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

1. What is the primary function of a Method M mark?

2. If a student uses a correct method but makes a calculation error, can they still receive an Accuracy A mark?

3. What does an Independent I mark usually signify?

4. Why is it important to calibrate your marking against examiner reports?

5. When should you award a follow-through mark?

6. How do Extended papers differ from Core papers in mark scheme structure?

7. What is the purpose of departmental moderation sprints?

8. What is the main goal of providing students with a student-facing rubric?

9. What should a teacher do if they disagree with a mark scheme?

10. What is the primary benefit of breaking down mark allocation for students?

1. A student finds the correct formula but inputs values incorrectly, resulting in a wrong answer. How do you mark this?

2. You find that a student has the correct final answer but no working shown. How should you mark a 4-mark problem?

3. A student makes a calculation error in part (a), then uses that wrong value correctly in part (b). How do you mark part (b)?

4. A colleague consistently marks strictly, while you are lenient. How do you resolve this?

5. Your school needs a two-week scheme of work. What is the priority for the first week?

6. A student ignores the 'Show your working' instruction on a 5-mark problem. How do you proceed?

7. You notice your class struggles with context-heavy word problems. What is your first pedagogical adjustment?

8. In a moderation meeting, you differ on an M1 mark. What evidence do you use to settle it?

9. How can you make the mark scheme 'student-facing'?

10. A student answers a core question using an extended method. How do you mark this?