REPUBLIC OF NAMIBIA MINISTRY OF EDUCATION DIRECTORATE OF NATIONAL EXAMINATIONS AND ASSESSMENT GUIDELINES FOR TEACHERS ON SETTING AND MARKING ASSESSMENTSERO ee et 10. 11. GONTENTS Page Introduction .. Linking the Syllabus, Instruction and Assessment .. 24 Validity .. 2.2 Reliability... Characteristics of a Good Examination .. General Guidelines for setting Examination Questions .. Using the Syllabus .... Putting the Question .. Types of Questions 7.1 Objective Questions . 7.1.4 Alternative Response 7.1.2. Matching Items 7.1.3 Multiple-Choice Items . 7.2 Semi-Objective Questions .. 7.2.1 Completion/Supply Items 7.2.2 Short Answer Items .. 7.2.3 Structured Questions A. Problem Solving ... B. Handling Information C. Descriptive Response Questions . 7.3 Free Response (Interpretative) Questions .. The Mark Scheme .. Moderation of Examination Papers .... Proof Reading... Good Marking Practices © PNA OH = © 12 13 14 14 15, 16 19 20 23 24 26 34 35 35This booklet has been written to help teachers on the setting and marking of written assessment tasks. Your comments are welcome and can be forwarded to: The Director Directorate of National Examinations and Assessment PIBag 12026 WINDHOEK Fax No. (061) 239 3431/3412 ‘Acknowledgement: The DNEA acknowledges the New Zealand Qualification Authority for some of the ideas discussed in this booklet.24 Validity [A 2228 amination must be valid, This means that, n aditon fo measuring a leamer’s achievement, an examination should be relevant to the assessment objectives in relation to the leaming objectives stated in the syllabus. It should cover the syllabus adequately, ‘sampling each content area, ability and skill in balanced proportions. Questions may be unfair because they assume that the learner has had particular experiences which he/she has not had, or read books which were not accessible to him/her, or seen TV programmes which he/she has not seen. Sortie Important Guidelines for Checking the Validity of An Examination. / Ave the questions relevant and important to the main learning objectives stated in the syllabus? ¥ Have all the sections/topics been assessed in a balanced manner? ¥ Have all the main assessment objectives been addressed in appropriate proportions? ¥ Is the examination free of gender, religion or cultural bias? 2.2 Reliability eliabllity in examinations and tests refers to consistency, stability and precision of the results. This means that it refers to the confidence placed in the achievement on an examination as a replicable indication of performance, e.g. would the results be the same if marked by different teachers or if taken under similar conditions by the same learners at a different time. To be reliable, an examination must normally be long enough to minimise the effects of chance factors in the content, abilties and skills included in the examination. With a short examination, a learner may be lucky, because he/she happened to know or guess correctly the few questions that were asked, where as he/she knew very little about the topics not covered in the examination. Areliable examination requires clear, precise directions and reasonable time limits. Ifleamers are rushed, their performance may not be typical. The questions should be clear and unambiguous, neither {00 easy nor too difficult and should discriminate well between poor and good leamers. If a choice of questions is allowed, reliability usually drops because markers cannot compare answers so consistently be. Some Important Factors for Determining How Reliable an Examination ‘Are the instructions and questions clear? 1s the examination long enough? Are the questions of appropriate difficulty? Has the choice of questions been kept to a minimum? How objective is the marking and is the marking effective? VSNNNNN Is the mark scheme (memorandum) clear and easy to interpret?SYLLABUS Learning Objectives >» Basic Competencies Assessment Domains Assessment Scheme Specification Grid CORRELATION INSTRUCTION Teaching Styles Learning Styles VALIDITY, Equipment Facilities Technology ASSESSMENT ALIGNMENT Topic Tests Terminal Examinations Performance-Based Tasks The Congruence Among The Syllabus, Instruction and Examination 2Characteristics of A Good Examination A Good Examination Paper + adheres to requirements specified in the syllabus. + isa fairand valid assessment of learners’ knowledge, understanding and abilities in relation to the expected competencies of the stated learning objectives. + gives learners ample opportunity to show what they know and can do rather than Teveal what they do not know or cannot do, | + js clear, unambiguous and error free, + is well balanced in terms of time allocation and mark allocation. | + has a friendly appearance, + is accompanied by a good mark scheme. + Is free of bias (religion, gender, cultural, etc.) A Good Mark Scheme + reflects the expected competencies of the stated learning objectives. + gives the main points required in learners’ answers and acceptable alternatives. + gives additional guidance regarding the required answers. + shows any calculations required. + shows clearly how marks are allocated within each question and what learners need, to do in order to earn these marks. + assists the marker in making judgements on whether or not learners’ answers will be awarded the specified marks. + will be interpreted the same by all examiners and markers. The mark scheme for an examination should be prepared at the same time as the examination paper is being set.General Guidelines for Setting Examination Questions > Allow plenty of time for preparation. > Prepare an examination paper plan or specification grid: - What knowledge and/or skills are to be tested? = What is the distribution of marks, and why? - Is it balanced regarding icully, content and assessment domains? » Plan the layout of the paper carefully. > Select the appropriate types of test items to sult the material being examined. » Prepare more examination material than you will use. > Avoid, if possible, a choice of questions as this requires a broader mark scheme. Additionally, different leamers will choose different questions, and are, therefore, in effect doing different examinations and to maintain consistency in assessment is more difficult. > All items of si lar format should be grouped together. > Set the examination at a reasonable level of difficulty according to the specification grid. The examination should be balanced regarding the testing of knowledge, understanding and higher order skills, e.g. problem solving, application, etc. » Phrase questions clearly and unambiguously. Do not use complicated sentences or long words. Avoid double negatives. » Do not set tricky questions. Questions must be factually correct and avoid political, religious and cultural sensitive items. » Make sure the answer to one question is not found in another question. » Give clear instructions on how to answer the questions. > Itis good practice to present the information or describe the context before posing the question(s). > If possible, questions should be completed on the same page where they begin. > The marks allocated to each question should be shown clearly. The number of marks allocated to individual questions should depend on the time required to answer the question and the importance of the topic. > Avoid questions that can be answered ‘yes’ or ‘no’. » Be conscious of equity issues with regards to race, context of resource material, role models, gender and language. » Questions must be written in an impersonal mode, for example, “What steps should be taken ... “ rather than “What steps would you take ...”