This document provides mark schemes for three units (G322, G323, and thresholds) for the January 2009 Advanced Subsidiary GCE Media Studies examination. It outlines the assessment criteria for Section A (textual analysis of an unseen media extract) and Section B (discussion of media institutions and audiences) of G322 and G323. For each section, it describes four levels of achievement and the marks allocated to explanation, examples, and terminology. It also lists the threshold marks for a pass, merit, distinction, or fail for each unit on the exam.
This document provides the mark scheme for the January 2011 GCE Media Studies Advanced Subsidiary GCE exam. It outlines the requirements for two sections - Section A involves analyzing representations in a short unseen television extract, and Section B involves discussing issues of media ownership and institutions. The mark scheme provides scoring criteria and levels to assess candidates' responses for their analysis, use of examples, and terminology.
This document provides a specimen paper for an Advanced Subsidiary GCE Media Studies exam on key media concepts related to TV drama. It contains (1) instructions for candidates on how to complete the exam, (2) an unseen TV extract that candidates will analyze, and (3) two essay questions - one on representations in the extract and one on institutions and audiences. It also includes a mark scheme that assesses candidates' analysis, use of examples, terminology, and writing skills.
This document provides a mark scheme for a media studies exam assessing students' understanding of how representations are constructed in television drama through technical aspects. It evaluates students across three criteria: explanation/analysis/argument, use of examples, and use of terminology. Higher levels are awarded more points and require a clear understanding of how techniques shape representations, relevant examples from the text, and accurate terminology. Lower levels receive fewer points and demonstrate a more basic grasp of the concepts and partial fulfillment of the criteria.
1. This document provides guidance on the A Level Media Studies H409/02 exam paper. It explains how students should approach each question and how marks are awarded.
2. The questions assess knowledge and understanding of media industries and audiences as well as ability to apply knowledge, analyze products, evaluate theories, and make judgments.
3. The long-form question asks students to compare representations in two television dramas they have studied from different contexts and evaluate how contexts may have influenced representations.
This document consists of a specimen paper for an Advanced GCE Media Studies exam. It includes two sections - Section A asks students to answer questions about their coursework productions, and Section B asks students to answer one question from a choice of topics on contemporary media issues. The document provides the exam structure and instructions, questions for each section, and a marking scheme that evaluates student responses on four levels based on explanation/analysis, use of examples, and use of terminology. It also includes additional content guidance for the topics covered in Section B.
This document outlines the curriculum for the second semester of the Bachelor of Electrical and Electronics Engineering program at Anna University, Chennai. It includes the list of courses offered in the second semester with their course codes, titles, lecture hours, tutorial hours, practical hours and credits. It then provides the detailed syllabus for the Technical English II course, including the objectives, outcomes, topics covered in each of the 5 units and the teaching and evaluation methods. Similarly, it provides the objectives and topics covered in the Mathematics II, Circuit Theory and other courses offered in the second semester.
This document provides marking criteria for different elements of a media production unit, including research and planning, evaluation, and the media text itself. It establishes four levels for each element based on the quality of work. For research and planning, higher levels require more thorough research, organization, and digital presentation skills. The evaluation is assessed based on understanding of production elements, audience feedback, and use of new media technologies. The media text is marked based on technical skills and, for group projects, individual contributions. Higher levels denote greater abilities.
Assignment brief 32 & 33 idents & sto mo 2012 suevenables
This document provides an assignment brief for two BTEC National Diploma units: Unit 32 Designing Idents for Television and Unit 33 Stop Motion Animation. Students are asked to create a 30-60 second stop motion animation ident for the CWC TV channel. The ident must reflect the style and branding of CWC. Students will work in pairs but submit individual work. The brief outlines four tasks: understanding television idents and stop motion techniques; planning animation ideas; originating television ident plans; and producing a final animation and ident. It also provides grading criteria for evaluating work based on the units' learning outcomes.
This document provides the mark scheme for the January 2011 GCE Media Studies Advanced Subsidiary GCE exam. It outlines the requirements for two sections - Section A involves analyzing representations in a short unseen television extract, and Section B involves discussing issues of media ownership and institutions. The mark scheme provides scoring criteria and levels to assess candidates' responses for their analysis, use of examples, and terminology.
This document provides a specimen paper for an Advanced Subsidiary GCE Media Studies exam on key media concepts related to TV drama. It contains (1) instructions for candidates on how to complete the exam, (2) an unseen TV extract that candidates will analyze, and (3) two essay questions - one on representations in the extract and one on institutions and audiences. It also includes a mark scheme that assesses candidates' analysis, use of examples, terminology, and writing skills.
This document provides a mark scheme for a media studies exam assessing students' understanding of how representations are constructed in television drama through technical aspects. It evaluates students across three criteria: explanation/analysis/argument, use of examples, and use of terminology. Higher levels are awarded more points and require a clear understanding of how techniques shape representations, relevant examples from the text, and accurate terminology. Lower levels receive fewer points and demonstrate a more basic grasp of the concepts and partial fulfillment of the criteria.
1. This document provides guidance on the A Level Media Studies H409/02 exam paper. It explains how students should approach each question and how marks are awarded.
2. The questions assess knowledge and understanding of media industries and audiences as well as ability to apply knowledge, analyze products, evaluate theories, and make judgments.
3. The long-form question asks students to compare representations in two television dramas they have studied from different contexts and evaluate how contexts may have influenced representations.
This document consists of a specimen paper for an Advanced GCE Media Studies exam. It includes two sections - Section A asks students to answer questions about their coursework productions, and Section B asks students to answer one question from a choice of topics on contemporary media issues. The document provides the exam structure and instructions, questions for each section, and a marking scheme that evaluates student responses on four levels based on explanation/analysis, use of examples, and use of terminology. It also includes additional content guidance for the topics covered in Section B.
This document outlines the curriculum for the second semester of the Bachelor of Electrical and Electronics Engineering program at Anna University, Chennai. It includes the list of courses offered in the second semester with their course codes, titles, lecture hours, tutorial hours, practical hours and credits. It then provides the detailed syllabus for the Technical English II course, including the objectives, outcomes, topics covered in each of the 5 units and the teaching and evaluation methods. Similarly, it provides the objectives and topics covered in the Mathematics II, Circuit Theory and other courses offered in the second semester.
