Coursework b 2016 booklet

In large centres with multiple teachers, it's essential that you carry out internal moderation before you finalise the coursework or controlled assessment marks.

You should sample double-mark, selecting mark points within the same level from different teaching sets. The double marking should continue until you are satisfied that you have achieved comparability.

Small schools with only one teacher need not carry out internal standardisation. How should I annotate the work? It's important that you annotate the controlled assessment to show 2016 booklet how you have interpreted the mark scheme and applied it coursework the students' work.

Indications in the margins as to where specific assessment levels are perceived, together with summative comments at the end of each part of the coursework or controlled assessment, are ideal. You should mark and annotate the work in ink.

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Initial marking may be done in pencil until you're satisfied that you are applying the marking criteria accurately and consistently. Please then go over your marks and comments in ink.

What are the grade boundaries? You should not attempt to grade the work.

You should be marking the work by applying the marking criteria in a consistent manner. The coursework grades will be awarded at the end of each examination series using the standard code of practice awarding process.

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Grade boundaries are available to download from results day from the grade boundaries page. Please also remember that the mark you submit to us should be the total raw mark, not the UMS mark.

The UMS marks are allocated by us as a result of the awarding process. Effect Academic performance Homework research dates back to the early s. However, no consensus exists on the general effectiveness on homework.

Low-achieving students receive more benefit from doing homework than high-achieving students. For all three of the correlations, higher values represent a higher correlation between time spent on homework and poor conduct.

In a single study, parents and teachers of middle school students believed that homework improved students' study skills and personal responsibility skills. Health and daily life Homework has been identified in numerous studies and articles as a dominant or significant source of stress and anxiety for students. Students in the survey who were ridiculed or punished by parents and peers had a higher incidence of depression symptoms, with 2.

Stress was especially evident among high school students. Students that reported stress from homework were more likely to be deprived of sleep. In the MetLife study, high school students reported spending more time completing homework than performing home tasks.

However, Kiewra et al.