. > Prepare a mark scheme when you prepare the paper. Work in harmony with colleagues. Preparation of examination papers is a joint effort.Using the Syllabus TT hecxamination paper must reflect the aims of ane be within the syllabus. The syllabus specifications may include an assessment scheme which specifies the weight contribution for the final examination and continuous assessment, the types of examination questions and a test specification grid which gives the weighting for each assessment domain (assessment objective) and the various content topics as well as the differentiation levels and their weighting. As a blueprint, the test specification grid ensures that the examination paper will be well balanced and valid, For example, the following table shows an assessment grid for a Natural Science and Health Education (Grade 7) final examination. ASSESSMENT DOMAINS Handling ; Knowledge | information | APPlication | rota cont bial and Solvin: et Marks Understanding | *Dcbiemee | Knowledge 1. Ecosystems 8 13 5 26 2. Local Environment 7 7 i ol 3. Healthy: Lifestyle 6 7 7 a 4. Materials 1 2 1 4 5. Energy 4 7 3 14 6. Transport 3 5 2 10 7. Shelter and Protection 2 7 i 6 Total Marks 30 50 20 100_]| The most important Domain in the example given above is the one concerned with Handling Information and Solving Problems, rather than Knowledge with Understanding and Application, Therefore, 60 % of the total marks are devoted to Handling Information ‘and Problem solving. Likewise, Ecosystems are given more weight than the other topics, although all recaive some weight. In addition to the domains, questions should also be set at three levels of difficulty Le.,level 1 (easy) 30%, level 2 (medium) 50% and level 3 (hard) 20% in order to make provision for differentiation, These specifications equally apply to class tests and end of term examinations. For some subjects (i.e. Mathematics) the domains indicate the differential levels. The allocation of marks to topics, domains and levels is never an exact procedu questions may cover more than one of each. However, the test specification gri intended to be an ideal layout of a paper which should be adhered to as closely as possible when setting examinations. 86. Putting the Question ften, the key word for leamers is the verb that directs their answer. It is thus very important to choose the verb used in a question very carefully. The verb should clearly tell learners what their answer should contain. The following list gives examples in order to help in the choice of a verb consistent with the intention of the question. Analyse Calculate Compare Deduce Define Describe Determine Discuss Estimate Explain Evaluate Find Give/state Identify Interpret Investigate ListName Outline Predict Sketch Suggest ‘Summarise = examine information in detail to discover patterns or relationships + a numerical answer is required - working must be shown = find resemblances and differences = use the information provided to come to a conclusion, eg reference toa law or principle or the necessary reasoning is to be included in the answer - provide a precise statement of the meaning of a term « state the features or characteristics of an object or process = use the information given to work out the answer - give a critical account of the points involved in the topic = find a reasoned order of statement or calculation of the quantity concerned = stale what happens, together with how and why = use the information provided to make a judgement about something = ageneral term which means calculate, determine or measure + provide short, concise answers without explanation ~ point out what is unique about a material or situation = reasoning or some reference to theory, depending on the context = examine a problem in a systematic way = give a number of items, generally each of one word = give a brief answer, writing down the main points = make a logical deduction either from your own knowledge or from the information given in the question or both - make a freehand drawing including essential aspects only - use your knowledge and the information in the question to give what you think is the best answer - give a short account of the main points of a given text in your own words. ‘The verb in a question may be modified to further help leamers interpret what is required. For example, “Briefly explain ..." or "Explain in detail ..”. It should not be necessary to use qualifying words such as “clearly” or ‘neatly’. -7. Types of Questions QQ bestons afer in ow easy they ae fo wit and mark. The easiest questions to write are often essay-type questions, and the hardest to write are good multiple-choice questions. On the other hand, the easiest questions to mark are multiple-choice questions, and the most difficult are essays. When deciding on the type of question to write, consider how twill allow learners to demonstrate their understanding and knowledge of the particular subject. Questions may range from asking simple recall of facts, to asking learners to apply their knowledge or interpret information. Types of Questions and some of their characteristics FREE RESPONSE Unstructured Essays Structured Essays Structured Questions, SEMI-OBJECTIVE Short Answer Questions Completion’ ‘Supply type Selected Response (Multiple-Choice) OBJECTIVE Y Marking more objective Greater question ¥. choice Wide syllabus A coverage Marking more { subjective Higher reliability Increasingly easy Greater powers to mark of expression Increasingly difficult to set Increasing directivenessThe question types described below are not prescriptive and any particular examination may contain elements of more than one of these types, but not only ‘one question type. Examiners should use these in combination according to fitness for purpose. (Refer to Scheme of Assessment of various subjects). 7.1 Objective Questions CO Bisstve questions (selected response) require eames o select the correct answer from among several options, for example alternative response (true/false), matching items (two lists/columns), and multiple-choice (options A through D). Selected response questions can have a dramatic effect on what happens in the classroom. If the examination primarily contains items which have learners selecting from among options, the learners are likely to spend much of their time preparing for the test with worksheets in which they select the correct answer. Itis to be noted that learners are not expected to generate an answer, but to select from the options provided. As such, these type of questions will always result in percentage of correct answers which results by pure change and guessing. This type of behavior is less likely to help learners make extensive mental connections which help them fo understand and use what they leam in school, Points to consider: + Objective questions show complete objectivity as far as marking is concemed, but the decisions on what to include or exclude in the options when setting questions are subjective. + Objective tests should be seen as part of a battery of assessment instruments rather than as the sole instrument. + Itis important to reject objective questions that fail to meet the required criteria. + Answers are right or wrong. If several stages are required to produce an answer, no ceredit can be given for partial correct thinking if the answer is wrong. 