Module 2 — Assessment for Learning: Mark Schemes, Tiers & Calibration

1. What is the primary focus of the CAIE IGCSE Art and Design mark scheme?

2. Which level of performance describes a candidate with sophisticated and perceptive engagement?

3. How should teachers conduct internal standardization?

4. Why should teachers translate mark schemes into student-facing rubrics?

5. What characterizes Level 1 performance in the IGCSE Art syllabus?

6. Which of the following is most important when assessing 3D work versus Fine Art?

7. What is the role of the 2-week scheme of work in this course?

8. How does iterative process relate to mark scheme attainment?

9. What should be the primary focus during student-led critiques?

10. What does a 'qualitative' analysis of a candidate board involve?

1. A student produces a beautiful final piece but has no preparatory sketches. How do you assess this?

2. You find that your department has wildly different marks for the same candidate response. What is your immediate next step?

3. A student is working in digital media and asks if they can be marked differently. How do you respond?

4. You notice your scheme of work has no space for student reflection. What is the pedagogical risk?

5. A student is stuck in a 'Level 2' cycle of copying imagery. How do you guide them?

6. During a mock moderation, you realize your mark is 5 points higher than the examiner's. What do you do?

7. How do you ensure your 10-minute critique session remains professional and grounded?

8. A parent asks why their child received a lower grade than expected. How do you explain the process?

9. Your department wants to simplify assessment. Which is the best way to do this?

10. When creating a new lesson, what is the best way to link it to the capstone portfolio?