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Category-2 Biology Denver 2014

Category-2 Biology Denver 2014. Session 6 Changes to the exam structure. Objectives of Session 6. To understand the revised structure, content and weighting of the three exam papers

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Category-2 Biology Denver 2014

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  1. Category-2 Biology Denver 2014

  2. Session 6 Changes to the exam structure

  3. Objectives of Session 6 • To understand the revised structure, content and weighting of the three exam papers • To explore the command terms and the depth to which each understanding in the syllabus needs to be covered • To get experience with designing sample Paper 1,2 and 3 exam questions • To discuss the new role of examination questions about scientific technique on both papers 2 and 3 • Understand what an objective 3 MCQ looks like

  4. Assessment Objectives • Demonstrate knowledge and understanding of • a,b,c • Apply • a,b,c • Formulate, analyse, evaluate • a,b,c, d • Demonstrate appropriate research, experimental, personal skills needed to carry out ethical investigations

  5. Command Terms • Assessment objective 1 • Define • Draw • Label • List • Measure • State • Assessment objective 2 • Annotate • Calculate • Describe • Distinguish • Estimate • Identify • Outline • Assessment objective 3 • Analyse • .Comment • Compare • Construct • Deduce • Design • Determine • Discuss • Evaluate • Explain • Predict • Sketch • Suggest

  6. Assessment outline - SL

  7. Assessment outline - HL

  8. External assessment details

  9. Paper 1

  10. Paper 2

  11. New Quality of Construction Mark The candidate's answers are clear enough to be understood without rereading. The candidate has answered the question succinctly, with little or no repetition or irrelevant material.

  12. Paper 3

  13. Summary of Changes • Paper one objective 3 to be assessed • Paper two with more marks allocated to part A • Paper two reduced choice for part B extended response questions • Paper two essay questions worth fewer marks • Paper two essay one quality mark • Paper three no longer exclusively assesses the options • Paper three data-based questions more closely linked to the syllabus

  14. Collaborative Marking • Using the mark scheme collaboratively mark the P3 part A answers • Share the marks you gave with others at your table • Compare your marking top the sample marked responses • Having marked these questions, outline the structure of this section of paper 3; i.e., briefly describe the structure of this section of the exam

  15. Activity – Review command terms • During this activity, participants in table groups will cut up the command terms and descriptions on the Command Terms list. • Without getting any help from the subject guide or any other resource, groups should match the command terms with their descriptions by pasting them alongside each other on poster paper. Groups should then link each command term to an assessment objective level by writing the numbers 1, 2 or 3 next to each matched command term. • Once done, groups can compare their answers to the correct answers on the command terms document. • This is a good activity they can do with their students to help them get a better understanding of the command terms.

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