EPQ Examiner Reports

EPQ Examiner Reports

Exam boards produce reports on each exam series for each subject. The following points have been made in recent years in relation to the AQA Extended Project Qualification and are summarised here

The examiners make some key points about Log Books – There remains a clear correlation between the effectiveness of completion of the Logs and the quality of outcomes.

The examiners make some key points about Assessment Objective Two – The quality of evidence for AO2 was probably the most obvious differentiator between good, average and poor projects. Most projects researched their topics, but in variable depth. The most able students selected only sources that were highly relevant to their work, evaluated and recorded them assiduously and referenced their work precisely.

The examiners make some key points about Assessment Objective Three – For AO3, the most effective projects showed clear and reasoned decision-making. These reports were fit for the purpose of the project and had a clear outcome, and submissions included evidence of each of the higher-level skills used consistently throughout the work. Where the product was an artefact, it was fit for purpose and based clearly on research documented in the short report.

There were a number of features commonly found in less strong projects. Issues included:

• Aims not fully met

• Plan not fully implemented

• Little evidence of decision making, usually when the Log was purely descriptive

• Little or no evidence of changes made, again often a function of the Log

• Artefacts not fit for purpose

• Lack of cohesion, especially when report was sectionalised.

The examiners make some key points about Assessment Objective Four – For AO4 there were some extremely detailed Summary and Reflection review pages were seen which were well-balanced between process and product, but some students did not always consider the holistic needs of AO4. At times, they focussed on only one element to the exclusion of others. For example, students sometimes reflected on the practicalities such as effective time management rather than the skills acquired and next steps.

The examiners make some key points about Presentations – There was considerable variation in the way the presentations seemed to be managed at centres. In some cases, it was treated as a troublesome ‘bolt-on’ extra, seemingly rushed at the end of the process – with minimal notes from the supervisor. In others, students clearly enjoyed discussing what they’d learnt and achieved, and this was reflected in the quality of evidence generated.

The increasing use of ‘marketplace presentations’ where staff, students and family/friends were invited to witness presentations was observed. This allowed for a diverse non-specialist audience and some excellent feedback was provided.

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