Non-exam Assessment
Akopọ
There is a version of this qualification in which you never sit Paper 2. Instead you spend part of the course on a single research project: you are set a written task, you go and read at least five different sources on it, you write one piece for a stated audience and purpose, and you fill in a form explaining how you found your material and why you made the choices you made. It is worth 60 marks, it carries the same 40 per cent of the qualification that Paper 2 carries, and it is marked by your teacher and moderated by the board.
The trade is a real one. You lose the safety of a timed paper where everything is supplied and gain months instead of an hour, a topic you chose, and the chance to be assessed on how you work rather than only on what you can produce under pressure. This lesson explains what is actually being marked, how the reading and writing criteria differ, why the Candidate record form is not paperwork, and how to build a project that reaches the top bands rather than one that merely gets finished.
Awọn Afojusun
- The aim of this unit is to develop the relevant reading, study, research, and writing skills as those required for the optional Paper 2, whilst allowing the opportunity for students to pursue individual interests. Although the NEA project is accessible to and interesting for students of all abilities, it offers potential for cross-curricular study and preparation for the independent learning required for study at a higher level. Students will be required to show that they have read a range of core texts. Through their selection and development of information and ideas they will demonstrate sound understanding of content, an awareness of the purposes of the core texts, and the ability to synthesise information appropriately, and perhaps imaginatively, in order to address the given task. Their final written piece will be structured appropriately and communicated effectively and accurately, with due reference to purpose and audience.
- Prior to their research students will be set a written task (see below). Students will carry out independent research relevant to the task. They should use at least five different sources for their research. These may be viewed online and may include: traditional research texts eg encyclopaedia, text book; literary texts eg novel, poem; non-fiction texts eg review, autobiography; media texts eg film, documentary; other sources deemed valid to the purpose of the research. In all cases, clear details of research resources and processes (eg note taking/highlighting) must be retained for later entry on the assignment Candidate record form.
- Students will write their assignment.
- Students will complete a Candidate record form in which they will give details of their research resources and processes and write a commentary on their completed assignment. THE TASK Students will utilise their findings for a summative written task in which purpose and audience are specified. The task will be centre set, and may vary from student to student as appropriate to the chosen topic. It could, for example, relate to an area of academic study, a sport or interest, a famous person or organisation. Relevant diagrams and/or illustrations may be included. Where appropriate, a word limit may be set. Examples of tasks are:
- An international conference is taking place on the causes and consequences of global warming and the organisers are keen to represent the views of young people at the conference. Write a letter to the organisers in which you discuss the causes of global warming and the consequences for your generation, and propose viable solutions which you would like to be considered at the meeting.
- Minster Business Centres is a rapidly growing organisation which promotes the wider use of technology by its clients. Write an article for its monthly magazine in which you discuss the various aspects of designing, maintaining and developing an effective website and the benefits to be gained from this. Your aim is to inform, educate and persuade your readers.
- The proposition in a radio debate to be voted on by members of the public is: ‘Bill Gates is a true hero of our times’. Write the opening speech either supporting or opposing this proposition. Your aim is to persuade your listeners so factual accuracy, logical consistency and some degree of emotional appeal will be important elements in the success of your speech. THE CANDIDATE RECORD FORM Completion of the Candidate record form by the student is an important feature of the assignment and will be considered in the assessment. Students are required to:
- give details of all their sources, sufficient to enable a moderator to access them. They must include details of at least five sources
- explain how and why they chose their sources and the process(es) they used for gathering relevant information and ideas eg note making, annotation, highlighting. They must include one example of their note-making method
- write a commentary on their final assignment.
- This should focus on their reasons for including or rejecting collated information and ideas, how and why they organised their writing in a specific way and specific presentational and/or stylistic features they adopted to achieve their purpose. SUMMARY OF ASSESSMENT The completed non-exam assessment project and Candidate record form will be centre assessed for both reading and writing.
Akọ̀wé Ẹ̀kọ́
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Gba ohun èlò Green Bridge CBT sórí fóònù tàbí kọ̀mpútà rẹ fún gbogbo ilé ìkàwé IGCSE: ìwé ìdánwò àtijọ́, ìlànà ìdíwọ̀n, àwòrán èrò, káàdì ìkẹ́kọ̀ọ́ àti ẹ̀kọ́ ohùn.
Ìdánwò Ẹ̀kọ́
Oriire fun ipari ẹkọ lori Non-exam Assessment. Ni bayi ti o ti ṣawari naa awọn imọran bọtini ati awọn imọran, o to akoko lati fi imọ rẹ si idanwo. Ẹka yii nfunni ni ọpọlọpọ awọn adaṣe awọn ibeere ti a ṣe lati fun oye rẹ lokun ati ṣe iranlọwọ fun ọ lati ṣe iwọn oye ohun elo naa.
Iwọ yoo pade adalu awọn iru ibeere, pẹlu awọn ibeere olumulo pupọ, awọn ibeere idahun kukuru, ati awọn ibeere iwe kikọ. Gbogbo ibeere kọọkan ni a ṣe pẹlu iṣaro lati ṣe ayẹwo awọn ẹya oriṣiriṣi ti imọ rẹ ati awọn ogbon ironu pataki.
Lo ise abala yii gege bi anfaani lati mu oye re lori koko-ọrọ naa lagbara ati lati ṣe idanimọ eyikeyi agbegbe ti o le nilo afikun ikẹkọ. Maṣe jẹ ki awọn italaya eyikeyi ti o ba pade da ọ lójú; dipo, wo wọn gẹgẹ bi awọn anfaani fun idagbasoke ati ilọsiwaju.
- How many marks is the non-exam assessment project worth before scaling? A. 30 B. 40 C. 60 D. 80 Answer: C
- What is the minimum number of different sources the specification requires? A. Three B. Four C. Five D. Six Answer: C
- Which of these must be included on the Candidate record form? A. A bibliography in a named referencing style B. A signed statement from a librarian C. A word count for every source D. One example of the student's note-making method Answer: D
- By what factor are the project's raw marks scaled? A. 1 B. 1.33 C. 1.5 D. 2 Answer: B
- Which is NOT one of the three things the specification says the commentary should focus on? A. How and why the writing was organised in a specific way B. Reasons for including or rejecting collated information and ideas C. Specific presentational or stylistic features adopted to achieve the purpose D. Whether the student enjoyed the topic Answer: D
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Ṣe o fẹ ṣe adaṣe awọn ibeere idanwo adaṣe nipa Non-exam Assessment? Ṣe igbasilẹ ohun elo Green Bridge CBT lati wọle si awọn ibeere idanwo adaṣe ati awọn ayẹwo adaṣe kikun fun koko-ọrọ yii.
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