This document provides marking criteria for different elements of a media production unit, including research and planning, evaluation, and the media text itself. It establishes four levels for each element based on the quality of work. For research and planning, higher levels require more thorough research, organization, and digital presentation skills. The evaluation is assessed based on understanding of production elements, audience feedback, and use of new media technologies. The media text is marked based on technical skills and, for group projects, individual contributions. Higher levels denote greater abilities.
Assignment brief 32 & 33 idents & sto mo 2012 suevenables
This document provides an assignment brief for two BTEC National Diploma units: Unit 32 Designing Idents for Television and Unit 33 Stop Motion Animation. Students are asked to create a 30-60 second stop motion animation ident for the CWC TV channel. The ident must reflect the style and branding of CWC. Students will work in pairs but submit individual work. The brief outlines four tasks: understanding television idents and stop motion techniques; planning animation ideas; originating television ident plans; and producing a final animation and ident. It also provides grading criteria for evaluating work based on the units' learning outcomes.
1. This document outlines a marking scheme for a question assessing candidates' ability to summarize their progress and use of digital technology over time.
2. The marking scheme has 4 levels, with level 4 earning 21-25 marks for a clear, fluent, and articulate response using specific examples and excellent terminology. Level 3 earns 16-20 marks for a good response with a clear description and evaluation.
3. Level 2 earns 10-15 marks for a mostly clear response with a narrow range of examples and limited discussion of progress. Level 1 earns 0-9 marks for a descriptive response with little evaluation and partly relevant examples.
- The document discusses a lesson aimed at peer assessing ownership essays and revising synergy. It provides marking criteria for assessing essays at different levels and describes what should be demonstrated at each level.
- It then discusses convergence industries using Sony as an example. It provides a diagram to complete showing how Sony operates across different industries like film, TV, music, and gaming.
- The document discusses what synergy is and provides examples of how Sony uses synergy between its film, music, and gaming divisions for properties like Spiderman and Casino Royale. It highlights advantages like profit sharing but also disadvantages like potential job losses.
This document outlines the assessment objectives and structure for a 2-hour exam in Critical Perspectives in Media. The exam consists of two sections. Section A involves a theoretical evaluation of a student's own media production work and accounts for 50 marks. Section B covers contemporary media issues and also accounts for 50 marks. Students will choose one question from a selection related to "Media in the Online Age" that involves discussing the historical, contemporary, and future aspects of specified online media forms or issues. The document provides examples and definitions to help students prepare for the different question types and topics that may appear. It stresses the importance of using correct terminology, applying concepts from the course, and drawing from up-to-date examples and evidence in exam
The document summarizes a presentation about applying and detecting design patterns. It discusses the need for a common description of design patterns to enable both application and detection. It presents a meta-model for describing design patterns and tools developed for applying patterns to source code using JavaXL and detecting patterns using explanation-based constraint programming (e-Constraints). The goal is to enable a "round-trip" process of seamlessly applying and detecting design patterns.
technology in standardized language assessmentHuang YaLi
1. Computer-based tests (CBTs) and computer adaptive tests (CATs) have become appealing mediums for standardized second language assessments, allowing for more flexible, individualized, and secure test administration.
2. CBTs can represent both disruptive technologies by enabling new models of assessment like distance learning, as well as sustaining technologies by facilitating current practices through features like immediate feedback.
3. While current CBTs mainly employ multiple-choice questions and generate overall scores, advances are still needed to more fully represent the multidimensional nature of second language constructs and abilities.
The chapter discusses qualitative research methods including focus groups, depth interviews, and projective techniques. Focus groups involve interviewing groups of 6-12 people to explore views in a group setting. Depth interviews use open-ended questions to understand motivations and attitudes. Projective techniques indirectly explore subconscious motivations through activities like word associations. Online methods can reduce costs but lack control over environment.
This document provides background information and guiding questions for a student project analyzing the relationship between health and technology, focusing on x-rays. It begins with an introduction outlining the unit question and focus on technology's effects on human health. Next, it provides context on the role of technology in society and comparisons of technology to a teacher. The document then lists guiding questions for the student's research and explains their choice to analyze x-rays. Finally, it shares information collected on how x-rays function, their relationship to health, their medical benefits, and design features to include or avoid in the student's video project.
This document provides information about Section A and Section B of the AS G322 exam on key media concepts related to TV drama.
Section A involves analyzing an unseen TV drama extract through discussion of its technical elements like camerawork, editing, sound and mise-en-scene and how they create representations of characters. Section B involves answering a question about a chosen media industry by discussing its production, distribution, marketing and audience reception using case studies. The exam is 2 hours including 30 minutes to view and note take on the extract.
The document provides information on threats facing coral islands. It discusses how climate change is causing coral bleaching and death as ocean temperatures rise. Overfishing disrupts ecosystems by removing too many fish. Pollution from sewage, chemicals and sedimentation harms corals by reducing water quality and smothering reefs. Uncontrolled tourism damages reefs through activities like walking on coral, collecting specimens, boat anchors damaging reefs, and untreated sewage from hotels polluting the ocean. These threats endanger the fragile coral ecosystems that many species depend on.
This document outlines the process of peer assessment. Students will assess each other's work from the analysis stage of a design cycle based on assessment criteria. They will provide feedback and suggestions for improvement. Students will also self-assess their own work and identify areas for improvement to raise the level based on the criteria. The goal is to give useful feedback, understand how work is evaluated, reflect on one's own work, and improve.
This document discusses the factors that contribute to making a good website. It identifies key elements such as color schemes, themes, fonts, usability, and contact information. It also provides examples of both good and bad website designs. The document outlines a design brief, specification, limits, and demands for creating a website about human catastrophes. The intended purpose is to inform the community and the target audience is younger users.
This document provides guidance for evaluating a project against its original specifications and goals. It instructs students to review their specifications from the beginning of the project and compare the final outcome to determine if the project achieved its intended objectives. Students are asked to assess their own work based on pre-defined achievement levels and predict if their self-assessment will match their supervisor's evaluation.
