1. Second Round of Feedback 1/7 2016 Before we begin, get these from your PSD teacher: Your Multiple Choice response sheet Your Short Response booklet Your individual summary sheet the QCAA handout

2. Second Round of Feedback What was your main goal in the practices? 2

3. Multiple Choice feedback 3 Turn to your MC2 response sheet. Your mean result for this practice was 27.2 out of 50, which is 55.4%. Your mean for the first practice was 55.8%. A slight decline but results are still good

4. Your results (2015 MC2 paper) 4/6 The red outline are your results from the first practice, the blue outline are your results from this second practice.

5. Short Response feedback 5 Now have in front of you your SR booklet. (These were marked by Mrs Thatcher, Mrs Forbes, Mrs Fahey, Mrs Newton, Mrs Batt, Mrs Hansen, Mrs Francis and Mrs Armstrong.) Your mean result for this practice was 34.8 out of 66.5, which is 49.2%. Your mean for the first practice was 30.8 out of 66.5, which was 46.4%. Small improvement.

6. 6/59 Your Results… OVERALL 2016 Cohort SR (2015 paper) Overall Your mean = 32.7(out of 66.5) (halves rounded up) = 49.2% 0 0*5 112 1*5666777778899 200111222234444 2*5666799 300000011111111122222234444444 3*555667777888999 40111111222333344 4*55555666899 500112223 5*6 6 =less than 50% 6* 40means 40=more than 50%

8. Short Response Feedback 8 To improve, students should: READ THE QUESTIONS READ THE CUES try not to leave any items blank. focus on specific areas (i.e. numeracy or literacy) revise past papers (online@hillbrook)

9. Short Response Feedback 9 Saving Time and Answering Properly 1.Highlight or underline the key words in the stems and cues of each item. From here the task should be clear. 2.THEN, go back and read the stimulus, highlighting or underlining the parts that will help answer the questions. 3.Think, plan and answer, using ALL of the space provided. 4.Re-read the task, and your answer, to ensure all that has been asked has been completed. Often students read the stimulus material first then the items, then they’re forced to REREAD the stimulus material to determine the answer. This process wastes time.

10. Short Response Feedback 10 Did you get many N’s or O’s? N – response did not meet any of the criteria O – item was not attempted Students usually receive N marks on items because they have not spent enough time to consider all the information given, and therefore interpret the question poorly. Students will not receive credit for a response to a question they were not asked, a command they were not given, or a task they were not set.

11. Short Response Feedback 11 Students who have omitted a large number of questions usually do this because of: 1. poor time management skills 2. lack of confidence 3. lack of motivation.

12. Short Response Feedback 12 1. Time Management Allow approximately two minutes per star (foldout distribution). Practice the reading techniques mentioned earlier on numerous questions (online@hillbrook) so you are confident about completing the paper in the allocated time.

13. Short Response Feedback 13 2. Lack of Confidence Research has shown that some students lack the confidence to even attempt certain questions, because they feel they don’t have the necessary skills to successfully complete the required tasks. That is, they often feel their basic English and/or Mathematical skills are lacking, so don’t bother trying. 1.Don’t ASSUME you know what the question is about before you even start! 2.Students should work on their basics so they can attempt the QCST in confidence (see a teacher, use your prep booklet, and online@hillbrook resources)

14. Short Response Feedback 14 3. Lack of Motivation Here are a few ‘guilt trip’ questions, aimed at students who have not even attempted the vast majority of the items on the SR practice papers… Do you realise the stakes of the QCS? Why do you think we do the practices? Can you look the top students of your cohort in the eye right now, and knowing that YOUR results impact THEIR OPs, tell them that you couldn’t be bothered trying?

15. Writing Task feedback 15 Turn to your WT scripts. (These were marked by Mrs Nagle, Miss Jumelet, Ms McMillan, Mrs Tate, Ms Schuler, Mrs Batt and Mrs Taylor.) Your mean result for this practice was 3+. For the first practice, it was 3. Small improvement, not substantial though.

16. Writing Task feedback 16 Breakdown of criteria… CriteriaMean Result Central Idea2(-) up from 3(+) Vocabulary2(-) up from 3(+) Responsiveness 3(+) up from 3 (remember Responsiveness counts TWICE as much as other criteria) Structuring and Sequencing2(-) same result Grammar, spelling and punctuation3(+) same result

18. Writing Task feedback 18 Develop the THEME – responsiveness is weighted twice that of the other criteria TICK the box(es) to indicate which stimulus you are responding to (harsh penalty) Only tick one (or two max) stimulus: a whole criteria is based on how well you respond to it… nearly impossible to respond well to numerous stimulus!

19. Writing Task feedback 19 Know the conventions of the genre you choose Give your work a TITLE – this will centre your work on a theme You must aim for 550-700 words (harsh penalties) Leave 10mins for editing (e.g. spelling, punctuation etc)

20. Writing Task feedback 20 Persuasive writing/ideas need to be backed with arguments Rhetorical questions do not produce convincing arguments.

21. Individual Summaries Now with your summary sheets in front of you… Did you improve your WT? Did you improve in your SR? Did you improve in your MC? Why/why not? 21

22. Overall Comments Compared to previous years, your practices have been quite comparable, even slightly ahead. There has been some good overall improvement from the first round of practices to the second. More specifically speaking, though this is not true for EVERY student, the lower achieving students have improved, but the top achieving students haven’t improved as much. 22

23. Overall Comments Does this mean that you can relax about QCS now? NO WAY! EVERYONE HAS TO KEEP IMPROVING FOR NEXT WEEK! 23

24. 24 Do you have all of your equipment ready? Did you know that the stationary shop sells all of the required equipment, both in a pack and individually?

25. 25 A last word from Ms Lane… Dear year 12 students, We’re now coming to the end of your preparation lessons for the QCST. You have had all of the information, tips and strategies presented – it’s now up to YOU to implement them.

26. 26 A last word from Ms Lane… I know that this is a very busy time for you all with assignments and upcoming exams… but this test has a higher priority than it may seem: All students’ QCS results contribute to all students’ Ops, so it is vital that all students go in prepared.

27. 27 A last word from Ms Lane… Each of you play an equally important role in this test – your result counts equally as the person next to you. I.e. You CAN’T just rely on your peers to do the hard work…letting others ‘pull you up’. Alternatively, you need to encourage and help each other… don’t let others ‘pull you down’!

28. 28 A last word from Mrs Thatcher… From here you can further prepare by re-reading your SIB and QCS prep booklets, going to online@hillbrook and downloading any of these PowerPoints or past papers, re-reading your returned scripts from any or all of the six practices for comments and suggestions, and REMEMBERING SMART STRATEGIES on the day.

29. 29 A last word from Mrs Thatcher… Best of luck - particularly for those who need it most! Get a good night’s sleep on the Monday night. Come prepared with ALL equipment. And don’t be blasé – aim to do exceedingly well! Do yourselves and your peers proud on the day! Mrs Thatcher

30. 30 You will now return to your PSD rooms and complete the following from your prep booklet: WT2 reflection: p61-62 SR2 reflection: p92 MC2 reflection: p105 Summary: p117-122