Episode 20: 6 Secrets of a Senior Examiner [Part 1]
SHOW NOTES
What really goes on inside the world of exams, exam boards and marking hundreds of thousands of papers every year?
In this episode, I share the first three of my top six secrets; insider info I'm totally allowed to share and that you're allowed to know.
In fact, I think it's crucial that you know it.
So that you, the parent, can feel like you actually 'get' what's going on,
and your teen, as the student can make huge leaps in their exam prep, performance and confidence, when they use the info I'm sharing to their advantage.
YOU WILL LEARN:
- The main way I see students, EVERY YEAR, losing marks they shoulda-coulda-woulda got.
- Why so many students fail to 'answer the question'.
- How to identify exactly what a question is REALLY asking - and what's required in the response.
Get your free copy of my '6 SECRETS' FREE REPORT with more examples, explanations and tips at:
https://www.gradetransformation.com/secrets
Available only for a limited time.
You’re listening to the Parents of Hardworking Teens Podcast, episode 20, and today I am taking you behind the scenes into the secret life of a senior examiner. So, if your teen is going to be taking external or even internal formative exams anytime soon then this is the episode for you. Now as you can imagine, I have a lot I want to share on this, so this is going to be the first episode of a two part series so be sure to also join me next week for Part 2 episode number 21.
Hello my Very Important Parents!
I hope you are doing great, especially if you have a teen who is about to embark on their external final exams and I know that is many of you here in Australia or in New Zealand, or in any of the international schools. And I also know that my friends in the northern hemisphere, you will soon be on the lead up to mock exams and of course those final exams will be here before we know it because time is just flying by. And that is why I want to share with you here on the podcast the key information from a free resource for parents that I have created called ‘6 Secrets of a Senior Examiner’. Secrets I should mention, that you are absolutely and totally allowed to know and that I am allowed to be sharing with you. And these are secrets that yes, are going to boost your teens results and confidence and do it in any subject, but also give you, as the parent, that know-how and that understanding of how exams work, to give you the opportunity to really be there to help and support your teen if or when they need it. To maybe surprise them with your knowledge and understanding of what is really going on, or at least just to be a little bit more savvy a little bit more aware; whether you are talking to teachers, whether you may be getting feedback on your teens exams, whatever it might be. And you can go get this free resource if you would like it – it’s available for just a limited period of time at www.gradetransformation.com/secrets.
That's www.greattransformation.com/secrets.
You can go there and get your free copy if you haven't already. I know that some of you already have.
The reason that I put together this resource, these six top secrets is that I think everybody needs to know them. I think the students need to know them and I think a lot of teachers need to know them (any teacher that has not done external exam marking). And of course I know that many of you as parents just love to be across these things as well. Because I see so many students in class and I hear from so many parents about their teens who are working well in class, in homework, in assignments, and they understand the subject content, and they are writing all of their notes, are completing their homework, and they’re even doing pretty well when it comes to assignments or research projects or whatever other assessments they may be given, like coursework. But, when it comes to exams, those are the things that are let's just say letting them down. Maybe those results are not where their other assessments are and where maybe your teen or you or their teachers know they could be. And from the other side of things as well, I hear so many teachers you know in the staff room, or teachers that I talk to professionally, saying: “Oh my goodness. They get it in class. Why can't they do it in the exam?”
Like… “All my classes results have come through, and they’re not know where I would have hoped.”
Or… ‘This student - oh my goodness, I was sure they were gonna get this grade and they didn't.”
And they themselves are often sort of puzzled about why this is and sometimes they think: “Oh well, OK they must have just not revised well enough.”
Or, they think that the student didn't put in the work.
And I know from you know talking to and working with so many students and talking to so many parents, that that isn't the case. And I know from being an external exam marker, scrutiny panel member, external exam board marker, and having done this for multiple exam boards internationally, I know what is causing this to happen.
I know why they're losing marks I see marks that they could and should, that they shoulda-coulda-woulda got if they'd have known:
- How those exam questions are written.
- What that then translates to in terms of the marking guide.
- What is counted as an appropriate level of detail and what isn’t.
And then
- How to use the steps, the strategies and skills to make that happen at for them.
So, as a senior examiner I wanna make one thing clear. I can tell you that boosting your teen’s grades, their confidence as they walk into the exam hall, does not mean, does not require them to be slaving over textbooks for more hours than they already are, cramming in more and more subject content. Your teen can absolutely increase their results by, often, at least one full grade.
