1. TAKING EXAMS (an examiner’s view) by Pete Loader Chief Examiner Geology AS/A2 W.J.E.C Edinburgh ESTA CONFERENCE Sept 2004

2. Who are these examiners anyway? The enemy? Where’s my red pen?

3. Know the enemy line-up! CHIEF EXAMINER Principal Examiner Module GL1 Assistant examiners Principal Examiner Module GL2 Assistant examiners Principal Examiner Module GL3 Assistant examiners Remember examiners are also examined.

4. Common misconceptions! The exams will be harder this year The grade boundaries will be higher Examiners have to fail so many Examiners often make mistakes Examiners don’t make mistakes My script was probably marked wrong

5. How examiners choose those questions? IS IT WRITTEN IN THE SPECIFICATION? Does it meet the Assessment Objectives (Knowledge/understanding/analysis/ experiment/evaluation/synthesis ?) Is it at the right level? Has it been set very recently? Will it discriminate? Will it get through QPEC ? (Question paper evaluation committee)

6. To discriminate questions must have an incline of difficulty. (a) introduces a topic. Question get progressively harder (b) A related topic may be introduced, perhaps through supplementary data Question structure

7. Examiners are trying to help! Check marks for level of answer needed. There are often more marks available than on the paper – more bites of the cherry. Be expansive but don’t labour the point. Use data given. Each word has been chosen carefully to help. Examiners recycle questions – study past papers for style/level.

8. Command words DESCRIBE – give factual details EXPLAIN – show how, why, give reasons OUTLINE – summarise main points DISCUSS – argue giving different viewpoints COMPARE – point out similarities AND differences EVALUATE – make an appraisal of worth in the light of evidence.

9. KEY words Q1.Describe two hazards associated with the volcanic eruption of lava. Q2Explain two contrasting theories for the extinction of dinosaurs. Q3 Compare the eruptions of Mt. Etna and Vesuvius.

10. (c) Figure 2b shows four methods of stabilising a hill slope (P,Q.R,S). (i)With reference to Figure 2a, explain why cutting steps into the face (method P) will help stabilise the hill slope in Figure 2b (ii) Choose one other method used to stabilise the slope in Figure 2b (Q,R,S) and explain its use in this situation.

11. Best answer?!!! Don’t know. Had crap teacher.

12. Excellent 21 - 25 Not the perfect answer but purposeful, demonstrating a secure grasp of knowledge and understanding and few significant omissions. Well-supported and illustrated with detailed examples selected from named situations. Ideas expressed fluently in logical form using appropriate terminology. Few errors in grammar, punctuation and spelling. Modest/ Quite Good 11 - 15 A reasonably secure grasp of basics but some deficiencies in knowledge and understanding although use is made of correct terminology. Examples and illustrations may lack detail or may not relate to real situations. Reasonable use of language with adequate spelling and punctuation. Level marking

13. Weak/ Minimal 6 – 10 Answers show limited basic knowledge and understanding, lacking directness and organisation; tendency to rehash prepared material and answer by inference. Superficial use of examples. Deficiencies in use of language evident; weaknesses in speling and punctuation apparent. Very weak1 – 5 Little evidence of knowledge and understanding with erroneous or repeated material evident. Candidate is unable to address the question. Largely irrelevant; possibly too brief. Language skills poor, with spelin, grammer and punctuation erorrs becoming obtrusif. Level marking

14. How to achieve ‘nil points’ IRRELLEVANCE Wandering off the point Disregarding question Twisting question Misunderstanding misreading question

15. and of course! Mobile phones

16. More “dos & don’ts” Check instructions Read through paper to plan time allocation Don’t waste time writing out question saying what you intend to do– a plan is better) Give appropriate examples from your studies. Check over work at end. Legible handwriting……..please!!!!

17. help!

18. Good examinees are generally good communicators SO……..

19. COMMUNICATE WITH US!

20. Examiners are also teachers (and mums and dads)! They want: to reward you with marks you deserve. you to answer the question set. be able to read what you write. you to answer all parts of the right number of questions. your opinions/statements backed up by relevant argument/evidence/ examples and illustrations

21. But don’t forget... revision is still the key

22. Make your examiner happy! ….perhaps not! Good luck

23. the end