English Online Marker Training

The Online Marker Training provides information on marker roles and responsibilities, features of assessment, differences between current internal assessments and external assessments in this trial. Subject-specific tasks are a key aspect of the online training and must be completed. It should take about 20 minutes and give you an understanding of what being a marker involves.

Course materials

Introduction

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Key dates

Face-to-face marker training

5 June (9am-4pm)

Marking

5-11 June

If required, the marking operation may be extended.

Additional materials

Information Statement for Schools

https://www.qcaa.qld.edu.au/memos/16/072-16.pdf

Supplementary materials 

Sent out with Online Marker Training email.


Background learning and example

Background

For this training, we will focus on introductions to essays. You will be asked to make judgments about introductions to essays from the 2016 External Assessment Trial for English. 

Read the item below:

Arthur Miller’s play The Crucible includes a number of characters who must decide whether to protect their reputation or to protect their personal integrity. 

Choose at least one character from the play who represents a particular idea about personal integrity. 

In your essay, analyse how the play’s construction of the character/s invites the audience to view this idea about personal integrity.


Criteria

You will be choosing one of three options, based on the evidence you see in responses. Explanations of these options follow.

To satisfy the first option, the response must recognise how the character is constructed by the play. This refers to the character’s role in the representation of an idea about personal integrity. For this option, the response quite evidently treats the character as a literary construct, created by an author. It should also offer a thesis about how the audience is invited to view an idea about personal integrity. 

A thesis is a specific contention. It will go beyond merely describing the play. It will offer a judgment.

The second option refers to a response which may not recognise the relationship between the construction of the character and how the audience is invited to view an idea about personal integrity. Characters may be treated as people rather than constructs. However, the response must still establish a thesis — a specific contention about personal integrity. This requires more than stating that the play is about personal integrity. 

A thesis will make a judgment about the representation of personal integrity in the play.

The third option refers to a response which does not satisfy the requirements for the two other options. It typically focuses on recount and factual statements about the play. 

Example

Consider this response. Scroll down for a judgment about this response.

Correct answer

Annotated response and explanation


This example establishes a thesis about how the play’s construction of a character or characters invites the audience to view an idea about personal integrity. It does this, firstly, by explaining how Proctor is constructed as ‘a character whose defining role in the play is to symbolise the clash between reputation and integrity’. Secondly, it explains the way the play represents integrity as a moral characteristic difficult to grasp in a society where reputation is key. This response includes the phrase ‘Miller invites the audience to view integrity...’ It is important to note that even without this phrasing a response may satisfy the descriptors listed.

Question 1

  • establishes a thesis about how the play's construction of a character or characters invites the audience to view an idea about personal integrity.
  • establishes a thesis about personal integrity.
  • does not meet requirements above.

Consider the response above.

Click on the most appropriate option to complete the stem below.

The introduction:

Question 1 answer

Annotated response and explanation

In this response, the thesis recognises that the characters, in this case, the community of Salem, are constructed as a group whose values degenerate from ‘worshipping and loving god, to paranoia and violence’ and that this construction ‘privileges the idea of personal integrity against this backdrop.’ It is important to note that suggesting that an idea is privileged satisfies the requirement to show how the audience is invited to view the idea. Markers must look for evidence that may be presented in a range of ways.

Question 2

  • establishes a thesis about how the play's construction of a character or characters invites the audience to view an idea about personal integrity.
  • establishes a thesis about personal integrity.
  • does not meet requirements above.

Consider the response above.

Click on the most appropriate option to complete the stem below.

The introduction:

Question 2 answer

Annotated response and explanation


This response is a description of the play and it is focussed on personal integrity, however, it does not establish a specific thesis; the aspect of judgment is lacking.

Question 3

  • establishes a thesis about how the play's construction of a character or characters invites the audience to view an idea about personal integrity.
  • establishes a thesis about personal integrity.
  • does not meet requirements above.

Consider the response above.

Click on the most appropriate option to complete the stem below.

The introduction:

Question 3 answer

Annotated response and explanation

This response established a specific thesis about how the construction of Hale and Proctor invites the audience to view the idea that reputation and power must be sacrificed for integrity to prevail, and even those who are strongly moral must sacrifice their reputation to truly have integrity.

Thank you

Thank you for completing the Online Marker Training.

Feedback

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