I often say to students
“You know… what if we could just get you three more marks on a paper?”
That is totally doable and that can be the difference between a whole grade.
But what I really think is possible for students is to get at least one more mark on every page of an exam paper. Let's just say that there is just one eight mark question on a page and let's say they're getting six. Could I get them to 7? Absolutely.
Well let's just say there are two or three short response questions that are worth 2 marks, 3 marks, 4 marks. Could they get at least one more mark in one of those questions on that page? Totally.
So, is it reasonable, is it reasonable to say that they could be getting at least one more mark on every page of any exam paper that they sit?
Because as you hopefully know by now if you've been listening to this podcast for a while, all of these skills, these strategies and techniques are what I call ‘universal’. That means they work across all different subjects or different exam boards, states, countries, systems. And that's why I'm sharing these insider, I'm calling them secrets - just because most people don't know them and people aren't sharing them, but I'm totally allowed to share them with you. Plus some of my best tips and tricks so that students can optimise their results and can get every mark that they are personally capable of on an exam paper.
So let's dive in.
Secret number one.
This is the formula - sometimes the secret formula - for exam success now I have talked about this formula in episode number one of this podcast. It is what I opened with because it is so important. So I'm gonna recap it for you right now, because the problem is that most students and honestly many aspects of school or college, focus on just one element of academic performance and that is the learning of the subject knowledge, the syllabus content. But this is only half of what’s required for ultimate success, especially when it comes to exams, and achieving that success in the most effective and efficient ways. Not doing hours and hours more study than they necessarily need to.
Now this not-sosecret-anymore formula is:
Knowledge plus Application equals Success.
Knowledge plus Application of that knowledge to however the question is worded and whatever is required and demanded on the mark scheme, is what equals Success.
They could have all of the knowledge all of the subject content in the world crammed into their brains and memorise the revision, but if they cannot put that across in the way the question is worded and to the level of detail or to the level of response that is required, they are not going to get the marks they’re truly capable of. So it's critical that your teen learns and hones those skills of application in order to put all of that subject knowledge to use.
And by skills of application I mean they need to become a master, ideally, of responding to exactly what a task or a question demands, what the mark scheme or the success criteria require, and have the skills to be able to breakdown the wording of any question and then predict accurately and under time pressure what that will look like on the mark scheme. That's just a couple of the skills of application. And this is likely an issue for your teen, they’re likely missing some of those skills of application if they've ever come home and you said “Hey, how did the exam go?”
and they said
“Yeah I think it was pretty good. Like I answered every question, I wrote some pretty long answers for some of them. I feel like I put my knowledge across.”
But when they get the result, it's not what they were hoping for or thought they were going to achieve.
This is likely what is happening and in the following five secrets I'm going to touch on and expand on some of those skills. Skills like exam technique. Now there are six elements of exam technique alone that will help your teen to respond to exam questions in the way that they need to so I won't be able to go through all of them, but we will cover some of the most important ones on this episode and I go into more detail on them as well in the six secrets guide so make sure you go get your copy of that if you want to at
www.gradetransformation.com/secrets.
Now I normally release this a couple of times of year and this is one of them so this is current, but if you're listening to this at a later date check that link and if it is not available check again at a later date. I usually release it around this time of year in October/November, or I often also released it around the June sort of time as well as students are tackling exams then as well.
So, like I mentioned, lots of different skills, lots of different elements involved in that application part. But being aware of this as an ingredient in itself, this essential ingredient of application in the success formula is the first step to your teen finally achieving the results they’re capable of and gaining a whole lot more confidence.
Let's get into secret number two. This is where I explain why students run out of time and this is usually because they are taking what I call ‘The Spaghetti Approach’. That is where they are throwing all of the information that they have learned, that they’ve crammed in their heads, that they have written notes on, against the wall. i.e. writing as much of it down as they can on paper to see what sticks.
Now some of it will some of it will stick, some of it will get the marks. But there is going to be information that they have included, because maybe they are hedging their bets, maybe they’re including things that weren't actually required by the question. But they didn't realise that. And what that means is that they're taking up more time, more word count, than they need to.
And I can tell you this was definitely me as a student. I was always trying to just put down every bit of information I could that I thought sort of at least related to the question. So that either if they did want it then great they've got it, but even if they didn't I would somehow impress them with all of my extra knowledge and maybe just somehow magic some marks out of nowhere. Which I can tell you does not happen in external exams.
