hsc drama essay marking criteria

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Exam marking process

Find out how the HSC is marked each year, and how NESA ensures quality and consistency across all exams.

About exam marking process

Around 5,500 experienced Year 12 teachers work as HSC markers each year. They are appointed by the NSW Education Standards Authority (NESA).

Supervisors of Marking are responsible for the overall marking process for a course or part of the exam. Senior markers lead teams of markers. Teams generally look after a single question or small section of a paper. This means that on average, 8 different markers will mark a student's exam.

Marking guidelines

The Examination Committee develops marking guidelines according to set principles . All markers use these marking guidelines to award marks to ensure fairness and consistency.

The marking guidelines clearly describe characteristics of responses in each mark range.

Markers train in how to apply the marking guidelines, and their work is monitored for quality assurance purposes.

Practice marking

• attends training sessions and receives briefings on how to apply the marking guidelines consistently to student responses
• discusses typical responses at different mark levels to get clear understanding of how to apply the marking guidelines
• practice marks a variety of responses to demonstrate that each marker can apply the marking guidelines consistently.

Senior markers review the actual marks and pattern of marks from each marker during practice marking.

Practice marking continues until senior markers are confident that their teams are applying the marking kit accurately and consistently.

Question types are assessed according to marking practices.

Short-response questions

Short-response questions ask for responses that are:

• one word or number
• 1 or 2 pages of writing or mathematical work.

A single marker generally marks a short-response question. 

To make sure that a team has marked the responses consistently, senior markers use:

• check marking
• common scripts
• statistical reports.

Extended-response questions

Two or more markers will mark an extended-response question. Extended responses include:

• creative writing
• projects and performances.

In double marking, two markers independently assign marks to the same response. If their marks differ considerably, the response is referred to a senior marker to resolve.

Atypical responses

For valid atypical responses, the senior marker and supervisor of marking will allocate marks.

For non-serious responses, senior markers may allocate zero marks for that response.

For offensive responses, senior markers will refer the matter to the supervisor of marking.

Significant matters are referred to NESA’s Examination Rules Committee where cases are considered for students who might have broken the exam rules .

Excessively long responses

Students who write excessively long responses limit their time for answering other questions. In this way, they penalise themselves.

Some exams also limit students’ work to a certain size, length of time or number of words. Responses that exceed these limits may not achieve the full range of marks.

Ensuring consistency

Senior markers monitor marking teams to ensure the marking guidelines is correctly and consistently applied.

This includes the following processes.

• Check marking: reviewing a sample of each marker's work to check they agree with the marks awarded.
• Common script marking: asking everyone in the team to mark the same response, then reviewing their marks for major differences.
• Statistical reports: checking each marker's pattern of marks in a session.

If these processes reveal inconsistencies in a marker’s work, that person is re-briefed.

Supervisors of marking also use statistical reports to monitor the marking operation.

Total exam marks

Once marking is complete, we calculate a total exam mark for each student in each examined course. To do this we add the marks for each question or task. This addition happens after weighting and optional question scaling.

Optional question scaling

 For exams with optional questions, we might adjust these initial raw marks to compensate for the difficulty of the optional questions compared to the compulsory part of the exam.

This process, called ‘optional question scaling’, ensures you are not unfairly advantaged or disadvantaged by choosing an easier or more difficult optional question.

Weighting exam questions

On rare occasions an exam question or task is marked out of a different value to what it is actually worth.

For example, in Music 1, the Aural Skills exam is marked out of 20 and that exam is also worth 20% of the total. On the other hand, each of the 4 practical tasks is marked out of 20 but is worth 17.5%. Therefore, we apply a weighting factor to convert the practical raw marks out of 20 to weighted marks out of 17.5.

Evaluating the marking process

NESA reviews the marking process every year. We do this for auditing/accountability purposes, and to ensure continual improvement. When marking is complete, NESA officers evaluate the process for:

• issues with exam papers or marking guidelines
• quality control processes
• reliability
• resources and appointments
• handling of special cases.

