Answering exam questions

Writing a response

  • You need to write some type of response to a question to be able to receive any marks. 
  • Don’t just re-write the question. Your response needs to show some knowledge or understanding related to the question to receive partial marks. 
  • You won’t receive any marks for simply repeating part of the question or rephrasing the question. 

Addressing extended written response (not essay) exam questions

Some exams have a section that contains a range of questions that are to be answered in Answer Booklets. Some exams have question/s with several lines of space in the Exam Paper for an extended written response. Check Previous exam papers to see the question structure used for your course. 

  • Carefully read the instructions about how many questions to answer. You might need to select one (1) or more questions from the available options. Read all the available questions before you make a decision. Choose the question/s which you know the most about. 
  • Ensure you address ALL parts of the question. Questions may be broken up into parts and all parts of the question/s you select will need to be attempted.  
  • Highlight the key words in the question (including the verbs – that is, the ‘doing’ words: what do you have to do in the question? Eg: Describe, List, Explain or Outline). Each question will have different requirements – be sure to respond to the question that is being asked. 
  • If you are asked to provide a definition, you need to show understanding of the word or concept. Don’t re-use the same term/s you are being asked to describe as part of your definition. Eg: Don’t define the business environment as, “The business environment is the environment that affects the business”. 
  • Know how much to write, being precise, accurate and including sufficient detail. You can use the marks allocated as a guide for how much to write, or how detailed to be. The marks allocated generally equates to a similar number of minutes of writing. For example: 1 mark = 1 minute. 
  • Use sub-headings where appropriate and leave a blank line between paragraphs to make your response clearer for the marker. You can always ask for another answer booklet if you need more space. 
  • Provide examples where relevant to demonstrate your understanding. 
  • Don’t say “etc”. It doesn’t demonstrate understanding. The marker can only give you marks for what you put on the page. 

General tips

  • Always provide a response. If you don’t provide a response, you definitely won’t receive any marks.
  • Ensure your writing is legible and clear to read.
  • Practise under time pressure. You’ll get better if you practise.

Understanding exam marking

Trust that marking is kept fair and equitable

  • Markers do not have any access to student details. The marker does not know your name, year level or school. 
  • No single marker marks the full exam paper or folio for one student. Exam papers are split up into parts (depending on the exam format) before being provided to markers. This means two (or more) separate markers may be involved in marking your exam. 
  • All markers apply the same principles in their marking. They use a marking guide or key to assess achievement and to ensure consistent marking practices.  
  • The Marking Coordinator is responsible for ensuring the marking completed by each marker is rigorous and fair. 

Understand the marking roles

  • The markers are current and previous Tasmanian teachers of that course with demonstrated knowledge of the subject area and the skills required to provide a fair and consistent assessment against the course standards. 
  • A Marking Coordinator is appointed for each course to oversee the marking process and to ensure the marking is reliable and in line with the course standards. 
  • At the end of the marking, a TASC Assessment Panel (which includes the Marking Coordinator and selected markers of the course) reviews all the ratings that have been awarded for the course for any possible discrepancies. The panel also reviews and makes a determination on any student results that are borderline between two awards before finalising the course results. 

Know how to respond if you think there is an error

An exam error is more substantial than a minor misspelling, incorrect grammar or less than ideal formatting and punctuation. 

Every step is taken to prevent exam errors and it is very rare for an error to occur in a final exam paper.  

If you think there is an error: 

  • Alert the exam supervisor to a possible error (question number and issue) and move on to the next question. The exam supervisor records your name and what you have raised. They contact TASC to confirm if there is an error and if a specific correction is needed. 
  • If a specific correction is issued, the Supervisor will write the corrected question on the board and make an announcement to the exam room. Additional exam time may also be provided to address the corrected question. 
  • If the exam is finishing soon, answer the question to the best of your ability. Provide information in your answer that explains how you have interpreted the question and justifies your approach. It may help you to consider the course criteria being assessed (see the Criteria listed on the inside cover of the exam). 

Important: Do attempt the question so there is a response to mark. 

How markers assess responses if you identify a potential error

  • If there is an exam error, a specific marking approach will be developed that is based on the type of error and how students responded. 
  • The approach will ensure that students are not disadvantaged by the error and that the exam remains a fair and equitable assessment of students’ knowledge and skills.