It doesn't even happen in those higher year levels where as, I think in the lower year groups like Year 7, Year 8; teachers do you give marks for extra impressive things and going over and above.
This is where I see so many parents tell me their teen’s results start to reduce or decline sometimes as they go into those higher year groups. And it's not because they stopped working hard, and it's not because they're not capable of learning the information. It's because they've gotten into this habit of writing in a way that is just trying to put across as much information as possible, as opposed to responding to the actual question. So, I won’t go down that rabbit hole right now but what this looks like, what this spaghetti approach looks like and how I see it show up on the thousands upon thousands of external exam papers that I have marked, scrutinised and reviewed, this is where they end up waffling or they end up going round in circles and they end up saying the same thing over and over again. Or, they kind of touch on things but they never really clearly make a specific point. Or they go off on tangents. It's often also what I call going wide and shallow in a response, rather than narrow and deep. which is why again they’ve got to gain expertise in breaking down the question. Very often it's better to go narrow and deep with their content and their detail. So what that means is when they going wide and shallow, they’re saying lots of different things but they're not giving any depth, or analysis, or explanation to it, then they’re not achieving the level of detailed required or the sophistication in the level of their response. And they spend so long on some questions that then they end up losing marks down the line simply because they run out of time to do a great job on the later questions on the paper. Or the one that they have left to the end.
So, what is the solution?
Now of course one of them is being able to breakdown the question and understand exactly what it is asking so we're not giving additional information that isn't required, but another solution is when it comes particularly to extended responses. Because where I see the waffle creeping in and the tangents, and the extra information that isn't needed, or going around in circles and repeating themselves, is in those extended responses.
So what I always tell students is it is essential for them to plan any extended response. And let me tell you, if you try and tell your teen: ‘you know, you’ve gotta take an extra couple of minutes to plan’ here's what they're going to say. Because remember the issue that we have here is that they are running out of time. They're going to think “I don't have time to write a plan. I don't even have time to write the answer!”
So they’re in a bit of a catch 22 because they feel like they don't have the time, but there is a proven planning system that I teach all students in the 10WGT and through my coaching, that not only means they make a strategic plan so they can produce a more succinct clear and high quality response, it is also going to make it a lot faster to write that response.
I always tell students that they will basically double whatever time they spend on the plan in terms of what they save. So, if they spent 5 minutes making a plan, that will save them 10 minutes in the actual writing of the full response.
But, before they can make a plan, of course they need to know precisely what the question is asking and therefore what is required in their answer and that leads us nicely to secret number 3.
Secret number 3 is the most important word in every question.
Every single year I see so many students losing marks they shoulda-coulda-woulda got if they knew how to really master this skill. And of course, like we said - in exams, doing it under time pressure. That is the problem. That they don't know exactly what that question means or is really asking. And therefore they are covering the right topic in their answer, but not at the right level of detail or with the correct focus. This is where the teacher writes something like you haven't actually answered the question. Or ATQ: answer the question. And the solution to this is identifying the command word in any question. That is the verb. Often we call it the cognition, or the directive, or the task verb.
It's words like explain, discuss, analyse, describe. And every question has a command and a level of that cognition.
The problem is, is that sometimes they are not always as obvious as just the verb in the question. Not every question will have a verb but sometimes they really are. The key is to make sure that firstly, your teen understands what these are. But, what I find is that probably about 50% of students don't know that, and then I have maybe like about 40% of students who know of them and they kind of know to look for them, or they can pick them out, but they’re still missing the part where they don't really know what to do with it.
Like if I really put a student on the spot and I ask – “What does it really mean to explain?”.
Or “What is the difference between explaining and analysing?”.
Often, they can't really tell me. They'll sort of give me a vague description, or they'll start to waffle around it a little bit. It's a bit like spaghetti approach answer! But they can't give me a definitive, confident response to that. And that is the problem.
Now I can't go into all the detail on this in this particular episode but if you want more on this I have two whole modules just dedicated to this skill in the 10 Week Grade Transformation Programme. It is a huge skill and the reason I dedicate so much training to it is because it is so important. It’s what makes the biggest difference out of all the things I teach to students.
So what I would advise as a starting point for this, is to go to your teen’s exam board and find their list of: they may call them cognitive verbs, directives, command words, task verbs. Command word is generally the word I use as an overarching one. They may not call them those. But find that list and get it downloaded with the explanation of what each one means for their exam board and just use that as a starting point.
