 9

3.4 English Extension 2 ...................................................................................................... 9

3.5 English EAL/D .............................................................................................................. 9

3.6 English Studies ........................................................................................................... 10

4 Analysis ........................................................................................................................... 11

4.1 English Standard ........................................................................................................ 11

4.2 English Advanced ....................................................................................................... 17

4.3 English Extension 1 .................................................................................................... 22


4.5 English EAL/D ............................................................................................................ 27

4.6 English Studies ........................................................................................................... 29

4.7 Other comments ......................................................................................................... 33

5 Quantitative analysis of survey responses .................................................................. 36

5.1 English Standard ........................................................................................................ 36

5.2 English Advanced ....................................................................................................... 36



5.5 English EAL/D ............................................................................................................ 37

5.6 English Studies ........................................................................................................... 37

6 Respondents ................................................................................................................... 38

6.1 Targeted consultation meeting Sydney (code: CM) ................................................... 38

6.2 Online survey respondents ......................................................................................... 39

6.3 Written submissions ................................................................................................... 40

English Stage 6 Draft HSC Examination Specifications Consultation Report – November 2017

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1 Background information The NSW Education Standards Authority (NESA) developed English Stage 6 Draft HSC Examination Specifications to externally assess the English syllabuses released in 2017. Each proposal addressed the Stronger HSC Standards reforms to redesign HSC examinations. The most effective length of examination for valid and reliable assessment was considered and each proposal reduced the predictability of questions and prepared responses by:

requiring the application of knowledge, understanding and skills focusing on in-depth analysis and problem-solving skills.

In Term 2, 2017 NESA sought feedback on draft HSC Examination Specifications for the following new courses: English, Mathematics Standard, Science and History.

Consultation from 15 May to 12 June 2017 included:

an online survey on the NESA website a targeted consultation meeting with examination subject specialists written submissions.

Feedback from consultation was analysed and informed revisions to the HSC Examination Specifications. The final HSC Examination Specifications are now available in the updated Assessment and Reporting materials on the NESA website.


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2 Executive summary The English Stage 6 Draft HSC Examination Specifications Consultation Report provides a description of the consultation process, and a summary and analysis of the feedback received. It details data and findings gathered from 796 responses to the online survey, a targeted consultation meeting and six written submissions.

Consultation on the English Stage 6 HSC Examination Specifications has supported the aim of the proposals to address the Stronger HSC Standards reforms by redesigning examinations to reduce predictability and memorised responses, and to focus external assessment on students’ application of knowledge, understanding and skills, and on in-depth analysis and problem-solving skills. Feedback provided on the structure, timing, type of questions and mark values has been taken into account during the finalisation of the examination specifications.

There was alignment between responses to the English Standard and English Advanced proposals and a strong consensus that the examination specifications should remain consistent for the two courses. The key issues considered were the provision of one or two examination papers, and the retention or removal of creative writing from the HSC examination. Varying viewpoints on these two key issues were presented and both proposals received a significant degree of support.

A majority of respondents indicated a preference for a three-hour examination, as outlined in Proposal 2, for the English Standard and English Advanced courses, citing consistency with other 2 Unit HSC courses as justification. Some respondents also expressed the view that assessment of students’ creative writing, and of Module C in both courses, is more appropriately realised through school-based assessment. There were, however, a number of respondents who supported the inclusion of Module C in the HSC examination, as it more effectively reflects the scope of learning and is a more valid assessment of student achievement across a broader range of syllabus outcomes. They justified this view by highlighting that it allows for the assessment of students’ ability to apply the skills learnt through this module in a new context. Some respondents also indicated that excluding Module C would disadvantage those students whose strength lies in creative writing.

Most respondents agreed that the proposed English Extension 1 HSC Examination Specifications are appropriate. Respondents supported the retention of a 2-hour examination for English Extension 1 and for maintaining a balanced focus on both critical and creative responses. However, many respondents raised the need for more clarity and specificity regarding assessment of the Common Module in the English Extension 1 examination.

There was broad support for the proposed English Extension 2 specifications and Major Work categories and forms.

Support for the English EAL/D proposals was divided. A majority of respondents indicated that two written examination papers should be retained for the English EAL/D course, acknowledging the extent of language processing that students in the cohort must undertake in formal examination settings. However, a number of respondents supported the introduction of one written examination paper if it maintained a structure consistent with other 2 Unit HSC English courses. Many respondents supported a formal assessment of students’ listening skills in a separate listening paper in the HSC examination. However, a similar number indicated that school-based assessment was a more authentic way of assessing students’ listening


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skills. A number of respondents suggested that if the Listening paper were to be retained in the HSC examination, the format and focus be reframed to provide more appropriate contextualisation of the task.

No consensus was reached regarding the proposed English Studies HSC Examination Specifications. Many respondents expressed the view that the inclusion of an optional examination for English Studies would be potentially detrimental to the course and to the student cohort for whom it was designed. Clarification regarding the assessment of electives was requested, with many respondents stating that external assessment would reduce text choice and flexibility within the course. A number of respondents noted that the proposed examination format for the English Studies course was inappropriate for the course candidature.

Feedback from consultation revealed that views varied on the suitability of each of the examination proposals for English. Overall, however, there was widespread support for changes to the English Stage 6 HSC Examination Specifications to appropriately reflect new syllabus requirements, while ensuring students remain challenged to realise their full potential in English.


