Generic mark scheme2

0:01

S… Speaker 1 (Generic mark scheme2)

welcome to the introduction then on this generic mark scheme for unit 2 at a level I'm Nick fellows I have the Lions and we'll be taking you through the generic mark scheme so please ensure you have the generic mark scheme in front of you for this section of presentation

0:19

S… Speaker 2 (Generic mark scheme2)

Before we look at that, I suppose we ought to start, though, with some general principles. Most importantly, the generic mark scheme must drive your marking. Oh, yes, Nick, it's vital. It'll help to ensure that we get consistency between examiners and across the many units that make up Unit 2. It's also important that we remember we're here dealing with A-level.

0:37

S… Speaker 1 (Generic mark scheme2)

And we must also remember that for this unit, there are two generic mark schemes, one for the short essay questions, questions 1A and 2A, and one for the essay questions, 1B or 2B. And don't forget, it doesn't matter which question the learner has done. It's the same generic mark scheme. Let's start by looking at the mark scheme for questions 1A and 2A, which is marked out of 10. Where do you want to start, Phil?

1:00

S… Speaker 2 (Generic mark scheme2)

I think we'll start at level four, as this is the level where candidates start to do what we'd expect them to do. As well as explaining the significance or importance of each of the issues in relation to the question, there'll start to be some judgment. However, at this level, the explanation won't be developed and the judgment may be fairly limited.

1:18

S… Speaker 1 (Generic mark scheme2)

Then if we move down to level three, there may be some limited explanation with very little evidence of supporting knowledge, and the judgment will be little more than an assertion. That's right, Nick. At levels one and two, the answer may explain just one of the issues, or there'll be no judgment or maybe some simple assertion. The level of knowledge at these levels will be limited, generalized, vague, possibly more on topic than on the question. Yeah, I think we tend to find that.

1:44

S… Speaker 1 (Generic mark scheme2)

But if we move up from level four and look at levels five and six, a level five answers will show a good understanding of the two issues or factors in the question. We'll be able to use detailed knowledge to explain their importance in relation to the actual question. In other words, the explanation will be focused on the demands of the question. What about judgment? I think this is where you'll be a clear difference between levels five and six.

2:09

S… Speaker 1 (Generic mark scheme2)

But at level six, you might see more detailed knowledge to support the explanation. The real difference tends to be in the judgment. At level five, there will be a sound explanation of why one of the issues is more significant or important. But at level six, this will be well developed and supported. I think the difference between five and six will be developed.

2:29

S… Speaker 1 (Generic mark scheme2)

between a developed judgment at level five and a well-developed and supported judgment at level six. Thanks, Nick. Shall we do the same with the essay element? But here, I think we'll start with level three. Okay, so at level three, we'd expect to see an answer to the question set. There'll be an argument. Now, it won't be very strong, but there will be an argument. And therefore, to be an argument, it will be supported by relevant and accurate material. But again, that won't be all that detailed.

2:57

S… Speaker 2 (Generic mark scheme2)

but it must be about what it's supposed to be about and not an answer to a different question. Once that's clear, yes, there will be an argument and the factors or issues will be analysed, but that argument will not be developed. We should also place SA's that deal either with just the named factor or with only the named factor in this level, provided the argument this time is reasonable. If it's weak, then level two is probably more appropriate.

3:22

S… Speaker 1 (Generic mark scheme2)

Okay, let's go down to level two then. And we'll find that the response is largely descriptive. From the lower end, it will be drifting towards the topic. The knowledge will be limited. The description will be largely relevant to the actual question. However, you'd have to do the work to see if there was an argument. So level two might be implied, but no more. Where would you put an answer that had an implied argument? Well, I think we're looking more likely at the top of level two, possibly the bottom of level three, because the bottom of level two really is descriptive.

3:52

S… Speaker 1 (Generic mark scheme2)

So that means at level one, we really are moving away from the question set, perhaps writing about the topic, or actually the candidate knows very little about the question area. Yeah, I think that's right. It's often the latter. They don't know about the question area. Now, you may come across essays that appear to have an argument, but are actually no more than assertions. There are claims with no support, and they should also be in level one. But having looked at these lower levels, let's move up. We said at level three, you'd like to see some argument or analysis.