This document provides definitions for key concepts related to camera work, editing, sound, and mise-en-scene in television drama. It will be used to analyze how certain groups such as gender, ethnicity and class are represented in clips from TV shows through the use of these technical elements. Students will watch and analyze a 5 minute clip, answering how a given group is represented through camerawork, editing, sound, and aspects of mise-en-scene.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
The document discusses a survey conducted by the UK's Information Commissioner's Office (ICO) regarding the personal information shared by young people aged 14 to 21 on social networking websites. The survey found that over half of respondents made most of their personal information public, including date of birth, home address, job title. It warns that sharing such details online can damage future career prospects if undesirable information is discovered by potential employers or educational institutions. The ICO deputy commissioner advises young people to be more thoughtful about the "electronic footprint" they leave online.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document outlines the assessment criteria for the design stage of a project. It states that students must create at least 4 feasible designs, evaluate each one against the specification, and fully critically evaluate the chosen design. It provides examples of what to include in designs, such as navigation plans, storyboards for each page showing layout and design elements, and notes on what should be annotated. The requirements are recapped as 4 designs, an evaluation of each, identifying the chosen design, and a full critical evaluation of that design.
This document provides guidance on selecting sources for a student project. It emphasizes selecting a variety of relevant sources, including experts in the field, published media, surveys, and carefully selected websites. Students are advised to evaluate sources for reliability based on the author's credentials, where it was published, its objectivity and bias, quality, and appropriate quantity of information. A checklist is provided to help students consider various source types and record their source selection process in their process journal. The goal is to achieve a high standard when selecting sources to complete their project.
Representation refers to how media constructs and portrays aspects of reality such as people, places, events, and concepts through language, images, and other symbols. Within television dramas, representation is analyzed through how characters are portrayed in terms of class, age, gender, ethnicity, and sexuality. Producers create a sense of realism through repetition of representations, which become familiar to audiences and feel natural. Both how identities are depicted within shows and how audiences relate to those depictions based on their own identities and experiences factor into representation.
This document provides guidance on researching and writing a poster presentation. It recommends developing guiding questions to focus the research and answering questions from multiple credible sources, including websites, books, videos, television, newspapers, magazines, and interviews. Sources should be evaluated for bias, validity, reliability, level of detail, and referenced in a bibliography. The research process is important for achieving a high-quality poster presentation.
The document discusses a school design project where students will create a poster to advertise a school talent show event. It outlines the steps of the design cycle they will follow, including investigating the problem by researching poster design and the event, planning their poster, designing and creating their poster, and then evaluating it. Their poster will help promote their school event and raise money, reflecting their role in both the school and wider community.
1. This document outlines a marking scheme for a question assessing candidates' ability to summarize their progress and use of digital technology over time.
2. The marking scheme has 4 levels, with level 4 earning 21-25 marks for a clear, fluent, and articulate response using specific examples and excellent terminology. Level 3 earns 16-20 marks for a good response with a clear description and evaluation.
3. Level 2 earns 10-15 marks for a mostly clear response with a narrow range of examples and limited discussion of progress. Level 1 earns 0-9 marks for a descriptive response with little evaluation and partly relevant examples.
- The document discusses a lesson aimed at peer assessing ownership essays and revising synergy. It provides marking criteria for assessing essays at different levels and describes what should be demonstrated at each level.
- It then discusses convergence industries using Sony as an example. It provides a diagram to complete showing how Sony operates across different industries like film, TV, music, and gaming.
- The document discusses what synergy is and provides examples of how Sony uses synergy between its film, music, and gaming divisions for properties like Spiderman and Casino Royale. It highlights advantages like profit sharing but also disadvantages like potential job losses.
This document outlines the assessment objectives and structure for a 2-hour exam in Critical Perspectives in Media. The exam consists of two sections. Section A involves a theoretical evaluation of a student's own media production work and accounts for 50 marks. Section B covers contemporary media issues and also accounts for 50 marks. Students will choose one question from a selection related to "Media in the Online Age" that involves discussing the historical, contemporary, and future aspects of specified online media forms or issues. The document provides examples and definitions to help students prepare for the different question types and topics that may appear. It stresses the importance of using correct terminology, applying concepts from the course, and drawing from up-to-date examples and evidence in exam
The document summarizes a presentation about applying and detecting design patterns. It discusses the need for a common description of design patterns to enable both application and detection. It presents a meta-model for describing design patterns and tools developed for applying patterns to source code using JavaXL and detecting patterns using explanation-based constraint programming (e-Constraints). The goal is to enable a "round-trip" process of seamlessly applying and detecting design patterns.
technology in standardized language assessmentHuang YaLi
1. Computer-based tests (CBTs) and computer adaptive tests (CATs) have become appealing mediums for standardized second language assessments, allowing for more flexible, individualized, and secure test administration.
2. CBTs can represent both disruptive technologies by enabling new models of assessment like distance learning, as well as sustaining technologies by facilitating current practices through features like immediate feedback.
3. While current CBTs mainly employ multiple-choice questions and generate overall scores, advances are still needed to more fully represent the multidimensional nature of second language constructs and abilities.
The chapter discusses qualitative research methods including focus groups, depth interviews, and projective techniques. Focus groups involve interviewing groups of 6-12 people to explore views in a group setting. Depth interviews use open-ended questions to understand motivations and attitudes. Projective techniques indirectly explore subconscious motivations through activities like word associations. Online methods can reduce costs but lack control over environment.
This document provides background information and guiding questions for a student project analyzing the relationship between health and technology, focusing on x-rays. It begins with an introduction outlining the unit question and focus on technology's effects on human health. Next, it provides context on the role of technology in society and comparisons of technology to a teacher. The document then lists guiding questions for the student's research and explains their choice to analyze x-rays. Finally, it shares information collected on how x-rays function, their relationship to health, their medical benefits, and design features to include or avoid in the student's video project.
This document provides information about Section A and Section B of the AS G322 exam on key media concepts related to TV drama.
Section A involves analyzing an unseen TV drama extract through discussion of its technical elements like camerawork, editing, sound and mise-en-scene and how they create representations of characters. Section B involves answering a question about a chosen media industry by discussing its production, distribution, marketing and audience reception using case studies. The exam is 2 hours including 30 minutes to view and note take on the extract.
The document provides information on threats facing coral islands. It discusses how climate change is causing coral bleaching and death as ocean temperatures rise. Overfishing disrupts ecosystems by removing too many fish. Pollution from sewage, chemicals and sedimentation harms corals by reducing water quality and smothering reefs. Uncontrolled tourism damages reefs through activities like walking on coral, collecting specimens, boat anchors damaging reefs, and untreated sewage from hotels polluting the ocean. These threats endanger the fragile coral ecosystems that many species depend on.
