The document provides guidance for students taking an exam on media production. It outlines the requirements for Section A, Question 1(a) which asks students to discuss their work on the Foundation and Advanced Portfolio units, including any other relevant media production work. It emphasizes describing a range of creative decisions made in post-production and how these impacted the final outcomes. Students should refer to multiple examples to demonstrate how their skills developed over time. The document also includes sample exam questions, marking criteria, and advice for examiners on assessing student responses.
Page 1 of 5
Coursework Assignment Brief
Semester: C15 Summer 2015
Module Code: PM206
Module Title: Logistics and Operations Management
Programme BSc (Hons) Business Management
BSc (Hons) Management with Human Resource
Management
BSc (Hons) Business Management & Information
Technology
BSc (Hons) Human Resource Management with
Information Systems BSc (Hons) Computer Science with
Information Systems
BSc (Hons) Oil & Gas Management
Level: Level 5
Awarding Body: Plymouth University
Module Leader Jonathan Lawal
Format: Report
Presentation: No
Any special
requirements:
All work should be submitted on the Student Portal along
with a Turnitin Report
Word Limit: 2,000 words (with 10% plus or minus leeway)
Deadline date for
submission:
Tuesday 11th August 2015
Learning outcomes
to be examined in
this assessment
(please note that
this is NOT the
assessment task)
• Critically evaluate methods of planning and
organising efficient operations and networking.
• Analyse the problems of controlling component
activities and of controlling quality
• Critically discuss methods of project evaluation and
of scheduling resources
Page 2 of 5
Percentage of
marks awarded for
module:
This assignment is worth 50% of the total marks for the
module
Assessment
criteria
Explanatory comments on the
assessment criteria
Maximum marks
for each section
Content, style,
relevance,
originality
Clear demonstration of rigorous
research from recognised
authoritative sources. Audience
focus.
50%
Format,
referencing,
bibliography
Rigorous use of the Harvard
Methodology for citation and
referencing; page numbering; correct
display of direct quotations.
10 %
Constructive critical
analysis,
introduction,
conclusion
Demonstration of a clear
understanding of the issues. Use of
academic models.
40%
Assignment Task
As the Operations Manager for any of the listed companies below, you are tasked
with the decision to outsource part of their products or services for added value to
the customer.
Using the decision logic of outsourcing, provide a detailed Logic map to indicate
what should be outsourced and what is to be kept in-house.
Analyse the factors that influence your decision to outsource or to remain in-house
using the 5 Performance objectives.
Evaluate the risks involved in the process of decision making and recommend
mitigating strategies to the risks.
Chose any one of the companies below for your analysis
• Google
• Shell
• BP
• Starbucks
• Costa
Total marks for assignment: 100
Page 3 of 5
Page 4 of 5
Generic Criteria for Assessment at Level 5
Marks 0-25 (Fail) 26-39 (Fail) 40-49 (3
rd
) 50-59 (2.2) 60-69 (2.1) 70-85 (1
st
) 86-100 (1
st
)
Assessment
categories
Knowledge &
Understanding of
Subject
Major gaps in
knowledge and
understa.
Page 1 of 5
Coursework Assignment Brief
Semester: C15 Summer 2015
Module Code: PM206
Module Title: Logistics and Operations Management
Programme BSc (Hons) Business Management
BSc (Hons) Management with Human Resource
Management
BSc (Hons) Business Management & Information
Technology
BSc (Hons) Human Resource Management with
Information Systems BSc (Hons) Computer Science with
Information Systems
BSc (Hons) Oil & Gas Management
Level: Level 5
Awarding Body: Plymouth University
Module Leader Jonathan Lawal
Format: Report
Presentation: No
Any special
requirements:
All work should be submitted on the Student Portal along
with a Turnitin Report
Word Limit: 2,000 words (with 10% plus or minus leeway)
Deadline date for
submission:
Tuesday 11th August 2015
Learning outcomes
to be examined in
this assessment
(please note that
this is NOT the
assessment task)
• Critically evaluate methods of planning and
organising efficient operations and networking.
• Analyse the problems of controlling component
activities and of controlling quality
• Critically discuss methods of project evaluation and
of scheduling resources
Page 2 of 5
Percentage of
marks awarded for
module:
This assignment is worth 50% of the total marks for the
module
Assessment
criteria
Explanatory comments on the
assessment criteria
Maximum marks
for each section
Content, style,
relevance,
originality
Clear demonstration of rigorous
research from recognised
authoritative sources. Audience
focus.
