Presentation on theme: "Characteristics that Moderators look for in answers which exhibit Levels 3/4."— Presentation transcript:
Characteristics that Moderators look for in answers which exhibit Levels 3/4
Part (a) The work is a coherent piece of prose where source analysis is integrated with the answer to the question. Source selection is appropriate for the question. Sources are not considered in isolation but are evaluated in the context of the question: eg candidates explain what a source is useful/reliable for. Conclusions are clear, answering the question with reference to the evidence.
Part (b) The given interpretations are clearly explained. Source selection is appropriate in that it includes sources that facilitate discussion of the interpretation(s). Effective answers begin with the view of an historian and then examine the sources he or she might have used to come to that interpretation. Source attributions are analysed in the context of the interpretation. A judgement on the question is clearly made and supported.
Both parts Historical knowledge is used appropriately but does not drift into lengthy narrative. Time and space is not wasted with extensive quotation from sources or unecessary debate about, for example, primary/secondary.differences.
Marking The levels awarded are for the whole piece, so decide at the end. Pinpoint the level via use of the marking checklist; get the actual mark by assessing best fit within that level. To be awarded a level, the candidate should have sustained it. A single clear level 4 statement, for example, does not often indicate level 4 overall. Do not credit mistakes, either historical or evidential.
Common Errors made by candidates which have been marked as creditworthy, sometimes at a high level, by centres Use of sources for information only Source evaluation through content only Erroneous eveluation Erroneous evaluation used to back up an argument…or… Relying uncritically on sources correctly assessed as unreliable Source evaluation not integrated with answer to the question Treating part b) as solely a source exercise to the detriment of interpretations Attributions ignored Questions not answered, little or no judgement shown
Common Errors by markers High level awarded for the whole piece when level demonstrated only once Accurately assessing level then automatically awarding top mark Halo Effect and its opposite