In-Service Teacher Training

Assessment in A Level Chemistry 9701

Outline of Training Pack

Cambridge International Examinations

In-Service Teacher Training Pack A level Chemistry 9701

SESSION NO.

DESCRIPTION OF SESSION Background preparation

POWERPOINT SLIDES CIE PowerPoint presentation for Assessment in A Level Chemistry 9701

OTHER RESOURCES REQUIRED Equipment for giving a PowerPoint presentation Copies of the PowerPoint presentations in Handout format for delegates to annotate Copies of the current syllabus OTHER RESOURCES REQUIRED

SESSION NO. Session 1

DESCRIPTION OF SESSION Open the session

POWERPOINT SLIDES Slide 1 Assessment in A Level Chemistry 9701 Session 1 Slide 2 Introductions; Background; Aim of Training Slides 3-4 Session 1 looks at:

Session 1

Introduce yourself and explain the background and aims of the training Explain that Session 1 looks at: What is in the syllabus The aims of the syllabus Assessment Objectives How candidates are assessed Subject content and learning outcomes The practical syllabus Introducing the options The difference between formative and summative assessment This slide examines what is in the A Level Chemistry syllabus Aims Assessment Objectives Scheme of assessment Structure of syllabus Subject content Practical syllabus Glossary of terms Data booklet

Session 1

Session 1

Slide 5 What is in the A Level Chemistry syllabus?

Copies of the current syllabus

University of Cambridge International Examinations 2005

Cambridge International Examinations

In-Service Teacher Training Pack A level Chemistry 9701

Session 1 Session 1

Consider the aims of the syllabus in more detail Discuss the Assessment Objectives in some detail Slide 8 A) Knowledge with understanding B) Handling, applying and evaluating information Slide 9 C) Experimental skills and investigations Outline the scheme of assessment Papers and content (The depth of treatment depends on how familiar colleagues are with how candidates are assessed.)

Slides 6 and 7 Some of the aims of the syllabus Slides 8 and 9 Assessment Objectives

Copies of the current syllabus Copies of the current syllabus

Session 1

Slide 10 Scheme of Assessment

Session 1

Session 1

Session 1

Consider the Subject Content If colleagues are familiar with teaching this syllabus then the treatment of Slides 11 and 12 can be brief. However it is worth noting the following: Assessment Objectives in A) Knowledge with understanding are defined by the Learning Outcomes. They are used by the Examiner to set the paper. Questions testing B) Handling and applying and evaluating information are not so precisely defined by the Learning Outcomes. In this case the candidate may have to use principles which are in the Learning Outcomes to answer questions set in unfamiliar contexts. Consider the Practical Syllabus The depth of treatment depends on how familiar colleagues are with this. Discuss the value of formative assessment What is formative assessment? How is formative assessment different from summative assessment? How do you carry out formative assessment? Why is formative assessment so useful?

Slide 11 Subject Content (1) - Physical Chemistry - Inorganic Chemistry - Organic Chemistry

Copies of the current syllabus Activity 1.8 Handout 1.8 The scheme of assessment This is intended to make colleagues more familiar with the scheme of assessment and contains several questions about the current syllabus Copies of current syllabus

Slide 12 Subject Content (2) - Options

Handout 1.10 How do you choose which Options to teach? Guidance on how colleagues might choose which options to teach

Slide 13 Practical Syllabus Slides 14-16 Formative Assessment

Copies of the current syllabus

Activities 1.13a-c Handouts 1.13a-c Handout 1.13a How do you carry out formative assessment? Handout 1.13b Feedback Methods Handout 1.13c Improving student performance through formative

University of Cambridge International Examinations 2005

Cambridge International Examinations

In-Service Teacher Training Pack A level Chemistry 9701

Session 1

How do you know if your students understand your teaching? Closing Comments

assessment - The golden rules Slide 17

University of Cambridge International Examinations 2005

Cambridge International Examinations

In-Service Teacher Training Pack A level Chemistry 9701

SESSION NO. Session 2

DESCRIPTION OF SESSION Open the session

POWERPOINT SLIDES Slide 1 Assessment in A Level Chemistry 9701 Session 2 Slide 2 Introductions; Background; Aim of Training Slide 3 Session 2 looks at:

OTHER RESOURCES REQUIRED

Session 2

Introduce yourself and explain the background and aims of the training Explain that Session 2 focuses on: Setting question papers Writing questions Creating a mark scheme Marking answers Note: Some work will almost certainly need to be done outside this session. The activities relate to the creation of mark schemes and any lengthy analysis of question papers. Explain that the Assessment Objectives are the basis for setting questions

Session 2

Session 2

Slide 4 Setting question papers (1): Using Assessment Objectives

Copies of the current syllabus Activity 2.3 Handout 2.3 Which Assessment Objectives? The activity involves deciding which Assessment Objectives relate to which parts of a question.