50%
Format,
referencing,
bibliography
Rigorous use of the Harvard
Methodology for citation and
referencing; page numbering; correct
display of direct quotations.
10 %
Constructive critical
analysis,
introduction,
conclusion
Demonstration of a clear
understanding of the issues. Use of
academic models.
40%
Assignment Task
As the Operations Manager for any of the listed companies below, you are tasked
with the decision to outsource part of their products or services for added value to
the customer.
Using the decision logic of outsourcing, provide a detailed Logic map to indicate
what should be outsourced and what is to be kept in-house.
Analyse the factors that influence your decision to outsource or to remain in-house
using the 5 Performance objectives.
Evaluate the risks involved in the process of decision making and recommend
mitigating strategies to the risks.
Chose any one of the companies below for your analysis
• Google
• Shell
• BP
• Starbucks
• Costa
Total marks for assignment: 100
Page 3 of 5
Page 4 of 5
Generic Criteria for Assessment at Level 5
Marks 0-25 (Fail) 26-39 (Fail) 40-49 (3
rd
) 50-59 (2.2) 60-69 (2.1) 70-85 (1
st
) 86-100 (1
st
)
Assessment
categories
Knowledge &
Understanding of
Subject
Major gaps in
knowledge and
understa.
PSY 570 Final Project Guidelines and Grading GuideOverview.docxamrit47
PSY 570: Final Project Guidelines and Grading Guide
Overview
The final project for this course is the creation of an ethics training manual for individuals who will be working with employees or clients (could be educational or IOP, depending on the student’s concentration). If any students are pursuing a general track (no concentration), they can select any area of psychology of interest. The project is divided into four milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, Seven, and Ten.
You can choose any discipline in psychology (clinical, cognitive, counseling, developmental, experimental, social, etc.), but it would be most beneficial to choose either your concentration area or an area of interest. Using the five general principles of psychology (beneficence and nonmaleficence; fidelity and responsibility; integrity; justice; respect for people’s rights and dignity), draft a training portion utilizing user-friendly terminology to describe each principle, including multiple-role relationships, relating it back to the APA Code of Ethics and providing stepwise recommendations on solving the ethical situation. You must incorporate at least four scholarly resources in your ethics training manual. The final ethics training manual will be 10–14 pages in length, not counting the title or reference pages.
Main Elements
Milestone One: The first draft of the training materials will utilize user-friendly terminology describing each principle in two paragraphs. Following the explanation of each principle, students will need to provide one example of a research-related potential ethical dilemma that would violate the principle in the student’s selected concentration. If any students are pursuing a general track (no concentration), they can select any relevant area of psychology for their example.
· Principle A: Beneficence and Nonmaleficence
· Principle B: Fidelity and Responsibility
· Principle C: Integrity
· Principle D: Justice
· Principle E: Respect for People’s Rights and Dignity
Milestone Two: The second draft of the training materials will continue to utilize user-friendly terminology to describe each principle (two paragraphs per principle). This draft is an opportunity for the student to add to or modify the explanation utilizing instructor feedback. Following the explanation of each principle, students will need to provide an additional example of a potential ethical dilemma that would violate the principle. This example will be a field-related ethical dilemma in the student’s selected concentration, thus making a total of two dilemmas for each principle, or ten examples total. If any students are pursuing a general track (no concentration), they can select any relevant area of psychology for their example.
Milestone Three: Present an issue that may cause ethical concern in establishing profes ...
Communications exampleStakeholder NameRoleInformationTimeframeMediaResponsible for UpdatesResponsible for DeliveryCarol AndersonProject SponsorSummary project status1st each monthe-mailTeamJames White (PM)Critical risks and issuesWeeklyDashboardJames White (PM)James White (PM)Budget & timeline performance1st each monthDashboardJames White (PM)James White (PM)James WhiteProject ManagerDetailed project statusWeeklyTeam status systemTeanTeam status systemAll risks and issuesWeeklyTeam status systemTeamTeam status systemResource, supplier, procurement budget & timeline performancee/o weeke-mailTeamFinance MatrixSam DeanSafety AuditorLevel of safety compliance of all deliverables produced1st each month1st each monthQuality ManagerQuality Manager
AMBERTON UNIVERSITY
MGT6220
Managing the Global Workforce
Dr. Di Ann Sanchez, SPHR, SHRM-SCP
ASSIGNMENTS
All assignments should be submitted in Microsoft Word using a 12 pt. Font size and formatted as
double-spaced using Times New Roman. Each of the Assignments has been divided into specific
questions with the suggested completion order. However, all the questions in Assignment One will
be submitted together by the due date and so forth. Only one Assignment will be submitted at a time.