4:23

S… Speaker 2 (Generic mark scheme2)

What about level four? I think at the lower end of level four, we are seeing some well-developed lists of explanation. Answers will have examined a number of reasons or issues. There'll be some good supporting knowledge, which is both relevant and accurate, but perhaps no attempt to assess the issues. That is, to make a judgment about the importance of the factors or issues that have been discussed. You might get something like, oh, there are therefore many reasons why people went on the first crusade.

4:49

S… Speaker 1 (Generic mark scheme2)

but if we move into level five we're going to see those reasons well explained but also a judgment and that's the real difference there will have been good focus on the actual question set

5:00

S… Speaker 1 (Generic mark scheme2)

The factors or issues will have been analyzed and there will be a judgment about the issue in the question. Yes, in level five it will be in a developed conclusion and at the very top. In level six there will be judgments made about each issue or at least some of the issues in some of the paragraphs, what we might call interim judgments. But let's not forget it's only a judgment if it's supported, otherwise it's just an assertion. We also ought to mention the need to start by thinking the level you're going to award and start at the top of the level.

5:29

S… Speaker 1 (Generic mark scheme2)

If it has all the features of that level, then it should stay at the top. If it has some, then put it in the middle. But if there's just a few, then the bottom of the level is the best place. Yeah, Nick. And it's probably worth thinking whether at the top of level it might just slide into the next level up, whilst at the bottom, maybe we should be looking at the level below. Let's move on to the annotations that are available then when you're marking Y200.

5:58

S… Speaker 1 (Generic mark scheme2)

Please ensure you put all your annotations on the left hand side. There's at least one annotation per paragraph and that you enter a summative or final comment on the system for each question. Probably best to do this as you mark each question.

6:13

S… Speaker 1 (Generic mark scheme2)

You'll find that there is a bubble on the toolbox bar, and if you click on that, it will open a box at the bottom of the script in which you can write your comments. Yes, and please make sure that those comments explain briefly why you have awarded the level you have, so please do include the level either before or after the comment that you make. Also use the generic level descriptors for these comments, as that again links to the level you've given, and your team leader can then check that the mark and the level corresponds.

6:39

S… Speaker 1 (Generic mark scheme2)

On the comments, please also check spelling and grammar so we don't have any embarrassing moments. OK, let's move on to the annotations. I think you'll find most of the meanings are self-explanatory. But in a number of instances, if you use a certain annotation, it reflects a level. And therefore, you must be certain the response reaches that level. Very important that, Nick. The annotations really do reflect the mark scheme and the levels that are awarded.

7:03

S… Speaker 1 (Generic mark scheme2)

When we're using these annotations, it's also worth remembering that many of the annotations can be used in either the essay or the short question response. Yes, I think that's an important point to make. Okay, well, let's start with A, which is for assertion. And really, I wouldn't want to see that, or don't want to see it used in the opening paragraph of any answer. The candidate in that opening paragraph is more likely to be expressing their view or opinion. So please use the V for view.

7:29

S… Speaker 2 (Generic mark scheme2)

AN is for analysis, and this should only appear in answers where at least level 3 has been awarded. If it is appearing regularly, then it's really likely to be level 4 or above. Please remember it is only analysis if the argument is supported by accurate knowledge. If not, it is assertion, and then A should be used. What if the analysis is weak? Well, I suggest using SC for simple comment. Once you feel that there is some reasonable analysis, it should be level 3, and therefore AN should be used.

7:56

S… Speaker 2 (Generic mark scheme2)

The evaluation will be used when you are marking the essay question. Again, it really should appear in responses that reach at least level four. In essays, it's going to be used when the importance of a factor or issue is being weighed up, again, using the candidate's own knowledge. EXP is pretty self-explanatory. This is when an issue factor...

