AQA special
Assessment objective 2 Skills and sample answers
Richard Gray continues his series on assessment objectives (AOs)
In the last issue of RELIGIOUS STUDIES REVIEW we looked at the importance of the specification and assessment objectives in pinpointing the skills and content that will be assessed in your exams. That ‘AQA special’ focused on AO1, while this one deals with the assessment objective of evaluation, AO2.
AO2 and what it means
The AQA specification states that AO2 is the ability to:
‘Critically evaluate and justify a point of view through the use of evidence and reasoned argument.’
The best way to understand this is to think back to your GCSE work, where you ’ were expected to provide an informed opinion on whether or not you agreed with a statement. Usually this entailed a consideration of arguments in support of and challenging the statement provided in the question, followed by a conclusion.
So what does a typical AO2 question look like at AS and A2? It may have a statement in inverted commas for you to consider, together with, for example, the triggers ‘Assess’ or ‘Evaluate’, or it may have an instruction to assess or evaluate a particular statement or view, for example ‘Assess the claim that …’. Either way, the question is all about evaluation skills.
There is a big difference between GCSE and AS, identified by the sophistication of a clearly reasoned argument. A list of points or a descriptive account of strengths and weaknesses is more like AO1, whereas AO2 involves an informed personal deliberation, consideration or commentary. The difference between AS and A2 is one of depth and articulation, reflecting the added weighting given to AO2 at A2 and also the natural development of a candidate’s evaluative skills as their thought matures through the course.
Skills
Remember that it is your evaluation skills and not simply content that is being assessed. Examiners often report that candidates just present lists in support of and/or challenging an argument in response to a question expecting an evaluation of strengths and weaknesses. There is nothing wrong with preparing your considerations and reflections of a topic in response to the ‘issues arising’ section of the specification, but make sure you include some personal analysis or commentary throughout your answer that can be used to form a reasonable conclusion. The best way to check whether your answer is truly evaluative is to read through it and ask yourself, ‘Is there a process of reasoning running through this answer? Is it discursive, persuasive and reflective, and does it contain personal commentary?’
Box 1 provides two responses, one evaluative and one non-evaluative, to an example question. While clearly a different ‘style’, the evaluative answer also reveals the skill of ‘weighing up’ or making a judgement about what is written in the answer. It is this constant discursive style that should run throughout an AO2 answer, and not be left until the conclusion in the end paragraph. It is almost like a dialogue between the voice of the evidence that you are selecting and your own voice, via a critical evaluation of the point of view presented in the question.
Box 1 Sample question
‘The Ontological Argument is not a successful argument for the existence of God.’
Assess this claim.
A2 non-evaluative answer
Descartes argued that you cannot deny God’s existence just as you cannot deny that a triangle has three angles.
Kant argued that while the denial of properties of a triangle is not logical, it is quite logical to deny the triangle itself — that is, its very existence in the first place.
Some disagree with Kant.
Norman Malcom argues that…
A2 evaluative answer
If we look at Descartes’ analogy of the triangle, we can apply Kant’s criticism that while the denial of properties of a triangle is not logical, it is quite logical to deny the triangle itself — that is, its very existence in the first place. Some see this as completely destroying the Ontological Argument. It certainly is damaging, although not all modern thinkers are convinced and so the criticism of Kant, for some, appears to have certain uncertainties or limitations.
For example, Norman Malcolm (a modern philosopher from the twentieth century) has developed the Ontological Argument, which demonstrates that for some the argument has value beyond Kant.
Critically evaluate and justify
What do the terms ‘critically evaluate’ and ‘justify’ a point of view mean? They are the skills of weighing up, considering, reflecting, questioning, challenging and arguing a case. They encourage independent and original thought — the heart of what university research and study is all about, so universities expect to see evidence of them in their students’ work. These AO2 skills have great relevance to higher education, and beyond that can be applied to many careers.
Evidence and reasoned argument
The other aspects of AO2 concern how an evaluation is done — the use of evidence and reasoned argument, and also questions.
