ABSTRACT
Marks awarded in secondary school geography through public examinations have become associated with descriptions of attainment. This association has developed over time through custom and practice as well as by the influence of criteria published by examination bodies and authorities. These published criteria have influenced practice through encouraging emphases in marking even when cast in very general terms. The reasoning behind such generality being that more detailed criteria reduce teachers’ and examiners’ room for manoeuvre. However, it is apparent from analysis of scripts and mark schemes that the relationship between marks awarded and level of attainment is largely in the hands of the examiner. This chapter examines how that influence is wielded in geography. The focus of attention is the design of mark schemes for questions which allow a variety of creditable responses. If we give four marks for one answer to a question and two marks for another answer to the same question, what is it that differentiates the weight of marks between these answers?