Assignments may be submitted early so you can work around other scheduling issues; however, they
will not be graded until after the official due date. Once one Assignment has been graded and
returned to you, another may be submitted. All Assignments are to be of graduate-level quality and
will be graded accordingly.
ORIENTATION TO CLASS AND TEXT REVIEW – DUE SEE MOODLE AND SYLLABI
(11:30 pm CST). POST AN INTRODUCTION OF YOURSELF FOLLOWING THE
OUTLINE BELOW (DISCUSSION AND PARTICIPATION – 2.5 pts.)
Discussion Forum Assignment: Access the Discussion Forum for the class and post a Welcome
Introduction to your Classmates. Include such things as highlighted below.
Enrollment Assignment:
Your posting to the class should include the following:
Your Name
Your Occupation
Your Field of Study
What State do you live in?
How long have you been a student at Amberton University?
Why are you interested in this topic?
What is your learning style? MBTI
What do you hope to achieve at the end of this course?
Your expectations of Professor Sanchez
I have been in the Moodle Platform and have downloaded AND READ the Syllabus, Study
Guide, Assignments, and Reference Materials. I understand that all Assignments are due by
11:30 pm CST on the due dates.
Assignment Guidelines:
When completing assignments, please identify the question to which you are responding by retyping
the question. While retyping the question is not a typical APA style, it will assure that I see your
complete response. The following orientation should be submitted first to verify that students can
submit readable attached files and post information in the Disc ...
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder.
More details at www.cde.london.ac.uk.
The challenges of Assessment and Feedback: findings from an HEA projectDenise Whitelock
The challenges of Assessment and Feedback: findings from an HEA project – Denise Whitelock (IET)
This project was undertaken by IET and colleagues from the University of Southampton and is just producing its final report. The project's aim was to produce a synthesis of evidence based research which throws light on the progress made in the practice of Assessment and Feedback in H.E. This presentation will highlight findings with respect to authentic assessment, e-portfolios, peer assessment, feedback for language learning and Advice for Action.
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must .
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must ...
ASSIGNMENT 2 - Research Proposal Weighting 30 tow.docxsherni1
ASSIGNMENT 2 - Research Proposal
Weighting: 30% towards final grade
Word limit: 3000 (-/+10%) – text only, excluding tables, appendices, references,
covers page, contents.
This is an individual piece of work
Apply the requirements of the Harvard Referencing System throughout the
report.
Use the structure appearing below:
Research Proposal Specifics
You are about to commence a new research project in a field of your choice.
You are expected to write a report that constitutes a research proposal.
1. Working individually, you will:
- Have chosen a clear and specific research question/ aim/ hypothesis for your research;
- Have contextualised your research question/ aim within the academic literature;
- Understand the philosophical and methodological bases for your research;
- Have a sound method to address the research question/ aim/ hypothesis.
2. Use Harvard style in-text citation and referencing.
3. Do not copy any materials you use word for word unless you identify these sections clearly as
quotations.
4. If you paraphrase any materials, you must identify sources through in-text referencing.
5. This is an individual assignment please do not work closely with anyone else.
6. Write 3000 words (+ or – 10%) excluding the header sheet, cover page, contents page, reference
list, footnotes and appendices.
Marks for criteria: Criteria
10% Focus and Completion Does the proposal
address the set tasks in a meaningful
manner?
20% Research Objective Does the proposal
clearly articulate
20% Synthesis and Soundness Does the
proposal place the research objective in
the context of the relevant academic
literature and any relevant past studies?
Does the discussion demonstrate a
comprehensive understanding of that
literature?
30% Research Methods and Methodology Does
the proposal sensibly outline methods for
accessing sources of data that will address
or answer the research objective? Is the
method consistent with the methodology?
