Understanding Assessment - Paper 3

Introduction

This page proved information on assessment for paper 3, HL Core Extension. It sets out the Assessment Objectives for the 12 mark and 16 mark essays

 What does paper 3 look like?

1 Hour

28 Marks

The student must answer two essay questions that are paired from a choice of three pairs. These include:

  1. One 12 mark essay
  2. One 16 mark essay

The questions can be related to any of the three sub-themes of:

  1. Power, Places and Networks
  2. Human Development and Diversity
  3. Global Risk and Resilience

 What is the teacher looking for in my answers?                                                                                                   

There are four Assessment Objectives that markers and your teacher will refer to when grading your work. These are:

  1. AO1: Knowledge and Understanding of specified content
  2. AO2 Application and analysis of knowledge and understanding
  3. AO3: Synthesis (links) and evaluation
  4. AO4: Selection, use and application of a variety of appropriate skills and techniques

How do I meet the Assessment Objectives in my answers?

The teacher uses markbands when grading your answers. Depending on the type of  question these markbands range from 0 marks to 13-16 marks in Paper 3.

In addition, the teacher is looking for evidence of the Assessment Objectives where relevant

A zero will be awarded when a student's response does not reach a standard described by the level descriptors

(A) 1-3 Grade Descriptions

(B) 1-4 Grade Descriptions

Marks

AO1: Knowledge and understanding

AO2: Application and analysis of knowledge and understanding

AO3: Synthesis and evaluationAO4: Selection, use and application of a variety of appropriate skills and techniques

(A)1-3

(B)1-4

  • The response is too brief and over descriptive
  • The response may list unconnected ideas (some irrelevant)
  • It's too general with errors or gaps
  • Case studies or examples are not included or developed
  • There is no analysis
  • Key vocabulary is missing or not defined.

(A)

  • There is no evidence of synthesis or evaluation expected

(B)

  • No synthesis or evaluation is expected at this level.
  • No links are presented between the response and (sub)topics in the guide.
  • No valid opinion or perspective on the issue is formulated
  • There is no logical structure, e.g paragraphs
  • If present, the conclusion is brief, does not summarize the argument and/or does not address the question.

(A) 4-6 Grade Descriptions

(B) 7-9 Grade Descriptiors

Marks

AO1: Knowledge and understanding

AO2: Application and analysis of knowledge and understanding

AO3: Synthesis and evaluationAO4: Selection, use and application of a variety of appropriate skills and techniques

(A)4-6

(B)5-8

  • The response is very general
  • The knowledge and understanding shown is not always relevant.
  • The response tends to list ideas
  • The argument or analysis is not relevant to the question
  • Some good terminology and defined but inconsistent with some errors in understanding

(A)

  • There is no evidence of synthesis or evaluation expected

(B)

  • No synthesis or evaluation is expected at this level.
  • The link(s) between the response and the guide focus on one topic; other potential links are listed.
  • A valid but limited opinion or perspective on the issue is formulated.
  • Most information is poorly structured. Paragraphs lack focus
  • If present, the conclusion is one-sided, addressing only part of the question.

The response has some relevant knowledge and understanding but it remains too general and is listed and poorly structured with a lack of critical comment

(A) 7-9 Grade Descriptions

(B) 10-12 Grade Descriptions

Marks

AO1: Knowledge and understanding

AO2: Application and analysis of knowledge and understanding

AO3: Synthesis and evaluationAO4: Selection, use and application of a variety of appropriate skills and techniques

(A)7-9

(B) 10-12

  • The response describes relevant ideas, statistics, case studies etc.
  • Ideas a clearly linked to the question and command word
  • The argument or analysis partially addresses the question  and will show two sides or complexity but may be repetitive
  • Some good terminology and defined with only minor errors in understanding

(A)

  • There is no evidence of synthesis or evaluation expected

(B)

  • Synthesis or evaluation is required at this level.
  • Links between the response and the guide refer to multiple topics and are described.
  • Opinion or perspective presented is aligned with the response but the links are not made explicit or the link is a general statement. Other perspectives or interpretations are listed without details.
  • Most information is well structured but some inconsistency
  • The conclusion repeats the analysis or argument but may introduce new information

The response addresses the question but with a narrow argument and limited evaluation and conclusions

(A) 10-12 Grade Descriptions

(B) 13-16 Grade Descriptions

Marks

AO1: Knowledge and understanding

AO2: Application and analysis of knowledge and understanding

AO3: Synthesis and evaluationAO4: Selection, use and application of a variety of appropriate skills and techniques

A)10-12

(B)13-16

  • All aspects of the question are addressed and it focuses on the command word
  • Detailed evidence are integrated in sentences and paragraphs, and links between the evidence and question are well explained
  • The response explains how the two sides of the argument (if appropriate) are supported by detailed evidence
  • Clear, correct definitions and use of geographical language is integrated throughout the response.

(a)

  • There is no evidence of synthesis or evaluation expected

(b)

  • Synthesis and evaluation is required at this level.
  • Links between the response and (sub)topics from the guide are explained and supported by the evidence in the response.
  • The opinion or perspective presented is explicitly linked to the range of evidence included in the response, including critical analysis of the relative certainty of evidence used, describing other perspectives or interpretations of evidence
  • Information is grouped together logically
  • Paragraphs focus on a relevant point of the argument and integrate the supporting evidence. Paragraphs flow
  • The conclusion summarizes the evidence and argument, and links all back to the question
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