Tackling the exam papers
General tips
In many cases, you can find clues about the answer within the question itself. The main 'clues' are:
• the number of marks given for the question
• the key instruction words e.g. Name, Describe, Compare, Evaluate ...
• instruction/question text written in bold typeface.
The number of marks
The number of marks awarded for a question is given in square brackets [ ] after each question or subpart of a question. Typically (though not always), the number of marks gives an indication of how many different points you need to make. For example:
Explain what is meant by top-down design [2]
There are potentially 5 or 6 different points you could make to answer this question successfully. However, as it is only worth 2 marks, the examiner is most likely only looking for any 2 correct comments. You could spend 20 minutes writing 6 accurate comments but you would still only score 2 marks because this is the maximum allowance for the question.
You won't lose marks for writing extra answers, but you could waste time writing points that won't score you any more marks. Also, the examiner might decide to only look at the first 2 points and ignore the rest. So, make sure you always put the answers you are certain are correct first before any additional answers.
The number of marks indicates the likely number of separate points you need to make and it is also a good indicator of how much time you should spend on that particular question. For example, it is more sensible to spend much longer writing the answer to a question worth 5 marks than one worth 1 mark. BUT this is not always the case. For some questions the number of marks does not indicate how many comments you need to make. So, you should always take the time to think about the questions and your answer before committing pen to paper.
Key instruction words
The examination questions will oft en have a single word that tells you how much detail is required for each answer. Typically, the following is true:
• State, Name, List means that all you have to do is give the name of what is being asked for.
• Describe, Explain means you should say how something works (this will depend on the actual question, it might not always be how but it infers more detail than simply listing a name).
• Compare means you should say how both things work and sometimes what are the differences between them.
• Evaluate means you should say how well or poorly the object/method/application etc. works, or how suitable something is for a given scenario.
• Justify means you should say why the object/method/application etc. has been chosen.
Think about what each of these words is asking for in the question. This can really help you write a good answer.
Instruction text written in bold or capitals
This applies to general text within the instruction/question as well as the key instruction words mentioned above. When certain text is given in bold or sometimes CAPITALS it is meant to draw your attention to it and emphasise its meaning.
Often a question will ask you to give 'two examples of ' where the word 'two' is written in bold typeface. This means that you have to supply at least two examples in order to get the marks even if the answer is only worth 1 mark! In other words, it is a clue to the minimum number of different points you need to make regardless of the number of marks. Similarly, if the question included the instruction to 'Evaluate' it means that you have to do more than simply state the name of a term. You have to also discuss its advantages and disadvantages, for example. In such cases, you are being given a direct and clear instruction and you must follow it in order to get the marks.
Examination technique
An hour of revision the night before the examination is a good idea. It is not a good idea to cram in as much revision as possible at the last minute by spending hours revising the night before; or to stay up into the early hours of the next morning.
What you really need to do is:
• get a good night's sleep and relax in order to be in a positive frame of mind
• make sure you have the correct equipment (remember to take spare pens)
• when you get to the examination room:
o arrange your equipment on the desk and relax
o before you write anything, quickly read through all the questions on the examination paper, the last question is not always the hardest
o start by answering a couple of the easier questions to boost your confidence, then tackle the more difficult questions
o an alternative would be to answer the questions in increasing level of difficulty so that you leave the more difficult questions until the end
o remember to keep an eye on the time, don't spend too long on any one question, even if you know everything there is to know on that particular topic. The question paper will usually tell you how many marks there are for each question and so you can use this to work out how much time to spend on each question.
o in cases where you have to write in the answer, make sure that you answer every question even if you are having to guess. You cannot score marks if you don't give an answer, but an educated guess could end up scoring you marks.
Make sure you take whatever approach works for you. We are all different and work in different ways.
Above all, READ THE QUESTION.
