Module 3 — Applied Classroom Practice: Conducting simple experimental psychology IAs, evaluating biological and cognitive approach studies, and scoring ERQ command terms.
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End-of-Topic Quiz
10 questions · 70% pass markCheck your understanding of the topic you just studied.
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0/10 answered · 0 correct1. What is the primary purpose of calibrating marking within a department?
2. When marking a response to the command term evaluate, what must a student include to reach top marks?
3. Why should teacher feedback be directly linked to the mark scheme?
4. Which of these is a common pitfall identified in examiner reports for ERQs?
5. What is the benefit of using peer-assessment in the classroom?
6. Which activity best represents active learning in the context of this module?
7. How does the Differentiated Lesson Plan relate to the course module?
8. In the biological approach, what constitutes a strong ERQ response?
9. What is the purpose of using a highlighter code (e.g., blue for description, yellow for evaluation)?
10. Why is it important to justify grading decisions with evidence-based rationale?
Continuous Assessment Test (CAT)
10 applied scenariosRealistic classroom scenarios — decide what an effective teacher would do.
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0/10 answered · 0 correct1. A student receives a low grade for an ERQ because they provided accurate descriptions of three studies but failed to discuss them. How do you provide feedback?
2. You find that another teacher in your department graded the same script two marks higher than you did. What is your next move?
3. How do you scaffold an ERQ lesson for students with lower literacy levels?
4. A student asks if they can just memorize one generic essay for the whole exam. How do you respond?
5. During a moderation sprint, you realize the mark scheme is ambiguous regarding a specific point. What do you do?
6. You are planning a lesson. How do you ensure it meets the IB requirement for internal assessment standards?
7. A student includes a study that is irrelevant to the prompt. How should this be handled in the mark scheme?
8. What is the best way to prove your 'classroom readiness' for your portfolio?
9. What should you do if a student consistently ignores evaluation in their essays?
10. When writing your lesson plan, how do you provide an 'extension pathway' for advanced students?