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Sessions cover the use and rationale of levels of response mark schemes for GCSE sciences, what constitutes full-mark responses, and how to run discussion and marking exercises using example student answers. Guidance also references tiering and additional resources, concluding with access instructions for event materials and an evaluation request.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/science-hub-schools-network-spring-2019-marking-extended-response-questions/623431/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/science-hub-schools-network-spring-2019-marking-extended-response-questions/623431.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What feedback requests from autumn 2018 meetings does the spring 2019 session address?","Question",{"text":112,"@type":113},"It addresses requests for more on extended response questions, command words, maths in science, practical skills, questions covering AO2, and student responses with examiner commentaries and mark allocation discussion.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the session use levels of response mark schemes?",{"text":117,"@type":113},"The materials explain that levels of response mark schemes reward overall answer quality, divide performance into mark chunks on a continuum, and use generic level descriptors linked to specific command words.",{"name":119,"@type":110,"acceptedAnswer":120},"How can teachers use exam questions to improve student performance?",{"text":121,"@type":113},"The guidance recommends using responses as classroom examples, identifying key response points that earn marks, discussing mark scheme requirements with students, and having students mark their own or peers’ work through group discussions on improvement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},623431,1792524997,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Science hub schools network  \nSpring 2019  \n2  \nCopyright © AQA and its licensors. All rights reserved.  \nExam boards have an Ofqual requirement to record event audio.  \nRecordings are kept for the lifetime of the specification and not shared as an accompaniment to session resources.  \nThe recording will begin now.  \n3  \nCopyright © AQA and its licensors. All rights reserved.  \nFeedback from autumn 2018 meetings  \nYou asked for more on:  \n• extended response questions  \n• command words  \n• maths in science  \n• questions covering practical skills  \n• questions covering AO2  \n• student responses with examiner commentaries and discussion of allocation of marks.  \n4  \nCopyright © AQA and its licensors. All rights reserved.  \nAgenda  \n• Reflection on mocks:  \n• how did they go compared with last year?  \n• challenges compared with last year?  \n• MERiT: a reminder  \n• Marking extended response questions using student work from summer 2018  \n• Updates and resources  \n5  \nCopyright © AQA and its licensors. All rights reserved.  \nAutumn/winter mock exams  \n• What resources did you use?  \n• What (if anything) did you do differently?  \n• Challenges students encountered.  \n6  \nCopyright © AQA and its licensors. All rights reserved.  \n• Individual comparisons within own students.  \n• Rank order against the sample population.  \n• Sample size is small compared with GCSE entry,• Cannot know whether the sample is representative of  \nthe whole cohort.  \n• No indication of grades.  \n• Teachers have not been standardised so marking maybe inconsistent.  \n7  \nCopyright © AQA and its licensors. All rights reserved.  \nMarking extended response questions  \n• Why do we use levels of response mark schemes?  \n• What does a full mark response look like?  \n• Marking activity  \n8  \nCopyright © AQA and its licensors. All rights reserved.  \n• Used for open questions where there is a variety of ways for students to arrive at a mark.  \n• Reward the overall quality of the answer.  \n• Divide performance into chunks of marks (levels) on a continuum.  \n• Describes the performance at each level.  \n• Generic level descriptors linked to specific command words.  \n• Same descriptors apply to all GCSE sciences.  \n• Section of indicative content specific to each question.  \n9  \nCopyright © AQA and its licensors. All rights reserved.  \nExercise/discussion  \n• Example 1 gains full marks.  \n• What makes it worthy of full marks?  \n• How many marks would you give Example 4? Why?  \n• Now look at Example 2 (full marks) and Example 5.  \n• Then Example 3 (full marks) and Example 6.  \n• Discussion of examiner marks and commentary for each example.  \n• Further examples to use in school are given in the support booklet.  \n10  \nCopyright © AQA and its licensors. All rights reserved.  \nFull marks: Example 1  \n11  \nCopyright © AQA and its licensors. All rights reserved.  \nFull marks: Example 2  \n12  \nCopyright © AQA and its licensors. All rights reserved.  \nFull marks: Example 3  \n13  \nCopyright © AQA and its licensors. All rights reserved.  \nUsing exam questions to improve performance  \n• Use as examples in the classroom.  \n• Look at key points in the response that gain marks.  \n• Discuss mark scheme requirements with students.  \n• Students mark their own or each other’s work.  \n• Group discussions on how a response could be improved to gain more marks.  \n14  \nCopyright © AQA and its licensors. All rights reserved.  \n• Materials from Autumn 2018 Feedback meetings.  \n• Guidance on tiering.  \n• Presentations from ASE, January 2019.  \n• Materials from previous Hub meetings.  \n• Technician Advisors for practical queries.  \n• Teachit resources.  \n• Exampro:  \n• highlights  \n• resources for GCSE practicals  \n• maths for science question bank.  \n15  \nCopyright © AQA and its licensors. All rights reserved.  \nIdeas for summer hubs  \n• Core section:  \n• Updates on ERA  \n• Teaching and learning section:  \n• Focus on AO3  \n16  \nCopyright © AQA and its licensors. All rights reserved.  \nThe electroni","cbCairXGHKxC1LsG","https://ap.wps.com/l/cbCairXGHKxC1LsG","pdf",575046,"English","# Agenda\n## Reflection on mocks\n## MERiT reminder\n## Marking extended response questions using student work from summer 2018\n# Autumn/winter mock exams\n# Marking extended response questions\n## Why levels of response mark schemes\n## Full mark responses\n## Exercise and discussion with examples\n# Using exam questions to improve performance\n# Resources and materials\n# Ideas for summer hubs\n# Course administration and evaluation","[{\"question\":\"What feedback requests from autumn 2018 meetings does the spring 2019 session address?\",\"answer\":\"It addresses requests for more on extended response questions, command words, maths in science, practical skills, questions covering AO2, and student responses with examiner commentaries and mark allocation discussion.\"},{\"question\":\"Why does the session use levels of response mark schemes?\",\"answer\":\"The materials explain that levels of response mark schemes reward overall answer quality, divide performance into mark chunks on a continuum, and use generic level descriptors linked to specific command words.\"},{\"question\":\"How can teachers use exam questions to improve student performance?\",\"answer\":\"The guidance recommends using responses as classroom examples, identifying key response points that earn marks, discussing mark scheme requirements with students, and having students mark their own or peers’ work through group discussions on improvement.\"}]","Science hub schools network - Spring 2019 - Marking extended response questions | PDF",1792468409,25]