NESA also engages external auditors to review the calculations that we made in each year's HSC exam process.

Introducing the HSC IP

Stage 6 drama.

Interactive module

A note for teachers

The individual project assumes students have already acquired some knowledge and skills from the preliminary course.

These preparations should have given students an understanding of the processes and skills needed to realistically evaluate their own strengths and limitations in the various project areas.

This module provides approaches to the individual project. These approaches must be tailored to fit the needs of individual students.

There are 2 quizzes and an individual project questionnaire for students to complete in this module. Teachers can collect student responses by duplicating the links below and providing these to students separately.

Logbook and rationale quiz

IP text list quiz

Individual project questionnaire

When teachers introduce the individual project they should consult the following NESA publications which are all available on the Drama Stage 6 Syllabus section of their website .

Drama Stage 6 Syllabus (2009)

Assessment and Reporting in Drama Stage 6

Course Prescriptions for Drama Stage 6

Drama HSC practical marking guidelines

Performance Band Descriptions for Drama

These contain the specific requirements, guidelines, text lists, assessment criteria and suggestions for the individual project, including guidelines on supervising and facilitating the individual project.

The i ndividual p roject offers students the opportunity to apply the knowledge and skills gained through the study of the content areas to the development of a specialised area of individual work. It engages the student in a process of self-directed learning throughout their HSC year.

By exploring this resource, students will:

identify and understand the function of the logbook and rationale in the development of the individual project

get an overview of the 10 plays on the current text list for individual projects

investigate the 10 individual project options

examine the NESA requirements for each of the drama individual projects

learn from the approaches of former HSC drama students who have previously completed a range of individual projects

engage with the marking criteria and NESA marking guidelines for some of the individual projects

identify their own strengths and areas of interest in drama

apply their understanding of these strengths and the project requirements to create a shortlist of individual projects for development in the HSC drama course.

Using this resource

This resource can be used to support the selection and development of the HSC drama individual project.

The resource can be used with Year 12 drama cohorts or adapted for individual student needs.

Teachers can set standalone activities from the resource, or work through the entire series of individual project activities.

As students progress through the online content in this module, teachers can interact with students to provide feedback using a shared online platform, such as Google Classroom, or in face-to-face lessons.

Teachers can set more specific timelines for students and can add resources and/or feedback tasks to differentiate learning.

General project requirements

The individual project worth 30 marks is a component of the HSC drama external examination.

The development of the individual project is also assessed by the teacher formatively and/or summatively as part of the school-based assessment.

Students may begin work on the individual project from the start of the HSC year and continue developing and refining the project up until the advised NESA submission date.

Logbook and rationale

As part of the individual project, all students are required to keep a logbook and write a 300-word rationale. Exploring the resource can help students understand the function and form of these two components.

Text list for design and director's folio

Students undertaking the d irector’s f olio or d esign projects should begin their project by choosing one of the plays from the current NESA text list for individual projects. Their design concept and directorial vision must be based on one of these plays.

Individual project options

Through the i ndividual p roject students learn how to develop and present a project in an area of interest identified during study in the p reliminary course. They use the knowledge, skills and experiences acquired in the p reliminary course to select an area in which to specialise.

Students then learn how to develop concepts , express their intentions and work creatively to realis e the in dividual project. They learn how to develop and utilise skills appropriate to the area in which they are working, whether critical reviews of performances, dramaturgy, direction, design, performance, scriptwriting or film making . They learn how to manipulate theatrical elements and conventions to achieve their aims.

In preparing their approach to the i ndividual p roject, students learn how to plan, evaluate , structure and refine their work in a presentation that meets the criteria of their chosen project. Students chart the process of their project in a logbook. They learn how to reflect upon, record, interpret and synthesise research, edit preliminary drafts, adapt work to specifications of time or length, and to submit work that meets the project requirements .

The Individual Project will take one of five forms. Students choose one of 10 individual project options within these forms.