This document outlines the process of peer assessment. Students will assess each other's work from the analysis stage of a design cycle based on assessment criteria. They will provide feedback and suggestions for improvement. Students will also self-assess their own work and identify areas for improvement to raise the level based on the criteria. The goal is to give useful feedback, understand how work is evaluated, reflect on one's own work, and improve.
This document discusses the factors that contribute to making a good website. It identifies key elements such as color schemes, themes, fonts, usability, and contact information. It also provides examples of both good and bad website designs. The document outlines a design brief, specification, limits, and demands for creating a website about human catastrophes. The intended purpose is to inform the community and the target audience is younger users.
This document provides guidance for evaluating a project against its original specifications and goals. It instructs students to review their specifications from the beginning of the project and compare the final outcome to determine if the project achieved its intended objectives. Students are asked to assess their own work based on pre-defined achievement levels and predict if their self-assessment will match their supervisor's evaluation.
This document provides definitions for key concepts related to camera work, editing, sound, and mise-en-scene in television drama. It will be used to analyze how certain groups such as gender, ethnicity and class are represented in clips from TV shows through the use of these technical elements. Students will watch and analyze a 5 minute clip, answering how a given group is represented through camerawork, editing, sound, and aspects of mise-en-scene.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
The document discusses a survey conducted by the UK's Information Commissioner's Office (ICO) regarding the personal information shared by young people aged 14 to 21 on social networking websites. The survey found that over half of respondents made most of their personal information public, including date of birth, home address, job title. It warns that sharing such details online can damage future career prospects if undesirable information is discovered by potential employers or educational institutions. The ICO deputy commissioner advises young people to be more thoughtful about the "electronic footprint" they leave online.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document outlines the assessment criteria for the design stage of a project. It states that students must create at least 4 feasible designs, evaluate each one against the specification, and fully critically evaluate the chosen design. It provides examples of what to include in designs, such as navigation plans, storyboards for each page showing layout and design elements, and notes on what should be annotated. The requirements are recapped as 4 designs, an evaluation of each, identifying the chosen design, and a full critical evaluation of that design.
This document provides guidance on selecting sources for a student project. It emphasizes selecting a variety of relevant sources, including experts in the field, published media, surveys, and carefully selected websites. Students are advised to evaluate sources for reliability based on the author's credentials, where it was published, its objectivity and bias, quality, and appropriate quantity of information. A checklist is provided to help students consider various source types and record their source selection process in their process journal. The goal is to achieve a high standard when selecting sources to complete their project.
Representation refers to how media constructs and portrays aspects of reality such as people, places, events, and concepts through language, images, and other symbols. Within television dramas, representation is analyzed through how characters are portrayed in terms of class, age, gender, ethnicity, and sexuality. Producers create a sense of realism through repetition of representations, which become familiar to audiences and feel natural. Both how identities are depicted within shows and how audiences relate to those depictions based on their own identities and experiences factor into representation.
This document provides guidance on researching and writing a poster presentation. It recommends developing guiding questions to focus the research and answering questions from multiple credible sources, including websites, books, videos, television, newspapers, magazines, and interviews. Sources should be evaluated for bias, validity, reliability, level of detail, and referenced in a bibliography. The research process is important for achieving a high-quality poster presentation.
The document discusses a school design project where students will create a poster to advertise a school talent show event. It outlines the steps of the design cycle they will follow, including investigating the problem by researching poster design and the event, planning their poster, designing and creating their poster, and then evaluating it. Their poster will help promote their school event and raise money, reflecting their role in both the school and wider community.
The document provides guidance for students on conducting an investigation stage of a project. It outlines issues with previous student work, such as a lack of sufficient research sources and basic design briefs and specifications. It emphasizes the need for thoroughness, including a minimum of 4 research sources from different locations and detailed explanations. Students are instructed to structure their work with clear headings corresponding to the provided checklist to ensure all requirements are fully addressed. The document concludes by having students begin work on the investigation stage by describing the problem, its importance, relevance, and generating guiding questions.
The plan stage contains detailed, logical steps describing the use of resources and timing. To ensure enough detail, one should create a Gantt chart showing the long-term plan and timeline for completing stages, with an explanation. One should also create a step-by-step plan describing exact steps, resources needed, and precise timings for each step. The plan stage critically evaluates and justifies any modifications to the original plan, showing reflection on how the work can be improved.
The document is a mark scheme for a GCE Advanced Subsidiary exam on media studies. It provides assessment criteria for two sections - a textual analysis question focusing on representations in an unseen TV extract, and an essay question on institutions and audiences. For each section, it outlines four levels of achievement and describes the characteristics of responses for explanation/analysis, use of examples, and use of terminology at each level.
This document provides a specimen paper for an Advanced Subsidiary GCE Media Studies exam on key media concepts related to TV drama. It includes a sample unseen TV extract, two essay questions, and a sample mark scheme for assessing student responses. The first question requires analyzing representations of gender in the extract through camerawork, editing, sound, and mise-en-scene. The second asks about issues an institution faces in targeting audiences. Answers are judged on explanation, example usage, terminology, and other criteria according to three levels of achievement.
OCR is a leading UK exam board that provides qualifications for students of all ages, including AS/A levels, GCSEs, and vocational qualifications. This document contains the mark scheme for a January 2012 Media Studies exam on television drama. It outlines the requirements examiners will use to award marks for questions about how technical aspects construct representations in a media text and about patterns of media production, distribution, and consumption. Candidates will be assessed on their analysis, use of examples from the given materials, and use of relevant terminology.
This document outlines the marking criteria for a 1B assignment with three categories: Explanation/analysis/argument, Use of examples, and Use of terminology. There are four levels of achievement with associated point ranges and descriptions of the expected quality for each category at each level. A high level of explanation relating creative decisions to theory and use of a broad range of relevant examples earns marks in the top level. Minor errors in writing may occur in lower levels.
This document provides a mark scheme for evaluating responses to an OCR AS Media G322 exam. A level 4 response would demonstrate excellent understanding of the task and technical aspects in the extract through a discussion clearly linked to textual analysis and relevant to the question. It would offer frequent textual examples from each technical area in the extract to fully address all parts of the question, and use relevant and accurate terminology.
This document outlines a marking scheme for analyzing a text. It defines four levels of performance with criteria for explanation/analysis, use of examples, and terminology. Level 2 earns basic marks for a simple understanding. Level 3 earns higher marks for a proficient understanding demonstrated through consistent examples and accurate terminology. Level 4 achieves the highest marks for an excellent understanding using frequent textual analysis, a full range of relevant examples, and accurate technical terminology expressed clearly.