So, those are my first three of my 6 Secrets of a Senior Examiner. Things that I see going on behind the scenes and things that I get to observe as I mark, as I'm apart of writing panels, scrutiny panels, and of course marking thousands of students exam papers and have done so over the past decade. So I hope that some of those insights and my advice and tips are helpful please be sure to come and join me next week for the second part in this two episode series. Make sure you go download the six secrets guide in the mean time and
I will see you back here next week. Have a great week, bye!
You’re listening to the Parents of Hardworking Teens Podcast, episode 20, and today I am taking you behind the scenes into the secret life of a senior examiner. So, if your teen is going to be taking external or even internal formative exams anytime soon then this is the episode for you. Now as you can imagine, I have a lot I want to share on this, so this is going to be the first episode of a two part series so be sure to also join me next week for Part 2 episode number 21.
Hello my Very Important Parents!
I hope you are doing great, especially if you have a teen who is about to embark on their external final exams and I know that is many of you here in Australia or in New Zealand, or in any of the international schools. And I also know that my friends in the northern hemisphere, you will soon be on the lead up to mock exams and of course those final exams will be here before we know it because time is just flying by. And that is why I want to share with you here on the podcast the key information from a free resource for parents that I have created called ‘6 Secrets of a Senior Examiner’. Secrets I should mention, that you are absolutely and totally allowed to know and that I am allowed to be sharing with you. And these are secrets that yes, are going to boost your teens results and confidence and do it in any subject, but also give you, as the parent, that know-how and that understanding of how exams work, to give you the opportunity to really be there to help and support your teen if or when they need it. To maybe surprise them with your knowledge and understanding of what is really going on, or at least just to be a little bit more savvy a little bit more aware; whether you are talking to teachers, whether you may be getting feedback on your teens exams, whatever it might be. And you can go get this free resource if you would like it – it’s available for just a limited period of time at www.gradetransformation.com/secrets.
That's www.greattransformation.com/secrets.
You can go there and get your free copy if you haven't already. I know that some of you already have.
The reason that I put together this resource, these six top secrets is that I think everybody needs to know them. I think the students need to know them and I think a lot of teachers need to know them (any teacher that has not done external exam marking). And of course I know that many of you as parents just love to be across these things as well. Because I see so many students in class and I hear from so many parents about their teens who are working well in class, in homework, in assignments, and they understand the subject content, and they are writing all of their notes, are completing their homework, and they’re even doing pretty well when it comes to assignments or research projects or whatever other assessments they may be given, like coursework. But, when it comes to exams, those are the things that are let's just say letting them down. Maybe those results are not where their other assessments are and where maybe your teen or you or their teachers know they could be. And from the other side of things as well, I hear so many teachers you know in the staff room, or teachers that I talk to professionally, saying: “Oh my goodness. They get it in class. Why can't they do it in the exam?”
Like… “All my classes results have come through, and they’re not know where I would have hoped.”
Or… ‘This student - oh my goodness, I was sure they were gonna get this grade and they didn't.”
And they themselves are often sort of puzzled about why this is and sometimes they think: “Oh well, OK they must have just not revised well enough.”
Or, they think that the student didn't put in the work.
And I know from you know talking to and working with so many students and talking to so many parents, that that isn't the case. And I know from being an external exam marker, scrutiny panel member, external exam board marker, and having done this for multiple exam boards internationally, I know what is causing this to happen.
I know why they're losing marks I see marks that they could and should, that they shoulda-coulda-woulda got if they'd have known:
- How those exam questions are written.
- What that then translates to in terms of the marking guide.
- What is counted as an appropriate level of detail and what isn’t.
And then
- How to use the steps, the strategies and skills to make that happen at for them.
So, as a senior examiner I wanna make one thing clear. I can tell you that boosting your teen’s grades, their confidence as they walk into the exam hall, does not mean, does not require them to be slaving over textbooks for more hours than they already are, cramming in more and more subject content. Your teen can absolutely increase their results by, often, at least one full grade.
I often say to students
“You know… what if we could just get you three more marks on a paper?”
That is totally doable and that can be the difference between a whole grade.
But what I really think is possible for students is to get at least one more mark on every page of an exam paper. Let's just say that there is just one eight mark question on a page and let's say they're getting six. Could I get them to 7? Absolutely.
Well let's just say there are two or three short response questions that are worth 2 marks, 3 marks, 4 marks. Could they get at least one more mark in one of those questions on that page? Totally.
