8 markers - the jist of it

Question 1

How would you structure an 8 marker for an explanation/theories for an Assess/evaluate question?

Answer 1

1. point out a concept
2. give examples on where it was used
3. give a reason why its a good or bad thing to answer the question (basically is it able to explain what the question is asking or are there other researchers that disagree with it and have better explanation + a reason why its good)
4. need an in addition to support it or a contrast (so basically adding another step 3.)

Question 2

How would you structure an 8 marker for a study Assess/evaluate question?

Answer 2

1. aim + other back ground info such as control of variables and settings
2. samples
3. procedure
4. result
5. application

Question 3

For an Assess/evaluate question for studies and theories how would you layout the explanation?

step by step

Answer 3

1. get the concept within the theory and describe it (basically just define)
2. 5. just say its aim /sample etc
3. use examples from researchers that used that theory
4. 5. find some evidence where it has been shown - for studies just further elaborate for example the sample was 50 then just explain the finer details like gender, age education etc
5. you need to explain why its a good thing or bad thing (whatever you choose) - use E.(evidence) A.(application and implication) C.(comparison and limitation) H.(how good is the evidence)
6. 5. same thing but use G.R.A.V.E.
7. you need a contrast or an addition to support the point
8. 5. same thing

Question 4

Why do you always need to make revision layout for assess Q. more evaluate?

Answer 4

• Evaluate is the btec version of Assess
  instead of following the P.E.E. x 4 you can reduce the amount needed by doing a P.E.E.C (Contrast) while at the same time potential getting max marks on how you do
• if making Assess revision cards you cover both evaluate and assess as you only need to take out the L(Link) part at the end of P.E.E.L