MARKING INSTRUCTIONS
PREPARATION FOR MARKING
RM Assessor
1. Make sure that you have accessed and completed the relevant training packages for on-screen marking: RM Assessor Online Training; OCR
Essential Guide to M
...
MARKING INSTRUCTIONS
PREPARATION FOR MARKING
RM Assessor
1. Make sure that you have accessed and completed the relevant training packages for on-screen marking: RM Assessor Online Training; OCR
Essential Guide to Marking.
2. Make sure that you have read and understood the mark scheme and the question paper for this unit. These are posted on the RM Cambridge
Assessment Support Portal http://www.rm.com/support/ca
3. Log-in to RM Assessor and mark the required number of practice responses (“scripts”) and the required number of standardisation responses.
YOU MUST MARK 5 PRACTICE AND 10 STANDARDISATION RESPONSES BEFORE YOU CAN BE APPROVED TO MARK LIVE SCRIPTS.
MARKING
1. Mark strictly to the mark scheme.
2. Marks awarded must relate directly to the marking criteria.
3. The schedule of dates is very important. It is essential that you meet the 50% and 100% deadlines. If you experience problems, you must
contact your Team Leader (Supervisor) without delay.
4. If you are in any doubt about applying the mark scheme, consult your Team Leader by telephone, email or via the RM messaging system.
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5. Work crossed out:
a. where a candidate crosses out an answer and provides an alternative response, the crossed out response is not marked and gains no
marks
b. if a candidate crosses out an answer to a whole question and makes no second attempt, and if the inclusion of the answer does not
cause a rubric infringement, the assessor should attempt to mark the crossed out answer and award marks appropriately.
6. Always check the pages (and additional objects if present) at the end of the response in case any answers have been continued there. If the
candidate has continued an answer there then add a tick to confirm that the work has been seen.
7. There is a NR (No Response) option. Award NR (No Response)
- if there is nothing written at all in the answer space
- OR if there is a comment which does not in any way relate to the question (e.g. ‘can’t do’, ‘don’t know’)
- OR if there is a mark (e.g. a dash, a question mark) which isn’t an attempt at the question.
Note: Award 0 marks – for an attempt that earns no credit (including copying out the question).
8. The RM comments box is used by your Team Leader to explain the marking of the practice responses. Please refer to these comments when
checking your practice responses. Do not use the comments box for any other reason.
If you have any questions or comments for your Team Leader, use telephone, email or the RM messaging system.
9. Assistant Examiners will send a brief report on the performance of candidates to their Team Leader (Supervisor) via email by the end of the
marking period. The report should contain notes on particular strengths displayed as well as common errors or weaknesses. Constructive criticism
of the question paper/mark scheme is also appreciated.
10. For answers marked by levels of response:
a. To determine the level – start at the highest level and work down until you reach the level that matches the answer
b. To determine the mark within the level, consider the following:
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Descriptor Award mark
On the borderline of this level and the one below At bottom of level
Just enough achievement on balance for this level Above bottom and either below middle or at middle of level (depending
on number of marks available)
Meets the criteria but with some slight inconsistency Above middle and either below top of level or at middle of level
(depending on number of marks available)
Consistently meets the criteria for this level At top of level
11. Annotations
Annotation Meaning
Omission mark
Benefit of the doubt
Incorrect point
Follow through
Not answered question
No benefit of doubt given
Repeat
Correct point
Too vague
Zero (big)
Blank Page – this annotation must be used on all blank pages within an
answer booklet (structured or unstructured) and on each page of an
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additional object where there is no candidate response.
Level 1
Level 2
Level 3
12. Subject-specific Marking Instructions
INTRODUCTION
Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes:
• the specification, especially the assessment objectives
• the question paper and its rubrics
• the mark scheme.
You should ensure that you have copies of these materials.
You should ensure also that you are familiar with the administrative procedures related to the marking process. These are set out in the OCR
booklet Instructions for Examiners. If you are examining for the first time, please read carefully Appendix 5 Introduction to Script Marking:
Notes for New Examiners.
Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader.
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USING THE MARK SCHEME
Please study this Mark Scheme carefully. The Mark Scheme is an integral part of the process that begins with the setting of the question paper and
ends with the awarding of grades. Question papers and Mark Schemes are developed in association with each other so that issues of
differentiation and positive achievement can be addressed from the very start.
This Mark Scheme is a working document; it is not exhaustive; it does not provide ‘correct’ answers. The Mark Scheme can only provide ‘best
guesses’ about how the question will work out, and it is subject to revision after we have looked at a wide range of scripts.
