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1) For evaluation type question, would considering strengths and limitations be considered as discussing about both sides, and evaluation at the same time?

2) How developed do examples have to be to be considered good? Does it need to include countries/places/stats/specific strategies? For e.g, script 1 for qn1 of the sample essays has an e.g on land use planning - is it considered as a developed e.g?

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For using type question, must all the awarded answers always have a reference to the figure? Or is there a cap?

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Other than the specimen paper can we have more samples of LMQs with figures? Sample answers would be great too.

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Some descriptors can be subjective e.g. what does good understanding mean.

In this case, is it fine to compare 2 scripts and calibrate what a 'good understanding' should entail.

Or should we avoid comparing student responses totally.

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Can I check the difference between these two qn types. With reference to fig, means students can make either reference to the fig or their own knowledge. While Using fig, means students must only use the fig to answer the question. Am I right?

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Is the practice of using multiple resources for a single qn part still in place? Looking at the previous national exams and specimen paper, it appears to be mostly 1 fig per question part, and not more.

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Hi, would like to know if evaluation is needed in every factor paragraph as based on rubrics to hit level 2, it seems to suggest a need to have some evaluation for both sides of argument.

If students only provide explanation and example for both sided factors without any evaluation, do they get level 1 max 3 m for elective humanites?

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Is there a suggested mark allocated to testing fieldwork related questions in GEL for the geog elective paper?

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Is there a glossary of terms provided in the new syllabus for candidates to be aware of?

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What is the maximum additional mark that can be given for each question? According to specimen paper, in all instances it almost seems like there is a maximum of 1 additional mark. Is this maximum fixed or flexible?

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Resources accessible via GyWiki in OPAL2.0:
·       Examination Syllabuses
·       Specimen Paper & Marking Guides
·       Upper Secondary Geography Teaching and Learning Guide
o   Using ATM Framework to evaluate quality of test construction (pg. 109)
o   Test Development Process (pg. 111 - 114)
o   Calibrating test item demand using C3R Framework (pg. 115 - 117)
o   Assessment Objectives (pg. 118 - 120)
o   Guidelines for marking (pg. 120 - 122)
·       Additional resources for TLG Section 5
o   Setting Vetting Checklists

Common Last Topics:
You may refer to the OPAL2.0 wiki on ‘Information on Common Last Topics’ for all syllabuses and levels via this link:

https://www.opal2.moe.edu.sg/csl/content/perma?id=394727

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For the AO3 question on evaluating fieldwork design/methods, is the student expected to evaluate both sides of the argument, since it's point marking? Will a student be able to score full marks if sufficient valid points are given for just one side of an argument (e.g. if the data collected is valid) or will there be marks reserved for giving both points of view?

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Fieldwork component for 4E and 4N Humanities (Geography) paper.

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Fieldwork component for 4E and 4N Humanities (Geography) paper.

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Must there be a Fieldwork-related question/component as part of the GEL cluster for Humanities (Geography) paper? Will there be a possibility where they are only structured questions focusing on non-GI related questions?

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Must there only be 1 AO3 question in the GEL cluster for the paper? or can the marks be split between 2 questions?

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Does CIE have sight of the prescribed textbooks when setting the papers?

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1) Building on the previous question on the 9m question in Qn 3b Geography Paper 1, providing stimulus such as figures would require candidates to demonstrate AO2 competencies also (2 choropleth world maps and seeing the connections between the 2 maps), in addition to AO3. This will increase the demand level of the question, although the original intent may be to help give more context to the question.

2) Should such a question type appear in the 9m question for optional topics for Humanities (Geography) - e.g. Tectonics / Climate, the nature and complexity of the stimulus given should be similar for both topics.

3) If the phrase "Using Figs. 3.1 and 3.2..." was used instead of "With reference to Figs. 3.1 and 3.2.." for the 9m question, would it mean that the student must include data from both figures in their answers for the 9m questions?

4) For N(A) Humanities (Geography) paper, would this mean that there might be chance that data / stimulus material would be given for the 6m AO3 question also?

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will marking of exam be similar to that in SPMG?

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how do we decide which level to award if the response is between 2 levels?

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Why are the level descriptors so broad and open to interpretation?

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Why are the level descriptors so broad and open to interpretation?

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Does a level 3 response need to fulfil all criteria in the descriptor?

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will there be double barrelled questions in the exam?

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Will the exam feature the same command words in the SPMG?

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What kind of diagrams will be featured in the exam as resources?

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Must students know all the examples in the IDT and textbook for the exam?

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Any guidelines on the number of resources for the setting of exam papers?

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Is question 1 always on fieldwork?

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will topo maps be tested?

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Will the duration of the Humanities (Geography) paper and the Humanities (History) paper be made the same in future? Currently Humanities (History) is 5mins longer than Social Studies and Humanities (Geography).

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Do AO2 questions always require students to process, analyse data.

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would rigour of questions and marking be the same?

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Are matching/side-by-side comparisons required?

e.g. 2125/02 "A has more communal spaces than B" OR "A has more communal spaces but B has less communal spaces"

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WHAT BAND:

Scenario:

Good argument that supports both sides

Comprehensive examples

No or simple examples

Scenario:

If student does not describe or explain the strategy

Each paragraph is an 'evaluation' e.g. limitation and strengths

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What does evaluation entail? What is considered evaluation?

what is an example of 'evaluation is simple'?

what is an example of 'evaluation derived from well-reasoned arguments"

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If students describe using processed data from given figure in answer, will 1m in itself?

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Do we need to explicitly use the processed data in the answer?

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I asked this before, but are marks awarded for further development of a main point (i.e. +1m) if the main point is absent? Possible to provide some examples?

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I think we didn't specifically go through this during the Cambridge marking workshop. But will the AO3 question on evaluating fieldwork design/methods (4m for NA/G2 and 6m for Exp/G3) be marked in a similar way as other point-marked question (i.e. AO1 & AO2)? If not, what are the differences we should look out for?

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Hi there, would like to ask whether the extent of use of the information from Figs accompanied with the essay question will affect the marks awarded? If so, how? Does the use of information from the Figs replace the need for place-specific examples? Thank you!