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Understanding AS Level Question Structure and Evaluation Strategies in Exam Preparation

This session focuses on understanding the structure of questions on the AS paper and identifying key areas for improvement. Participants will engage in self-assessment by choosing a table that reflects their performance and rationale behind their choice. The course is structured to enhance knowledge and understanding through critical evaluation, discussion, and practical examples. By exploring marking criteria and effective communication techniques, learners will be equipped with strategies for achieving higher marks. Join us to refine your exam techniques and develop a comprehensive approach to the AS curriculum.

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Understanding AS Level Question Structure and Evaluation Strategies in Exam Preparation

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Presentation Transcript

  1. How do you think you did? Sit at the table that you think applies to you Why have you sat there?

  2. Learning Objective To learn to gain an understanding of the structure of the questions on the As paper. To learn to identify areas of focus and next step targets

  3. Course Structure A- 5 B- 5 C- 5 D-5 E- 10 30 marks

  4. Exam Style Structure 2 hours = 120 mins 120 mins / 3 = 40 mins a section 40 mins for 30 marks A- 5 B- 5 C- 5 20 mins + D 20 mins

  5. Deep Process Learn Knowledge and Understanding Recall Identify State List Critical Evaluation Think Discuss Evaluate Explain Can’t pass just pass on keywords

  6. 5 Marking Criteria • Knowledge and Understanding • Develop/ Discuss (evaluation) • Practical Examples • Technical Vocabulary • Written Communication Levelled mark scheme

  7. Marking Symbols - point on the mark scheme Dev- Developed E.g- example Irr- irrelevant TV- Too vague Bod- benefit of the doubt Rep- repeated

  8. The 3 levels at As Level 3- Comprehensive Level 2- Competent Level 1- Limited

  9. Mark Scheme Discussion and Feedback

  10. Discuss • ...because.... • ...and so .... • ....furthermore ... • .... In addition.... • ...moreover.... • ....for example... • Research shows that .... • ....it could be argued that ... • ....On the other hand ...... Language for Learning

  11. Discuss the 3 stages of public school athleticism

  12. Compare • ...but.... • ...however.... • ....whereas ... • .... On the other hand.... • ...conversely.... • ....equally... • on the contrary.... • ....alternatively... • ....then again...... • ....in contrast...... Language for Learning

  13. Critical Evaluation • Yes....(no) • Because.... • and... • and .... • But.... • And..... • And..... • So ............ Language for Learning Identification Description Analysis Evaluation

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