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3 Key matters

3.1 English Standard

Key matters Actions

The structure, timings and mark values for the HSC examination should directly reflect the mandatory elements of Year 12 school-based assessment requirements.

The structure, timing and mark values for each section of the paper have been reviewed. Changes are reflected in the examination specifications section of the updated Assessment and Reporting documents for each English Stage 6 course. The HSC examination and school-based assessment work together to provide a holistic view of student achievement throughout Year 12. It is not the intention for the HSC examinations to replicate school-based assessment.

Examination of the Common Module should allow for appropriate comparison and differentiation of student achievement across the three courses.

The examination specifications include common items considered as sufficient to validly compare student achievement across these courses. This will enable accurate reporting of student achievement on a common scale and will encourage students to study the course that best suits their abilities.

Expected lengths of responses indicated in the examination specifications are not sufficient for detailed and sophisticated analysis of texts.

The English HSC examination specifications have been revised to remove suggested word and page length of responses.


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3.2 English Advanced

Key matters Actions

The structure, timings and mark values for the HSC examination should directly reflect the mandatory elements of Year 12 school-based assessment requirements.

The structure, timing and mark values for each section of the paper have been reviewed. Changes are reflected in the examination specifications section of the updated Assessment and Reporting documents for each English Stage 6 course. The HSC examination and school-based assessment work together to provide a holistic view of student achievement throughout Year 12. It is not the intention for the HSC examinations to replicate school-based assessment.

Examination of the Common Module should allow for appropriate comparison and differentiation of student achievement across the three courses.

The examination specifications for the Common Module include common items considered as sufficient to validly compare student achievement across these courses. This will enable accurate reporting of student achievement on a common scale and will encourage students to study the course that best suits their abilities.

Expected lengths of responses indicated in the examination specifications are not sufficient for detailed and sophisticated analysis of texts.



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3.3 English Extension 1

Key matters Actions

The expectations for Section I require clarification.

Sample examination items and marking guidelines clarify expectations for both sections of the examination.

A compulsory creative response should be retained within the examination structure.

The common section will require students to demonstrate their understanding of the Common Module. This provides students with an opportunity to be assessed in a variety of ways, including responding creatively. Section I does not require students to refer to prescribed texts or related texts.

The stipulated response length is inadequate for students considering the time provided, preventing depth of critical thinking, engagement with the texts and a reduction in rigour and academic standards. The purpose of the word limit needs to be explained.


3.4 English Extension 2 No overarching key matters emerged as a result of consultation. Specific matters are indicated in Section 4.4.

3.5 English EAL/D

Key matters Actions

Clarification is needed regarding question types and mark allocations.

Revised examination specifications, as well as sample examination items, clarify possible question types and mark allocations.

There are varied views regarding the most appropriate way to assess listening in the English EAL/D course.

The range of consultation feedback was reviewed, and listening will continue to be assessed in the HSC examination. Listening will also form part of the school-based assessment program.


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3.6 English Studies

Key matters Actions

An examination for English Studies that has common content with Standard and Advanced courses is not equitable.

The English Studies examination is optional. The examination specifications for the Common Module include common items considered as sufficient to validly compare student achievement across these courses. This will enable accurate reporting of student achievement on a common scale and will encourage students to study the course that best suits their abilities.

The demands of the English Studies examination are inappropriate for the candidature.

The English Studies examination is optional. It is designed for students who may wish to attain an ATAR and as such it will be reported on a common scale.

Further clarification is required regarding the nature of the examination.

The examination specifications will be published with sample items and marking guidelines. These will clarify expectations for all parts of the English Studies examination.


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4 Analysis


Summary The retention of a common examination structure with English Advanced was widely supported. The majority of respondents indicated a preference for Proposal 2 as a three-hour examination creates greater consistency with other 2 Unit HSC courses and allows Module C to be more appropriately addressed through school-based assessment.

However, many respondents supported the two-paper structure of Proposal 1, citing the extent of sustained writing students are required to produce in the examination and the unique status of the HSC English course as the only mandatory subject to justify this differentiation from other 2 Unit HSC courses. There was divided opinion regarding which model would most effectively meet the needs of students with disability.

While the majority of respondents suggested that Module C should not be assessed in the external HSC examination; there was also significant support for the retention of creative writing in the HSC examination. A number of respondents supported the external assessment of Module C as this would complement the mandatory school-based assessment of this module. Respondents also indicated that the inclusion of Module C acknowledged the role of English in developing students’ literacy skills allowing students to apply their learning in examination conditions. Furthermore, some respondents highlighted the importance of assessing both analytical and creative writing skills in the HSC examination to ensure that no student is disadvantaged. Some respondents suggested that students’ creative writing completed for Module C at school should be submitted for external assessment.

As a result of analysis of all consultation feedback, Proposal 1 has been adopted.

Feedback affirming English Standard HSC Examination Specifications

Feedback Sources

The inclusion of Module C in Proposal 1 is important in maintaining the integrity and validity of the module.

NSWTF Survey (x39) Submission 2

The additional time allocation for students to complete extended- response writing tasks in the HSC examination is supported.

AIS Submission 1 Survey (x17)

The provision of common questions with English Studies and English Advanced is appropriate.