7.1.1 Alternative Response Questions (False / True) Suggestion for Writing Alternative Response Items + There must be clear instructions about the method of answering. + Construct statements that are definitely true or definitely false, without additional qualifications. If opinion is used, attribute it to some source. + Use relatively short statements (with one central idea) and keep statements at approximately the same length + Avoid using double-negative statements. These take extra time to work out and are difficult to interpret, but if it is used it should be highlighted. + There is only one correct answer upon which experts would agree.+ Avoid the following: - verbal clues and specific keys - complex sentences = broad general statements that are usually not true - terms denoting indefinite degree (eg large, a long time, regularly), or absolutes (eg. never, only, always) - placing items in a systematic order (eg. TTFF/TFTF) - taking statements directly from a text and presenting them out of context - statements with two or more parts ‘Example 1 (True / False Response) For Testing Factual Knowledge. Read through the following statements and answer true or false. 4. A trophic level refers to a feeding positions in a food chain. 2. _ Predation is the ecological interaction when a lion kills and eats an impala. 3, Several food chains, when combined, form a food pyramid. 4. The cell is the structural and functional unit of life: 5. Fossil fuels are renewable energy resources. 15 Advantages Q Relative easy to write. Q Do provide a very wide sample of a syllabus in relatively short time. Easy to mark. Limitations O Best suited for assessing knowledge of facts which are unequivocally true or false or for testing the ability to follow argument and to evaluate content. 1 unsuitable for testing high level skills such as problem solving, analysis, etc. A high guessing factor exists, eg 50% change to be correct without having any knowledge. * Because of the limitations of alternative response items, this way of assessment should be kept to a minimum in examination papers. 10.Example 2 (True / False Response) For testing the ability to follow arguments and to evaluate content. Youth search for adventure By Marianne Curphy Young travellers are going even further afield in search of adventure and top of their ist are South Africa, Beirut, Guatemala and Vietnam, ‘STA Travel, which specialises in flights and round-the-world deals for students and young people, has seen demand for flights grow from 50,000’ year in 1988 to 360,000 last year. “Independent travel has seen @ huge growth as fares have fallen," Gillian Smith, marketing manager of STA, says. “Paris, Amsterdam, New York and Sydney are the favourites, with about 9,000 people flying to New York last year. Lots of people want to see Hong Kong before itis hended over to the Chinese, and Vietnam, which started becoming popular three years ago, Is really starting to take ore ‘This week STA published its world travel guide, aimed unashamedly at young people in search for adventure. The company wes set up in Australia in the 1970s where it was known as Student Travel Australia. Since opening an office in central London, in the 1970s, STA in UK has added 25 branches including Oxford and Cambridge. Questions STA’s product - cheap flights and round- the-world tickets - appeals primarily to the 18 - 26 age group; many of the branches are on university campuses or in cities with large ‘students populations, All of the company’s sales staff are young former travellers who can give advice on climate, landscape, health, visas, overland travel and accommodation. Demand for certain destinations rises and falls with political change. Cambodia, for example, has suffered since the Foreign Office advised travellers not to explore areas outside the cepital after the kidnapping of Western tourists. Lebanon, by contrast, is becoming increasinaly popular, offering the combination of the fascinating city of Beirut, a beach holiday, and the opportunity to go skiing. Numbers of Visitors to China have remained stable, Ms Smith says, while there has been a huge growth in travellers to North America because it is easy to travel about independently once you are there. STA can book accommodation and tours but most of its customers favour independent travel. Read through the following statements and decide whether it is True or False. Write down the answers in your answer book. ._ Independent travel has become more popular as flights have become cheaper. Vietnam is now less popular than it was three years ago. 1 2. 3. STA originally started as a British company. 4. |. STA has close connections with universities. 5. Changes in internal politics rarely affect popularity of destinations. 6. The number of travellers to China has not dropped. te 16)7.4.2. Matching Items Inits simplest form, matching items consist of two lists, sometimes called the premises and the responses. Directions indicate the basis on which the matching is to be made, and how this matching is to be recorded. Normally the premises are listed on the left and the responses are listed on the right. The responses should be plausible and homogeneous. Example of a Matching Item Match the items in List Two with the statements from List One. ‘Write in your answer book the correct number from List Two next fo the letter in List One, Not all the items from List Two need to be used. List One List Two {a) Autumn tones of yellow and orange. 1. Focal point (b) Suitable for a north-facing room. 2. Proportion (c) The room Is casual and restful 3, Triad colour scheme (@) A striking well mural ina plain ving 4, Texture room. (e) Makes @ room appear smaller. 5, Horizontal lines (f) The feel of a surface. 6. Cool colour scheme 7. Bold dark pattern 8. Informal balance 9. Analogous colour scheme 40. Vertical lines ‘6! Advantages Useful for testing relationships. Useful for testing knowledge of factual information - name, dates etc. Q Relative easy to mark. Limitations Unsuitable for testing unique ideas since clusters of related items are used. Not easy to construct. C1 Instructions can be difficult to word clearly. * There should be more items in one list than in the other. 