Session 2

Explain that Learning Outcomes define the factual knowledge to be recalled or explained Assessment Objectives in B) Handling, applying and evaluating information - are not precisely defined by the Learning Outcomes, as some information in the question may be unfamiliar Question papers are usually set so that easier questions are put at the beginning of the paper. This helps candidates to settle

Slide 5 Setting question papers (2): Learning outcomes and levels of difficulty

University of Cambridge International Examinations 2005

Cambridge International Examinations

In-Service Teacher Training Pack A level Chemistry 9701

SESSION NO. Session 2

DESCRIPTION OF SESSION Explain that Questions are designed to show what candidates know, rather than what they do not know To help the candidate, the layout of a question should be logical Earlier parts of questions may give key information for use later on in a question Within a given question there is often a gradation of increasing difficulty towards the end of the question Discuss setting questions in context, which: makes the paper more interesting and demonstrates relevance increases their difficulty allows assessment of technological, economic, social and environmental applications of chemistry assesses the candidates ability to think logically when confronted with a novel situation Explain that Command words are key words used in questions A guide to these words is in the glossary of terms used in the syllabus/science papers. This can be found towards the end of the syllabus It is helpful for students to familiarise themselves with this small list Outline the process of creating a mark scheme. The activity enables colleagues to create their own mark schemes for a question, and compare them to an actual mark scheme used by the Examiner.

POWERPOINT SLIDES Slide 6 Writing questions (1): Some principles

OTHER RESOURCES REQUIRED

Session 2

Slide 7 Writing questions (2): Setting questions in context

Session 2

Slides 8-10 Writing questions (3): Understanding command words

Copies of the current syllabus

Session 2

Slide 11 Creating a mark scheme

Activities 2.10a-b Handouts 2.10a-b Handout 2.10a Creating a mark scheme (1) Handout 2.10b Creating a mark scheme (2) - This is the actual mark scheme used by the Examiner

University of Cambridge International Examinations 2005

Cambridge International Examinations

In-Service Teacher Training Pack A level Chemistry 9701

Session 2

Colleagues practice applying the Paper 2 mark scheme to three examinations scripts

Slide 12 Marking questions

Activity 2.11 Handouts 2.11a-c are three candidate scripts from Paper 2 November 2003 that are to be marked by colleagues Handouts 2.11d-f are the same three scripts which have been marked by the Examiner Handout 2.10b Creating a mark scheme (2). This contains the relevant mark scheme

Session 2 SESSION NO. Session 3

Closing Comments DESCRIPTION OF SESSION Open the session

Slide 13 POWERPOINT SLIDES Slide 1 Assessment A Level Chemistry 9701 Session 3 Slide 2 Introductions; Background; Aim of Training Slide 3 Session 3 looks at: OTHER RESOURCES REQUIRED

Session 3

Introduce yourself and explain the background and aims of the training Explain that Session 3 focuses on enhancing teaching and learning using: Mark schemes Examiner Reports CIE Teacher Support website Explain that mark schemes: Give an indication of what Examiners are looking for in an answer Show which answers are acceptable Give examples of unacceptable answers Show the number of marks allocated If colleagues have not attempted Activity 2.11 from the previous session then it is also relevant here

Session 3

Session 3

Slide 4 How can mark schemes inform teaching?

Activity 2.11 Handouts 2.11a-c are three candidate scripts from Paper 2 November 2003 that are to be marked by colleagues Handout 2.11d-f are the same three scripts which have been marked by the Examiner Handout 2.10b Creating a mark scheme (2). This contains the relevant

University of Cambridge International Examinations 2005

Cambridge International Examinations

In-Service Teacher Training Pack A level Chemistry 9701

mark scheme. Session 3 Explain that Examiner Reports can inform teaching by: Highlighting candidates misconceptions Indicating the range of acceptable answers Giving examples of unacceptable answers Indicating where the syllabus may not have been checked for required learning content Discuss the specific points arising from Handout 3.4a, then give out the specific points which arose from a question in Paper 2 and complete Activity 3.5a. Handout 3.5c gives the answers to Activity 3.5a. Slide 5 Using the Examiner Report (1) Informing teaching Examiner Report November 2003 Activity 3.4a Handout 3.4a Using the Examiner Report (1) General comments Consideration of the Examiners general comments for November 2003 Paper 2 Activity 3.5 Handout 3.5a Using the Examiner Report (2) - Comments on a specific question from November 2003 Note this is the same question used for Activity 2.11. Handout 3.5b This is the question referred to in Handout 3.5a Handout 3.5c - Trainers answers Handout 3.5d Mark scheme This is optional. If Activity 2.11 has been completed then it will not be required. Session 3 Explain that students need to: Read questions carefully and follow specific instructions Ensure their handwriting is legible Outline what is available to support colleagues in the CIE Teacher Support website Slide 12 Slide 13 thanks delegates for their interest and invites feedback via CIE. Answer any questions before closing the session. Slide 7 Using the Examiner Report (3) Preparing students for examinations Slides 8-11 The CIE Teacher Support website Slide 12 Summing up - Thanks to delegates

Session 3

Slide 6 Using the Examiner Report (2) Preparing your students for examinations

Session 3 Close

University of Cambridge International Examinations 2005