Preparing for examinations

So what does the examiner want?

Remember – only about 40% of marks are simple recall

Another 50% are using and applying your knowledge

AO 1

Tested by questions such as:

Name….

Outline…..

Describe………

State………………….

Explain……………………….

AO 2Tested by questions such as:

Label the diagram…

Use the information to….

Describe the trends…..

Describe the evidence……

Explain …….

Suggest………

AO 3

Tested by questions such as:

Use the data in table….

Suggest limitations……

Suggest improvements……..

Suggest how XXXX might use the data…

Reading the Question

Always re-read a question

Read all parts of the question very carefully

Look for the command word

Look for words in bold – these are meant to guide candidates towards the correct response

Check the number of answer lines – especially if these are numbered

Reading the Question 2

text is read in sequencetext is interpreted by building on to what has already been understoodonly if this is not possible will a student rethink about what the question means

Therefore candidates who think they have understood the question are unlikely to re-read it – or even finish reading it!

Example A huge fireball engulfed the enemy fighter as Sgt Hong’s

missiles hit. Anticipating a further wave of enemy fighters, he quickly discharged the spent cartridge and reloaded fresh toner into the printer.

In this passage everything seems to make sense until the end. It is only at the end that a candidate might decide to re-read this text.

Command words

Ensure that you know the meaning of the command words in common use. Outline State Name Identify Describe Explain Calculate

Answering questions - 1Candidates can (and should) use a variety of ways to answer

questions:

write in bullet points (even on extended answer questions) helps candidate to check how many points they have made bullet points should be more than one word

use flow diagrams

use annotated diagrams Any diagram must be annotated

use tables for comparison A good table comparing two objects will have three columns

Answering questions - 2

Students should be sure they:

use scientific terminology and key terms from the specification

quote supporting data from tables/graphs, with units

do not give alternative answers(e.g. “glucose or glycogen’’)

One word answers not sufficient – given two answer lines for each suggestion

Only three will be marked

Statements such as ‘all animals have a right to life’ not appropriate

The examiners view

We see an answer with perfectly good biology in it – but it does not answer the question

We see an answer to a question on last year’s paper

Examiners view

Often we see an answer to another part of the question

Sometimes an answer is repeated in two parts of the same question

Read your answer through

Aiming High

Hitting those stretch and challenge marks

Synoptic assessment

Stretch and Challenge is:

the opportunity for candidates to fully demonstrate their knowledge and skills

assessed within the question paper

bringing together associated parts of the specification

applying knowledge to unfamiliar situations

showing a deeper understanding of the subject

Stretch and Challenge is not:

a need to cover a greater range of material

off the specification

a need to cover specification material in greater depth

identified within the question paper

assessed as a complete question

Stretch and Challenge 4

Questions:

More open ended

Less part questions (atomistic)

Less lead-in to difficult parts

More extended writing

Wider range of question types

Looking for links

Dealing with data

Quirky

Stretch and challenge questions have been described as quirky:

Asking about a familiar topic in a quirky way

A quirky take on a familiar question

Links

One of the most important factors for candidates to comprehend.

Synoptic marks20% of F21430% 0r F215

Synoptic assessment

Links may be obvious – a direct question

Links may be very simple and straightforward

Links may be less obvious and require some thought

6 Basic PrinciplesCollision theory

Biological molecules

Enzyme structure

Complementary shapes

Membrane structure

Movement of substances by diffusion, osmosis, active transport

Natural selection

Good Luck