8:18

S… Speaker 1 (Generic mark scheme2)

or event is explained and is likely to be used only when answers reach level three instead if the answer is describing an event then I double L illustration should be used and that will be more common at levels one and two but could appear in higher levels but not be frequent as the responses will be more analytical exp tends to be used a great deal in the short answer questions although an is also used frequently there

8:45

S… Speaker 2 (Generic mark scheme2)

F is for factor, or issue in essays or in the short answer, so that you can see that the candidates have considered more than one factor. We've mentioned ILL, and I think IRRL is also fairly self-explanatory, and these annotations are likely to be found more at levels 1 and 2, though there might be the odd one at level 3 where there is drift. You're likely to see F for factor generally at the start of each paragraph.

9:11

S… Speaker 1 (Generic mark scheme2)

And then moving on to very important annotation, the J or JU. This should be used where a candidate reaches supported judgment. If it's not supported, then it's an assertion, and we're back to using A. When it appears, the answer is going to reach the essay level five or level six. A number of Js in an essay would suggest the response will reach level six.

9:34

S… Speaker 1 (Generic mark scheme2)

KU is possibly the most problematic. It's really to be used only where knowledge is used to support an argument. If the knowledge is descriptive, go back to ILL. KU can appear in either question. We've talked about the other two, SC and V, but the squiggly line should be used when something is either unclear or wrong. And don't forget every page needs an annotation, so blank pages, please add.

10:00

S… Speaker 1 (Generic mark scheme2)

either BP or seen. Thanks Nick. Hello and welcome to the presentation on the generic mark scheme for unit 3 A-level history. I'm Nick Fellows for Lions and we're going to take you through the generic mark scheme but it'd be helpful if you've got that in front of you for this section of the presentation.

10:28

S… Speaker 2 (Generic mark scheme2)

I suppose, Phil, we ought to start with some general principles. Most importantly, the generic mark scheme must drive your marking. Yes, it's vital, Nick. It will help to ensure that we have consistency between examiners and across the many units that make up Unit 3. It's also important that we remember we are dealing here with A-level. We must also remember that for this unit, there are two generic mark schemes, one for the interpretation question, question 1, and one for the thematic essay questions, questions 2, 3, and 4.

10:55

S… Speaker 1 (Generic mark scheme2)

don't forget it doesn't matter which thematic question the learner has done it's the same generic mark scheme let's start by looking at the mark scheme for question one which is marked out of 30 there's also one other thing I'd like to stress it's really important you familiarize yourself with the two passages so you have a clear understanding of what they're saying about the issue so that you know where the material is taken from the passages or is actual context your knowledge

11:20

S… Speaker 2 (Generic mark scheme2)

That said, where do you want to start, Phil? Well, let's start at level three, because at this level, the responses will explain the view of the two interpretations, and any knowledge that is present will be deployed and not being used to evaluate the strengths or limitations of the passages. What about the quality of that explanation? At this level, it's probably not going to be that strong, and the responses will certainly not pick up on all the issues that have been raised in the interpretations, so possibly a weak explanation.

11:47

S… Speaker 1 (Generic mark scheme2)

The judgment won't be strong either. It might be based on something as simple as X is more convincing as it contains more facts or is better explained. Then at level two, the answer will largely describe the passages. There may be some knowledge, but again, it will not be used to evaluate.

12:02

S… Speaker 1 (Generic mark scheme2)

Then at level one, the answer will be based on the topic and not the issue in the question. Well, let's go up the mark scheme, Nick. What's the difference between level three and four? If level three is weak explanation, is level four strong? Yeah, but at the top half of level four, there'll be some contextual knowledge used to test the views in the interpretations. The evaluation will be not strong and there won't be that much of it, but there will be just some. There'll also be an attempt at a supportive judgment as to which is the more convincing.

12:31

S… Speaker 1 (Generic mark scheme2)

So then at levels five and six, evaluation will be seen using contextual knowledge. Exactly. The responses will explain the views of the two passages about the issue in the question and then apply contextual knowledge to test the issues raised. You'll find evaluative words in the response. And as you move up the mark range, the quality of the evaluation will be strong. It's going to be the same with judgment.