This document provides guidance for a 25 mark question evaluating skills development from Foundation to Advanced Portfolio. It outlines the requirements to achieve a level 4 answer including demonstrating progression, reflective examples, and fluent evaluation. Candidates must address the specific production practices in the question using media terminology. Final key points emphasize timing the answer, directly addressing the question using a P-D-Q structure, and including a range of relevant examples.
The document provides the marking scheme for the GCE Media Studies exam from Summer 2012. It includes four levels for assessing answers with descriptions of what students need to demonstrate at each level for different assessment objectives. For example, at Level 3 students are expected to have a sound understanding of media concepts and apply appropriate terminology in their analysis. The marking scheme also provides potential points students could discuss for each question to help examiners apply the levels consistently.
This document provides a grading grid for assessing student work on three criteria:
1) Explanation, analysis, and argument - It outlines four levels of achievement from basic to excellent in discussing concepts and relating creative outcomes to media theory.
2) Use of examples - It describes expectations for the range and relevance of examples from the student's own production used to illustrate theoretical ideas.
3) Use of terminology - It establishes standards for using conceptual language from minimal to excellent usage of relevant terms.
- The document provides guidance for answering two questions in Section A of the exam.
- Question 1(a) asks students to discuss the progression of their skills in areas like research, technology, and creativity using examples from their AS and A2 coursework.
- Question 1(b) requires students to apply a theoretical concept like representation or audience to one of their coursework productions.
- The document offers advice on structuring answers, using specific examples, evaluating work, and spending equal time on each question.
This 3-sentence summary provides the key details about the engineering project brief:
Students will work individually to design an innovative broadcast technology product or service, developing a proposal, interim report, prototype, and final report. They will present their prototype to industry professionals and be assessed based on their proposal, reports, presentation, and ability to manage the project schedule and budget. The goal is to simulate real-world broadcast engineering experiences by planning and developing an individual technology project from concept to completion.
Ocr gcse media studies exam mark schemeNick Crafts
The document provides information about OCR (Oxford Cambridge and RSA) examinations and GCSE qualifications. It discusses that OCR offers a wide range of qualifications to meet the needs of all candidates. It also notes that OCR develops new specifications to meet national requirements and the needs of students and teachers. The document serves as a mark scheme for a GCSE Media Studies exam on textual analysis and media studies topics related to moving images. It provides guidance for examiners on how to apply marks to student responses.
This document provides guidance for a media exam, including:
- The exam is 2 hours with 2 sections, spending 1 hour on each. Section B is worth most marks.
- Section A questions are based on coursework, with question 1(a) requiring discussion of skills progression from AS to A2 levels across areas like research and planning, using examples from both levels of coursework.
- Question 1(b) requires discussion of one selected coursework product in more depth. Strong answers provide specific examples, evaluation, and show development over time using production and conceptual terminology.
1. This document provides guidance on the A Level Media Studies H409/02 exam paper. It explains how students should approach each question and how marks are awarded.
2. The questions assess knowledge and understanding of media industries and audiences as well as ability to apply knowledge, analyze products, evaluate theories, and make judgments.
3. The long-form question asks students to compare representations in two television dramas they have studied from different contexts and evaluate how contexts may have influenced representations.
This document outlines the marking criteria for Question 1(a) which asks candidates to refer to their work from previous portfolio units. It is divided into four levels:
1) The lowest level (0-10 marks) requires a descriptive answer with limited analysis and few relevant examples. Terminology is minimal.
2) Level 2 (11-15 marks) requires a clearer answer with a narrow range of partly relevant examples and basic terminology.
3) Level 3 (16-20 marks) requires some progression, useful skill descriptions, and a clear evaluation with a reasonable range of relevant examples and proficient terminology.
4) The highest level (21-25 marks) requires a clear sense of progression,
This document outlines four levels of assessment for analyzing representations in an extract. Level 1 shows minimal understanding, uses limited examples and terminology inaccurately. Level 2 shows basic understanding, some relevant examples and terminology, but some inaccuracies. Level 3 shows proficient understanding, mostly relevant examples and accurate terminology. Level 4 shows excellent understanding, frequent relevant examples, accurate terminology, and clearly addresses the question. Higher levels receive more marks and are expected to have fewer errors.
This document outlines four levels of assessment for analyzing representations in an extract. Level 1 shows minimal understanding, uses limited examples and terminology inaccurately. Level 2 shows basic understanding, some relevant examples and terminology, but some inaccuracies. Level 3 shows proficient understanding, mostly relevant examples and accurate terminology. Level 4 shows excellent understanding, frequent relevant examples, accurate terminology, and clearly addresses the question. Higher levels receive more marks and are expected to have fewer errors.
This document outlines a progression of levels for analyzing how representations are constructed in a TV drama extract through the use of micro-elements. It describes four levels of increasing sophistication in explanation, examples from the text, and use of terminology. Level 1 demonstrates minimal understanding and examples. Level 2 shows basic understanding with some examples and terminology. Level 3 displays proficient understanding, mostly linked examples, and accurate terminology. Level 4 exhibits excellent understanding, clear links to text, full relevant examples, and accurate terminology.
This document provides an example specimen paper for an Advanced Subsidiary GCE Media Studies exam focusing on key media concepts in TV drama. It includes two sections - Section A involves textual analysis of an unseen TV extract, and Section B addresses institutions and audiences. The document provides sample questions, marking schemes, and indicative content for candidates to potentially discuss and be assessed on regarding representations, technical elements, institutions, and audience targeting.
This document provides information about the AS Media Studies course requirements. Students must complete two units: G321 Foundation Portfolio in Media which is coursework based involving video productions and evaluations; and G322 Key Media Concepts, a 2 hour exam with sections on textual analysis and media institutions/audiences.
For G321, students complete preliminary and main video production tasks along with research and evaluations. Their work is presented online and assessed based on research/planning, construction, and evaluation. This unit counts for 50% of the AS grade.
G322 is the other 50% and involves a 2 hour exam with questions on textual analysis and representations, as well as media institutions and audiences. Students answer one question from each
This document provides guidance on justifying the need for a school project or unit of work. It instructs the reader to consider who will benefit from the project, how they will benefit, and why the described benefits are important. The reader is told to explain how the skills and knowledge gained will be useful in the future. The document emphasizes that the introduction should show an understanding of why the unit of work is necessary and needed, and justify all the reasons the final products are needed and will provide benefits.
