Example #3: Criterion B

Candidates need to clearly separate whether they are addressing how they applied ATL skills to achieve the learning goal or the product. Candidates that are not clear about this, but rather present how they applied ATL skills in general during their project, are unable to reach beyond the lowest levels of criterion B. 

In the report, candidates need to be very clear about whether they are addressing ATL skill(s) that helped achieve the learning goal or the product. Candidates are advised to label this by headings, in different sections of the report.

Example

Level: 5

Most of the account in this section consists of evidence of research, and it’s only the paragraph on page 6 that is part of the narrative of the report for Bi. In this paragraph, the student outlines the ATL skill that was used to help achieving the learning goal. Even if this to some extent addresses how the ATL skill was applied, it was not a detailed account, restricting the student from reaching the level 5-6 descriptor. However, the evidence provided was beyond superficial, which is part of the higher level descriptors. With such a brief account addressing the ATL skill applied for achieving the learning goal, the work would normally not reach beyond level 4, but in this specific example, it is difficult to determine the achievement level. Due to the fact that the report is indicating "how" the skill was applied, even if only outlined, and the evidence being beyond superficial, the work is given benefit of the doubt and awarded a level 5 as best-fit.

To reach the higher achievement levels for Bi and Bii, it is not enough to state/outline which ATL skills was applied. Candidates also have to describe/explain ‘how’ ATL skills were applied. Examiners sometimes observe rich descriptions of how ATL skills are applied, but without explanations of why it helped the candidate to achieve the specific learning goal or product. Successful candidates focus on fewer ATL skills, with in-depth explanations of how those skills helped in achieving their learning goal or product, rather than listing a wide range of skills with only superficial mentions of how they were applied. Within criterion B, schools are advised to guide students towards the command terms and to carefully consider requirements for an explanation. 

Example

Level: 7

The student describes various self-management skills applied to achieve the product. At some points there are reasons provided for why the described ATL skill helped achieving the product. For example, when bringing up the use of a calendar and saying, "This was very helpful since it helped me visualize my dates and the amount of time that I had". This means that there is an explanation, which is the command term for the highest descriptor band.

The arguments are only using references to evidence, restricting the work from reaching the highest mark.