12:54

S… Speaker 1 (Generic mark scheme2)

I suppose you could say that at level five, there'll be some evaluation using contextual knowledge, whereas level six, it will be strong. Yeah, and the same for judgment. Should we do the same with the essay element and start with level three? Okay then, Phil. So at level three, we'd expect to see an answer to the question set. There'll be an argument or explanation. Won't be very strong, but there will be an argument. And therefore, to be an argument, it will be supported by relevant, accurate material. But again, that supporting knowledge won't be that detailed.

13:23

S… Speaker 2 (Generic mark scheme2)

but it must be about what it's supposed to be about and not an answer to a different question. Once that is clear, yes, there'll be an argument and the factors or issues will be analysed, but that argument possibly won't be developed. We should also place essays that deal either with just the named factor or with only the named factor in this level, provided the argument this time is reasonable. But if it is weak, then Level 2 will be more appropriate. Okay, well then let's go down to Level 2.

13:48

S… Speaker 1 (Generic mark scheme2)

we'll find there the responses are largely descriptive and at the lower end drifting towards just the topic the knowledge will be limited the description will be largely relevant level two to the actual question however as an examiner you'll be doing the work to see if there was an argument so you might say it's an implied argument no more

14:08

S… Speaker 1 (Generic mark scheme2)

So where would you put an answer that has an implied argument? I think we're probably looking at the top of level two, possibly the bottom of level three, because by the time we get to the bottom of level two, we're talking just description. Okay. So that means at level one, we're moving away from the question set, probably writing about the topic, or maybe not know much about the actual question area. I think that's quite likely. Yes, although you may come across essays that appear to have an argument, there are actually no more than assertions.

14:35

S… Speaker 1 (Generic mark scheme2)

There are claims with no support, and they should also be in level one. But having looked at these lower levels, let's move up. We said at level three you're likely to see some explanation, argument, or analysis, sort of a list of issues. What about level four? Well, at the lower end of level four, we are seeing well-developed lists of explanation. Answers will have examined a number of reasons or factors, and there'll be some good supporting knowledge.

15:00

S… Speaker 1 (Generic mark scheme2)

which is both relevant and accurate. But there's probably no attempt to assess the issues, that is, to make a judgment about the importance of factors or issues that have been discussed. And although there might be an awareness of continuity and change, there will not be any synthesis until you reach the top of the level, when it will be weak and maybe appear only once. But if we move into level five, we're going to see those reasons well explained and some synthesis.

15:25

S… Speaker 1 (Generic mark scheme2)

That is comparison across the period with some explanation as to the ways in which the issues being discussed are either similar or different. There will also be some clear and supported judgment and good knowledge. So to summarize at level five, they'll focus on the question set, the factors or issues will have been analyzed, there'll be some synthesis and there'll be a judgment about the issue in the question.

15:50

S… Speaker 1 (Generic mark scheme2)

Synthesis won't be present in every paragraph, though, and it certainly won't be developed. It might be worth saying that synthesis is much easier to demonstrate if the answer is structured in a thematic way. It is not impossible to show synthesis when adopting a chronological approach, but it is much harder to be making comparisons across the period. Yeah, I think that is quite an important point. And at level six, the synthesis will be developed and present in most, if not all, paragraphs.

16:16

S… Speaker 2 (Generic mark scheme2)

It's the same with judgments. In Level 5, it's likely to be in a developed conclusion. And at the very top, in Level 6, there may be judgments made about each theme, or at least some of the issues in some of the paragraphs, to what we might call interim judgments. Let's not forget it's only a judgment if it is supported. Otherwise, it's just an assertion.

16:36

S… Speaker 1 (Generic mark scheme2)

We also ought to mention the need to start by thinking of the level you were going to award and start at the top of that level. If it has all the features of that level, then it should stay at the top. If it has only some, then put it in the middle. And if it has only a few, then it should go in at the bottom. And Philip, it might also be worth saying here that if you put something at the top, has it got enough to take it into the next level up? And on the same principle, you're putting it at the bottom. Should it really be in the level below? Absolutely.

