Cambridge Professional Development

Cambridge AS & A Level Chemistry

Giving formative feedback

Look again at Script A and the mark scheme for Paper 2.

The total mark for Script A is 20/60. Some of the answers this learner gives suggest that they do
understand some of the underlying chemical principles. It is easy to dismiss this performance by
saying that the learner did not revise effectively, or sufficiently, before taking this paper. However,
John Hattie1 proposes that “Learners will be better able to revise for examinations because revision
really is ‘re-vision’ of the ideas that they already understand”. How can we help this learner
understand how to improve their learning using formative feedback in the classroom?

Consider all the responses in question 1, which is asking questions about ionisation energies:
• 1a, the equation shows little understanding of the process of first ionisation energy.
• 1bi, there is a major misconception and insufficient explanation. 1bii, is also poorly
explained.
• 1c, is a better answer but does not gain full marks.

What feedback would you give this learner so that their understanding of these concepts improves
and they are enabled to write answers which gain all the marks?

For question 3, look specifically at:

• 3dii, the sketching of the pH curves, where the curves show several misconceptions, but still
gain one of the three marks available.
• 3ei, drawing a mechanism, which was only awarded only one of the four marks because
there are major errors in the diagram.
• 3eii, is related to the mechanism in 3ei. The answer should explain why the stability of the
secondary carbocation is greater than the stability of the primary carbocation.

In all three responses there are major misunderstandings and gaps in knowledge. What strategies
would you suggest to help improve the learner’s understanding and performance?

1 Hattie J. (2009) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement
- Routledge ISBN 9780415476188

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