Evidence
Every argument needs support. Any evaluation is based on evidence. This is crucial and it is therefore important to select the correct material that both supports and challenges any statement made in the question.
However, this should never be separated from the context of evaluation. The use of evidence is exactly that — it is all about use. The AO2 descriptor does not say ‘through the use of evidence’ for no reason. It is, therefore, not just a list of evidence that is required but rather a list that is woven neatly within an evaluation, discussion or argument. It is important to offer analysis of the evidence selected, to explain why these are good reasons or arguments and to raise questions about their possible weaknesses.
Reasoned argument
The problem with a narrative or descriptive list of strengths and weaknesses is that it has no process of reasoning. In terms of critical thinking skills it is what is called an ‘exchange of views’. In some ways it is just like stating ‘yes it is’ and ‘no it is not’. AO2 demands more than this.
As long as reasons are given throughout an argument to support the observations made then you cannot go wrong. Reasons are the basic building blocks of an argument and are what differentiate an argument from a simple statement or assertion. It is this skill that reveals the critical nature of reasoning and the move towards a more sophisticated evaluation —a skill that you should practise.
Questions
Questioning is an important skill. Good questions are the basis of learning and this tradition dates back to the days of the philosopher Socrates, who was a skilled assessor. Questions can be raised in an evaluation, and it would be a good idea to get into the habit of writing evaluative questions, or questions that challenge as you work through your A-level course, e.g:
■ Why are we here?
■ Could something come from nothing?
■ Can laws of nature be broken?
■ Is suffering random?
Typical ingredients
The ingredients of critical evaluation and reasoned argument could include:
■ commentary on evidence presented, demonstrating the appropriate use of evidence
■ objectivity and lack of bias in dealing with different points of view
■ honest reflection and careful observation
■ questioning
■ identifying possible strengths and weaknesses/problems
■ identifying possible solutions and problem solving
■ drawing relevant conclusions
Past questions and mark schemes
The principles for using past questions and mark schemes are the same for AO2 as they are for AO1. They are excellent tools for learning, and you should study and work through past questions and mark schemes during your course to help you gain an insight into what is expected. However, see them for what they are — exemplars of what a good answer could contain — and remember that rote learning from them detracts from the real mark scheme (the application of the levels of response that measure how far the student critically evaluates and justifies a point of view).
In other words, the lists of points given in the notes for answers within a mark scheme, often under headings like ‘In support’ and ‘Against’, are there to use in an evaluation and not just to repeat. They are not an evaluation in themselves but simply evaluation material that should trigger the development of an evaluative response.
Tips for developing AO2 skills
Now that you are aware of what AO2 is and what it requires, here are four tips for keeping focused on this assessment objective throughout your A-level course. Following these suggestions will help you to personalise your knowledge and enhance your understanding.
■ Breaking down an argument: identify reasons that support arguments and challenge these — flow diagrams are useful in helping to identify processes of reasoning.
■ Assessing a conclusion: explore different alternatives and select one over another, explaining why one may be preferred — this often generates good evaluative discussion.
■ Raising questions: distinguish between evaluative and narrative content in the books and articles that you read as part of your course.
■ Collaborative evaluations: raise questions or state an opinion with supporting reasons in response to a question and then collect others from classmates (e.g. by e-mail or sticky notes) and put together a collective evaluation answer.
Summary checklist
So how should you approach AO2 overall? As you go progress through your A-level course, ask yourself the following questions:
■ Do I know which issues I need to focus on (as identified in the specification)?
■ Can I critically evaluate this material using the appropriate discursive, evaluative style?
■ Can I give evidence and examples to justify my response to a point of view and therefore support an argument presented?
■ Does my answer constitute a reasoned argument and demonstrate a clear process of reasoning in order to justify a point of view?
■ Do I use the correct religious/ethical/ philosophical language?
The rest is up to you.
This article is the responsibility of RELIGIOUS STUDIES REVIEW and has been neither provided nor approved by AQA.