Critical analysis

Applied research, Director's folio or Theatre criticism

Costume, Lighting, Promotion or Set

Performance

Scriptwriting

Video drama

Return to the creative arts curriculum website

References and images

Assessment and Reporting in Drama Stage 6 , NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2020, date accessed 20/09/2021.

"Critical analysis image" by cottonbro is in the Public Domain

"Costume design image" by Michael Burrows is in the Public Domain

State Drama Camp images 1 & 2, photographer © Anna Warr .

"Video drama image" by Karolina Grabowski is in the Public Domain

Course Prescriptions for Drama Stage 6 , NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 20 19 - 2024 , date accessed 20/09/2021.

"Logbook and rationale image" by Pixabay is in the Public Domain

"Text list image" by Sharon McCutcheon is in the Public Domain

How can I get through the HSC Drama Group Performance?

The HSC Drama Group Performance is undeniably stressful! The whole idea that somebody else could drag down your results or ATAR is alarming and terrifying.

To help ease that stress, we’ll go through how to choose your group, how to work with your group, what Band 6 groups have included in their pieces in the past, and what you can do on performance days to achieve your best!

So, let’s get started!

Facts to Remember about the HSC Drama Group Performance How do you choose your group? Understanding the Marking Guidelines How do you effectively work with your group? What do markers look for in a Band 6 HSC Drama Group Performance? What can you do on exam day?

Important Facts about the HSC Drama Group Performance

It accounts for 30% of your external mark — the remaining 70% belongs to Individual Project (30%) and the final theory exam (40%).

The Group Performance is a group-devised piece using one given phrase provided by NESA as inspiration.

At final examinations, the Group Performances (GPs) are performed BEFORE the Individual Projects (IPs).

You will be given some class time to work on it, but you will mostly have to rehearse outside of school time. This may include weekends and holidays, so this means having to make time to work with your group.

How do you choose your group?

Groups vary in size from 3-6 people. We recommend weighing up the pros and cons below to help you make your decision regarding what group size works best for you!

It is easier to achieve those 90+ marks when you are in a small group with familiar dramatists. This is because you probably will have similar goals and work ethics.

Try to be in a group with these people! Their level of commitment to the group will impact your HSC results .

Working in Small Groups

Working in Large Groups

Understanding the Marking Guidelines

First things first! You must have a look at the rubric and marking guidelines for the HSC Drama Group Performance. Confused?

Have a look through them, and make sure you understand them back to front! It is paramount that you get a good grip on these before you begin.

As you know, Drama practical tasks are unlike any other subject and getting full marks isn’t as straight forward as in a Maths exam, for example. This is why having a great understanding of what you will be marked on can help you get the best marks possible!

Below, we’ve broken down the marking criteria to make it easy to understand!

#1: Performance Skills (10/30)

This criterion is specific to you. The markers are essentially looking for the following skills in you as you are performing:

• Good control in your character delivery, appropriate responses to your cues and good awareness of the rhythm of the piece.
• Good control of moment, appropriate energy for the piece and excellent special awareness
• Good vocal: projection, clarity, tone, pitch, and pace

#2: Your Ability to Create and Sustain a Character (10/30)

This involves you:

• Portraying a character that is believable
• Acting with conviction and energy
• Applying complexity and depth to your role
• Interacting strongly with the other characters
• Maintaining great focus

#3: Looks at the Piece Holistically (10/30)

This mark will be the same for every member of the group and will be marking the structure and coherence of the performance. The markers look for:

• Effective use of dramatic elements and performance conventions
• Good ensemble/teamwork
• An established theme with a clear objective
• Flair! Be creative, think in an innovative way and make something you’ve never seen before — individuality goes a long way
• Effective use of the space in the context of the performance style

How do you work effectively with your group?

Tip #1: a little less conversation and a little more action.

Don’t let the conversation drift away from the GP and make every minute of your rehearsals count. If you are productive in your allocated time, it will save you from rehearsing on weekends later!