Submission 1 Survey (x3)

A single examination and reduction in the number of examination components and expected length of writing tasks will help to alleviate excessive stress on students.

AIS Submissions 1, 3 Survey (x38)

Introduction of a one-paper examination structure is consistent with other 2 Unit HSC courses.

DoE Submission 1 Survey (x35)


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Feedback Sources

School-based assessment of Module C will afford a stronger focus on the writing process and promote creative thinking.

AIS DoE Submissions 1, 3 Survey (x32)

School-based assessment of Module C will enhance opportunities to teach the module concurrently with other modules.



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Key matters and actions English Standard HSC Examination Specifications

Key matters Sources Actions

Both proposals The expected length of responses should not be included in the exam specifications. The expected lengths of responses indicated are not sufficient for detailed and sophisticated analysis of texts.

AIS DoE NSWTF Submission 2 Survey (x9) Sydney (CM)


Different mark weightings and expected lengths of responses will cause confusion for students.

AIS Survey (x8)

There is not an expectation that there is correlation between allocated teaching time and mark values. The HSC examination is designed to allow students to demonstrate their achievement in relation to a range of syllabus outcomes independent of the indicative hours assigned to each module.

The mark values allocated in the examination do not reflect the allocated teaching time for each module.

AIS NSWTF Submission 2 Survey (x12) Sydney (CM)

Further clarification is required regarding moderation of common responses with English Advanced and English Studies.

AIS NSWTF Submission 3 Survey (x8)

NESA applies a statistical process called ‘moderation’ to ensure school-based assessment marks submitted by different schools can be validly compared. Students receive an HSC course mark derived from this process. It is a process separate from reporting students on a common scale. The three English courses will have shared items in the assessment of the Common Module in the HSC examination. This allows scope for effectively identifying student ability in English and enables students to be reported on a common scale.


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Ambiguity and uncertainty surrounding the types of responses that may be required in the examination will cause confusion and stress for students.

Survey (x3) Consistent with the Stronger HSC Standards reforms, a lack of predictability in the examination questions provides an authentic measure of student achievement. NESA is supporting the transition to the new HSC examination format by providing sample examination items. Typically, schools provide formal and informal assessment opportunities to prepare students for examinations, including how to apply knowledge, understanding and skills.

Further clarification of the nature of stimulus material in the examination questions is required.

AIS DoE NSWTF Survey (x5)

The examination specifications have been amended to clarify where stimulus and unseen texts may be used. Stimulus material includes quotes, statements and extracts from texts.

The examination specifications should indicate whether students may be required to refer to a specified section of their prescribed text, such as an individual poem or speech, in their examination responses.

AIS Survey (x3)

Samples of examination tasks and questions should be provided.

AIS Survey (x4)

The sample examination items clarify the types of questions students will be expected to answer in each section of the examination.

Additional reading time should be allocated in the examination to afford close reading and analysis of stimulus material.

Survey (x6) Reading times in the examination have been considered and current reading times will be maintained.

The issues of predictability and students relying on memorised responses in the examination have not been addressed adequately.


Sample examination items will demonstrate the range of question types in line with the Stronger HSC Standards reform of reducing the predictability of examination questions.


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Proposal 1 A two-paper examination is not needed as it: creates inconsistency and a

lack of parity with other 2 Unit HSC courses

duplicates school-based assessment of student writing in Module C

places excessive stress on students.

DoE Submissions 1, 3 Survey (x74)

The adoption of a two-paper examination structure was determined to be the most appropriate way to assess student achievement in the English Standard HSC examination. A two-paper examination structure: provides opportunities for the

assessment of students’ creative and critical writing skills

increases the scope for the assessment of a broad range of outcomes.

Module C is more appropriately assessed as part of school-based assessment.


Module C will be now be included as part of the English Standard HSC examination. Its inclusion more closely reflects the scope of learning described in the new English Standard Stage 6 syllabus. School-based assessment of Module C allows teachers the scope to assess students’ engagement with the writing process to produce a polished piece of work. Inclusion of Module C in the HSC English Standard examination is designed to assess a student’s ability to apply the skills they have developed throughout their study of the module and to write imaginatively for different audiences and purposes as well as reflect on the choices they make. The HSC examination is designed to complement, not replicate, school-based assessment.

Assessment of students’ creative writing through an external examination is inauthentic and limiting.

AIS Survey (x9)

Module C should be assessed in the external HSC examination to allow for more valid moderation of assessment results.

NSWTF Submission 2 Survey (x49)

Clarification is required regarding: the role of prescribed texts in

Section III of Paper 2 the types of examination

responses students are required to produce for Module C.


Sample examination items clarify the expectations of Module C in the HSC examination.


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Proposal 2 Retention of a two-paper examination structure is required to: allow scope for external

assessment of all modules and texts studied

provide valid assessment of students’ creative, critical and comprehension skills

reduce excessive stress on students.


A two-paper structure will be retained to: allow for the inclusion of

Module C provide a broader scope for the

assessment of outcomes ensure that students have

opportunities to demonstrate their creative and analytical skills.

Sustained writing of extended response answers in a 3-hour examination places excessive demands on students.

Survey (x47) In light of all feedback received, a two-paper model will be retained.


