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It is my least favourite aspect of the history A-level, as extracting marks from examinations can be very different to writing superb and well-constructed essays that you can be proud of. I was just looking for some advice as to what guidelines I should follow to collect as many marks as possible - assuming that I have a very good understanding of the course and a reasonable knowledge of information, how can I apply that correctly?
Much appreciated,
Sean
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Posted 27 May 2009 - 07:04 AM
This is a really sensible question, and one which most people will be interested in.
You are absolutely correct in saying that exams have nothing to do with real history - THAT is the key realisation.
A good exam is about GIVING THE EXAMINER WHAT HE WANTS TO READ.
I think a good exam begins with KNOWING YOUR STUFF.
This isn't just about the factual knowledge - although that is essential.
It's about considering the possible questions and getting your ideas together - the lists of causes and consequences/ the theories and counter-theories (structuralist/intentionalist; traditionalist/revisionist/post-revisionist etc.) - so that, when you confront the questions in the exam, you have a fund of ideas/points to draw from.
This involves being thoroughly aware of the syllabus, and also looking back over past papers for past questions.
Start your revision by sitting down and reading the relevant parts of the textbook at a run, and let the end-point of your revision be a set of dozens of postcards with the facts/ideas for a different question on each.
It's also about BEING AWARE OF ALL THE DIFFERENT KINDS OF QUESTION WHICH MIGHT COME UP.
Each exam you it will involve a limited range of questions (sourcework/ debate/ causation etc.)
Examiners mark these in a very specific way.
You need to know WHAT they gives marks for then, in the exam, you need to structure your answer to meet the marking criteria - cynical I know, but common sense if you think about it.
Look back at old markschemes, and see how they marked the different kinds of question.
As part of your revision, practice writing timed answers for the different kinds of question, so that you hit the higher levels
Then - in the exam - start your planning for each question by thinking: 'now what KIND of question is this, and what do I need to do to hit the higher levels?'
Next, start every exam and every question by telling yourself to BE CAREFUL.
Read the rubric at the start so that you know which questions to answer.
Don't assume it the same as last year - check that it's the same for this year - if necessary, ask!
And read each question more than once - don't glance-and-write.
Read the question a few times, and ask yourself : 'Now what is it REALLY asking?'
Then spend a few minutes planning, considering the different angles, and what you need to write, and how you might structure your answer.
(This is why pupils often do better on a 'difficult' paper than on an 'easy' one - because, as they don;t know what to write, they are forced to spend some time puzzling/thinking over what they can say! It leads to MUCH better essays.)
Finally, TIME the exam correctly.
There is a webpage on this here.
You are absolutely correct in saying that exams have nothing to do with real history - THAT is the key realisation.
A good exam is about GIVING THE EXAMINER WHAT HE WANTS TO READ.
I think a good exam begins with KNOWING YOUR STUFF.
This isn't just about the factual knowledge - although that is essential.
It's about considering the possible questions and getting your ideas together - the lists of causes and consequences/ the theories and counter-theories (structuralist/intentionalist; traditionalist/revisionist/post-revisionist etc.) - so that, when you confront the questions in the exam, you have a fund of ideas/points to draw from.
This involves being thoroughly aware of the syllabus, and also looking back over past papers for past questions.
Start your revision by sitting down and reading the relevant parts of the textbook at a run, and let the end-point of your revision be a set of dozens of postcards with the facts/ideas for a different question on each.
It's also about BEING AWARE OF ALL THE DIFFERENT KINDS OF QUESTION WHICH MIGHT COME UP.
Each exam you it will involve a limited range of questions (sourcework/ debate/ causation etc.)
Examiners mark these in a very specific way.
You need to know WHAT they gives marks for then, in the exam, you need to structure your answer to meet the marking criteria - cynical I know, but common sense if you think about it.
Look back at old markschemes, and see how they marked the different kinds of question.
As part of your revision, practice writing timed answers for the different kinds of question, so that you hit the higher levels
Then - in the exam - start your planning for each question by thinking: 'now what KIND of question is this, and what do I need to do to hit the higher levels?'
Next, start every exam and every question by telling yourself to BE CAREFUL.
Read the rubric at the start so that you know which questions to answer.
Don't assume it the same as last year - check that it's the same for this year - if necessary, ask!
And read each question more than once - don't glance-and-write.
Read the question a few times, and ask yourself : 'Now what is it REALLY asking?'
Then spend a few minutes planning, considering the different angles, and what you need to write, and how you might structure your answer.
(This is why pupils often do better on a 'difficult' paper than on an 'easy' one - because, as they don;t know what to write, they are forced to spend some time puzzling/thinking over what they can say! It leads to MUCH better essays.)
Finally, TIME the exam correctly.
There is a webpage on this here.
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