10% Clarity of Approach Is the proposal well
organised, logically constructed and
attentive to the needs of the reader? Does
the timeline include an Gantt chart or key
milestones for research?
10% Mechanical Soundness Is the portfolio
clearly written, spell
Structuring the research proposal
1. Introduction (~200 words)
Explain the issue you are examining and why it is significant.
Describe the general area to be studied
Explain why this area is important to the general area under study (e.g., psychology of
language, second language acquisition, teaching methods)
2. Background/Review of the Literature (~1000 words)
A description of what has already known about this area and short discussion of why the background
studies are not sufficient.
Summarise what is already known about the field. Include a summary of the basic
background information on the topic gleaned from your literature re ...
2012 templatesA Template with Ideas for the structure of the Co.docxfelicidaddinwoodie
2012 templates/A Template with Ideas for the structure of the Consolidated Portfolio.pdf
Ideas for the structure of the Consolidated Portfolio
There are many possible approaches, and it is the intention to test how well the students are at
tackling the problem. In real life (as you probably know) a project manager is frequently confronted
with the need to write a report and structuring the report for the audience is always a tricky thing to
do.
However, a way of tackling the consolidated portfolio is to do the following: -
1. Introduction and summary of outcomes
2. Itemise each learning outcome: -
a. LO1
i. Summary
ii. Evidence
b. LO2
i. Summary
ii. Evidence
c. … etc.
3. Discussion and Conclusion
4. References
5. Appendix of the weeks
a. Week 1
b. Week 2
c. ... etc.
Without going overboard then when formatted bullets 1 to 3 above will be most likely 8 to 10
pages. It might be more, but it should not be less. Each LO would contain two to three
paragraphs. The important thing is to say in the LO section how the student achieved the LO. This is
done through the summary and the evidence that points to each week in the appendix.
In the course profile students are encouraged to imagine they are going before an interview panel
and had been asked to show them how they could meet the job criteria (learning outcomes). So, as
a prerequisite they had to prepare a paper for them.
The marking criteria can often be encapsulated into a four stage criteria: -
1. Does the section or topic meet all of the basic learning requirements relevant of the
course, such as knowledge of fundamental concepts and performance of basic skills;
demonstrates sufficient quality of performance to be considered satisfactory or
adequate or competent or capable in relation to the learning outcomes of the
assignment? (25%)
2. Does the section or topic reflect an ability to use and apply fundamental concepts
and skills of the course, going beyond mere replication of content knowledge or skill
to show understanding of key ideas, awareness of their relevance, some use of
analytical skills, and some originality or insight? (50%)
3. Does the section or topic demonstrate awareness and understanding of deeper and
less obvious aspects of the course, such as ability to identify and debate critical
issues or problems, ability to solve non-routine problems, ability to adapt and apply
ideas to new situations, and ability to invent and evaluate new ideas? (75%)
4. Has the section or topic been presented with imagination, originality or flair, based
on proficiency in all the relevant learning outcomes of the course; work is interesting
or surprisingly exciting, challenging, well read or scholarly? (100%)
This criterion is ADDITIVE. In other words, the last item (4) is inclusive of the previous
ones (1, 2, and 3). If you feel that a student did most of 4 then you might give them 25% of
the overall mark for the ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
Post production example booklet
1. EXAM RESOURCE
Section A: Theoretical Evaluation of Production
In Question 1(a) you need to write about your work for the Foundation
Portfolio and Advanced Portfolio units and you may refer to other media
production work you have undertaken.
Digital
Technology
Examples
June
2012
Describe
a
range
of
creative
decisions
that
you
made
in
post-‐
production
and
how
these
decisions
made
a
different
to
the
final
outcomes.
Refer
to
a
range
of
examples
in
your
answer
to
show
how
these
skills
developed
over
time.
June
2014
Describe
the
most
important
post-‐production
decisions
you
made
for
your
different
media
productions
and
explain
why
these
decisions
were
significant.
Refer
to
a
range
of
examples
in
your
answer
to
show
how
your
skills
in
post-‐production
developed
over
time.