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Summary The implementation of a common examination structure with English Advanced was widely supported. The majority of respondents indicated a preference for Proposal 2 as a three-hour examination creates greater consistency with other 2 Unit HSC courses and allows Module C to be more appropriately addressed through school-based assessment.

However, many respondents supported the two-paper structure of Proposal 1, citing the extent of sustained writing students are required to produce in the examination and the unique status of the HSC English course as the only mandatory subject to justify this differentiation from other 2 Unit HSC courses. There was divided opinion regarding which model would most effectively meet the needs of students with disability.

While the majority of respondents raised that Module C should not be assessed in the external HSC examination; there was also significant support for the retention of creative writing in the HSC examination. A number of respondents supported the external assessment of Module C as this would complement the mandatory school-based assessment of this module. Respondents also indicated that the inclusion of Module C acknowledged the role of English in developing students’ literacy skills allowing students to apply their learning in examination conditions. Furthermore, some respondents highlighted that it is important to assess both analytical and creative writing skills in the HSC examination to ensure that no student is disadvantaged. Some respondents suggested that students’ creative writing completed for Module C at school should be submitted for external assessment.

As a result of analysis of all consultation feedback, Proposal 1 has been adopted.

Feedback affirming English Advanced HSC Examination Specifications

Feedback Sources

The additional time allocation for students to complete extended- response writing tasks in the HSC examination is supported.


The provision of common questions with English Standard and English Studies is appropriate.


The inclusion of Module C as outlined in Proposal 1 is essential in upholding the worth and validity of the module.


A single examination and reduction in the number of examination components will help to alleviate excessive stress on students.


Introduction of a one-paper exam structure is consistent with other 2 Unit HSC courses.

AIS DoE Submission 1 Survey (x36)


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Feedback Sources

School-based assessment of Module C will afford a stronger focus on the writing process and enhance students’ creativity.

AIS DoE Submissions 1, 3 Survey (x29)

School-based assessment of Module C will enhance opportunities to teach the module concurrently with other modules.


The two-paper model that includes Module C allows for a broader range of skills to be assessed. It affirms the syllabus’ intention to develop both the creative and critical capacities of students.


Key matters and actions English Advanced HSC Examination Specifications


Both proposals The expected lengths of responses indicated are not sufficient for detailed and sophisticated analysis of texts.

AIS DoE NSWTF Submission 2 Survey (x9) Sydney (CM)

The English HSC examination specifications have been revised to remove suggested word and page length of responses. It is inappropriate and

unnecessary to include expected lengths of responses in the examination specifications.


Different mark weightings and expected lengths of responses will cause confusion for students.

AIS Survey (x4)

There is not an expectation that there is correlation between allocated teaching time and mark values. The HSC examination is designed to allow students to demonstrate their achievement in relation to a range of syllabus outcomes independent of the indicative hours assigned to each module.

The mark values allocated in the examination do not reflect the allocated teaching time for each module.

AIS NSWTF Submission 2 Survey (x13) Sydney (CM)


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Further clarification is required regarding moderation of common responses with English Standard and English Studies.


NESA applies a statistical process called ‘moderation’ to ensure school-based assessment marks submitted by different schools can be validly compared. Students receive an HSC course mark derived from this process. It is a process separate from reporting students on a common scale. The three English courses will have shared items in the assessment of the Common Module in the HSC examination. This allows scope for effectively identifying student ability in English and enables students to be reported on a common scale.

All sub-parts and questions in Paper 1 Section 1 should be set for the English Studies, English Standard and English Advanced examinations in order to ensure authentic moderation of the Common Module.

AIS Survey (x1)

Additional reading time should be allocated in the examination to afford close reading and analysis of stimulus material, and planning of responses.

Survey (x6) Reading times in the examination have been considered and current reading times will be maintained.

Further clarification of the nature of stimulus material in the examination questions is required.

AIS DoE NSWTF Survey (x7)

The examination specifications have been amended to clarify where stimulus and unseen texts may be used. Stimulus material includes quotes, statements and extracts from texts.

The examination specifications should indicate whether students may be required to refer to a specified section of their prescribed text, such as an individual poem or speech, in their examination responses.

AIS

Samples of examination tasks and questions should be provided.

Survey (x3) Sample examination items and marking guidelines will clarify the types of questions students will be expected to answer in each section of the examination.

The issues of predictability and students relying on pre-prepared responses in the examination have not been addressed adequately.


Sample examination items demonstrate the range of question types consistent with the Stronger HSC Standards reform of reducing the predictability of examination questions.


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Proposal 1 A two-paper examination is not needed as it: creates inconsistency and a

lack of parity with other 2 Unit HSC courses

duplicates school-based assessment of student writing in Module C

places excessive stress on students.

DoE Submissions 1, 3 Survey (x77)

The adoption of a two-paper examination structure was determined to be the most appropriate way to assess student achievement in the English Advanced HSC examination. A two-paper examination structure: provides opportunities for the

assessment of students’ creative and critical writing skills

increases the scope for the assessment of a broad range of outcomes.

Module C is more appropriately assessed as part of school-based assessment.


