This document is a coursework assessment form for a GCE Advanced Subsidiary physics course. It provides criteria for evaluating student coursework in 5 areas: [1] the quality and independence of the student's research briefing, [2] the use and understanding of physics demonstrated, and [3] the selection, summarizing, explanation, and [4] understanding/critical thinking shown in the student's work. Scores from 1-5 are given for each criterion, with 5 being the highest score. The form also includes the student's name and ID number for record keeping purposes.

1. GCE
Physics B (Advancing Physics)
OCR Advanced Subsidiary GCE H559 Unit G496(b) Physics in Use
Coursework Assessment Form
Examination session June Year 2 0
Centre name
Centre number
Candidate name Candidate number
A copy of this sheet must be attached to each candidate’s work as a record of the assessment.
The full criteria on which the assessment should be based can be found in the Teacher Support:
Coursework Guidance.
GCW254 Devised April 2008 CAF/G496
Oxford Cambridge and RSA Examinations

2. 5 3 1
A Independence
There is a clear focus on a The topic has interest and Although a definite topic
Quality of the particular topic of interest, potential some of which is was chosen considerable
Research Briefing chosen independently, developed, making some guidance was needed at
which is challenging and demands on the student. every stage. Advice about
makes appropriate Some independent finding sources was
demands on the student. decisions have been frequently needed. The
Sources were found and made; some advice was topic chosen makes few
chosen independently. acted upon. demands on the student.
Personal responsibility
was taken for decisions.
Use of sources
The student has used an Several relevant sources At least one source has
appropriate range and of information were used, been identified and may
variety of sources, perhaps without cross- be used extensively. The
including seeking to cross- checking. The sources are briefing may simply report
check information between identified in a List of the content of one or two
different sources. There is Sources. There is some sources. If a range of
a complete List of Sources but not always complete sources is used, it is not
consulted, annotated to information about where clear what they were,
make clear their origin. It is these sources were found, where they were found, or
made clear how the or how they contribute. how they contribute. Any
various sources contribute List of Sources is
to the Briefing, either in the inadequately documented.
briefing or in annotation of
the List of Sources.
Quality of writing
The briefing well-written in The briefing is neatly The briefing is too long or
good English, and is clear produced and within the too short. The English may
and succinct (1000-2000 required limits of length. It be poor. It lacks structure,
words). It has a clear and has some flaws of logical and its logic is hard to
logical structure, structure or written follow, with key points
identifying key points and English. The importance of omitted or hard to identify.
their importance. It is well- key points may not be very The relevance of parts of it
presented, with clear. Quotations are may be doubtful.
appropriate and well- identified and are relevant, Quotations from sources
chosen supporting graphs, but are just inserted, not are not identified.
diagrams or tables. It is discussed. Relevant Diagrams graphs or tables
wholly in the student’s own graphs, tables or diagrams (if included) are irrelevant
words, except for clearly are used but are not or not linked to the main
identified short and always linked clearly to the argument.
relevant quotations, which arguments presented.
are integrated into the
argument.
/5
B
Use and Scope of physics
included
Understanding of The chosen topic requires The chosen topic requires Knowledge of physics is
Physics substantial knowledge of some knowledge of A-level required for the topic to be
A-level physics to be physics to be understood. understood, but the ideas
understood, and involves Some ideas new to the are simple, needing little
ideas or applications new student have been tackled, use of A-level physics.
to the student that go but not necessarily Many aspects of the
beyond or lie outside A- completely. The physics understanding required
level physics. The student included might not all be of are ignored or missed.
has identified the key A-level standard.
ideas, and no important
aspects of the
understanding required
are ignored or missed.
Selection, summarising
and explanation There has been some The briefing is unselective,
Essential ideas have been selection of essential from using material
thoughtfully selected from inessential ideas, but the indiscriminately. The work
the source material, focus on essentials is is largely a collection of
avoiding inessential unclear or incomplete. An material, not significantly
details. The ideas have attempt to and re-work re-worked into a summary.
been re-worked into a material into a summary Key points or terms are
coherent summary of the has been made, but not often left unexplained, or
GCW254 Devised April 2008 CAF/G496
Oxford Cambridge and RSA Examinations

3. topic. Key points of always convincingly. accounts of them are
physics, especially terms Explanations of key points simply taken directly from
that are outside A-level or terms are offered, but sources.
physics, are all clearly may not all be clear or
explained, at a level coherent. They may be
understandable to a good close to those found in
A-level student, re-working sources.
explanations and accounts
found in sources for this
purpose.
Understanding and
critical thinking
Under questioning, the Questions asked are Questioning reveals that
student demonstrates a mainly dealt with many of the physics ideas
good understanding of the competently. Questioning involved are not well
physics ideas included, shows that the physics understood. Questions
without need for further ideas included are mostly have to be reworded,
prompting. Technical understood although there leading the student to an
language is used fluently. may be some answer. Little technical
The student can give a misunderstandings language is used correctly.
critical overview of the revealed, or some ideas The student largely takes
significance of the results, not well explained. There the significance of the
ideas, methods and is some but limited work for granted.
evidence involved. The evidence of critical thinking
student can respond about the significance of
appropriately to issues that the work.
might not have been
covered completely in the
briefing.
/5
RATING TOTAL /10
Assessor’s Signature: Date:
Additional Comments
INSTRUCTIONS FOR COMPLETION OF THESE FORMS
1 Each of these forms should be completed for each candidate for each of parts (a) and
(b) of this unit.
2 Please ensure that the appropriate boxes at the top of the forms are completed.
3 Enter the mark awarded for each coursework task in the appropriate box.
4 Add the marks for all the coursework tasks together to give a total out of 20.
5 Sign and date the forms.
GCW254 Devised April 2008 CAF/G496
Oxford Cambridge and RSA Examinations