127.4.3 Multiple-Choice Items | From the variety of selected response questions Multiple-Choice Questions are, however, a very efficient way to measure a large body of knowledge and if correctly constructed, it could be used to test higher order skills and abilities, They are likely to be an integral part of any examination or test. The following example illustrates the format of Multiple-Choice Items. STEM ———=> One of the stages in the purification of water is chlorination. ‘The purpose of this stage is to KEY >A kil hormful bacteria. B make the pH close to 7. DISTRACTORS | C neutralise any acids in the water. “zo-At0 remove any insoluble solids in the water. Suggestions for Constructing Multiple-Choice Items «The stem of the item should clearly formulate a problem. It should include only the material needed to make the problem clear and specific. + Most of the information should be contained in the opening statement or question (the stem of the question). + Options (response statements) should be kept as short as possible and should be unambiguous, direct and positive. +The recommended number of options is four, although some do use five options. + Negative statements should be used only if the knowledge being tested requires it. In most cases, it is more important for the learners to know what a specific item of information is rather than what itis not. + Try to keep the length and form of the options the same within each question. + Options should be constructed so that clues cannot be obtained from another alternative. +» Where the options are numerical values, they should be given in numerical order. + Allocate the position of the answer randomly from question to question. A way to do this is to put the options in alphabetical order. + To increase the difficulty of a multiple-choice item, increase the similarity of content among the options. Aa7.2 + Avoid using the options “all of theseand “none of these”. + All wrong answers (distractors) should be plausible and must be incorrect beyond dispute. + The key must provide the one correct or clearly best answer. + Reading level should be appropriate. + Grammar and punctuation should be correct - oversight can lead to the writer unconsciously pointing the leamer to the correct answer. Advantages Easy to mark. Completely objective to mark. Are flexible and allow good syllabus coverage, Has high reliability. Allow quick statistical feedback ‘An analysis of the results can provide useful diagnostic feedback. Can be kept in easily referenced iter banks. ooococccaa Limitations Difficult to set. © Low validity for some skils Inappropriate for assessing the ability to organise and present information or ideas. 2 Expensive to set. There is a guessing factor. Semi-Objective Questions mirobective questions can be Completion/Supply Items, Short Answer Items or Structured Questions. 7.24 Completion / Supply Type Items Advantages Q Excellent for testing knowledge of factual material. Guessing is reduced, if not entirely removed. Reasonably easy to write. Easy to mark. ooog Allow extensive coverage of the syllabus. AaLimitations Unsuitable for assessing high level skills such as problem solving and analysis. —_Leamers can sometimes devise unexpected but nonetheless correct answers. For example, "The holy city of Islam is, .” The expected answer is “Mecca”. However, to solve the problem of unexpected but correct answers, see the following example of a completion question using a word list of possible answers. Example (Completion / Supply Question) Use the word list to complete the statements below. Write the word in the space provided. Word List: residual alr, tidal air, vital capacity, lung capacity, complemental air (2) The level of water that is lett in the bottle will give a measure of the 5 (1) (b) Air that is not removed from the lungs during breathing is called . (1) (©) Extra air that is inhaled during deep breathing is called (1) (¢) Air that is exchanged during quiet breathing is known as . (1) 7.2.2. Short Answer Items (Constructed Response) ‘These questions require the answer to be supplied in the form of + asingle word, symbol, formula, etc.. + multipie words (in response to a direct question or to complete an incomplete statement) Advantages Guessing is reduced, if not entirely removed. Reasonably easy to write. Usually easy to mark, Good for testing knowledge of factual material. ooo 15.7.2.3 Example (Short Answer Question) Answer the questions in the space pro\ 1. State one example of a fixed asset. (a) a) 3, Abusiness buys a motor van for $10 000 and plan to keep itfor 4 years. Itis assumed that it will then have a trade-in value of $2 500, What will be the annual depreciation charge on a straight-line basis? (2) (2) Limitations 1D They must be very well set, if they are to assess high level skills. Leamers can sometimes devise unexpected, but nonetheless acceptable answers, Structured Questions Characteristics of Structured Questions + Structured questions are series of short answer questions. + Provide something in between the limited response demanded by objective items and the free response required by essays. + Provide a framework within which to work. Guidance as to the line their answer might take Is given. + One question can assess a range of skills and abilities. + The short answer question within the whole question may be continuous or non- continuous. + With continuous questions, the answer to later sub-questions may depend on answers given to earlier parts. + May show an incline of difficulty within the question and provide sufficient support fora leamer to start solving a problem (who might otherwise be unable to make any progress if no structure is provided). + Have an inereasing degree of open-endedness built into the question. -16-Writing Structured Questions + Atypical structured question has the following format; (See example) Introduction - in the form of written statements, or as data or a combination of both. Novel Data - imaginative question can often include stimulus material which is novel -ie., it may not be directly in the syllabus knowledge content. Skills, relating to particular objectives which are in the syllabus can be tested through this approach. A Series of sub-question - short answer questions or descri tive questions. An indication of marks allocated to each sub-question. + Ifquestion and answer booklets are used, the appropriate space required to answer the question should be provided on the booklet. + The different parts of the question should interact as much as possible with any background material provided. + The mark scheme should be constructed at the same time as the questions. + Any requirements for consequential marking needs to be clearly shown in the mark scheme. + Aquestion can be made more or less difficult by: changing the format of the question (the way the question is worded and the form of response required) varying the type of material provided as information with the question the nature of the task given (the kind of concepts and skills required) + These three elements can be changed independently of one another, each causing the question to be more or less difficult. + Structured questions are ideal for testing a variety of skills and abilities. Questions can be set as (A) Problem Solving; (8) Handling Information (summaries); and (C) Descriptive Response Questions. ATExample of a Typical Structured Question INTRODUCTION NOVEL DATA _ The information below was taken from the label of a can of baked beans in tomato sauce. nutritional information list of ingredients | 100 g provides: . energy 406k) | haricot beans, tomato puree, protein 54g i sugar, modified starch, salt, total carbohydrates 17.69 : _ paprika, onion powder, sugar 60g | herb extracts, water, spices fat 04g j fibre 37¢ ASERIES OF SUB-QUESTIONS a (a) (b) (c) (a) A healthy diet contains a number of groups of substances. The nutritional information lists some of these, Give one group of substances, needed for a healthy diet, which is missing from the nutritional information. 