So, is it reasonable, is it reasonable to say that they could be getting at least one more mark on every page of any exam paper that they sit?
Because as you hopefully know by now if you've been listening to this podcast for a while, all of these skills, these strategies and techniques are what I call ‘universal’. That means they work across all different subjects or different exam boards, states, countries, systems. And that's why I'm sharing these insider, I'm calling them secrets - just because most people don't know them and people aren't sharing them, but I'm totally allowed to share them with you. Plus some of my best tips and tricks so that students can optimise their results and can get every mark that they are personally capable of on an exam paper.
So let's dive in.
Secret number one.
This is the formula - sometimes the secret formula - for exam success now I have talked about this formula in episode number one of this podcast. It is what I opened with because it is so important. So I'm gonna recap it for you right now, because the problem is that most students and honestly many aspects of school or college, focus on just one element of academic performance and that is the learning of the subject knowledge, the syllabus content. But this is only half of what’s required for ultimate success, especially when it comes to exams, and achieving that success in the most effective and efficient ways. Not doing hours and hours more study than they necessarily need to.
Now this not-sosecret-anymore formula is:
Knowledge plus Application equals Success.
Knowledge plus Application of that knowledge to however the question is worded and whatever is required and demanded on the mark scheme, is what equals Success.
They could have all of the knowledge all of the subject content in the world crammed into their brains and memorise the revision, but if they cannot put that across in the way the question is worded and to the level of detail or to the level of response that is required, they are not going to get the marks they’re truly capable of. So it's critical that your teen learns and hones those skills of application in order to put all of that subject knowledge to use.
And by skills of application I mean they need to become a master, ideally, of responding to exactly what a task or a question demands, what the mark scheme or the success criteria require, and have the skills to be able to breakdown the wording of any question and then predict accurately and under time pressure what that will look like on the mark scheme. That's just a couple of the skills of application. And this is likely an issue for your teen, they’re likely missing some of those skills of application if they've ever come home and you said “Hey, how did the exam go?”
and they said
“Yeah I think it was pretty good. Like I answered every question, I wrote some pretty long answers for some of them. I feel like I put my knowledge across.”
But when they get the result, it's not what they were hoping for or thought they were going to achieve.
This is likely what is happening and in the following five secrets I'm going to touch on and expand on some of those skills. Skills like exam technique. Now there are six elements of exam technique alone that will help your teen to respond to exam questions in the way that they need to so I won't be able to go through all of them, but we will cover some of the most important ones on this episode and I go into more detail on them as well in the six secrets guide so make sure you go get your copy of that if you want to at
www.gradetransformation.com/secrets.
Now I normally release this a couple of times of year and this is one of them so this is current, but if you're listening to this at a later date check that link and if it is not available check again at a later date. I usually release it around this time of year in October/November, or I often also released it around the June sort of time as well as students are tackling exams then as well.
So, like I mentioned, lots of different skills, lots of different elements involved in that application part. But being aware of this as an ingredient in itself, this essential ingredient of application in the success formula is the first step to your teen finally achieving the results they’re capable of and gaining a whole lot more confidence.
Let's get into secret number two. This is where I explain why students run out of time and this is usually because they are taking what I call ‘The Spaghetti Approach’. That is where they are throwing all of the information that they have learned, that they’ve crammed in their heads, that they have written notes on, against the wall. i.e. writing as much of it down as they can on paper to see what sticks.
Now some of it will some of it will stick, some of it will get the marks. But there is going to be information that they have included, because maybe they are hedging their bets, maybe they’re including things that weren't actually required by the question. But they didn't realise that. And what that means is that they're taking up more time, more word count, than they need to.
And I can tell you this was definitely me as a student. I was always trying to just put down every bit of information I could that I thought sort of at least related to the question. So that either if they did want it then great they've got it, but even if they didn't I would somehow impress them with all of my extra knowledge and maybe just somehow magic some marks out of nowhere. Which I can tell you does not happen in external exams.
It doesn't even happen in those higher year levels where as, I think in the lower year groups like Year 7, Year 8; teachers do you give marks for extra impressive things and going over and above.