17:02

S… Speaker 1 (Generic mark scheme2)

There's one other thing we need to remember when marking the thematic essay. The response needs to cover the whole period. It doesn't need to do it in every paragraph, but by the end of the essay, there must be a sense that the whole period has been covered. If some of the period is not covered, then a response may drop a level. And if a large part of the period is not covered, then possibly two levels as well. So moving on then to the script annotations for the Y300 units, please will you ensure that you put annotations on the left-hand side?

17:38

S… Speaker 2 (Generic mark scheme2)

the script there is at least one annotation per paragraph and that you enter a summative or final comment on the system for each question probably best to do this as you mark each question now you can find the box for this by clicking on the little bubble on the toolbox and that will open you a screen at the bottom of the script where you can type your comments

17:59

S… Speaker 1 (Generic mark scheme2)

Yes, and when you put your comments in, could you please explain briefly why you've awarded the level you have? And it would be very useful to put the level either before or after the comment you have made. Use the generic level descriptors for your comment, and that again links to the level you've awarded, and your team leader can then check that these marks correspond. On the comments, please also change spelling and grammar so we don't have any embarrassing moments. But let's get on to the annotations.

18:27

S… Speaker 2 (Generic mark scheme2)

Most of the meanings are self-explanatory, but in a number of instances, if you use a certain annotation, it reflects a level, and therefore you must be certain the response reaches that level. That's really important, Nick. The annotations really must reflect the mark scheme and the levels awarded. Okay, then. Well, let's look at A. A is for assertion and shouldn't be used in the opening paragraph of any answer. In that opening paragraph, the candidate is expressing their view or opinion, so please use B for view.

18:55

S… Speaker 1 (Generic mark scheme2)

AN for analysis should appear only in answers where at least level 3 has been awarded. If it is appearing regularly, it is likely to be at least level 4. But please remember it is only analysis if the argument is supported. If not, it is assertion and then A should be used. But so what if the analysis is really weak? If it's weak, I'd suggest using SC for simple comment. Once you feel there is some reasonable analysis, then it should really be in level 3 and above and should be used.

19:23

S… Speaker 1 (Generic mark scheme2)

Evaluation will be used when you are marking the essay questions and the interpretation. Again, it should only appear in responses that reach at least level four and most likely level five for the interpretation question. In interpretation questions, it will be used when own knowledge is used to test the view in the interpretation being discussed. In essays, it will be used when the importance of a factor or issue is weighed up again using own knowledge.

19:47

S… Speaker 2 (Generic mark scheme2)

exp is very self-explanatory this is when an issue factor or interpretations explained and is therefore like to be used only when answers reach level three instead if the answer is describing the interpretation

20:00

S… Speaker 1 (Generic mark scheme2)

or an event, then ILL for illustration should be used. And that will be more common at levels one and two. But it could appear in the higher levels, but not be frequent as the responses will be more analytical. F is for factor or theme in essays. So you can see that they've considered more than one factor or theme.

20:18

S… Speaker 1 (Generic mark scheme2)

We've mentioned ill, and I think IRRL is also fairly self-explanatory. This is likely to be found more at levels 1 and 2. It might be the odd one at level 3 where perhaps there's a drift in the essay. J or JU is an important annotation. This should be used where a candidate reaches a supported judgment. Remember, if it's not supported, it's an assertion, and we're back to using the A again. When it appears the answer is going to reach the top of level 4 or more.

20:46

S… Speaker 1 (Generic mark scheme2)

A number of J's in an essay would suggest a response will reach level five or six. This will be particularly important with the interpretation question, where a judgment as to be a more convincing interpretation is required. KU is a problematic annotation. It's to be used only where knowledge is being used to support an argument and is factually correct. If the knowledge is descriptive, go back to ILL. This annotation can appear in any of the questions.

Generic mark scheme2

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