0) Which food, shown in the list of ingredients, provides the most protein in the can? (1) ‘Suggest why a 10 - year - old child needs more protein in his diet than a 30 - year - old adult @) (2) Name one food, shown in the list of ingredients, which provides fibre. (1) (il) Why is fibre needed for a balanced diet? a ad [6] ALLOCATION OF MARKS -18-Problem Solving This is the most effective way to test competence at all levels, particular at higher levels. In essence, a problem is set up and when a question or a series of questions is asked based on the information given, leamers are required to interpret this information and plan a course of action. Resources provided as information could be authentic documents or simuiations of real situations. All the information required to solve the problem must be provided. Learners should not be required to assume relevant information which is unstated unless it is ‘common general knowledge or specifically required by the examination subject, Example 1 (Problem Solving) A canning plant agrees to accept a load of 6000 tomatoes provided that no more than 4 % of the tomatoes are rotten or partly rotten. (a) Derive a suitable sampling plan if thé tomatoes are from an average quality grower. (2) (©) Suggest how you would modify the plan in (a) i (the load size doubled to 12 000. (1) (i) the acceptable quality level was decreased, (1) (iii) a sequence of several loads had been accepted. (1) Example 2 (Problem Solving) The normal price of 24 cans of orange drink is $ 14.40, A supermarket makes a special offer of 24 cans for $ 9.84. [$ 1 = 100 cents} (b) Whats the price reduction per can in the special offer? Give your answer in cents. 3) (c) Whats the percentage reduction in the price? 2) 1sHandling Information These questions can be used to test comprehension, application, analysis and the ability to evaluate. These can be in the form of given information in a chart, table, graph, key map, drawing, photograph or written passage from which questions are asked. Such questions can be used in most subjects, Example 1 (Handling Information) ‘Study the information and answer the questions. Costa Rica is a small republic in Central America. Very large overseas debts led to the need to borrow from the International monetary Fund (IMF). The government developed a programme to cut state spending and encouraged multinationals to develop the export of fruit, vegetables and textile, Costa Rica GNP per head $2150 Population 2.4 milion Infant Mortality Rate 414 per thousand Life Expectancy at Birth 76 years Population Growth Rate 2.7 % per annum Literacy 93 % for both men and women Main imports Manufactured goods 55 % Machinery and Transport 36 % Main exports Bananas, tourism together over 50%, also coffee and garments External debt $US 4.5 billion or $US 1360 per man, woman and child Government Democracy (2) What do the initials GNP stands for? a) (6) What was the Infant Mortality Rate in Costa Rica? () (©) Many of Costa Rica's exports are primary products ‘What are primary products? «) (a) Describe the type of government that you would expect in the Republic of Costa Rica. @) (e) Suggest two reasons why Costa Rica invited Muttinationals to help them develop exports. @) (Suggest two ways in which the trade pattern of Costa Rica might bbe improved to reduce its debt problem. @) HorExample 2 (Handling Information) Read the advertisement for tea and answer the questions. A cup of tea? “The cup of en mast be the worl» mont familar symbol of hoepaly and iviition Or something a little stronger. “Acupof Ass from the oth est f Idi at a svengh of trite and verve al st pat ore wana ta. ‘Assam iat fan extsorday plc. 1 sling plain, wed bythe mighy Brahmapota ver howe olen eopank ges andthe wer thine. Hee nda oaive tee osher were ist Aiscovered growing wl nthe jungle. is aa woe thn thc Asan ie shold oer such fl odie bright ioe. ere served with ‘nik Tobe sure of authentic Assam e from ni ook forthe Rhino loge and eed tbe adn of oily wha eter op 41. What does a cup of tea represent across the world? o 2. What is spacial about Assam tea? 0 3, Apart from its tea, what is Assam known for? Mention one thing 0 4, Where was tea fist discovered in Assam? O) 5, Howcan you be sure that you are buying Assam tea? “ 5) Example 3 (Handling Information) ‘The graph shows changes in the fresh mass and dry mass of some peas, from planting of seeds to the seedling stage. fresh ay ime / days t seeds planted feevias (@) _ Whyis there a fallin the dry mass between day 0 and day X? @ (b) Suggest why there is a very steep rise in the fresh mass immediatoly after planting. (1) (©) Explain why the dry mass rises after day X. @ 15] ateExample 4 (Handling Information) Maps A- C show the development of a cyclone along the east coast of India ‘over a period of several days. Satorday 12h May Explanation of Symbols cLovo ‘Wino o * om Ow ~Oo eo: so + o 2 So we mete Kone paste rot, EET a: oo: et PRESSURE areata me © reer nee tet {a) Describe the movement of the cyclone in the time shown. @) {b) State and explain the changing weather conditions shown in the Madras region. (5) (c)_ How do cyclones affect the lives of people in areas where they occur? (4) (11)Descriptive Response Questions ‘A descriptive response is sometimes referred to as a “paragraph” answer, and the response is not so long as an essay and may allow for diagrams. They can be separated questions or sub questions of other types of structured questions. Example 1. (Descriptive Response Questions) ‘A. Explain why a business might carry out market research 6) B. Advise Bradley PLC how to carry out a market research investigation ‘which wil help ts managers to decide on future plans. 6) Example 2 (e) Explain briefly how urine is formed and how it reaches the bladder. ©) (b) Discuss and illustrate by means of an appropriate diagram the general principles involved in negative feedback in homeostasis. 6) Example 3 Read the extract, and then answer the questions which follow | reported to the League of Nations the British Government opinion that the best action to take would be to ban the import of Italian goods. The objective of the ban ‘was to deprive Italy of a large part of her power to buy goods abroad. fall members of the League applied this embargo, 70 % of Italy's export trade would be cut off. Anthony Eden, British Foreign Secretary at the time of taly’s invasion of Abyssinia. (a) Describe how Italy conquered Abyssinia ) (b) Why did the League of Nations fall to stop Italy's conquest of Abyssinia? ©) Advantages Q _Leamers can respond freely and express their own ideas, but in such a way that marker judgements are easier than with essay-type answers. Q Questions are reasonably easy to set, and can be structured to assist learners with the organisation of their answers. Limitations Q Leamers can write an inappropriate answer (in particular, they may write too much or too little unless guidance is given). Learners have limited opportunity to link ideas or organise them into a coherent presentation. They can be difficult to mark consistently if the question aliows a wide range of responses. 