Tip #2: Be nice and fair!

You have to work with these people for a long time. You need each other’s support. Staying positive shortens the process, and by avoiding personal criticism you’ll create an amazing working environment.

Tip #3: Make your rehearsals consistent

Work for an hour or two a week. Don’t try cramming all of the devising into the day before the trials! You will all just be too stressed.

Tip #4: Take turns in the group

Don’t always be a listener. Don’t always be a leader. Always feel free to share, but you don’t always have to lead the conversation either.

Tip #5: Don’t let someone slack off!

This is your HSC too, remember! Ask them what they think of a certain idea! Consider if they are being lazy, or if maybe they are too shy to speak up.

Tip #6: Don’t be afraid to ask your teacher!

Ask them to look at your GP and give you notes or feedback! The same goes for the other drama kids in your year.

They are doing the exact same thing. An outside perspective can be refreshing and also help you to identify points in your piece that aren’t clear or clean.

Tip #7: Don’t worry too much about the costumes, lights, props, or sets

These aren’t really the focus of the piece. YOU ARE! Just make sure you focus on what you are doing as an actor and what your piece means.

Tip #8: Don’t forget your log book!

Make sure that you keep it up to date, and consistent with your group members, as it will be marked in the Trials.

What do markers look for in a Band 6 HSC Drama Group Performance?

Every GP is different, and all of them will be fairly marked. There is no right or wrong way to go about making a GP, but there are some certain things that have been proven to appear annually at Onstage — meaning that the performance received either 29 or 30/30.

Markers like:

• A story based on or inspired by a relevant issue.
• A plot with a clear introduction, inciting incident, rising action, climax, and resolution — the structure can be cyclical or include temporal shifts for added depth.
• Every dramatist to be on the stage — you don’t always have to be talking, or even have to be your role. You could create a set, prop or shape using your body. Be creative!
• Be physical! And use the whole stage!
• If you are using a prop, don’t just use it once. Try and utilise it throughout the piece, and think of innovative ways to use it!
• A clean piece. Do not keep on devising for the sake of devising. Make sure that every move, line, and look in your piece is perfectly timed.

Here are two examples of Onstage Nominated Group Performances. There are plenty more to be found on YouTube.

Useful Resources:

• HSC Drama Syllabus  (GP information can be found on page 24)
• HSC Drama Marking Guidelines  (GP information can be found on pages 3-5)

What can you do on exam day?

• Vocal Exercises
• Walking like your character
• Practicing the first minute of your scene
• After you finish your warm-up as a group, you should spend some time by yourself to think through your lines and blocking (movement) and do some deep breathing to keep calm
• Do not make any changes to the piece on the day of an assessment or exam. This will end horribly. Somebody could forget or the change could not be executed as well as the original idea.

Ultimately, the GP is a stressful component of the HSC Drama Course but it is undeniably the most useful for life after school. Whilst there is the underlying stress involved in the process, it is so easily eclipsed at the end by the overwhelming sense of satisfaction and pride at what your team has created.

Knowing how to work well in a group is a tool that you will use for life. Getting through this process will equip you with a set of skills that are important for the future.

Looking for some extra help with the HSC?

We pride ourselves on our inspirational hsc coaches and mentors.

We offer tutoring and mentoring for Years K-12 in a variety of subjects, with personalised lessons conducted one-on-one in your home or at our state of the art campus in Hornsby!

To find out more and get started with an inspirational tutor and mentor  get in touch today! 

Give us a ring on 1300 267 888, email us at  [email protected]  or check us out on  Facebook !

Lucinda Smith-Stevens graduated from Pymble Ladies’ College in 2016. She is an intern at Art of Smart. She hopes to study a Bachelor of Arts at the University of Sydney in 2017, focusing on Media and Communications subjects. Lucy loves drama and public speaking, having completed a CVCA diploma in Speech and Drama. Lucy is also passionate about helping other students through the HSC in humanities subjects, General Mathematics 2 and essay writing skills.

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