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This document introduces a unit on creativity and innovation in technological health innovations. The key concept is creativity and related concepts are function and innovation. Students will research the benefits of a technological health innovation, and use their creativity and innovation to produce a short educational video about the innovation's health benefits and function for a target audience. The focus of the unit is on understanding filmmaking techniques to effectively create the short video. Students will choose the technological health innovation and target audience to research and create their video about.
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This document introduces a unit that asks students to research a technological innovation for health or well-being and create an informative short film about it. The key concept is creativity, and related concepts are function and innovation. Students will choose a technology to research, investigate its health benefits and functions, and creatively produce a video to educate their target audience on the technology. They can select the target audience and end user, such as students in a particular class, to ensure the video meets their needs.
Students are required to create an effective poster advertisement to advertise an upcoming school event, International Evening in December, to their peers, families, and teachers. The poster must satisfy the end-users' (Miss Daykin and Miss Barton) requirements and convey the theme of the event through manipulation of form, which includes elements like images, text, shapes, and colors. To be successful, the poster must communicate important information to the target audience—the ISM community of students, parents, and teachers—through consideration of its function, form, and collaboration with end-users.
The document discusses changes to the design cycle at the school. It now has 4 stages - inquiring and analyzing, developing ideas, creating a solution, and evaluating. More time will be spent on each stage and more work is expected. Assessment criteria for each stage are also outlined, providing details on what will be graded. A high grade now requires high quality work that demonstrates all tasks for a given level, with reflection throughout the design cycle. Simply completing tasks is not enough - work must show depth, detail, and genuine reflection.
Your Evaluation Stage needs to be finished and submitted by Monday 19th May along with your completed word document containing all Stages. Final Assessment of your work will then take place and your end of year grades calculated based on Unit 1 and 2 marks and group work participation. This will be included in your final end of year report.
The document provides instructions for students to follow during the Create Stage of a design project. Students should follow the specification and design prototype, set up the correct page size, and use appropriate software. They also need to maintain a process journal with regular diary entries documenting their progress step-by-step along with screenshots, and reflecting on their progress. Finally, the deadline for posters is October 24th and when finished, students should save their poster, upload it along with their process journal to the required platforms, and evaluate their performance.
The document provides guidance for a student's personal project process journal deadline on Thursday October 17th. It outlines the criteria and objectives the journal will be assessed on, including applying information to make decisions and create solutions related to the project's goal. The student is instructed to have a minimum of 20 pages in their journal. It also provides examples of different types of information sources the student should use, such as experts, published media, surveys, and websites. The student is asked to make a list of questions to guide their investigation and determine if sources have helped answer those questions. Lastly, the document lists ideas that should be considered and recorded in the journal, such as interpreting information to make decisions, finding information to learn new skills,
The document lists dates and times for a school play at the International School of Milan. It includes Wednesday the 11th at 2pm, Thursday the 12th at 5pm, and Friday the 13th at 7:30pm. The play, "Our Day Out" by playwright Willy Russell, will be held at the ISM High School located at Via G. Bellini 1 in Milan.
This document provides guidance for students on the process of developing an independent project for the International Baccalaureate Diploma Programme. It instructs students to review slides in their process journal that relate to approaches to learning, areas of interaction, and expectations for different subject groups. Students are asked to reflect on these areas in written form. The document then outlines specific tasks for brainstorming project ideas, meeting with supervisors, developing goals and specifications to evaluate their project, and identifying necessary resources and skills.
This document provides a worksheet to analyze visual, verbal, and overall effectiveness of a poster. It includes questions about visual elements like colors, shapes, symbols; verbal elements like text amount and readability; and overall impact like intended audience and clear communication of message. The goal is to evaluate the poster's effectiveness as a work of art, means of communication, and advertisement.
The document provides guidance on creating a design brief for addressing a new problem statement. It instructs to gather necessary information from various sources and learn required skills. The design brief should also include goals, target audience, constraints, and criteria. It should describe how the solution will be created and tested with examples of similar products and images for reference.
This document provides guidance on conducting research for a written project. It recommends developing a list of guiding questions to focus the research on key topics. A variety of sources should be used, including websites, books, videos, television, newspapers, magazines, and interviews. All sources must be evaluated for bias, validity, and reliability. Finally, sources must be properly cited in a bibliography with relevant publication details.
The document outlines the investigation stage of a design cycle which consists of: introducing the unit, researching the problem, creating a design brief and specification, a test plan, and evaluating performance. It then provides more details on writing an introduction, including clearly stating the problem, considering what needs to be achieved like educating an audience and promoting a technology, and reflecting on how those things can be achieved. The introduction should also relate the problem personally and to society, and link it to the area of interaction being studied.
This document provides guidance on creating a design brief to address a new problem statement. It instructs the writer to outline how they will gather necessary information from various sources and learn required skills. The design brief should also include the goal of the design, its target audience, any constraints, and the criteria a good design should meet such as being informative and captivating. Examples should be included to illustrate similar existing products and their desirable characteristics.
1. GCE
Media Studies
Advanced Subsidiary GCE AS H140
Mark Schemes on the Units
January 2009
H140/MS/R/09J
Oxford Cambridge and RSA Examinations
2. CONTENTS
Advanced Subsidiary GCE Media Studies (H140)
MARK SCHEMES FOR THE UNITS
Unit/Content Page
G322 Key Media Concepts (TV Drama) 1
G323 Key Media Concepts (Radio Drama) 7
Grade Thresholds 13
3. G322 Mark Scheme January 2009
G322 Key Media Concepts (TV Drama)
Question Answer Mark
The purpose of these Units is to firstly assess candidates’ media
textual analysis skills and their understanding of the concept of
representation using a short unseen moving image extract ( AO1 and
AO2); secondly to assess candidates’ knowledge and knowledge of
media institutions and their production processes, distribution
strategies, use of technologies and related issues concerning
audience reception and consumption of media texts ( AO1 and AO2).
