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It describes holistic marking across five Assessment Objectives using a 25-mark scale, stressing interrelated assessment rather than tracking objectives separately. 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Assessment objectives are not tracked or reported separately in summative comments, so the inter-relatedness of the objectives is respected.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What should students focus on when writing answers?",{"text":117,"@type":113},"Students should concentrate on answering the question set. AO5 framing in the question ensures it is directly addressed, while the other AOs are integrated explicitly (AO2) or implicitly through the wording.",{"name":119,"@type":110,"acceptedAnswer":120},"What time management guidance is given for AS exams?",{"text":121,"@type":113},"At AS, students have 45 minutes to read, plan, and write each question. 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All rights reserved.  \nAQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.  \nIt was evident from the marking of both components that the historicist philosophy of the Specification using the shared context of love through the ages has been positively embraced for providing clarity and coherence. Importantly, this new specification aims to encourage confident, independent readers who are able to ‘make meaning’ through both close textual analysis and a wider understanding of the contexts that might inform their literary study to produce work with a clear, authentic voice. Teachers, students and examiners have welcomed the holistic marking of five Assessment Objectives using a 25 mark scale divided into five bands. The holistic use of assessment objectives allows for a more flexible mark scheme which aims to encourage more independent work. The AS specification is an important precursor to the A-level specification because of the historicist approach and the holistic mark scheme that is common to all components. Therefore, as well as a retrospective document on this first series, this report will be useful to inform not just future AS but also A-level study.  \nHolistic marking enables responses to be assessed as organic whole texts in themselves. Assessment objectives are not tracked in the marking or reported on separately in summative comments. This enables the genuine inter-relatedness of assessment objectives to be respected. The advice to students is to concentrate on answering the question set. At the same time, it is appreciated that teachers and markers need to understand how the assessment objectives function as discrete concepts within a holistically applied marking process. The five assessment objectives may be familiar skills from previous specifications but how they might be applied in the context of this specification is worth reiteration and clarification.  \nIn the new specification the way AOs 2-5 are assessed has changed and it is vital that these changes are understood:  \nAO1 continues to underpin the success of any response. It requires clarity, accuracy, literary register and the selection of relevant evidence of knowledge and understanding.  \nAnalysing the ways in which meanings are shaped requires students to look closely at the characteristic methods of that genre. AO2 can now be approached without considering the hierarchical aspects of ‘form, structure and language’; students now have the freedom to analyse which aspects of method they find most relevant.  \nThe historicist philosophy of this specification means that time is a context of special importance. As such it is crucial to apply historical context accurately and in a way that avoids sweeping assertions, for example about how women in the seventeenth century behaved and were seen. More confident students are able to integrate apt contextual points which do not lead them away from the text and help to establish a more informed understanding.  \nThe legacy of wider reading from the previous specification perhaps accounts for a tendency to see connections only in terms of explicit links to other named texts. The danger is that such links often appear tenuous and are made out of obligation rather than in pursuit of genuinely interesting lines of enquiry. These other texts considered in detail lead away from the question set and into problems of time management. A consideration of typicality where connections are im","cbCaivWJ4jBE2tfK","https://ap.wps.com/l/cbCaivWJ4jBE2tfK","pdf",148537,21,"English","# Overview\n## Marking approach and Assessment Objectives\n## Guidance for students and exam performance\n## Time management","[{\"question\":\"How does holistic marking assess answers in AS English Literature A?\",\"answer\":\"Responses are assessed as complete organic whole texts. Assessment objectives are not tracked or reported separately in summative comments, so the inter-relatedness of the objectives is respected.\"},{\"question\":\"What should students focus on when writing answers?\",\"answer\":\"Students should concentrate on answering the question set. AO5 framing in the question ensures it is directly addressed, while the other AOs are integrated explicitly (AO2) or implicitly through the wording.\"},{\"question\":\"What time management guidance is given for AS exams?\",\"answer\":\"At AS, students have 45 minutes to read, plan, and write each question. Effective use of that time is crucial to craft effective answers.\"}]","AS English Literature A - Condensed report on the exam 7711 June 2016 | PDF",1792467803,53]