Module C will be now be included as part of the English Advanced examination. Its inclusion more closely reflects the scope of learning described in the new English Advanced Stage 6 syllabus. School-based assessment of Module C allows teachers the scope to assess students’ engagement with the writing process to produce a polished piece of work. Inclusion of Module C in the HSC English Advanced examination is designed to assess a student’s ability to apply the skills they have developed throughout their study of the module and to write imaginatively for different audiences and purposes as well as reflect on the choices they make The HSC examination is designed to complement, not replicate, school-based assessment.

Module C should be assessed in the external HSC examination.


Assessment of students’ creative writing in the examination is inauthentic and limiting.

AIS Survey (x4)

Clarification is required regarding the role of prescribed texts in Section III of Paper 2.


Sample examination items demonstrate how prescribed texts may be used in Section III of Paper 2.


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Proposal 2 Retention of a two-paper examination structure is required to: allow scope for external

assessment of all modules and texts studied

provide for valid assessment of students’ creative, critical and comprehension skills

reduce excessive stress on students.


A two-paper structure will be retained to:

allow for the inclusion of Module C

provide a broader scope for the assessment of outcomes

ensure that students have opportunities to demonstrate their creative and analytical skills.

Sustained writing of extended- response answers in a 3-hour examination places excessive demands on students.

Survey (x37) In light of all the feedback received a two-paper model will be retained.


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Summary The majority of survey respondents supported the proposed examination specifications. A strong majority indicated that the proposed examination structure and the time allocation of 2 hours are appropriate.

Many respondents requested further clarification on the specifications for Section I, and the provision of sample questions. Many respondents also requested further information and greater clarity regarding the teaching of the Common Module, Literary Worlds. There was uncertainty as to how the module would be assessed separately from the electives.

Clarity is required regarding whether students need to respond creatively within the examination. A majority of respondents indicated that the inclusion of a creative writing component within the external examination is necessary. A small number of respondents indicated that creative writing should be assessed only as part of school-based assessment. The inclusion of word limits was not supported, with many respondents expressing the view that the stated length would reduce the intellectual rigour and depth of responses.

Feedback affirming English Extension 1 HSC Examination Specifications

Feedback Sources

The proposed examination specifications are appropriate. Survey (x10)

The 2-hour length of the examination is appropriate. AIS NSWTF Submission 3 Survey (x10) Sydney (CM)

The structure of the examination in two sections is appropriate. AIS NSWTF Submission 3 Survey (x2)

The proposed question structure for Section II is appropriate. AIS


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Key matters and actions English Extension 1 HSC Examination Specifications


The examination should retain the current structure requiring one creative and one critical response. This structure allowed for balance in student responses.

Survey (x9) The examination structure was reviewed to provide students with the opportunity to be assessed in a variety of ways, including responding creatively. Section I does not require students to refer to prescribed texts or related texts. The revised examination specifications indicate that in Section I there will be one question in response to stimulus and/or unseen material. The question may require a critical or creative response, or both. It may be a single sustained response, or it may be in two parts.

Section I should be a creative response.

DoE Survey (x7)

Section I should be in two parts, requiring a creative and a critical response.

Survey (x5)

A compulsory creative response should be retained within the examination structure.

AIS NSWTF Survey (x14) Sydney (CM)

The sustained response type in Section II needs to be clarified as to whether it is creative or critical.

Survey (5) The examination specifications have been reviewed to clarify that the sustained response in Section II requires a critical response.

Clarification is needed as to whether there will be choice within the two-part question of Section I.

DoE The examination specifications have been reviewed to indicate that the Common Module question may require a critical or creative response or both. It may be single, sustained response, or it may be in two parts.

The Common Module should not be assessed separately from the elective as it is taught concurrently as part of the elective.


Assessment of the Common Module allows for more valid comparison of student achievement across the five electives.


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More clarity should be provided about the time allocation required for teaching the Common Module Literary Worlds. The Common Module should not have an equal mark value with the elective in order to reflect the time dedicated to studying set texts.

AIS DoE Submission 3 Survey (x6)

Students further develop their understanding of the Common Module concurrently through study of their elective and prescribed and related texts. The mark values attached to the question(s) for the Common Modules provide scope for the provision of high-quality items that effectively discriminate between students. Sample units of work will be published which will support teachers in their planning prior to implementation of the Year 12 course from Term 4, 2018.

Greater certainty and clarification is required for Section I of the examination so students know what to expect.

AIS DoE Survey (x97)

The sample examination items clarify the types of questions students will be expected to answer, as well as the nature of stimulus materials. Sample examination questions are

required.

The proposed response length is inadequate for students considering the time provided, preventing depth of critical thinking, engagement with the texts and a reduction in rigour and academic standards. The purpose of the word limit needs to be explained.

DoE NSWTF Submission 2 Survey (x8)

The English HSC examination specifications have been revised to remove suggested word and page length of responses to provide sufficient scope for students to demonstrate their understanding of complex ideas in relation to their study of the Common Module and elective.


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Summary The majority of survey respondents were in favour of the proposed examination specifications, with strong support for the inclusion of new forms for the Major Work. Many responded favourably to the updated Major Work categories, noting that they reflected the changing context in which texts might be produced. A small number of respondents indicated that an external examination was required.

Some respondents highlighted the need for more guidance relating to monitoring the development of the Major Work. A few respondents noted that some of the terminology used in the Major Work descriptions required clarification.