23+7.3 Free Response (Interpretative) Questions [A fee response is an essay-lype response andis generally longer than a descriptive response and there are two essential differences between the essay Item and the other question types. The first lles in the learner's freedom to answer a question in his ‘or her own way (freedom of response). The second is the logical follow-on that no one pattern of response is “correct”. The quality of the answer is judged by a subject teacher, and then with difficulty. Free response items can be put as structured or unstructured essay type of questions. i Structured Essays are aimed at restricting the response of the leamers, The essay may be structured to some extent by the way the question is set, in order to improve / content validity, even though this diminishes freedom of response to a certain extent. For Example: “Describe in no more than 50 words...“ Or “Describe six | similarities between A & B” or the use of specified headings. When using question and answer booklets limits may be obvious by only allowing a certain number of lines to write out an answer. Unstructured Essays require extended responses to the question posed. No attempt to encourage the structure of the response may be given. The only help to indicate the depth of expected response might be the time limit imposed or the total space or words allocated, The question itself should be specific and unambiguous. Points to consider They can be used to test a wide variety of skills such as: information recall, explanations, illustration of principles, classifications, cause and effect, creative | work, criticism and evaluation. Q Questions are reasonably easy to set, and can be structured to assist learners with the organisation of thelr answers. | Q Ensure that learners know precisely what is required. This includes the meaning of words such as “Analyse”, “Explain” etc, (see section 7 Putting the question). 2 Learners should know the basis on which the answer is to be assessed, and what degree of detailis expected. The length of the response expected should also be clearly understood. Q Consider the form of response required and develop an appropriate mark scheme. (They are time consuming to mark, and difficult to mark consistently. Since many skills may be demonstrated (writing ability, critical thoughts etc.), itis not so easy to reflect these skills in a numerical assessment. Q They may advantage learners who communicate well, but whose knowledge is limited, or disadvantage learners whose knowledge is sound, but who do not write well 2h— Example1 (Structured Essay) ‘The Governors of your school have decided that all students should take part in competitive eam sport. Write a brief article for your schoo! newspaper setting out your arguments for andlor against compulsory competitive team sport. You should write between 150 - 200 words. Nas Here are some comments from other people. The comments may give you some ideas, but you are free to use your own. “Competing in sports and games is the best way to produce a healthy mind and healthy body.” “Each player is inspired to make the maximum personal effort for the sake of the team.” ‘People take greater satisfaction from individual achievement than from the success of their team, “The chance to play together and to help one another creates @ positive spi of cooperation.” "The desire to win at all costs encourages aggression and sometimes results in violence.” “Too much emphasis on sporting ability can lead to unathletic students being ignored.” Example 2 (Structured Essay) (a) (i) Describe the structure of a virus. (ii State whether or not you consider viruses to be living organisms. Explain your answer. nr (b) Describe one example of genetic engineering and explain how viruses or other vectors may be used in the process. Hor Example 3. (Structured Essay) (@) The personal manager said that she thought the company should concentrate on its core business of providing top class sporting facilities, because ‘A new shopping complex would have major social costs’ Explain what these social costs are likely to be. Bl {(b) The managing director replied that his main responsibilty was to his shareholders, "Their interests must come first. 1 support the new shopping development idea.’ Do you agree that profits should be the main aim of a business? ‘8 Example 4 (Unstructured Essay) Discuss the author's treatment of time in a novel you have studied. fo!} 8. The Mark Scheme TT pe math scheme for an examination should be writen at the same time the examination paper is prepared. As each question is formulated, thought needs to be given as to what exactly leamers are required to produce, how they are likely to answer, how the marks for the questions will be allocated, and how the question will be marked. The purpose of the mark scheme is to: + ensure consistency of marking over a range of answers. + give an indication of the main points required in a leamer’s answer and acceptable alternatives. + show how marks relate to the main points in answers to descriptive and essay questions and to the steps required in calculations. The following examples illustrate different mark scheme formats for different types of questions and subjects. Example 1 Short Answer Item Question Mark Answer Additional guidance ex 1 tan enzyme ‘accept enzymes or pepsin or protease i ‘accept acid or hydrochloric acid «i 1 anyone form | "itis the temperature at which ‘enzymes work best * It|s the temperature of the body do not accept thi cor to make a falr test the body heat oa 1 anyone from | for growth accept for new cells “or repair “for making other protein or ‘accept to supply amino acids . ‘enzymes. do not accept for energy | o One mark Is for the products of digestion getting through the barrior between Intestine and blood, and the other mark is for the method of transport, 1 the pass through the intestine accept they are absorbed or pass into wall ‘the wall blood or they pass through the gut wall 1 “they are carried by the blood accept they go through the blood ‘or plasma or blood stream vessels or arteries or veins Note: ‘There is some fle in the answers to be given in that only one or two of the possible answers are required, Note also the additional guidance given in the mark scheme. Normally an “A” is used for accept and a “R” for do not accept or reject. This ensures consistent marking and increases the reliability of results. -26-Example 2 Calculation or Mathematical Items 7 @ 3 8 25, 8 (61 Hoots are correct bt reversed) ce Coo sther upp it Ms Gr) a Tora. ‘conn queen wih els ree tren pats of lat, and to et the ay of he _students to interpret the mathematics In a feal#fe situation. ad Respunes Ws qucston oes wad, stunted ba oxo bow (Crates of boks te labeled “400 klograms tothe nearest 50 ilograms'. (2) Between wht limits doce the must (if Silogrums) ofa crate of books le? Bo ©) Aptae, How many crates of books could it oany safely? Note: BE StS mwa) BRK | AO sere SE auc tH a BI an carry 21 000 biogas ef eargo. Mo ® ‘The examiners’ interest is not confined to whether a learner can give correct numerical answers; they are also interested in the methods used to obtain the answers, Under examination conditions, itis to be expected that learners will make some errors in the working, and credit is usually given for use of a correct method, provided it is clearly seen in the working, The mark scheme includes marks of the following types: (@) (b) © () (e) ‘W? marks which are awarded for use of a method which would be given a correct method, no matter how long or inelegant, will score full method marks, but sometimes particular methods must be used to score the marks; e.g. for a question testing trigonometry, scale drawing is unacceptable. (Thisis made clear by the use of the word ‘calculate’ in the question.) ‘A’ marks which are for accuracy of working. Accuracy marks are not awarded if an incorrect method is being used. *B° marks which are for reaching a correct stage in the working or for making a correct statement. These marks are independent of method marks. If a learner makes an arithmetical error which affects more than one of the required answers, the examiner will often ‘follow through’ the working; i.e. award full accuracy marks for answers after the first one if no further error has been made. In mark schemes, ‘/" indicates that the working is to be followed through. The abbreviation c.a.0. (correct answer only) is used in mark schemes if no follow-through is to be allowed, 27Example 3: Questions Requiring A Diagram Or Sketch Question Mark Answer Additional guidance 2a) 4 ‘one mark is for a ray which ‘bends to the right when it centers the prism / the ray must be within imits shown lass White prism, soreon ray of 1 fone mark is for as ray which ble light bends downwards when it eaves the prism / the ray must be within limits shown ‘award no marks ifthe lines are not straight Note: Mark scheme clearly states the key elements which leamers are expected to produce and the marks to be allocated to each of these elements. This means that if leamers do not present their answer exactly as shown in the mark scheme, then credit to be given can be determined. Example 4: Descriptive Item For a named food plant with a storage organ, describe how the food travels from where it is made to the cells where it is stored. 6) Mark Scheme + named food plant +. reference to sugar / sucrose / other named sugar / amino acids; + transported from leaves to + stem / root / fruit / seed; + inphioem; + taken into storage cells; + by active transport; (linked to previous point) + correct storage region identified for named plant; Accept fruits and seeds Max 5 Note: ‘The mark scheme only states the main ideas for which a mark should be awarded. -28-Example 5 Free Response Questions - Essays Two models are commonly used when marking essays: part marking (aspect marking) and holistic marking (impression marking) Part marking is useful when an examination aims to check that learners have covered ‘each of a prescribed set of skills or knowiedge. It can be more straightforward at the point of marking, but can produce an unpredictable array of marks and comparative results that may seem in an overview to be unjust. Part marking is also known as Aspect Marking. The total marks are distributed over a number of aspects or qualities that are required in an answer. The marks for each part reflect the relative importance of the aspects. In effect, the answer is evaluated a number of times. If for example four aspects are defined, the marker awards four separate marks and aggregates them for a final mark. Points to consider Decide what aspects are required in a satisfactory answer, For example: knowledge of content, ability to apply knowledge or to illustrate ideas, use of technical terms, ability to communicate ideas, structure of answer, accurate use of language. (Establish a descriptor for each aspect. Each descriptor describes the distinctive quality of a component answer in each aspect Q Decide the weightings for each. For example: Is content knowlédge twice as important as the abilty to apply it or the ability to use technical terms? Allocate a maximum number of marks for each aspect. For example: 8 for content knowledge and 4 for the ability to use technical terms. > Markers award marks for each aspect across the range from zero to full marks depending on how completely or incompletely the learners’ work matches the descriptor. The marks for each aspect are aggregated and a final mark for the whole question is recorded. In the following example from a Geography mark scheme, the question required learners to describe how a chosen cultural process operated and to identify the factors which changed the process. Note that the mark scheme considered four aspects. For each aspect, markers were given descriptors to allocate the available marks. Further to be noted is that the marking of free response questions relies on the judgement of the marker and can be subjective. This subjectivily in marking could be diminished if the descriptors for marking are clear and unambiguous. Example 5 Essay (Aspect Marking) 1. Diagram or map skills 4 marks 2 Geographic knowledge 4 marks 3. Understanding the factors encouraging change marks 4. Use of appropriate examples 4 marks 1 Diagram or map skills + Clear and accurate, enhance written explanation 4 marks + Well drawn and consistent with written explanation 3 marks + Not well drawn, some relevant information conveyed 2marks + Incomplete coverage but some relevant information 4mark + ‘Adds nothing of relevance Omarks 2. Geographic knowledge etc. 23—— a B. Holistic marking: is helpful when an examination aims to assess the learners’ grasp of large complex concepts, or their ability to integrate or apply aspects of the subject. Holistic marking can be helpful and applied with success for the marking of Continuous ‘Assessment tasks where the mastery or application of a combination of skills are assessed. However, it can be more difficult to apply at the point of marking, especially if essential elements are not specified, but provide better comparative results. Holistic marking is also known as Impression marking. All required aspects of an answer are considered together and an overall mark out of the final mark awarded. Points to consider The qualities required ina competent answer are decided. These are combined into a broad descriptor. The wording of the descriptor reflects the weighting for the various qualities. ‘The top descriptor describes the best/ideal answer that can be expected from the best learners in this subject under examination conditions. Anumber of lesser categories/bands of answers are established and a descriptor written for each, Most often five categories are used (A to E) depending on the subject and the type of skills and abilities to be assessed. The descriptors descend from the top descriptor, reducing the requirements of the answer in each aspect Each category is allocated a mark range for example, an answer in the top categorylband ears for example 17 to a