This is where I see so many parents tell me their teen’s results start to reduce or decline sometimes as they go into those higher year groups. And it's not because they stopped working hard, and it's not because they're not capable of learning the information. It's because they've gotten into this habit of writing in a way that is just trying to put across as much information as possible, as opposed to responding to the actual question. So, I won’t go down that rabbit hole right now but what this looks like, what this spaghetti approach looks like and how I see it show up on the thousands upon thousands of external exam papers that I have marked, scrutinised and reviewed, this is where they end up waffling or they end up going round in circles and they end up saying the same thing over and over again. Or, they kind of touch on things but they never really clearly make a specific point. Or they go off on tangents. It's often also what I call going wide and shallow in a response, rather than narrow and deep. which is why again they’ve got to gain expertise in breaking down the question. Very often it's better to go narrow and deep with their content and their detail. So what that means is when they going wide and shallow, they’re saying lots of different things but they're not giving any depth, or analysis, or explanation to it, then they’re not achieving the level of detailed required or the sophistication in the level of their response. And they spend so long on some questions that then they end up losing marks down the line simply because they run out of time to do a great job on the later questions on the paper. Or the one that they have left to the end.
So, what is the solution?
Now of course one of them is being able to breakdown the question and understand exactly what it is asking so we're not giving additional information that isn't required, but another solution is when it comes particularly to extended responses. Because where I see the waffle creeping in and the tangents, and the extra information that isn't needed, or going around in circles and repeating themselves, is in those extended responses.
So what I always tell students is it is essential for them to plan any extended response. And let me tell you, if you try and tell your teen: ‘you know, you’ve gotta take an extra couple of minutes to plan’ here's what they're going to say. Because remember the issue that we have here is that they are running out of time. They're going to think “I don't have time to write a plan. I don't even have time to write the answer!”
So they’re in a bit of a catch 22 because they feel like they don't have the time, but there is a proven planning system that I teach all students in the 10WGT and through my coaching, that not only means they make a strategic plan so they can produce a more succinct clear and high quality response, it is also going to make it a lot faster to write that response.
I always tell students that they will basically double whatever time they spend on the plan in terms of what they save. So, if they spent 5 minutes making a plan, that will save them 10 minutes in the actual writing of the full response.
But, before they can make a plan, of course they need to know precisely what the question is asking and therefore what is required in their answer and that leads us nicely to secret number 3.
Secret number 3 is the most important word in every question.
Every single year I see so many students losing marks they shoulda-coulda-woulda got if they knew how to really master this skill. And of course, like we said - in exams, doing it under time pressure. That is the problem. That they don't know exactly what that question means or is really asking. And therefore they are covering the right topic in their answer, but not at the right level of detail or with the correct focus. This is where the teacher writes something like you haven't actually answered the question. Or ATQ: answer the question. And the solution to this is identifying the command word in any question. That is the verb. Often we call it the cognition, or the directive, or the task verb.
It's words like explain, discuss, analyse, describe. And every question has a command and a level of that cognition.
The problem is, is that sometimes they are not always as obvious as just the verb in the question. Not every question will have a verb but sometimes they really are. The key is to make sure that firstly, your teen understands what these are. But, what I find is that probably about 50% of students don't know that, and then I have maybe like about 40% of students who know of them and they kind of know to look for them, or they can pick them out, but they’re still missing the part where they don't really know what to do with it.
Like if I really put a student on the spot and I ask – “What does it really mean to explain?”.
Or “What is the difference between explaining and analysing?”.
Often, they can't really tell me. They'll sort of give me a vague description, or they'll start to waffle around it a little bit. It's a bit like spaghetti approach answer! But they can't give me a definitive, confident response to that. And that is the problem.
Now I can't go into all the detail on this in this particular episode but if you want more on this I have two whole modules just dedicated to this skill in the 10 Week Grade Transformation Programme. It is a huge skill and the reason I dedicate so much training to it is because it is so important. It’s what makes the biggest difference out of all the things I teach to students.
So what I would advise as a starting point for this, is to go to your teen’s exam board and find their list of: they may call them cognitive verbs, directives, command words, task verbs. Command word is generally the word I use as an overarching one. They may not call them those. But find that list and get it downloaded with the explanation of what each one means for their exam board and just use that as a starting point.
So, those are my first three of my 6 Secrets of a Senior Examiner. Things that I see going on behind the scenes and things that I get to observe as I mark, as I'm apart of writing panels, scrutiny panels, and of course marking thousands of students exam papers and have done so over the past decade. So I hope that some of those insights and my advice and tips are helpful please be sure to come and join me next week for the second part in this two episode series. Make sure you go download the six secrets guide in the mean time and
I will see you back here next week. Have a great week, bye!
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