Feedback affirming English Extension 2 HSC Examination Specifications

Feedback Sources

The proposed English Extension 2 guidelines are appropriate. AIS NSWTF Survey (x13) Sydney (CM)

The inclusion of the new forms for the Major Work is a positive addition. AIS DoE Submission 3 Survey (x22) Sydney (CM)

The revised categories for the Major Work are positive and reflect changes in texts.

AIS DoE Survey (x8)

Not formally assessing the Journal is appropriate. Survey (x4)


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Key matters and actions English Extension 2 HSC Examination Specifications


Clarification is required as to why the assessment schedule no longer requires teacher input and assessment of the quality of the Major Work. There should still be school-based assessment by teachers.

Survey (x4) The formal school-based assessment requirements have been reviewed to strengthen the role of teachers in monitoring the development of the Major Work. The requirements for monitoring the Major Work are now more explicit and rigorous. There are mandatory elements that must be monitored at every stage of the writing process and documentation in the Major Work Journal is required for each school-based assessment. Students are advised about malpractice and its consequences in the HSC: All My Own Work program. Schools may consider including the use of anti-plagiarism software as part of their monitoring and certification processes.

Clarification is required as to why the Journal is not a part of the assessment as it ensures greater student accountability and reinforces the need for the authenticity of the work.

AIS Survey (x3)

The proposed mediums still make it difficult to assess whether a student’s work has been completed by another party, for example teachers, outside professionals or parents. Submission through anti-plagiarism software should be considered.

Survey (x4)

The term ‘multimedia’ is imprecise and should be renamed as Media or Visual Media in order to not mislead students and make expectations clearer.

Survey (x4) The use of the term ‘multimedia’ in the English Extension 2 Examination Specifications is consistent with the definition provided in the English K–12 glossary.


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4.5 English EAL/D

Summary Survey respondents were divided in their support of Proposals 2 and 3. Proposal 2 consisted of one paper and included an external HSC Listening examination while Proposal 3 consisted of a two-paper structure with no external HSC Listening examination.

Respondents were divided regarding the inclusion of the Listening paper in the external examination. Many respondents noted that the Listening paper provided a good discriminator, particularly if a clear context was provided; however, many noted that changing to school-based assessment of the listening mode would provide students with the opportunity to demonstrate this skill in more authentic contexts. Some respondents indicated that externally assessing listening would strengthen the teaching of this skill within schools.

There was no consensus regarding the most appropriate place to assess the module Focus on Writing. Those who supported its place in school-based assessment noted that assessing it externally was not in the spirit of the syllabus and the module’s intention. Others noted that this section would provide a strong discriminator and indicator of students’ literacy skills.

Respondents also raised the need for clarification regarding the types of stimulus material that would be included, and the ways in which students would need to integrate these texts into their responses. A small number of respondents suggested that EAL/D students should be allowed to access an English dictionary during the HSC English examination.

Feedback affirming English EAL/D HSC Examination Specifications

Feedback Sources

The two-paper structure is more appropriate in order to facilitate better responses from students.

Survey (x21)

Retaining the externally examined Listening paper is important. AIS DoE Submission 3 Survey (x15)

The structure of Proposal 2 represents greater parity with 2 Unit English Standard and English Advanced courses.

AIS

The move to school-based assessment of Focus on Writing would be a positive change.

AIS Survey (x14)

The removal of the Listening paper from HSC examination to school-based assessment is positive and creates equity with other 2 Unit English courses.

Survey (x19)


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Key matters and actions English EAL/D HSC Examination Specifications


The listening component should become an embedded section of Paper 1 based on Texts and Human Experiences.

AIS Survey (x2) Sydney (CM)

Listening material in the English EAL/D HSC examination will relate to content explored in Module A and/or Module B.

A three-hour examination as indicated in Proposal 4 is inappropriate for EAL/D students.

Survey (x4) Sydney (CM)

The English EAL/D HSC examination will retain two written papers and a Listening paper.

The mark allocations for Module A are not equitable and should be in line with Modules B and C.

Survey (x4) The English EAL/D course is designed to meet the language needs of a specific group of students. There is no statistical requirement to align English EAL/D to the English Standard and Advanced courses or that marks allocations for Modules A, B and C should be the same. The HSC examination is designed to allow students to demonstrate their achievement in relation to a range of syllabus outcomes independent of the indicative hours assigned to each module in the syllabus. Mark allocations typically indicate to students how much time they are expected to allocate to a question.

The mark allocations for Section I should be aligned to English Standard and Advanced.

AIS

Section I, Part B has been undervalued with only 10 marks allocated.

AIS

The unequal mark allocations across all sections will make time management in the examination difficult and confusing for students.

AIS

Clarification is required regarding: types of unseen materials form and length of expected

response for Section I, Part B the expectations of a

‘discursive’ or ‘reflective’ response

expectations for Module A.

AIS Survey (x4)

Sample examination items clarify the requirements for each section of both papers, types of questions students will be expected to answer as well as the nature of unseen materials.

The word length recommendations are too high for EAL/D students.

AIS The English HSC examination specifications have been revised to remove suggested word and page length of responses.


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4.6 English Studies

Summary Opinion was divided regarding the appropriateness of the proposed examination specifications. A number of respondents expressed uncertainty about the inclusion of an examination option for this course. Some respondents indicated that the introduction of an ATAR option would encourage more capable students to take the English Studies course rather than the more demanding Standard or Advanced courses.

