171202-specification-accredited-a-level-gce-english-language-and-literature-h474

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3f. Non exam assessmentTask 1: Analytical and comparative writing. AssessmentObjectives AO1, AO2, AO3 and AO4 are assessed in thistask.Task 2: Original writing: non-fiction. AssessmentObjectives AO2 and AO5 are assessed in this task. Usethe internal assessment criteria on the following pageto assess learners’ work.Non exam assessment guidance3There are four different stages in the production of non exam assessed work: planning of the task; first draft;marking; final submission.1. Planning of the taskIt is expected that the teacher will provide detailedguidance to learners in relation to the purpose andrequirement of the task; for example, discussion aboutthe choice of comparative texts and an appropriatetitle for the essay and non-fiction writing.The teacher should ensure that learners are clearabout the assessment criteria which they are expectedto meet and the skills which they need to demonstratein each task. Any explanation or interpretation givenby the teacher must be general and not specific to thelearner’s work.Further guidance about the nature of advice thatteachers can give to learners can be found in the JCQInstructions for conducting coursework.The tasks for the comparative essay and originalnon-fiction writing should be chosen by the learnerin discussion with their teacher. The tasks must bechecked by OCR; see Section 2d and Appendix 5h fordetails.2. First draftWhat teachers can do:Teachers can review learners’ work before it is handedin for final assessment. Advice must remain at thegeneral level, enabling learners to take the initiative inmaking amendments. One review should be sufficientto enable learners to understand the demands of theassessment criteria.What teachers cannot do:Teachers cannot give detailed advice and suggestionsas to how the work may be improved in order to meetthe assessment criteria. This includes indicating errorsor omissions and personally intervening to improve thepresentation or content of the work.Provided that advice remains at the general level,enabling the learner to take the initiative in makingamendments, there is no need to record this advice asassistance or to deduct marks.If a learner requires additional assistance, the teachermust record this assistance and take account of it inthe marking.16© OCR 2014A Level in English Language and Literature (EMC)
3. MarkingMarking should be positive, rewarding achievementrather than penalising failure or omissions. Theawarding of marks must be directly related to themarking criteria. Teachers should use their professionaljudgement to select the best-fit level descriptor thatdescribes the learner’s work. Teachers should use thefull range of marks available to them and award allthe marks in any level for which work fully meets thatdescriptor. Teachers should bear in mind the weightingof the assessment objectives, place the responsewithin a level and award the appropriate mark. If acandidate does not address one of the assessmentobjectives targeted in the assessment they cannotachieve all of the marks in the given level.A response will not be specifically penalised forbeing outside the indicative word count. However, aresponse that significantly differs from the word countwill be self-penalising, either by not demonstratingthe AOs to the required level or by not fulfilling therequirements of the task.Teachers must clearly show how the marks havebeen awarded in relation to the marking criteria. Acombination of the following approaches should beadopted:Summary comments either on the work (usually at theend) or on a cover sheet.Key pieces of evidence flagged throughout the work byannotation either in the margin or in the text.Indications as to how marks have been awardedshould:••be clear and unambiguous••be appropriate to the aims and objectives of thework••facilitate the standardisation of marking withinthe centre••enable the moderator to check the applicationof the assessment criteria to the marking.34. Final submissionCentres must carry out internal standardisation toensure that marks awarded by different teachers areaccurate and consistent across all candidates enteredfor each component. In order to help set the standardof marking, centres should use exemplar materialprovided by OCR, and, where available, work in thecentre from the previous year.Prior to marking, teachers should mark the same smallsample of work to allow for the comparison of markingstandards.Where work for a component has been marked bymore than one teacher in a centre, standardisation ofmarking should normally be carried out according toone of the following procedures:••Either a sample of work which has been markedby each teacher is re-marked by the teacher whois in charge of internal standardisation.••Or all the teachers responsible for markinga component exchange some marked work(preferably at a meeting led by the teacher incharge of internal standardisation) and comparetheir marking standards.Where standards are found to be inconsistent, therelevant teacher(s) should make adjustment to theirmarks or re-mark all learners’ work for which theywere responsible.If centres are working together in a consortium theymust carry out internal standardisation of markingacross the consortium. Centres should retain evidencethat internal standardisation has been carried out.A clear distinction must be drawn between any interimreview of coursework and final assessment for theintended examination series. Once work is submittedfor final assessment it must not be revised. Underno circumstances are ‘fair copies’ of marked workallowed. Adding or removing any material to or fromcoursework after it has been presented by a learner forfinal assessment will constitute malpractice.Further information can be found on the OCR websiteand in Section 4 of this specification, Admin: what youneed to know.© OCR 2014A Level in English Language and Literature (EMC) 17
Page 1: A LEVELSpecificationENGLISHLANGUAGE
Page 4 and 5: Introducing…A Level English Langu
Page 6 and 7: Professional developmentTake advant
Page 10 and 11: 2 The specification overview2a. Ove
Page 12 and 13: 2c. Content of Exploring non-fictio
Page 14 and 15: Topic Content Learners should be ab
Page 16 and 17: 2d. Content of non exam assessment
Page 18 and 19: 2Original non-fiction writingTask 2
Page 20 and 21: Reading as a writer, writing as a r
Page 24 and 25: 3g. Non exam assessment marking cri
Page 26 and 27: Level 1: 4-1 marks3AO4AO1AO3AO2Very
Page 28 and 29: Level 1: 1 markAO5AO2Little accurac
Page 30 and 31: 4 Admin: what you need to knowThe i
Page 32 and 33: Internal standardisationCentres mus
Page 34 and 35: 5 Appendices5a. Grade descriptorsDe
Page 36 and 37: 5e. Component 02: The language of p
Page 38 and 39: 5Section A: PoetrySection B: PlaysC
Page 40 and 41: 5h. Text(s) and Task(s) Proposal Fo
Page 42 and 43: Task 2 - Original non-fiction writi
Page 44 and 45: 38© OCR 2014A Level in English Lan
Page 46 and 47: 40 107932© OCR 2014A Level in Engl
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