Some tips for acquiring professional marks, depending on what is being asked for Think and plan your answer before you start writing.
Establish who you are or what your role is in the requirement, along with who your audience is and what you are trying to achieve. For example, are you an audit manager, a management expert employed by the company or an independent financial consultant and who are you trying to influence or persuade, and for what reason?
For example, a letter is best written in the first person and a report usually in the third person. Adopt a format or structure that is most appropriate for the type of communication required — is there a need for an introduction, conclusions or recommendations?
Decide in which order you should present information, to improve the logical flow and strength of your arguments. Group similar points together and decide whether you want to introduce key points first, or keep some until last, for maximum impact and to improve persuasiveness.
Use headings, and include spaces between your paragraphs to enhance your presentation marks and create a more professional looking answer. Use bullet points only when appropriate. Where relevant, try and refer to your audience throughout the answer, particularly in a letter in which the tone of your answer is personal. Summary In summary, professional marks are for doing the following: understanding the intended purpose of a communication identifying its intended users and their needs preparing and using the appropriate type of document in an answer using a logical and appropriate answer structure or format judging the tone to use, depending on the nature of background information and objectives to be met assessing where and how much detail is required, as appropriate adopting clear, concise, and precise methods of presentation, both in verbal and numerical contexts.
Students would already be familiar with the questions and many students would receive full marks for them. If they were, it would be difficult to keep the questions secure, preventing them from being shown or discussed on the internet.
It would also be expensive and time-consuming to pre-test the number of exam papers that are produced and it may be difficult to recruit enough schools. No system is without potential downsides, and even where numerical scales are used, it is often still necessary to group the scaled marks for some purposes to make them useable.
For example, in China the Gaokao marks are placed into three tiers for university entrance. The need to put the scaled marks into groups means that there are similar challenges to grade boundaries; Chinese students with a scaled mark below the cut-off for the tier are not admitted to universities in that tier, even if they are only one point below.
Each of them has particular benefits and drawbacks, making them differentially suited for different contexts and purposes. In the next three blogs we discuss standards, how the pandemic has affected grades and standards. This blog forms the latest in our series on blogs on our outline principles for the future of education through which are dissecting the importance of textbooks and other learning materials, the curriculum and assessment, as well as approaches to learning and schools themselves.
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If you need to skip a question, note it on the scrap paper so you remember to come back to it if you have time. If you finish a question, but aren't sure of the answer, note that down so that again, if you have time, you can revisit it.
You should have a plan for how long you intend to spend on each section of the exam, and milestones for where you intend to be after one hour, after two, half way through the time, with half an hour to go. It is very, very easy to spend too long working through the first part of the test paper, lose track of time, then suddenly find you've got an hour of work to do in the last half hour of the exam.
That's when you rush and lose marks for careless mistakes, or for just not finishing. If you're doing a maths paper with forty questions in three hours, you should probably aim to have the first half of the paper finished before the half way mark on the clock since you need extra time at the end for checking , and for longer or more involved questions late in the paper.
So let's say you want to be at Question 26 by the 1. That means you want to be a little over half way through those 26 questions by the 45 minute mark, let's say around Question Which means you probably want to be around Question 10 at the half hour mark. Write down this timetable, and then keep an eye on the clock. If you are struggling with a particular question that's taking a while, see where you are on the clock. Are you on, or even behind schedule? Then ditch that question, move on, and come back to it later.
If spending another five minutes trying to get one or two extra marks out of Question 21 means you won't have time to attempt Question 38, which is worth five marks, that's a net loss of marks. If you have time you can come back; if you don't, you'll be glad you moved on. If you have to, give partial answers. In most cases questions are not worth just one mark. In an essay you gain marks progressively as you tick off more boxes on the marking criteria.
In maths and often in the sciences you get marks for working, even if you don't get the right answer. Obviously you get more marks if you complete the entire question, but you can get some marks even if you don't, and if you are low on time, or stumped, those couple of marks might be worth going for. Be aware of how essays are marked in your subject, and then, if you need to, focus on ticking off the lowest requirements for marks. Having a fantastic introduction is not going to get you as many marks as just putting down an essay plan.
If you're low on time, you'll generally go better finishing your essay in dot-point, essay plan style than finishing your current paragraph to perfection, skipping the next two and not having a conclusion. An essay plan shows the marker what your total argument was, and where the essay was going, and that gets you marks. This provides insight into how the assessment has functioned.
Our teams of subject experts review completed student work for a range of marks where they think certain key grade boundaries are likely to fall. They compare this to the standard of work produced at the grade boundaries for the previous year, or on similar assessments if it's the first time an exam or coursework task has been assessed. They inspect work to determine whether the quality of work they're reviewing meets the expectations of the grade, as outlined in the specification grade descriptors.
They will then come to a decision on where they believe the boundaries should be. The remaining boundaries are calculated arithmetically. You can find out more about this process in the Ofqual Code of Practice. Sometimes the educational environment shifts due to funding or policy changes and this can have an impact on how students perform. For example, when GCSEs moved from modular to linear, students went from being able to take exams as soon as they finished a unit to having to take everything at the end of the course.
By observing the impact of external variables we're better equipped to understand changes in how students perform year on year. This helps us to ensure any changes in grade boundaries are justified.
Understanding onscreen, on-demand results. The raw mark is the number of marks a learner achieved on an exam or assessment. The raw mark is never shown on your results slip, so students will either see a UMS mark, a points score or no numerical mark at all. If you have access to ResultsPlus or ResultsPlus Direct , you can also find the raw mark on the question paper screen. For some of our qualifications, components can be taken at different times throughout the course.
For example, some of our Edexcel A level Mathematics exams can be completed in the first or second year of study. UMS grade boundaries are fixed so they are the same for each exam session.
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