Survey respondents held the view that external assessment of English Studies would affect classroom dynamics, restrict text choices and remove flexibility within the course, all of which have been key components in keeping the cohort engaged. Some respondents indicated that an examination with content common to Standard or Advanced students was not equitable.

The inclusion of an unknown response type in Section II was perceived to cause distress to students. Clarification of the expectations of this section was requested. Many respondents also commented on the inappropriateness of expecting extended analytical responses from students who typically required more time and flexible learning conditions to consolidate their literacy skills.

As a result of analysis of all consultation feedback on the proposal for a single written paper for English Studies, specifications were amended to include a question requiring a creative response to unseen stimulus material providing students with the opportunity to demonstrate their skills across a broader range of outcomes.

Feedback affirming English Studies HSC Examination Specifications

Feedback Sources

The structure and timing of the paper is appropriate. Submission 3 Survey (x6)

An examination with content common to Standard and Advanced is appropriate.

Survey (x4)

The addition of an examination adds credibility to the course and provides accountability for students.

Survey (x9)


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Key matters and actions English Studies HSC Examination Specifications


There should not be multiple- choice questions in an English HSC examination.


The examination specifications have been reviewed and objective-response question will be retained as they are a widely accepted and valued assessment tool. The examination specifications indicate that the objective- response items will only be used in the questions specific to the English Studies students in Section I of the Common Paper.

Including an ATAR option in English Studies will encourage more capable students to take the easier course.


Reporting student achievement on a common scale with the English Standard and Advanced courses should ensure that there will be no real advantage for more able students to study a less demanding course.

Consistency in marking the electives will be difficult to achieve due to the number of possible texts.

AIS DoE Survey (x8)

Common marking criteria will be applied in order to ensure consistency in marking the elective question.

The common content in the examination should be the same as Standard and Advanced in order to make the ATAR awarded truly meaningful.

AIS Survey (7)

The examination specifications have been reviewed to include sufficient common items to ensure valid reporting of student achievement on a common scale. Examination specifications have been designed to ensure that English Studies students have the opportunity to demonstrate what they know and can do in relation to course outcomes.

An examination for English Studies that has common content with Standard and Advanced courses is not equitable.

Survey (x16)

Elective modules should not be externally assessed as it is only the common content that is used for ATAR calculation. Further information on how the mark for this examination will be weighted for university admission is required.

Survey (x12) Students in all English courses will be examined on the learning that has occurred throughout the course and not in just one module. The Universities Admissions Centre provides all information relating to ATAR calculation.


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External assessment of elective modules restricts text choice and the flexibility to teach other skills throughout the year, and for students to transfer to the course mid-year.


The examination specifications indicate that the only prescribed text required for English Studies will be in Section I of the examination. Examination specifications will indicate that Section II of the examination will allow students to use texts studied in one or more of their elective modules. Teachers are able to select elective texts appropriate to the needs and interests of their students.

The structure, type of questions, and stimulus materials for the examination require clarification and further examples and exemplars. Specifications for Paper 2 in particular need to be clarified.

AIS DoE Survey (x18) Sydney (CM)

The updated Assessment and Reporting document includes revised examination specifications, and the sample examination materials provided clarify the expectations of the English Studies HSC examination.

The allocation of marks between sections is not equitable.

AIS Survey (x5)

The allocation of marks between sections has been reviewed and amended to provide students with the opportunity to demonstrate their achievement in relation to the common content and elective modules. The HSC examination is designed to allow students to demonstrate their achievement in relation to a range of syllabus outcomes, independent of the indicative hours assigned to each module.


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Writing extended analytical responses which add unnecessary pressure is not appropriate for students with low literacy skills who have chosen a course that is focused on functional English.

Survey (x20)

The English Studies examination is optional. It is designed for students who may wish to attain an ATAR and as such it will be reported on a common scale.

The inclusion of an unknown response type in Section II is inappropriate, adding a level of complexity in preparation for the candidates and teachers, as well as adding an unnecessary level of stress to students.

AIS Survey (x9)

The length and complexity of the paper may be difficult for students to effectively navigate.

DoE Survey (x22)


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4.7 Other comments

Summary Respondents raised several issues common to all English HSC courses. The logistics of English Studies students completing a shorter examination paper while at the same time Standard and Advanced students had longer papers was considered to be difficult for schools to manage. Further consideration of how to approach the assessment of common material for these courses was suggested.

Some respondents indicated that the proposals needed to have a strong underpinning of independent research to support the changes made to the courses and examination specifications.

Key matters and actions


NESA should clearly communicate the way in which students in English Studies, English Standard and English Advanced will be placed on a common scale.

Sydney (CM) English Standard and English Advanced have been reported on a common scale since 2001. Reporting English Studies students’ achievement on a common scale with the English Standard and Advanced courses should ensure that there will be no real advantage for more able students to undertake study of a less demanding course.

The common content in the examination papers should be flagged to make it clear to students.

Sydney (CM) Identifying common content was considered and found to be a potential distraction to students in the examinations. Students are encouraged to answer all questions to the best of their ability.

Further information about the application and approval process for disability provisions for examinations is required.

AIS Information regarding the application and approval process for disability provisions is provided by NESA Student Services and applies to all subject areas.


