in-service teacher training assessment in igcse chemistry 0620 session 2: question papers and mark...

In-Service Teacher Training

Assessment in IGCSE Chemistry 0620

Session 2: Question papers and mark schemes

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• Introductions• Background• Aim of training

Welcome

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Session 2 looks at:

• How question papers are set• The construction of questions• Grade descriptions• Strategies for marking questions• Analysis of candidates scripts and creating

mark schemes

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How question papers are set (1):Using assessment objectives

• Questions are set with reference to the three assessment objectives

• The overall percentage of recall in Papers 2 & 3 is generally no more than about 30%

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How question papers are set (2):Using assessment objectives

• The percentage of recall in a paper is generally greater in Paper 2 than in Paper 3

• Questions involving practical application, interpretation and evaluation also form a part of Papers 2 & 3

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How question papers are set (3):Levels of difficulty

• Questions are written so that each follows a logical pattern

• Earlier parts of questions may give key information for use later on in a question

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How question papers are set (4):Levels of difficulty

• In general, easier questions are put at the beginning of a paper

• Within a given question there is often a gradation of increasing difficulty towards the end of the question

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How question papers are set (5):Mark schemes• The mark scheme can be related to the

grade descriptions as well as to the syllabus content

• Some assessment objectives are more likely to access higher grades than others

• The mark scheme for a particular question may be amended to take account of candidates’ answers

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How question papers are set (6):Setting questions in contextSetting questions in context:• Increases their difficulty• Allows assessment of:

technological applicationseconomic and environmental applications of

chemistrythe candidate’s ability to think logically when

confronted with a novel situation

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The construction of questions (1):Command words

• Command words are key words used in questions

• Students should understand the meaning of the command words if they are to answer questions to the best of their ability

• The meaning of a command word sometimes depends on its context

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The construction of questions (2):Analysing command words

• Command words may require either concise answers or extended answers

• Command words may require either recall or making logical connections between pieces of information

• Some command words require only single word or single figure answers

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Grade descriptions (1):Why have grade descriptions?• Make clear the level of performance

required for different grades• Help Examiners to set questions of the

appropriate difficulty• Help teachers assess the level of their

students• Form a basis for the descriptors for school

based practical assessment

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Grade descriptions (2):Reading grade descriptions

• Each grade description has six strands• Each strand requires more linkage of facts

going from grades F to A• Each strand requires a greater extent of

understanding and application of knowledge going from F to A

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Strategies for marking questions (1):Levels of marking• The marking of questions depends on the

level of response required by the Examiners

• Mark schemes may be modified to take into account the range of candidate answers

• Mark schemes may be altered to allow a wider or narrower range of responses

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Strategies for marking questions (2):General strategies

The following problems need to be solved:• Unexpected answers which are correct• Answers where the candidates have

contradicted themselves• Multiple answers to a single question• Limitations of incorrect spelling

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Strategies for marking questions (3):Marking equations

• Word or symbol equation?• Word equations with two available marks • Symbol equations with two marks – usually

one marks for correct formulae and one mark for balance

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Strategies for marking questions (4):Multiple answer questions

Sample for discussion: ‘Choose two transition metals

from the following list:

aluminium,

chromium, lead, potassium, vanadium’

• Candidate A answer: chromium, lead

• Candidate B answer: vanadium, lead, chromium

• Candidate C answer: vanadium, chromium, potassium

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Strategies for marking questions: (5)Dependent answers

State a test for chloride ions in the laboratory. Give the result of the test. (2 marks)

• Answer A: to the chloride, we add acid and then silver nitrate. There is a whiteness seen.

• Answer B: we add silver nitrate to the chloride after adding some hydrochloric acid to dissolve the solid. A white precipitate is seen.

• Answer C: First add nitric acid to dissolve the chloride. Copper nitrate is then added to the chloride and a white precipitate is formed.

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Strategies for marking questions (6):Questions involving longer explanations

• The main points should be present – note form is acceptable

• Candidates should not contradict themselves

• Diagrammatic explanations may gain candidates marks

• Candidates should not write much more than is required by the space available

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Creating a mark scheme (1):General points

The mark scheme should:• Give concise answers in note form• Show clearly (on separate lines where

necessary) where the marks were awarded

• Show the range of acceptable answers• Indicate unacceptable answers

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Creating a mark scheme (2):Making a mark schemeIn your own time construct a mark schemefor the question you have been given. For each part of the question:

• Decide the number of marks you are going to give

• Write as briefly as possible the answers you will allow

• Write down what answers you will not accept

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Creating a mark scheme (3):Reviewing the mark scheme

• Use the mark scheme you constructed to mark the candidates’ responses

• Were the number of marks given adequate for each part?

• After reading the candidate responses will you change or modify your mark scheme?

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Creating a mark scheme (4):A suggested final mark scheme (1)

(a) Any 3 suitable observations that can be SEEN [3]

floats on water/ moves about/ bursts into flame/ fizzes OR bubbles/ disappears/ goes into a ball moves about on surface =2 IGNORE: reference to flame colour

NOT: gas produced/ smoke/ fumes/ NOT: reacts violently

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Creating a mark scheme (5):A suggested final mark scheme (2)

(b) 900-1100 [1] very rapid reaction/ very vigorous reaction ALLOW: faster/ fastest/ violent [1] 2.8.1 [1]

(c)(ii) white [1] precipitate [1]

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Creating a mark scheme (6):A suggested final mark scheme (3)

c)(iii) ions can’t move in solid [1] ions free to move in solution [1] ions free to move only in solution = 2

NOT: charges don’t move in solid NOT: electrons don’t move in solid NOT: no free ions in solid

Closing comments