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In-Service Teacher Training

In-Service Teacher Training. Assessment in IGCSE Mathematics 0580/0581 Session 2: Question papers and mark schemes. Welcome. Introductions Background Aim of training. Session 2 looks at:. How question papers are set The construction of questions Grade Descriptions

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In-Service Teacher Training

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  1. In-Service Teacher Training Assessment in IGCSE Mathematics 0580/0581 Session 2: Question papers and mark schemes

  2. Welcome • Introductions • Background • Aim of training

  3. Session 2looks at: • How question papers are set • The construction of questions • Grade Descriptions • Developing and applying mark schemes • Analysis of candidates’ scripts and creating mark schemes

  4. How question papers are set (1): Assessment Objectives • Questions set with reference to Assessment Objectives • Topics for the structured papers set first • Balance is maintained across the four areas of Number, Algebra, Shape and Space and Statistics and Probability. • Questions set across a range of grades

  5. How question papers are set (2):Levels of difficulty • Questions are written so that each follows a logical pattern • Answers in earlier parts of questions may be needed to help with later parts in the question • In general, easier questions are put at the beginning of a paper • Within a question there is usually a graduation of increasing difficulty, being the most difficult at the end

  6. Setting internal summative assessments • Setting tests in the style of IGCSE assessments • Decide on a ‘department house style’ that is similar to IGCSE style • Using command words in questions in IGCSE style • Benefits to students – they get used to this one style and the language used

  7. Devising mark schemes • For any question, the mark scheme must allow all of the marks available for the question to be achieved • Mark scheme must take into account different methods used by candidates • Mark schemes are always amended to take into account the ways that candidates answer particular questions

  8. Types of marks used on mark schemes (1) • M marks for method • A marks for accuracy - cannot be given unless M marks gained • B marks - independent of method marks

  9. Types of marks used on mark schemes (2) • On graphs: S - scale, P - points, C - curve, L - line • SC marks (Special Case) • Other letters as appropriate Correct answers without working usually score full marks.

  10. Important marking issues Other marking issues • Deleted work is marked, provided it is not replaced by another answer • If a choice of solutions is offered, the last is marked • Consistent misreads can score full marks with a misread penalty of one mark only throughout the question

  11. Setting questions in context • Can increase the level of difficulty • Brings relevance to the mathematics being tested • Assesses the candidates’ ability to use and apply knowledge when confronted with new situations

  12. The construction of questions - Command words • Command words are key words used in questions • Candidates should work on their understanding of the command words to improve their exam technique • Knowledge of command words greatly assists language interpretation in context-rich questions

  13. Grade Descriptions (1): Why have Grade Descriptions? • Make clear the level of performance required for different grades • Help examiners set questions of the appropriate difficulty and to balance exam papers • Help teachers assess the level of their students

  14. Grade Descriptions (2): Analysing Grade Descriptions • See syllabus page 10 for descriptions of grades A, C and F • Only a selection of syllabus items are listed • Using the topics from pages 6-9 of the syllabus, pick a topic or selection of topics and write Grade Descriptions for that topic

  15. Grade Descriptions (3) • What other topics / questions would be grade A? • What about grade B? • Where would matrices be graded? • What about averages?

  16. Grade Boundaries for IGCSE MathematicsApproximate grade boundaries (%)

  17. Strategies for marking questions:Core questions • Look at the examples of Core / Extended questions along with mark schemes and student responses

  18. Creating a mark scheme for a question Activity 2.16 • For the question given, create a mark scheme in the style of those on Handout 2.16 • Consider the student responses to the question and adjust the scheme if necessary to take these answers in to account

  19. Closing comments

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