1. Section A: Textual Analysis and Representation (Unseen moving
image extract)
Discuss the ways in which the extract constructs the representation
of age using the following:
• Camera shots, angles, movement and composition
• Editing
• Sound
• Mise en scène
Candidates will be assessed on their ability to understand how
representations are constructed in a media text through the analysis of
different technical areas. Assessment will take place across three criteria:
• Explanation/analysis/argument (20 marks) AO1 Specific
• Use of examples (20 marks) AO2 Specific
• Use of terminology (10 marks) AO1 Specific
Candidates’ work should be judged on each of these criteria individually
and marks awarded according to the level attained. It should be noted that
it is possible for a candidate to achieve a different level for each
assessment criterion.
General Mark Scheme
Level 1
Explanation/analysis/argument (0-7 marks)
• Shows minimal understanding of the task
• Minimal understanding of the way that technical aspects are used to
construct the extract’s representations
• Of minimal relevance to set question or a brief response (under one
and a half sides of answer booklet)
1
4. G322 Mark Scheme January 2009
Question Answer Mark
Use of examples (0-7 marks)
• Offers minimal textual evidence from the extract
• Offers a limited range of examples (only one technical area covered)
• Offers examples of minimal relevance to the set question
Use of terminology (0-3 marks)
• Minimal or frequently inaccurate use of appropriate terminology
Some simple ideas have been expressed. There will be some errors of
spelling, punctuation and grammar which will be noticeable and intrusive.
Writing may also lack legibility.
Level 2
Explanation/analysis/argument (8-11 marks)
• Shows basic understanding of the task
• Basic understanding of the way that technical aspects are used to
construct the extract’s representations
• Some relevance to set question
Use of examples (8-11 marks)
• Offers some textual evidence from the extract
• Offers a partial range of examples (at least two technical areas
covered)
• Offers examples with some relevance to the set question
Use of terminology (4-5 marks)
• Some terminology used, although there may be some inaccuracies
Some simple ideas have been expressed in an appropriate context. There
are likely to be some errors of spelling, punctuation and grammar of which
some may be noticeable and intrusive.
Level 3
Explanation/analysis/argument (12-15 marks)
• Shows proficient understanding of the task
• Proficient understanding of the way that technical aspects are used to
construct the extract’s representations
• Mostly relevant to set question
2
5. G322 Mark Scheme January 2009
Question Answer Mark
Use of examples (12-15 marks)
• Offers consistent textual evidence from the extract
• Offers a range of examples (at least three technical areas covered)
• Offers examples which are mostly relevant to the set question
Use of terminology (6-7 marks)
• Use of terminology is mostly accurate
Straightforward ideas have been expressed with some clarity and fluency.
Arguments are generally relevant, though may stray from the point of the
question. There will be some errors of spelling, punctuation and grammar,
but these are unlikely to be intrusive or obscure meaning.
Level 4
Explanation/analysis/argument (16-20 marks)
• Shows excellent understanding of the task
• Excellent knowledge and understanding of the way that technical
aspects are used to construct the extract’s representations
• Clearly relevant to set question
Use of examples (16-20 marks)
• Offers frequent textual analysis from the extract – award marks to
reflect the range and appropriateness of examples
• Offers a full range of examples from each technical area
• Offers examples which are clearly relevant to the set question
Use of terminology (8-10 marks)
• Use of terminology is relevant and accurate
Complex issues have been expressed clearly and fluently. Sentences and
paragraphs, consistently relevant, have been well structured, using
appropriate technical terminology. There may be few, if any, errors of
spelling, punctuation and grammar.
3
6. G322 Mark Scheme January 2009
Question Answer Mark
2 Section B: Institutions and Audiences
Discuss the ways in which media product(s) are produced and
distributed to audiences, within a media area, which you have
studied.
Candidates must focus on one of the following media areas though
they may make reference to other media areas, which you have
studied:
• Film
• Music
• Newspapers
• Radio
• Magazines
• Video games
Candidates will be assessed on their ability to illustrate patterns of
production, distribution, exchange and consumption through relevant case
study examples and their own experiences as audiences.
Candidates may cover the following material in their responses to the
question:
• Production practices which allow texts to be constructed for specific
audiences
• Distribution and marketing strategies to raise audience awareness of
specific products or types of products
• The use of new technology to facilitate more accurate targeting of
specific audiences
• Audience strategies in facilitating or challenging institutional practices
Candidates should be given credit for their knowledge and understanding,
illustrated through case study material, in any of these areas; there is no
requirement that they should all be covered equally. Examiners should
also be prepared to allow points, examples and arguments that have not
been considered if they are relevant and justified.
Explanation/analysis/argument- AO1 Specific
Use of examples- AO2 Specific
Use of terminology- AO1 Specific.
Level 1
Explanation/analysis/argument (0-7 marks)
• Shows minimal understanding of the task
• Minimal knowledge and understanding of institutional/audience
practices – general opinions or assertions predominate
• Minimal argument evident, with little reference to case study material
• Of minimal relevance to set question or a brief response (under one
and a half sides of answer booklet)
4
7. G322 Mark Scheme January 2009
Question Answer Mark
Use of examples (0-7 marks)
• Offers minimal use of case study material
• Offers a limited range of or inappropriate examples
• Offers examples of minimal relevance to set question
Use of terminology (0-3 marks)
• Minimal or frequently inaccurate use of appropriate terminology
Some simple ideas have been expressed. There will be some errors of
spelling, punctuation and grammar which will be noticeable and intrusive.
Writing may also lack legibility.
Level 2
Explanation/analysis/argument (8-11 marks)
• Shows basic understanding of the task
• Basic knowledge and understanding of institutional/audience practices
– factual knowledge will have some accuracy
• Basic argument evident, with some reference to case study material
• Some relevance to set question
Use of examples (8-11 marks)
• Offers some evidence from case study material
• Offers a partial range of examples from case study and/or own
experience
• Offers examples of some relevance to the set question
Use of terminology (4-5 marks)
• Some terminology used, although there may be some inaccuracies
Some simple ideas have been expressed in an appropriate context. There
are likely to be some errors of spelling, punctuation and grammar of which
some may be noticeable and intrusive.
Level 3
Explanation/analysis/argument (12-15 marks)
• Shows proficient understanding of the task
• Proficient knowledge and understanding of institutional/audience
practices – factual knowledge is mostly accurate
• Some developed argument, supported by reference to case study
material
• Mostly relevant to set question
Use of examples (12-15 marks)
• Offers consistent evidence from case study material
• Offers a range of examples from case study and/or own experience
• Offers examples which are mostly relevant to the set question
5
8. G322 Mark Scheme January 2009
Question Answer Mark
Use of terminology (6-7 marks)
• Use of terminology is mostly accurate
Straightforward ideas have been expressed with some clarity and fluency.
