GCSE History B
Unit 3: Historical Enquiry
Annotating the Controlled Assessment Tasks
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Annotating the Controlled Assessment Tasks
As part of regulations governing Unit 3 Controlled Assessment, teachers are required to provide
clear annotation of their students’ work. This paper offers guidance on the purpose of annotation
and provides an approach to annotation that centres may wish to adopt.
The purpose of annotation is twofold.
1 To assist in the assessment of a student’s answer
In marking a student’s work, teachers have to make critical judgements on the quality of the
answer in relation to the mark scheme.
For example:
Have the Assessment Objectives been fulfilled and in the correct weighting?
To what extent is Level 2 or Level 3 source analysis in evidence?
To what extent is Level 2 or Level 3 source evaluation in evidence?
Is there a balanced judgement arising from the analysis and evaluation of the sources?
The correct assessment of an answer is important in the application of the generic mark
scheme where there are wide mark ranges within levels. A correct placement in a level may
still take a centre’s marking out of tolerance.
Effective annotation can come from a structured approach in determining the level and the
mark awarded.
2 To assist the moderator in judging the accuracy of the centre’s marking
The purpose of moderation is not to re-mark the students’ work in the sample. It is to check
on the marking standards of the school/college and to determine whether or not they conform
to AQA’s standards. Annotation, therefore, should indicate to the moderator how and why the
school/college has arrived at the level and mark given for an answer.
Annotation in this sense is not student directed with a view to encouraging or praising a
student. There are other means available to teachers to achieve these ends.
The grid below is offered as an approach to annotation that will serve both purposes.
It links more appropriately with the Summary of the Mark Scheme. It is, of course, the
decision of the school/college as to whether this approach is adopted.
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Question 1
Source A
Source B
Source C
Source D
Level 1
Description
Level 2
Analysis with some knowledge
Level 2
Evaluation
Level 3
Analysis with knowledge
Level 3
Evaluation
Judgement
None
Summary conclusion
Tentative conclusion
Based on content
Based on source type
Comment
Level
Copyright © 2014 AQA and its licensors.
Mark
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Question 2
Source E
Source F
Source G
Source H
Source J
Source K
Level 1
Description
Level 2 Analysis with
some knowledge
Level 2
Evaluation
Level 3
Analysis with knowledge
Level 3
Evaluation
Judgement
None
Summary conclusion
Tentative conclusion
Based on content
Based on source type
Comment
Level
Copyright © 2014 AQA and its licensors.
Mark
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Examples of the use of the grid
Question 1
Source A
Source B
Level 2
Evaluation


Level 3
Analysis with knowledge


Source C
Source D




Level 1
Description
Level 2
Analysis with some knowledge
Level 3
Evaluation
Judgement
None

Summary conclusion
Tentative conclusion
Based on content
Based on source type
Comment
Analysis of 4 sources at Level 3
Evaluation of 2 sources at Level 3
Level
Mid 3
Copyright © 2014 AQA and its licensors.
Mark
10
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Question 2
Source E
Source F
Source G
Source H
Source J
Source K
Level 3
Analysis with knowledge






Level 3
Evaluation






Level 1
Description
Level 2 Analysis with some
knowledge
Level 2
Evaluation
Judgement
None
Summary conclusion
Tentative conclusion
Based on content

Based on source type

Comment
Consistent Level 3 analysis and evaluation.
Judgement within body of answer and in conclusion based on the source content.
Some attempt to link judgement with source type at end of conclusion.
Level
4
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Mark
23
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