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The consultation process: was too short did not incorporate the views

of the Chief Examiners. Additionally, the examination specifications are not underpinned by a rationale or reliable research.


Examination Specifications reflect the Stronger HSC Standards reforms. NESA syllabus and examination specification development follow established processes which involve consultation with examination subject specialists, including Supervisors of Marking, past Chief Examiners of all courses, academics and representatives from all education sectors.

The proposed specifications represent a ‘dumbing down’ of all English HSC courses and offers less rigorous intellectual challenges than other courses such as Ancient History and Modern History HSC courses.

Submission 2 The examination specifications have been revised to ensure that all English examinations remain rigorous and challenging. This has been achieved by: the removal of word counts

which were deemed as limiting the inclusion of Module C

which provides greater scope for the assessment of a broader range of outcomes

the provision of opportunities to assess both critical and creative thinking and writing skills

the retention of a two-paper model with a combined time of three and half hours.

The negative use of the term ‘pre-prepare’ is misleading as students’ preparation for an examination through the memorising of key quotes and ideas is both necessary and expected and should be deleted from the specifications. It appears to be confused with responses which are memorised and written regardless of the question.

Submission 2 The term ‘pre-prepare’ has been removed from the revised examination specifications.

Further consideration of how to approach the assessment and examination of the Common Module for Standard, Advanced and English Studies is necessary.

AIS Survey (x8)

The sample examination items provide teachers and students with various approaches that may be used to assess understanding of the Common Module.


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The Common Module in Extension 1 will privilege responses to some texts or electives over others in the examination.

NSWTF NESA’s processes for examination development will ensure that questions for the Common Module will be accessible to all students regardless of the elective chosen.

The logistics of English Studies students completing one part of the examination and then leaving the examination room are problematic.

Survey (x19) Sydney (CM)

NESA conducts HSC Examinations. Presiding officers will determine the organisation of the examination centre to account for examinations finishing at different times.

If students will be required to write a response based on a specific aspect of a prescribed text, such as one poem from a suite of poems, a clear statement regarding this needs to be added to the specifications.

AIS The examination specifications indicate where students must refer to prescribed texts. Examination committees have the flexibility to design questions that relate to any aspect of a prescribed text relevant to the study of the module in which it is studied.


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5 Quantitative analysis of survey responses Note: Due to rounding, some percentages may not total 100%.


Survey item Number of respondents

Proposal 1 Proposal 2

1. Preferred proposal for the English Standard HSC Examination Specifications.

474 40% 60%



Proposal 1 Proposal 2

2. Preferred proposal for the English Advanced HSC Examination Specifications.

462 39% 61%



Yes No

3. Proposed English Extension 1 HSC Examination Specifications are appropriate.

274 63% 37%



Yes No

4. Proposed English Extension 2 HSC Examination Specifications are appropriate.

186 91% 9%


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5.5 English EAL/D


Proposal 1

Proposal 2

Proposal 3

Proposal 4

5. Preferred proposal for the English EAL/D HSC Examination Specifications.

90 19% 33% 33% 14%

5.6 English Studies


Yes No

6. Proposed English Studies HSC Examination Specifications are appropriate.

216 46% 54%


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6 Respondents

6.1 Targeted consultation meeting Sydney (code: CM)

Location Date (2017) Number of attendees

Sydney 13 June 15

Participant Area of expertise

Mr Matthew Bentley Supervisor of Marking

Ms Elizabeth Campbell ESL Advisor

Dr Janet Dutton Former Chief Examiner

Ms Prue Greene English Advisor 7–12

Mr Steve Henry Supervisor of Marking

Ms Meaghan Hird Education Officer: Secondary Curriculum

Mr Steve Holtz Supervisor of Marking

Mr Adam Moore Experienced English teacher and member of the HSC Prescriptions working group

Mr Peter Moore Experienced English teacher and HSC marker

Ms Belinda Nunn Chief Examiner

Mr Darren Percy Supervisor of Marking

Ms Janelle Rae Supervisor of Marking

Mr Bradden Spillane Experienced English teacher and HSC marker

Ms Karen Stapleton English Consultant

Mr John Turner Supervisor of Marking


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6.2 Online survey respondents

Respondent Number of respondents

Teacher 574

Member of a school executive 145

Principal 4

School faculty/department 72

Pre-service teacher 12

Academic 2

Student 16

Parent 5

Other 23

Respondents identified as Number of respondents

An Aboriginal person 16

A Torres Strait Islander person 0

An Aboriginal and Torres Strait Islander person 3

Not an Aboriginal and/or Torres Strait Islander person 777

Sector Number of respondents

Government 451

Catholic 136

Independent 192

Non school-based 17

Area of NSW Number of respondents

Metropolitan 501

Regional 295


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Number of people contributing to the survey Number of respondents

1 663

2–5 58

6 or more 75

Type of school Number of respondents

K–6 school 2

K–12 school 155

7–10 school 10

7–12 school 545

11–12 school 50

Special school 1

Other 33

6.3 Written submissions

Organisations, groups and individuals Code

Association of Independent Schools of NSW AIS

NSW Department of Education DoE

NSW Teachers Federation NSWTF

Sefton High School Submission 1

Group response Submission 2

Individual respondent Submission 3

English Stage 6 Draft HSC Examination Specifications ...

Documents