Arguments are generally relevant, though may stray from the point of the
question. There will be some errors of spelling, punctuation and grammar,
but these are unlikely to be intrusive or obscure meaning.
Level 4
Explanation/analysis/argument (16-20 marks)
• Shows excellent understanding of the task
• Excellent knowledge and understanding of institutional/audience
practices – factual knowledge is relevant and accurate
• A clear and developed argument, substantiated by detailed reference
to case study material
• Clearly relevant to set question
Use of examples (16-20 marks)
• Offers frequent evidence from case study material – award marks to
reflect the range and appropriateness of examples from case study
and/or own experience
• Offers examples which are clearly relevant to the set question
Use of terminology (8-10 marks)
• Use of terminology is relevant and accurate
Complex issues have been expressed clearly and fluently. Sentences and
paragraphs, consistently relevant, have been well structured, using
appropriate technical terminology. There may be few, if any, errors of
spelling, punctuation and grammar.
6
9. G323 Mark Scheme January 2009
Question Answer Mark
2 Section B: Institutions and Audiences
Discuss the ways in which media product(s) are produced and
distributed to audiences within a media area, which you have studied.
Candidates must focus on one of the following media areas though
you may make reference to other media areas, which you have
studied:
• Film
• Music
• Newspapers
• Radio
• Magazines
• Video games
Candidates will be assessed on their ability to illustrate patterns of
production, distribution, exchange and consumption through relevant case
study examples and their own experiences as audiences.
Candidates may cover the following material in their responses to the
question:
• Production practices which allow texts to be constructed for specific
audiences
• Distribution and marketing strategies to raise audience awareness of
specific products or types of products
• The use of new technology to facilitate more accurate targeting of
specific audiences
• Audience strategies in facilitating or challenging institutional practices
Candidates should be given credit for their knowledge and understanding,
illustrated through case study material, in any of these areas; there is no
requirement that they should all be covered equally. Examiners should
also be prepared to allow points, examples and arguments that have not
been considered if they are relevant and justified.
Explanation/analysis/argument- AO1 Specific
Use of examples- AO2 Specific
Use of terminology- AO1 Specific.
Level 1
Explanation/analysis/argument (0-7 marks)
• Shows minimal understanding of the task
• Minimal knowledge and understanding of institutional/audience
practices – general opinions or assertions predominate
• Minimal argument evident, with little reference to case study material
• Of minimal relevance to set question or a brief response (under one
and a half sides of answer booklet)
10
10. G323 Mark Scheme January 2009
Question Answer Mark
Use of examples (0-7 marks)
• Offers minimal use of case study material
• Offers a limited range of or inappropriate examples
• Offers examples of minimal relevance to set question
Use of terminology (0-3 marks)
• Minimal or frequently inaccurate use of appropriate terminology
Some simple ideas have been expressed. There will be some errors of
spelling, punctuation and grammar which will be noticeable and intrusive.
Writing may also lack legibility.
Level 2
Explanation/analysis/argument (8-11 marks)
• Shows basic understanding of the task
• Basic knowledge and understanding of institutional/audience practices
– factual knowledge will have some accuracy
• Basic argument evident, with some reference to case study material
• Some relevance to set question
Use of examples (8-11 marks)
• Offers some evidence from case study material
• Offers a partial range of examples from case study and/or own
experience
• Offers examples of some relevance to the set question
Use of terminology (4-5 marks)
• Some terminology used, although there may be some inaccuracies
Some simple ideas have been expressed in an appropriate context. There
are likely to be some errors of spelling, punctuation and grammar of which
some may be noticeable and intrusive.
Level 3
Explanation/analysis/argument (12-15 marks)
• Shows proficient understanding of the task
• Proficient knowledge and understanding of institutional/audience
practices – factual knowledge is mostly accurate
• Some developed argument, supported by reference to case study
material
• Mostly relevant to set question
Use of examples (12-15 marks)
• Offers consistent evidence from case study material
• Offers a range of examples from case study and/or own experience
• Offers examples which are mostly relevant to the set question
11
11. G323 Mark Scheme January 2009
Question Answer Mark
Use of terminology (6-7 marks)
• Use of terminology is mostly accurate
Straightforward ideas have been expressed with some clarity and fluency.
Arguments are generally relevant, though may stray from the point of the
question. There will be some errors of spelling, punctuation and grammar,
but these are unlikely to be intrusive or obscure meaning.
Use of terminology (0-3 marks)
• Minimal or frequently inaccurate use of appropriate terminology
Some simple ideas have been expressed. There will be some errors of
spelling, punctuation and grammar which will be noticeable and intrusive.
Writing may also lack legibility.
Level 4
Explanation/analysis/argument (16-20 marks)
• Shows excellent understanding of the task
• Excellent knowledge and understanding of institutional/audience
practices – factual knowledge is relevant and accurate
• A clear and developed argument, substantiated by detailed reference
to case study material
• Clearly relevant to set question
Use of examples (16-20 marks)
• Offers frequent evidence from case study material – award marks to
reflect the range and appropriateness of examples from case study
and/or own experience
• Offers examples which are clearly relevant to the set question
Use of terminology (8-10 marks)
• Use of terminology is relevant and accurate
Complex issues have been expressed clearly and fluently. Sentences and
paragraphs, consistently relevant, have been well structured, using
appropriate technical terminology. There may be few, if any, errors of
spelling, punctuation and grammar.
12
12. Grade Thresholds
Advanced GCE Media Studies H140
January 2009 Examination Series
Unit Threshold Marks
Unit Maximum A B C D E U
Mark
G321 Raw 100 80 70 60 50 40 0
UMS 100 80 70 60 50 40 0
G322 Raw 100 77 67 57 47 38 0
UMS 100 80 70 60 50 40 0
G323 Raw 100 77 67 57 47 38 0
UMS 100 80 70 60 50 40 0
Specification Aggregation Results
Overall threshold marks in UMS (ie after conversion of raw marks to uniform marks)
Maximum A B C D E U
Mark
H140 200 160 140 120 100 80 0
The cumulative percentage of candidates awarded each grade was as follows:
No candidates aggregated in this first series
For a description of how UMS marks are calculated see:
http://www.ocr.org.uk/learners/ums_results.html
Statistics are correct at the time of publication.
13