At Sydney Olympic Park, the marking of approximately 67,000 English essays for the Higher School Certificate (HSC) is underway. On a warm, sunny day, dozens of teachers gather in a dim industrial shed, focused on assessing student responses under fluorescent lighting. This initial phase involves a small group of educators reviewing about 10 percent of the essays to gauge the variety of responses before the larger group begins their marking.
Laura Craven, a marking supervisor, explains the process. She oversees the evaluation of essays addressing specific questions related to texts and human experiences. “We’re reading a very large number of scripts to see how students respond to our particular questions,” she states. Craven emphasizes the importance of identifying different types of high-scoring responses, aiming to ensure that markers can appreciate various approaches to the questions posed.
The marking process involves rigorous checks. Teachers typically work from home and utilize “dummy scripts” designed to test their grading accuracy. Those who score incorrectly may be locked out of the system temporarily, requiring a discussion with a senior marker before they can re-enter. This system aims to maintain consistency and fairness in evaluating student work.
Andrew Mitchell, another supervising marker, notes the empathy that teachers have for students under exam conditions. He acknowledges that while some students may struggle to recall quotes accurately, it is important to differentiate between those who misremember and those who fabricate. “There’s a difference between a made-up quote and a kid, 40 minutes in exam conditions, getting a quote a little bit wrong,” he explains.
Contrary to the perception that HSC markers are stern and critical, many, like Mika Rodic, strive to acknowledge student effort. “You never lose marks. You’re awarded for what you do. It’s positive,” she asserts, highlighting the supportive nature of the marking process.
In a section of the English advanced exam, Geoffrey Kemmis supervises the marking of creative writing pieces. Students were tasked with crafting narratives inspired by an image of a large clock featuring Roman numerals and human figures. Kemmis points out that students who fail to engage with the visual prompt do not perform well. “They will miss the guidelines, they will miss the question, and therefore they don’t get the marks,” he states.
This year, markers have noted that stronger responses often focus on specific details. For instance, one student crafted a narrative around a small child in the background of the image. Kemmis describes how the handwriting can reveal time management issues, as students rush to complete their essays. “You can always tell if they suddenly run out of time. They can see their ideas just spilling onto the page,” he adds.
As the marking process continues, the dedication of these educators shines through, illustrating a commitment to fairly assessing the hard work of students across New South Wales.