The Examiners’ Standardisation Meeting will ensure that the Mark Scheme covers the range of candidates’ responses to the questions, and that all
Examiners understand and apply the Mark Scheme in the same way. The Mark Scheme will be discussed and amended at the meeting, and
administrative procedures will be confirmed. Co-ordination scripts will be issued at the meeting to exemplify aspects of candidates’ responses and
achievements; the co-ordination scripts then become part of this Mark Scheme.
Before the Standardisation Meeting, you should read and mark in pencil a number of scripts, in order to gain an impression of the range of
responses and achievement that may be expected.
In your marking, you will encounter valid responses which are not covered by the Mark Scheme: these responses must be credited. You will
encounter answers which fall outside the ‘target range’ of Bands for the paper which you are marking. Please mark these answers according to the
marking criteria.
Please read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range. Always
be prepared to use the full range of marks.
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LEVELS OF RESPONSE QUESTIONS:
The indicative content indicates the expected parameters for candidates’ answers, but be prepared to recognise and credit unexpected approaches
where they show relevance.
Using ‘best-fit’, decide first which set of BAND DESCRIPTORS best describes the overall quality of the answer. Once the band is located, adjust
the mark concentrating on features of the answer which make it stronger or weaker following the guidelines for refinement.
• Highest mark: If clear evidence of all the qualities in the band descriptors is shown, the HIGHEST Mark should be awarded.
• Lowest mark: If the answer shows the candidate to be borderline (i.e. they have achieved all the qualities of the bands below and show
limited evidence of meeting the criteria of the band in question) the LOWEST mark should be awarded.
• Middle mark: This mark should be used for candidates who are secure in the band. They are not ‘borderline’ but they have only achieved
some of the qualities in the band descriptors.
Be prepared to use the full range of marks. Do not reserve (e.g.) high Band 3 marks ‘in case’ something turns up of a quality you have not yet seen.
If an answer gives clear evidence of the qualities described in the band descriptors, reward appropriately.
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AO1 AO2 AO3
High (thorough) Precision in the use of question
terminology. Knowledge shown is
consistent and well-developed.
Clear appreciation of the question
from a range of different
perspectives making extensive use
of acquired knowledge and
understanding.
Knowledge and understanding
shown is consistently applied to
context enabling a logical and
sustained argument to develop.
Examples used enhance rather
than detract from response.
Concerted effort is made to
consider all aspects of a system /
problem or weigh up both sides to
an argument before forming an
overall conclusion. Judgements
made are based on appropriate
and concise arguments that have
been developed in response
resulting in them being both
supported and realistic.
Middle (reasonable) Awareness of the meaning of the
terms in the question. Knowledge
is sound and effectively
demonstrated. Demands of
question understood although at
times opportunities to make use of
acquired knowledge and
understanding not always taken.
Knowledge and understanding
applied to context. Whilst clear
evidence that an argument builds
and develops through response
there are times when opportunities
are missed to use an example or
relate an aspect of knowledge or
understanding to the context
provided.
There is a reasonable attempt to
reach a conclusion considering
aspects of a system / problem or
weighing up both sides of an
argument. However the impact of
the conclusion is often lessened by
a lack of supported judgements
which accompany it. This inability
to build on and develop lines of
argument as developed in the
response can detract from the
overall quality of the response.
Low (basic) Confusion and inability to
deconstruct terminology as used in
the question. Knowledge partial
and superficial. Focus on question
narrow and often one-dimensional.
Inability to apply knowledge and
understanding in any sustained
way to context resulting in tenuous
and unsupported statements being
made. Examples if used are for the
most part irrelevant and
unsubstantiated.
Little or no attempt to prioritise or
weigh up factors during course of
answer. Conclusion is often
dislocated from response and any
judgements lack substance due in
part to the basic level of argument
that has been demonstrated
throughout response.
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Assessment Objective
AO1 Demonstrate knowledge and understanding of the principles and concepts of computer science, including abstraction, logic, algorithms and data
representation.
AO1.1 Demonstrate knowledge of the principles and concepts of abstraction, logic, algorithms, data representation or other as appropriate.
AO1.2 Demonstrate understanding of the principles and concepts of abstraction, logic, algorithms, data representation or other as appropriate.
AO2 Apply knowledge and understanding of the principles and concepts of computer science including to analyse problems in computational terms.
AO2.1 Apply knowledge and understanding of the principles and concepts of computer science.
AO2.2 Analyse problems in computational terms.
AO3 Design, program and evaluate computer systems that solve problems, making reasoned judgements about these and presenting conclusions.
AO3.1 Design computer systems that solve problems.
AO3.2 Program computer systems that solve problems.
AO3.3 Evaluate computer systems that solve problems, making reasoned judgements about these and presenting conclusions
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