2. G325 Mark Scheme June 2012
5
Section A
Question Answer Marks Content
1 (a) Level 4 (21-25 marks)
There is a clear sense of progression and of how
examples have been selected, and a range of articulate
reflections on post-production. There is a fluent evaluation
of progress made over time. Candidates offer a broad
range of specific, relevant and clear examples of post-
production in relation to outcomes. The use of media
terminology and post-production terms is excellent.
Complex issues have been expressed clearly and fluently
using a style of writing appropriate to the complex subject
matter. 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.
Level 3 (16-20 marks)
There is some sense of progression and of how examples
have been selected, and some useful descriptions of post-
production activities. Progress made is described and
evaluated with clarity. Candidates offer a mostly clear,
mostly relevant and reasonable range of examples of post-
production in relation to outcomes. The answer makes
proficient use of media terminology throughout, with post-
production terms handled very well.
Relatively 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
25 Candidates will need to refer to their work for the Foundation
Portfolio and Advanced Portfolio. Additionally, they may
make reference to other media production work but this is
strictly optional.
3. G325 Mark Scheme June 2012
6
Question Answer Marks Content
grammar but these are unlikely to be intrusive or obscure
meaning.
Level 2 (10-15 marks)
Candidates offer a mostly clear, partly relevant and narrow
range of examples of post-production and the importance
of the examples in relation to outcomes. The account of
progress made is limited. Examples are described with
some discussion of their significance in relation to
outcomes. The answer makes basic use of relevant media
terminology.
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 1 (0-9 marks)
The answer is descriptive and may offer limited clarity.
There is little, if any, evaluation of progress. Examples are
partly relevant and their significance in relation to post-
production and outcomes is partly clear. The answer offers
minimal use of relevant media 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.
4. OCR Report to Centres – June 2012
G325 Principal Examiner Report
General Comments
Once again it was pleasing to see candidates demonstrating their critical media literacy in
responding to contemporary debates about the mediation of our social and cultural lives and in
theorising their own creative practices. Whilst levels of quality and engagement were variable,
the ‘spirit’ of this component appears to have been grasped and, in the main, critical reflection on
media in relation to candidates’ own lives and culture was demonstrated across the cohort.
Arguably, this is the ‘richest’ time since the inception of the specification for candidates to be
responding to these questions – the role of media in socio-political life and digital media
technology in the ‘lifeworld’ has been a constant theme in public discourse for the last year and,
as expected, the candidates who embraced the ‘now’ of these critical perspectives were those
that, generally, received marks in the level 4 band.
The most important point to stress in this report is that some of the perennial flaws in candidates’
approaches to this paper are at the level of the centre and, thus it is reasonable to hypothesise,
a symptom of pedagogy rather than candidate aptitude. This is worrying. The most common of
these are a failure to engage with contemporary examples (texts, case studies, debates,
institutional practices and / or policy from within five years of the examination); a failure to
distinguish between the requirements for 1a (process, decisions made) and 1b (textual analysis
using media concepts); a failure to distinguish between the coursework evaluation questions and
section A of G325; a failure to apply academic theory in section B (most commonly evident in
answers on the online age and regulation) and a failure to engage with alternative arguments
within a debate, resulting in one sided answers (most commonly found in online age /
democracy / global media). Centres are urged to ensure that schemes of work are in synch with
the requirements of the specification.
The following reflections on candidate responses and performance is an accumulation of reports
submitted by all of the examiners. As such, it combines ‘macro’ level observations of general
trends and patterns with ‘micro’ level examples of particular successes and problems.
Section A
1(a)
As one examiner expresses it, “the question was touching on the idea that, even at the back end
of the production process, in the geeky world of software editing where attention to detail is
paramount, decisions can be inspired and 'creative'”. Where candidates were able to offer
detailed and sustained examples of post-production decisions and outcomes, answers were
strong and well rewarded. These details included editing, image manipulation, changes after
evaluation and feedback, title design, sound editing and marketing. Those that offered merely a
narrative account of these were rewarded in level 2. Those that linked these creative decisions
to outcomes, combined with a critical reflection on progress made over time, were rewarded in
levels 3 and 4. There was frequently a fair discussion of creative decisions, but these were often
concerned with storyboards, camera angles, planning and general research, and this did not
answer the post-production root of the question.
Unfortunately a significant number of candidates attempted to ‘redirect’ the question to a
prepared answer on something else – research and planning and / or conventions of media
texts, which in most cases couldn’t work. And a significant minority mistook POST production for
PRE production, leading to very low marks being available to them.