Exemple candidate response
Question 1 (a)
Define the terms:
(i) hardware
(ii) software
Mark scheme
(i) – The physical/electronic parts of a computer system
Parts you can see/touch no mark
(ii) – Sequence of instructions/programs [2]
Example candidate response – grade A
Examiner comment
This candidate response was clear and precise. In both parts of the question the definitions were almost straight from the text book. A very good answer.
Example candidate response – grade C
Examiner comment
There was some idea that hardware are the physical parts of the computer, but the candidate struggled to define software to an adequate standard. This is a noticeably weaker response than a grade A candidate.
Example candidate response – grade E
Examiner comment
Grade E candidates usually got one part of the definition correct; it was rare to see both parts answered correctly. There is evidence that actual definitions had not been learnt and the candidate was trying to do the description from memory or experience.
Question 1(b)
A supermarket has a number of point-of-sale terminals.
Data is read from goods at the terminals and information is produced.
State two output devices which would be used at the point-of-sale, justifying their use.
Mark scheme
– Printer/to print till receipt
– Beeper/to indicate correctly read barcode/error reading barcode
Speakers/to give instructions to customer
– LED/LCD screen to show information about purchase
(2 per –, max 4) [4]
Example candidate response – grade A
Examiner comment
Two good examples of output devices were given in this answer (monitor and printer). The choices were very clearly justified by the candidate. The answer was further expanded indicating a clear and deep understanding of peripheral devices and the reasons why a device would be chosen for a given application.
Example candidate response – grade C
Examiner comment
There was little difference between grade A answers and grade C answers in this question. The main difference being the lack of additional information in the answer when compared to an grade A candidate; but enough was usually done to get full marks.
Example candidate response – grade E
Examiner comment
In this candidate's response there is obvious confusion between output devices and input devices. In this case, a barcode reader has been chosen as an output device.
Question 1 (c)
State three types of output needed at the point-of-sale terminals. For each type of output explain why the output is needed.
Mark scheme
– Sound/indicates barcode properly read without operator diverting attention from job
– sound to indicate terminal is free
– Video image or screen output or soft copy/to allow shopper to check goods and prices as they are input to system
– Receipt or printout or hard copy/to allow shopper to check payments and shopping at home, proof of purchases.
(2 per –, max 6) [6]
Example candidate response – grade A
Examiner comment
Three good choices were given which were clearly correct types of output. The reasons for type of output were well laid out and referred correctly to the application in the question.
Example candidate response – grade C
Examiner comment
The candidate correctly knows that the question required output types and gave audio (in the form of a beeping sound), then found it difficult to distinguish between output device and type of output, and came up with the answers 'graphs' and 'texts'. Both of these were throw away answers. It is common at grade C level for candidates not to understand the subtle difference between output device and the output produced by a device.
Example candidate response – grade E
Examiner comment
A typical grade E candidate finds it difficult to distinguish between output devices and output types. This candidate's answer was typical of the confusion; although they did suggest a 'print out' which gained them a mark.
Question 1 (d) (i)
The management of the supermarket use a number of different types of software.
State what each of the following types of software would be used for.
Give a feature of each which makes it suitable for your use.
(i) Desktop publishing (DTP)
Mark scheme
– Producing leaflets/flyers/brochures/posters
– Using frames to divide up content/editing features/...
– combining images and text [2]
Example candidate response – grade A
Examiner comment
In this response there was good use of DTP i.e. producing leaflets; but the candidate expanded the answer to indicate why the supermarket would produce leaflets. It produced a very good, comprehensive answer. The features of DTP were clearly understood and distinguished it from other software such as word processors i.e. wrap text around graphics and make complex page layouts.
Example candidate response – grade C
Examiner comment
The candidate obviously knows what DTP can be used for but found it difficult to explain what features make this software suitable for the task chosen. It was very common among grade C candidates to find it difficult describing the features of DTP.
Example candidate response – grade E
Examiner comment
Frequently at this level, use of features were confused or combined together. A mark was frequently gained for, e.g. leaflets, but generally little or no idea about software features.
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