Assesment Criteria

Research and Planning must be presented in electronic format. Where candidates have worked as a group, the research may be presented collectively, but teachers are asked to differentiate the contributions of individuals within the group in arriving at a mark and justifying individual marks on the assessment sheet. As part of the moderation sample, the moderator will request some research/planning material.

Level 1 0–7 marks

• There is minimal research into similar products and a potential target audience.
  
• There is minimal organisation of actors, locations, costumes or props.
  
• There is minimal work on shotlists, layouts, drafting, scripting or storyboarding.
  
• Time management may be very poor.
  
• There is minimal care in the presentation of the research and planning.
  
• There is minimal skill in the use of digital technology or ICT in the presentation.
  
• There are minimal communication skills.

Level 2 8–11 marks

• There is basic research into similar products and a potential target audience.
  
• There is basic organisation of actors, locations, costumes or props.
  
• There is basic work on shotlists, layouts, drafting, scripting or storyboarding.
  
• Time management may not be good.
  
• There is a basic level of care in the presentation of the research and planning.
  
• There is basic skill in the use of digital technology or ICT in the presentation.
  
• There are basic communication skills.

Level 3 12–15 marks

• There is proficient research into similar products and a potential target audience.
  
• There is proficient organisation of actors, locations, costumes or props.
  
• There is proficient work on shotlists, layouts, drafting, scripting or storyboarding.
  
• Time management is good.
  
• There is a good level of care in the presentation of the research and planning.
  
• There is proficient skill in the use of digital technology or ICT in the presentation.
  
• There are proficient communication skills.

Level 4 16–20 marks

• There is excellent research into similar products and a potential target audience.
  
• There is excellent organisation of actors, locations, costumes or props.
  
• There is excellent work on shotlists, layouts, drafting, scripting or storyboarding.
  
• Time management is excellent.
  
• There is an excellent level of care in the presentation of the research and planning.
  
• There is excellent skill in the use of digital technology or ICT in the presentation.
  
• There are excellent communication skills.

Candidates will evaluate their work electronically. The format of the evaluation has some flexibility and its form can be negotiated between teacher and student: it may take place with individual candidates or with the production group as a whole, or each individual candidate or production group may make a formal or informal presentation to the whole class.


The questions that must be addressed in the evaluation are:

• In what ways does your media product use, develop or challenge forms and conventions of real media products?
  
• How effective is the combination of your main product and ancillary texts?
  
• What have you learned from your audience feedback?
  
• How did you use new media technologies in the construction and research, planning and evaluation stages?

Ideas for the format for the presentation of the evaluation can be found in the Guidance Notes.


Level 1 0–7 marks

• There is minimal understanding of the forms and conventions used in the productions.
  
• There is minimal understanding of the role and use of new media in various stages of the production.
  
• There is minimal understanding of the combination of main product and ancillary texts.
  
• There is minimal understanding of the significance of audience feedback.
  
• There is minimal skill in choice of form in which to present the evaluation.
  
• There is minimal ability to communicate.
  
• There is minimal use of digital technology or ICT in the evaluation.

Level 2 8–11 marks

• There is basic understanding of the forms and conventions used in the productions.
  
• There is basic understanding of the role and use of new media in various stages of the production.
  
• There is basic understanding of the combination of main product and ancillary texts.
  
• There is basic understanding of the significance of audience feedback.
  
• There is basic skill in choice of form in which to present the evaluation.
  
• There is basic ability to communicate.
  
• There is basic use of digital technology or ICT in the evaluation.

Level 3 12–15 marks

• There is proficient understanding of the forms and conventions used in the productions.
  
• There is proficient understanding of the role and use of new media in various stages of the production.
  
• There is proficient understanding of the combination of main product and ancillary texts.
  
• There is proficient understanding of the significance of audience feedback.
  
• There is proficient skill in choice of form in which to present the evaluation.
  
• There is proficient ability to communicate.
  
• There is proficient use of digital technology or ICT in the evaluation.

Level 4 16–20 marks

• There is excellent understanding of the forms and conventions used in the productions.
  
• There is excellent understanding of the role and use of new media in various stages of the production.
  
• There is excellent understanding of the combination of main product and ancillary texts.
  
• There is excellent understanding of the significance of audience feedback.
  
• There is excellent skill in choice of form in which to present the evaluation.
  
• There is excellent ability to communicate.
  
• There is excellent use of digital technology or ICT in the evaluation