Hello and welcome to this pre-recorded event for marking mock assessments for Pearson's
new A level Economics B specification.
In this session we will: Review the assessment requirements of the
new specification.
Review the paper structure and new types of question.
Understand how to accurately apply the mark schemes.
Review student responses to questions and practice applying the mark schemes.
Show how we can support you.
We will also work through a marking activity.
You will need to pause this presentation when completing the activity.
To begin, let's remind ourselves of the A level assessment requirements
There are three externally examined papers for the A level qualification; Paper 1 assesses
Themes 1 and 4, Paper 2 assesses Theme 2 and 3 and Paper 3 assesses content from across
the entire course, bringing all the concepts together.
Paper 3 has a pre-released context which will be made available to centres in November to
enable you to use this context in the classroom.
Now we'll remind ourselves of the paper structures and the types of questions in the A level
assessments.
Papers 1 and 2 have a consistent structure and taxonomy.
The papers have three sections.
Section A has a mixture of short and longer questions which are based on data.
Sections B and C have one essay question each, also based on data.
Paper 3 has a slightly different structure.
This paper has a pre-released context and there are no short answer questions.
This means that all questions on this paper require some degree of evaluation (AO4).
The paper has two sections which have a consistent structure and use of taxonomy.
Both sections include unseen stimulus material; Section A focuses on a broad context from
the pre-release and Section B focuses on at least one strand within the context provided.
A taxonomy of command words for Economics B has been defined and will be applied consistently
in assessments to ensure students are rewarded for demonstrating the appropriate skills.
This slide summarises the questions and mark tariffs used in the papers.
There are two types of mark scheme and we will now look at each in more detail.
Points-based mark schemes are used for short answer questions.
This applies to the 4-mark calculate, construct and explain questions as well as the 6-mark
analyse question.
These mark schemes show the points awarded for each assessment objective as well as the
indicative content to show the types of responses that meet these assessment objectives.
Marks are awarded for each point in the student response.
Levels-based mark schemes are used for extended writing.
This applies to the 8, 10, 12 and 20 mark questions.
These mark schemes focus on the quality of the responses and the levels show progression
of skills from the lower to higher bands.
Indicative content is provided for guidance only.
The first stage in using a levels based mark scheme is to decide the level the response
should be placed in.
To do this, markers use a best-fit approach, deciding which level most closely matches
the quality of the response.
Responses can display characteristics from more than one level, and where this happens
markers use additional guidance and their professional judgement to decide which level
is most appropriate.
For example, one stronger paragraph at Level 4 would not by itself merit a Level 4 mark,
but it might be evidence to support a high Level 3 mark, unless there are substantial
weaknesses in other areas.
Similarly, a response that fits best in Level 3 but which has some characteristics of Level
2 might be placed at the bottom of Level 3.
A response displaying some characteristics of Level 3 and some of Level 1 might be placed
in Level 2.
After a level has been decided on, the next stage is to decide on the mark within the
level.
Where a level has specific guidance about how to place a response within a level, markers
will always follow that guidance.
Otherwise, the following guidance is applied.
For levels containing 2 marks only, markers start with the presumption that the student
response will be at the top of the level.
They will then move down to the lower mark if the work only just meets the requirements
of the level.
For levels containing 3 or more marks, markers should be prepared to use the full range of
marks available and not restrict marks to the middle.
Markers start at the middle of the level (or the upper-middle mark if there is an even
number of marks) and then move the mark up or down to find the best mark.
To do this, they take into account how far the response meets the requirements of the
level.
If it meets the requirements in full, markers should be prepared to award full marks within
the level.
The top mark in the level is used for responses that are as good as can realistically be expected
within that level.
If it only barely meets the requirements of the level, markers should consider awarding
marks at the bottom of the level.
The bottom mark in the level is used for responses that are the weakest that can be expected
within that level.
The middle marks of the level are used for responses that have a reasonable match to
the descriptor.
This might represent a balance between some characteristics of the level that are fully
met and others that are only barely met.
We're now going to look at student responses to two of the question types.
Open the Delegate Booklet which is available to download alongside this video.
When you have this document pause the video so you can mark the student responses, using
the mark schemes provided in the booklet.
When you have finished, continue to play this video to reveal the examiner's marks and comments.
Pause the video now.
Sample 1 achieved 3 marks.
The first sentence has a mark for knowledge and the variation is clearly identified.
There is a clear explanation of why this variation exists so this gains the analysis mark.
The concluding sentence offers some evidence in support but only gets 1 of the 2 application
marks available for the data reference.
Sample 2 achieved all 4 marks.
The response starts with a clear identification of the variation and gets 1 knowledge mark.
The next lines offer two separate pieces of evidence in application (one data reference
to foreign holidays and one to domestic) and so get both available marks.
The response offers a comprehensive analysis of why this might have happened, in fact it
makes several valid points but only 1 analysis mark is available.
Sample 1 achieved Level 4, 9 marks.
This is a good and well written response that belongs in Level 4.
It has accurate knowledge and understanding with logical, coherent chains of reasoning
and a balanced awareness of the validity and significance of competing arguments.
Where it does not quite succeed is the descriptor supported throughout by use of relevant evidence.
Much of the admittedly, very good, argument is generic, particularly on the counter argument
in the second half, so it cannot reach full marks.
It does have some good use of evidence in the first part where different styles of holiday
and Crystal holidays quality ski experience is used in support and this is enough to keep
it at the mid-level point in Level 4.
Sample 2 achieved Level 3, 6 marks.
This is a much more generic and standard response centred on one main argument of spreading
risk.
The counter argument explores the lack of opportunities for economies of scale and the
organisational difficulty in coping with 220 brands.
Taken as a whole it does not meet the Level 4 descriptors but it does meet Level 3.
The response is generic and the limited use of relevant evidence to support the argument
prevents it from moving upwards.
On the other hand it does show accurate knowledge and understanding and does have well developed
arguments which is enough to keep it at the mid-point in this level.
To finish I'd like to remind you of the support available for A level Economics B.
We have a range of support materials to help you plan, teach, track and assess, and develop.
All of these are summarised here.
To access the free qualifications support follow the link in the bottom of the slide.
If you would like to complete further marking activities and training for marking mock exams
in your centre, why not join us at one of our full-day face-to-face training events.
In these events you will be able to work through student responses to all the question types
and practise using the mark schemes.
You will also have the opportunity to discuss the marking activities with other delegates
and ask questions to our experienced trainers.
If you need any further help and support, please contact Colin Leith who is our subject
advisor for Economics.
Thank you for taking part in this pre-recorded event.