Gcse history b unit 3: Historical Enquiry



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GCSE History B

Unit 3: Historical Enquiry


Annotating the Controlled Assessment Tasks







Annotating the Controlled Assessment Tasks








As part of regulations governing Unit 3 Controlled Assessment, teachers are required to provide clear annotation of their students’ work. This paper offers guidance on the purpose of annotation and provides an approach to annotation that centres may wish to adopt.

The purpose of annotation is twofold.







1

To assist in the assessment of a student’s answer




In marking a student’s work, teachers have to make critical judgements on the quality of the answer in relation to the mark scheme.




For example:
Have the Assessment Objectives been fulfilled and in the correct weighting?
To what extent is Level 2 or Level 3 source analysis in evidence?
To what extent is Level 2 or Level 3 source evaluation in evidence?
Is there a balanced judgement arising from the analysis and evaluation of the sources?




The correct assessment of an answer is important in the application of the generic mark scheme where there are wide mark ranges within levels. A correct placement in a level may still take a centre’s marking out of tolerance.




Effective annotation can come from a structured approach in determining the level and the mark awarded.







2

To assist the moderator in judging the accuracy of the centre’s marking




The purpose of moderation is not to re-mark the students’ work in the sample. It is to check on the marking standards of the school/college and to determine whether or not they conform to AQA’s standards. Annotation, therefore, should indicate to the moderator how and why the school/college has arrived at the level and mark given for an answer.




Annotation in this sense is not student directed with a view to encouraging or praising a student. There are other means available to teachers to achieve these ends.




The grid below is offered as an approach to annotation that will serve both purposes.
It links more appropriately with the Summary of the Mark Scheme. It is, of course, the decision of the school/college as to whether this approach is adopted.



Question 1







Source A

Source B

Source C

Source D

Level 1
Description













Level 2
Analysis with some knowledge













Level 2
Evaluation













Level 3
Analysis with knowledge













Level 3
Evaluation
















Judgement




None







Summary conclusion







Tentative conclusion







Based on content







Based on source type










Comment




























Level




Mark











Question 2







Source E

Source F

Source G

Source H

Source J

Source K

Level 1
Description



















Level 2 Analysis with some knowledge



















Level 2
Evaluation



















Level 3
Analysis with knowledge



















Level 3
Evaluation






















Judgement




None







Summary conclusion







Tentative conclusion







Based on content







Based on source type










Comment




























Level




Mark









Examples of the use of the grid




Question 1







Source A

Source B

Source C

Source D

Level 1
Description













Level 2
Analysis with some knowledge













Level 2
Evaluation











Level 3
Analysis with knowledge









Level 3
Evaluation














Judgement




None







Summary conclusion






Tentative conclusion







Based on content







Based on source type










Comment

Analysis of 4 sources at Level 3




Evaluation of 2 sources at Level 3



















Level

Mid 3

Mark

10








Question 2







Source E

Source F

Source G

Source H

Source J

Source K

Level 1
Description



















Level 2 Analysis with some knowledge



















Level 2
Evaluation



















Level 3
Analysis with knowledge













Level 3
Evaluation
















Judgement




None







Summary conclusion







Tentative conclusion







Based on content






Based on source type









Comment

Consistent Level 3 analysis and evaluation.




Judgement within body of answer and in conclusion based on the source content.




Some attempt to link judgement with source type at end of conclusion.













Level

4

Mark

23
















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