22
5.
6.
7.
8. Reflecting
on
Past
Student
Work
Read
through
the
example
thinking
about
the
assessment
criteria
Explanation/analysis/argument (10 marks)
Use of examples (10 marks)
Use of terminology (5 marks).
• Highlight
in
one
colour
every
time
a
technical/
media
term
is
used.
• In
another
colour
highlight
where
they
have
used
an
example
from
their
work
to
illustrate
a
point
• In
a
third
colour
highlight
where
they
explain
the
effect
or
reason,
make
an
evaluative/
judgement
style
statement
and/or
make
a
link
to
a
central
argument/
idea/
theme
that
runs
through
the
essay
Make
a
list
of
all
the
positive
features
of
the
essay:
Based
on
the
assessment
criteria
what
advice
would
you
give
this
student
about
how
to
improve
their
work?
What
aspects,
ideas,
points
could
you
used
from
this
essay
in
your
own?
9.
10.
11.
12.
13. Reflecting
on
Past
Student
Work
Read
through
the
example
thinking
about
the
assessment
criteria
Explanation/analysis/argument (10 marks)
Use of examples (10 marks)
Use of terminology (5 marks).
• Highlight
in
one
colour
every
time
a
technical/
media
term
is
used.
• In
another
colour
highlight
where
they
have
used
an
example
from
their
work
to
illustrate
a
point
• In
a
third
colour
highlight
where
they
explain
the
effect
or
reason,
make
an
evaluative/
judgement
style
statement
and/or
make
a
link
to
a
central
argument/
idea/
theme
that
runs
through
the
essay
Make
a
list
of
all
the
positive
features
of
the
essay:
Based
on
the
assessment
criteria
what
advice
would
you
give
this
student
about
how
to
improve
their
work?
What
aspects,
ideas,
points
could
you
used
from
this
essay
in
your
own?
14.
15.
16.
17. Reflecting
on
Past
Student
Work
Read
through
the
example
thinking
about
the
assessment
criteria
Explanation/analysis/argument (10 marks)
Use of examples (10 marks)
Use of terminology (5 marks).
• Highlight
in
one
colour
every
time
a
technical/
media
term
is
used.
• In
another
colour
highlight
where
they
have
used
an
example
from
their
work
to
illustrate
a
point
• In
a
third
colour
highlight
where
they
explain
the
effect
or
reason,
make
an
evaluative/
judgement
style
statement
and/or
make
a
link
to
a
central
argument/
idea/
theme
that
runs
through
the
essay
Make
a
list
of
all
the
positive
features
of
the
essay:
Based
on
the
assessment
criteria
what
advice
would
you
give
this
student
about
how
to
improve
their
work?
What
aspects,
ideas,
points
could
you
used
from
this
essay
in
your
own?
18. G325 Mark Scheme June 2014
2
G325 Section A (50 marks maximum).
Question 1a
Question 1b0 marks = no response or no response worthy of credit
Level 4
There is a clear sense of progression and of how examples have been selected, and a range of articulate reflections on the use of post-
production. There is a fluent evaluation of progress made over time. Candidates offer a range of specific, relevant and clear examples of
post-production and creative decision making. The use of media terminology is excellent.
Complex issues have been expressed clearly and fluently using a style of writing appropriate to the complex subject matter. 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.
[21-25]
Level 3
There is some sense of progression and of how examples have been selected, and some useful descriptions of post-production.
Progress made is described and evaluated with clarity.
Candidates offer a mostly clear, mostly relevant and reasonable range of examples of post-production in relation to decisions and
outcomes. The answer makes proficient use of media terminology throughout.
Relatively 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.
[16-20]
Level 2
Candidates offer a mostly clear, partly relevant and narrow range of examples of post-production and creative decision making. The
account of progress made is limited. Examples are described with some discussion of their significance in relation to decisions and
outcomes. The answer makes basic use of relevant media terminology.
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.
[10-15]
Level 1
The answer is descriptive and may offer limited clarity. There is little, if any, evaluation of progress. Examples are partly relevant and their
significance in relation to post production is partly clear. The answer offers minimal use of relevant media 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.
