Emarking of Paper 2

This session was the first time for emarking of Biology exams in the May session. Emarking was piloted in the Nov 2010 session but there are much fewer candidates then than in the May sessions.  The exam paper has been modified slightly with boxes being drawn for candidates responses.  I told my students that "they were to think outside of the box but to write inside the box!"  It is very important for students to clearly indicate any continuation of responses to additional pages as examiners could easily miss finding and linking the work to the right question. 

The process is not as quick for each examiner as the paper scripts but the potential for quality control of the marking process is very important.  An examiner can be viewed as the marking progresses to ensure the marks are attributed according to the standards set by the principle examiner.  "Seed" scripts are interspersed in the marking allocation to ensure the examiner maintains consistency in his or her marking.  If an examiner is out of tolerance, feedback is given to support the examiner.  There is also the reduction in time delay and costs of sending the scripts around the world. 

It is vital for candidates to be taught how to present their responses for the exams.  Comparisons, as one example from this year's exam, must be made for both sides of the topic.  In a comparison of spermatogenesis and oogenesis, the products of meiosis is a point to compare with 4 cells made during spermatogenesis and 1 cell plus polar bodies during oogenesis.  A table is not required but provides a clearer construction for the student and examiner to ensure that both sides are treated. 

Compare means to consdier the similarities and differences, so both spermatogenesis and oogenesis produce haploid cells by meiosis should be included.