maximum of 20 marks. Markers begin by placing each leamer’s work within a category/band, Markers must decide which descriptor best describes each piece of work. It could be that no one descriptor adequately describes a particular answer. This is where essential elements are helpful. For example: to be in the B Band/category, the answer must be well constructed and language used accurately. The marker must decide where the work fits better: the top of one category/band or the botiom of the other. Markers then reconsider the answer and place it in the top, middle or bottom of the category and finally awarding a mark out of the final mark. The position within the category can be decided on the basis of how many of the qualities within that category are met, or answers can be ranked. Both the band/category and the final mark should be shown on the leamer's work. -30-The following example illustrates the use of the holistic mark scheme shown ‘on the next page. Example6 Essay (Holistic Marking) Our way toHealthy City Of course I anvfor compulsory compeitive team sporty, The one ond the most omportant reason for compulsory sporty ty to encourage unfit boyy and girly to play sporty for they dowt like to play sporty for they feel shy and that maker-the stuattorworst for they wil keep on gaining weight, But if we force thenv and encourage thenv to-play they will find tt interesting and make then more fit Sporty also makes people more healtiy ax it improves the circulatory systemvand preventy blockage of artertex, Ttalsoplayy aw important role for not moking: Ay irvour ages alot of studenty starty smoking for they are influenced by other boyy and it also make them feel they have grown up. Teouv sporty suchvay baseball and soccer gover poxitwve spirit for co-operatiowand they become more cooperative ww thetr ordinary life: Comment The leamer puts forward the reasons why he is in favour of compulsory sport adequately and with detail and explanation, The language structures and vocabulary are limited with few markers of discourse which would help the essay flow more smoothly. The sense of a schoo! audience is in place, though not as strongly as it could be. The essay talks in rather general terms about the value of sport rather than being more closely to the question. There are no paragraphs, a common problem among learners, The learner received 4 marks for this essay putting it into the D Band. 31.Example 6 Holistic Marking Work was marked according to the following range of criteria-related mark- bands. Maximum Marks: 12 Band A 10 - 12 marks Essays are enjoyable to read, aided by ease of style or progressive structure e.g. original/ personal experiences. Beginnings and endings are clear. Asense of audience Is developed and quality is sustained throughout the piece. There are few mistakes. Verbs and tenses are sound and usually maintaining sequence, Vocabulary is sound, occasionally good. Do not be exclusive in awarding this grade - be prepared to give full marks. One criterion is the wish to re-read the script. Near native speaker competence. Band B 7-9 marks Look for competence in vocabulary, selecting ideas for particular attention e.g. understanding that narrative alone is insufficient. Competence in writing style may be balanced by a few frustrating grammar errors. There may be some awkwardness or heaviness in style making reading less enjoyable but, nevertheless, there is some sense of the audience. Band C 5-6 marks Essays are expected to be a literate standard without verbal or structural sophistication. Vocabulary is unambitious but appropriate (or more ambitious but flawed) and the structures are mainly accurate, if rather simple. The material should be developed at appropriate length. Candidates will fulfil the task. Band D 3-4 marks Essays should show some positive qualities though there are errors of vocabulary and structures. However, the whole piece hangs together and the reader can understand it without effort. Often there is some interest in the subject matter and an attempt to supply some detail and explanation, though the effect is incomplete and there may be repetition. Idiom may be rather hit-and- miss and inappropriate slang may be used. BandE 1-2 marks This writing is definitely still English but with serious errors and sometimes confused. Agreement is likely to be weak. Some multiple errors, uncertain tenses and omissions. 32+ee t € ’ s ° £ , s 8 L , s ’ ‘ 8 s 8 L 8 01-6 FARLOMATS Supoessiopmn -reayo paessiapay -siou sour 10g eer pod pre woisryoo “ops pe anne jo asm -aqqussodan s8en8ueyo am Arooegsneg | ayeudoxddy “wonergonnd ‘Arron worsuayciatog) pre Areyngeaon aanaay3a ‘uous aBendmy 21889 snouas jo ates y “paruonns pus yuanbexy “woremoand ‘noattoo spous1m0s ON, “aimusans 2ouattas ON, °¢ xojdemoo pue ajduns soyy “Z| pamuonns fam Jo AioueA “I | GOVADNVT SNLLRIA SOANILNOD 40d CIO ONDRAVIA - ONDRIVIN OLISYION 4 TTAWWXE| Moderation of Examination Papers — In a school situation Moderators are normally Subject Heads or Head of Departments and as such should have sound knowledge and experience in the particular subject. The interaction between the examiner and the moderator and the distinction between their roles is as follows: EXAMINER MODERATOR | Prepares draft paper ‘Scrutinises draft ‘Adjusts paper based on prescription |=_eeSe| and reports on jee] in light of and blueprint it critically moderation Moderation is necessary because + a poorly produced paper or a paper which does not reflect curriculum objectives ‘could be construed as a reflection on the teacher, the head of department and the school as a whole. + an attractive and neatly laid out paper is more likely to engage leamers' whole attention and be less likely to be misunderstood. This in turn leads to a greater degree of reliability when the results are considered. General Checklist for the Moderation of Examination Papers vs the appearance of the front cover satisfactory? Is the general standard of the paper satisfactory? Is the question paper well balanced regarding its coverage of knowiedge understanding and higher order cognitive skills such as problem solving, etc.? Ys the question paper balanced as regards the inclusion of easy, medium and hard (difficult) questions? Ave the questions fair, reasonable, and within the prescription? How appropriate are the questions? Do the questions assess what they are suppose to assess, i.e. are they complying with the principle of fitness for purpose? Is the weighting (mark allocations) of each topic as specified in the prescriptions? AN Are all major topics (content) covered and the time limits given? ‘Are the question types used as specified in the scheme of assessment? Is all the information required to answer each question given in the question Are instructions to learners clear? Are optional questions of the same level of difficulty and will they take the same time to complete? Are the typing and layout adequate? Are there any spelling and grammatical errors? Are pictorial items of good quality? Ate sections rational? Is numbering consecutive? QLNNNRN SN Y Is the paper free of content error? Both the examiner and the moderator must keep all question papers and mark schemes secure and confidential