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TRIANGLE in Action
Guide at a Glance
Timeline for SL and HL
Global Tagging System
Diigo and Facebook
STRAND 1: Social & Ethical Considerations
STRAND 2 Applications to Specific Scenarios
STRAND 3: IT Systems
ITGS and TOK
Collaboration 'G' is for 'Global'
Suggest a Resource
IA: PROJECT [SL and HL
OCC Special Event Project
SL PAPER 1 & HL PAPER 1
OCC Special Event Paper 1
HL/SL PAPER 2 (common)
Guidance on Paper 2
OCC Special Event Paper 2
CASE STUDY and HL P3
2017 Wearable Technology
2016 Smart Homes
2015 Investigation BIG DATA
2014 Cobb Publishing
2013 Red Dragon Taxi
2012 Theatre Booking System
Logo in QR Code
Paper 2 Special Event
Summary of the Paper 2 Special Event - 29 Feb to 14 Mar, 2012
I. Understanding the requirements for the ITGS Paper 2
. Read the assessment criteria (ITGS Guide pages 50-51)
. Read through the 4 Paper 2 samples in the
. Check the
FAQs SL/HL Paper 2
. Special Event - news article
. Special Event - markscheme
Wednesday 29th February - Saturday 3rd March - Student A
Sunday 4th March - Wednesday 7th March - Student B
Thursday 8th March - Sunday 11th March - Student C
III. Student A Paper 2 and Marks and Justification (attachments)
IV. Student B Paper 2 and Marks and Justification (attachments)
V. Student C Paper 2 and Marks and Justification (attachments)
Student C - revised with marks
A summary of the OCC discussion
General marking advice for marking a batch of scripts
● Quickly reread the MS before marking each paper to remind yourself of acceptable answers
● Always mark with the MS plus the criteria level descriptors open beside you and keep referring to them
● Annotate the paper as you mark. This will give your students important feedback on their response and it will also help you determine the markband. Some useful annotations are OC (off course), NAQ (not answered the question), DEV (developed beyond the article in B), described, analysed, IT (IT terminology used), opinion, conclusion
How to use markbands and level descriptors
Firstly here is a summary from the Guide:
"Markbands are a comprehensive statement of expected performance against which responses are judged. They represent a single holistic criterion divided into level descriptors. Each level descriptor corresponds to a range of marks to differentiate student performance. A best-fit approach is used to ascertain which particular mark to use from the possible range for each level descriptor"
[Guide page 42]
"When assessing a student's work, teachers should read the level descriptors for each criterion until they reach a descriptor that most appropriately describes the level of the work being assessed."
[Guide page 58]
So in simple terms how do we mark a script such as Student A?
● Read the response. In the margin annotate using words like Description, Evaluation etc
● Re read the answer and decide which level is the best fit according to the requirements of the criteria. Is it a descriptive answer? Does it have analysis? etc. This is where your annotations will help
● Then decide which mark within the level is the most appropriate.
What is a 'best-fit' approach to marking?
Best-fit is designed to enable examiners and moderators to measure the performance of a candidate against all of the different requirements of a markband.
Using best-fit the examiner or moderator reads the candidate's response and determines which of the levels within the markband is most appropriate.
This does not mean that the candidate has to reach every statement within that level. Sometimes a response does not fully satisfy one level but has strong elements of the higher level. For example in Paper 2 the impact in C may not be fully described, but it has been clearly evaluated. In this case it may be appropriate to award a mark at the lower end of the 3-5 band.
Using best-fit prevents one particular weakness in the response denying access to the appropriate level.
What is meant by 'implicit' and 'explicit' in the context of Criterion C?
The response is just a general one and it could be based on any article. In other words there may be a general discussion of biometrics or the use of biometrics in a situation other than in this supermarke
There is a reference to the article without any description or explanation.
The response is clearly linked to the article, it may not mention the scenario by name, but it is clear that this is the subject of discussion. Line numbers and/or direct quotes are not necessary.
The importance of planning the response
It became obvious to the senior examining team that many responses suffered from lack of planning.
Here are some suggestions:
- Use 15 minutes to read the question and write a plan
- Clearly identify all
stakeholders - those directly affected
- Decide which ITGS issue (Guide pg 12) is a concern in this article
- Plan the response (stakeholders, positive and negative impacts)
- From your plan list the possible issues and select the issues that you can confidently discuss
Sometimes students find it helpful to use trigger words when they are analysing/evaluating impacts. Markers find these words often flag some higher order thinking.
Here are a few examples:
- because, as a result of, due to, therefore, consequently
- furthermore, additionally, however, but, conversely, likewise, in addition, on the other hand
- my opinion, overall, although, on balance, weighing up
COMMENTS ON EACH OF THE CRITERIA
It is marked as two parts (ie 2 + 2). The second part of A is a separate question i.e. the question only asks for a stakeholder and relationship to the system, it does not need to link to the concern identified at the start. This means the student is not penalised if there is no link.
If the concern is correctly identified, yet wrongly described (as in this example) the student still gains one mark for the identification. This is positive marking.
● Check the mark scheme for answers that are included in the article and answers beyond the article
● 3-4 marks includes a step-by-step description beyond the article
● Indicate where the student has gone beyond article by annotating the script
● Students may not go beyond the article within the list of steps but extra details about the IT system may be used to explain the relationship between the IT system and the concern. This should be considered when awarding marks ie 'Best Fit' approach
In the second part of
this concern needs to be related to the system. It relates to the system because data is stored on a
which may not be
secured by adequate security measures such as encryption
. Another possibility is the
secured by levels of password access
in order to limit access rights to the data only allowing authorised people to view it.
Here we are looking at
how the IT system leads to the concern
. eg how can a database lead to privacy threats?
Students may indicate that a problem can be easily solved as part of their evaluation, but they will not gain marks for a detailed description/evaluation of the solution. This goes in Criterion D.
Students should be advised to clearly identify the problem at the start. If this is not done it is possible that the link to one of the problems in Criterion C is implied. This is acceptable.
Students should be advised to only address one problem and suggest one solution. When marking mark the first appropriate solution (it may only be identified) and ignore further solutions.
Students should be advised to choose a solution that will maintain the current system and solve its problems, but we do award marks if they provide a valid solution which replaces the system.
If students identify a solution, without describing how it will work, but then go on to evaluate it then apply 'Best Fit'.
Some responses identify a range of unrelated solutions. If this happens then the first solution identified is awarded the mark and the rest are ignored. For Student A the solution has more than one idea, but the parts are related to solve one problem. The student suggests a policy to protect a database and it includes the use of a firewall, VPN and secure physical location.
Page Manager:Elizabeth Schloeffel
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