Method / criteria used to rank: I ranked each question by the cognitive demand required to answer it correctly: from literal recall (easiest), to paraphrase/listing, to application, to inference and synthesis (hardest). I also considered whether the question required multiple items, accurate clause references, precise wording, or cross‑clause linking — and I flagged questions where the student lost marks and why.
- Q12 — "What may steward do with fish when king is away?" (may sell fish; cl.65)
Why easy: Single, literal fact stated plainly in clause 65. Minimal interpretation or multiple elements required.
- Q14 — "Where should steward keep or build fishpond by Xmas?" (build where 'practicable'; cl.21)
Why easy: Direct recall of the key word 'practicable' from clause 21. One short phrase answers it.
- Q15 — "If practicable what should steward do (cl.21)?" (check for expansion potential)
Why easy: Close paraphrase of clause 21; low cognitive load, single action requested.
- Q2 — "What must a steward do about ponds?" (expand/build where practicable)
Why easy: Literal command in the text; the student used the correct technical wording 'practicable'.
- Q4 — "Which workmen do stewards keep?" (skilled fishermen, netmakers, etc.; cl.45)
Why easy: Simple list recall from clause 45. No inference required; naming a subset is acceptable.
- Q13 — "Which workers must steward have for Christmas and everyday needs?" (netmaker, blacksmiths, shoemakers, fishermen; cl.45)
Why easy: Another list question; slightly broader but still direct recall from clause 45.
- Q7 — "Where should ponds be kept or built, explain?" (practicable, clean water, reliable labour; cl.21)
Why slightly harder: Requires a short explanation (three considerations) rather than a single word. Still text‑based and low inference.
- Q16 — "What should steward include in report for king?" (stock numbers, pond upkeep quality, cost; cl.62)
Why moderate: Requires naming several specific reporting items and grouping quantitative/qualitative elements; still mainly recall but expects structure.
- Q3 — "When and what do stewards send to the king?" (Christmas statement with incomes/costs; cl.62)
Why moderate: Multi‑part answer (timing + content). Needs to list examples and the occasion correctly.
- Q8 — "What do stewards report come Christmas, why?" (lists incomes/supplies; cl.62)
Why moderate: Similar to Q3 — multiple items expected plus an implied purpose (accounting), so slightly more complex than single‑item recall.
- Q9 — "What do stewards need to report by Christmas?" (income from fishponds, eggs, wine, pigs, smiths; cl.62)
Why moderate: Requires a thorough list. Slightly harder because completeness matters for full marks.
- Q17 — "Why should steward keep fisherman instead of hiring for each catch?" (efficiency, experience, reliability; cl.45)
Why more demanding: Requires reasoning and justification (application of economic/management concepts), not just recall.
- Q10 — "Important people for steward to keep on estate?" (soapmakers, blacksmiths, with reasons; cl.45)
Why more demanding: Must name roles and explain their functions/importance — applies text to purpose (hygiene, defence), so needs short justification.
- Q11 — "When does steward sell fish and what action do they take after?" (may sell but must restock; cl.65)
Why more demanding: Two linked ideas (permission + obligation) must be stated clearly; requires awareness of long‑term resource management policy in the clause.
- Q1 — "When can fish be sold and what must be done after?" (student answer scored 1/2)
Why hard(er): Although the core is literal (sell when king away; restock), full credit demands precision: do not infer or assert allocation of proceeds unless supported (student said profits go to 'military supply' — unsupported). Also good answers should mention record keeping (link to cl.62). Requires careful cross‑clause linking and precise wording.
- Q5 — "If you were a steward where would you place a pond?" (student scored 1/2)
Why harder: This is an applied question — you must justify site choice using several practical criteria (water supply, land suitability, access to labour, proximity for integrated cropping). The student gave a sensible location but needed to explain why and cite cl.21.
- Q6 — "Why should king care if garum is made with dirty hands? (cl.21)" (student scored 1/2)
Why hardest: Requires inferential reasoning beyond literal text — link hygiene to contamination, public health risks, reputation of royal provision, and possible legal/administrative repercussions. The student idea (contamination) was correct, but they cited the wrong clause and did not expand on the broader consequences for the king. This question demands both correct clause referencing and layered inference.
Quick recommendations for the questions where marks were lost (Q1, Q5, Q6):
- Q1: Avoid adding unsupported claims about where proceeds go — check nearby clauses (e.g. cl.62) for record/finance instructions and cite them if relevant.
- Q5: Always justify placement decisions with at least two practical reasons (water source + labour/access or integration with cropping) and cite cl.21 about practicability.
- Q6: State the hygiene risk, then extend to consequences (illness, ruined product reputation, economic loss, and administrative concern for the king). Verify clause numbers before citing.
If you want, I can rewrite model answers for the three partly incorrect responses (Q1, Q5, Q6) to show how to get full marks.