[0-9]
19. OCR Report to Centres – June 2014
15
G325 Critical Perspectives in Media
General Comments:
The demands of this examination are significant and commensurate with A2, requiring
candidates to account for their creative decision making as media producers, working within
established industry practices; theorise their own media production conceptually and then take a
critically informed, academic perspective on a contemporary debate relating to the role of media
in society and in their own lives.
As is always the case, level 4 responses were those that managed to sustain excellence
across those three elements, with an academic focus on the contemporary in section B,
coupled with the ability to ‘wear two hats’ in section A (those of producer and analyst of their own
textual outcomes).
Comments on Individual Questions:
1a Where candidates were able to explain the significance of post-production and apply this to a
range of incrementally developing examples from AS and A2 and map post-production decisions
to textual outcomes (ie what difference the decision made to the final text), candidates were
awarded the higher levels. These candidates gave a wide range of precise examples -
describing and evaluating their intentions in relation to, for example, effects/filters and the effect
of their post-production decisions on the audience. A surprising number of candidates wrote
about pre-production (research and planning) instead of post-production. A further significant
minority included feedback and online promotion, re-filming and evaluation as post-production,
which examiners disregarded unless there was a clear connection to the ‘core business’ of post-
production.
1b In one sense (engagement with media theories), this was the strongest session so far for this
question. However, the key determining factor in allocating marks was the ability to relate
specific elements of genre theory (from Neale across forms and Goodwin in relation to music
video, most often) to the text in question with conviction and precision. Where candidates were
able to relate theories more generally understood in relation to narrative and representation to
genre, this was creditable but in many cases the ideas of Mulvey, Hall, Barthes or Todorov were
applied without a clear account of how these relate to the generic elements of candidates’ texts.
Once again, there were a significant number of cases of candidates objectifying women in order
to ‘apply the male gaze’ and this confusion of theoretical concept with production technique does
suggest a lack of the critical media literacy required for the higher levels at A2. Acceptable, but
lower range answers accounted for codes and conventions, cinematography and mise en scene.
Higher level answers discussed genre as a concept, rather than a ‘given’. Sadly, a significant
minority of candidates confused genre and gender.
Section B
The most popular themes were collective identity, media in the online age, regulation and
postmodern media. Candidates achieving higher levels used a range of examples and theorists
from across the spectrum of the debate in question to support their argument and directly
answered the question set. As there is a choice offered for each topic, this is very important, as
is deploying a range of contemporary examples from different media, with some historical
context and future projection. Weaker answers failed to make connections between theorists’
ideas and the candidates’ chosen examples.
20.
21.
22.
23. Reflecting
on
Past
Student
Work
Read
through
the
example
thinking
about
the
assessment
criteria
Explanation/analysis/argument (10 marks)
Use of examples (10 marks)
Use of terminology (5 marks).
• Highlight
in
one
colour
every
time
a
technical/
media
term
is
used.
• In
another
colour
highlight
where
they
have
used
an
example
from
their
work
to
illustrate
a
point
• In
a
third
colour
highlight
where
they
explain
the
effect
or
reason,
make
an
evaluative/
judgement
style
statement
and/or
make
a
link
to
a
central
argument/
idea/
theme
that
runs
through
the
essay
Make
a
list
of
all
the
positive
features
of
the
essay:
Based
on
the
assessment
criteria
what
advice
would
you
give
this
student
about
how
to
improve
their
work?
What
aspects,
ideas,
points
could
you
used
from
this
essay
in
your
own?
24.
25.
26.
27.
28. Reflecting
on
Past
Student
Work
Read
through
the
example
thinking
about
the
assessment
criteria
Explanation/analysis/argument (10 marks)
Use of examples (10 marks)
Use of terminology (5 marks).
• Highlight
in
one
colour
every
time
a
technical/
media
term
is
used.
• In
another
colour
highlight
where
they
have
used
an
example
from
their
work
to
illustrate
a
point
• In
a
third
colour
highlight
where
they
explain
the
effect
or
reason,
make
an
evaluative/
judgement
style
statement
and/or
make
a
link
to
a
central
argument/
idea/
theme
that
runs
through
the
essay
Make
a
list
of
all
the
positive
features
of
the
essay:
Based
on
the
assessment
criteria
what
advice
would
you
give
this
student
about
how
to
improve
their
work?
What
aspects,
ideas,
points
could
you
used
from
this
essay
in
your
own?