OCR GCSE Computer Science (2018)
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The most reliable route to exam success is repeated practice with content-rich exam papers. This J276 course solves the two problems that attend exam practice: your time and your students' time.
  • all answers are auto-marked; teachers' time is freed up to actually teach.
  • formative feedback is built in at every stage. The focus is on learning first, assessment second.

How to use the course
  1. Enter your initial prediction as an Offline Assessment.
  2. Assign the practice exam papers to get an overview of each student's strengths and weaknesses. 
  3. Use the Gap Analysis to immediately see where additional work is needed.
  4. Assign Topic Quizzes to both reveal and fill gaps in specific key concepts.
  5. Use it as a diagnostic tool from the very start of teaching the course. This is not a last-minute panic revision tool.

Make use of the feedback!
Both teachers and students can review short-text responses in the context of their scoring rubrics. Encourage students to use these to eliminate specific weaknesses and misconceptions. 

Teachers should also review their students' peer feedback to multiple-choice questions. Because they are written student-to-student, these reveal a lot about students' true perceptions. 

Repeat the assessments
Each of these assessments is intended to be assigned multiple times. Because the questions are randomly drawn from a large bank, students know they will meet some questions more than once. This is the essential motivation to them to pay attention to feedback. Research shows that the mere expectation of multiple attempts boosts retention.  

  • Paper 1 Practice Exam A bank of 187 questions. We recommend you assign 30 each time, to match the exam. Last updated 26/5/19 20:20
  • Paper 2 Practice Exam A bank of 169 questions. We recommend you assign 30 each time, to match the exam.. Last updated 26/5/19 20:20
Topic quizzes Paper 1 (each 10 questions from a larger question bank.)
  • 1.1 Systems Architecture. Last updated 28/3/18 10:54
  • 1.2 Memory. Last updated 28/3/18 10:54
  • 1.3 Storage. Last updated 10/4/18 16:30
  • 1.4 Networks. Last updated 28/3/18 10:54
  • 1.5 Network Topologies. Last updated 28/3/18 10:54
  • 1.6 Security Measures. Last updated 28/3/18 10:54
  • 1.7 System Software. Last updated 28/3/18 10:54
  • 1.8 Ethical, legal, cultural and environmental concerns. Last updated 28/3/18 10:54

Topic quizzes Paper 2 (each 10 questions from a larger question bank.)
    • 2.1 Algorithms. Last updated 28/3/18 10:54
    • 2.2 Programming techniques. Last updated 28/3/18 10:54
    • 2.3 Robust Programs. Last updated 28/3/18 10:54
    • 2.4 Computational logic. Last updated 28/3/18 17:40
    • 2.5 Translators and facilities of languages. Last updated 28/3/18 10:54
    • 2.6 Data representation. Last updated 28/3/18 10:54
    Short-text questions
    The short-text questions in our Premium quizzes are auto-marked using an artificially-intelligent algorithm that can match the mark a human moderator would give at least 80% of the time. When a student challenges the mark the algorithm assigns, you should look at the individual student's response and form your own judgement. 

    Find the responses listed at Assignments Tab->Results->Short text responses  

    Long (8-mark) questions
    Long-text questions have been suspended pending review.


    This course was created by:
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    A series of end of unit tests for J276
    There are also some quizzes on specific areas of the course too.

    The course is focused on computer systems covering the physical elements of computer science and the associated theory.  Systems architecture, memory and storage will be looked at along with networks, topologies, security and aspects of social and legal concerns.
    Popularity
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    Quality
    70%
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    The most reliable route to exam success is repeated practice with content-rich exam papers. This J277 course solves the two problems that attend exam practice: your time and your students' time.
    • all 1-4 mark answers are auto-marked; teachers' time is freed up to actually teach.
    • formative feedback is built in at every stage. The focus is on learning first, assessment second.

    How to use the course
    1. Enter your initial prediction as an Offline Assessment.
    2. Assign the practice exam papers to get an overview of each student's strengths and weaknesses. 
    3. Use the Gap Analysis to immediately see where additional work is needed.
    4. Assign Topic Quizzes to both reveal and fill gaps in specific key concepts.
    5. Use it as a diagnostic tool from the very start of teaching the course. This is not a last-minute panic revision tool.

    Make use of the feedback!
    Both teachers and students can review short-text responses in the context of their scoring rubrics. Encourage students to use these to eliminate specific weaknesses and misconceptions. 

    Teachers should also review their students' peer feedback to multiple-choice questions. Because they are written student-to-student, these reveal a lot about students' true perceptions. 

    Repeat the assessments
    Each of these assessments is intended to be assigned multiple times. Because the questions are randomly drawn from a large bank, students know they will meet some questions more than once. This is the essential motivation to them to pay attention to feedback. Research shows that the mere expectation of multiple attempts boosts retention.  

    • Paper 1 Practice Exam A bank of 214 questions. We recommend you assign 30 each time, to match the exam. Last updated 27/1/21
    • Paper 2 Practice Exam A bank of 140 questions. We recommend you assign 30 each time, to match the exam.. Last updated 27/1/21
    Topic quizzes Paper 1 (each 10 questions from a larger question bank.)
    • 1.1 The CPU. Last updated 27/1/21
    • 1.2 Storage. Last updated 27/1/21
    • 1.3 Networks. Last updated 27/1/21
    • 1.4 Threats and vulnerabilities. Last updated 27/1/21
    • 1.5 Operating systems and utilities. Last updated 27/1/21
    • 1.6 Ethical, legal, cultural and environmental impact. Last updated 27/1/21

    Topic quizzes Paper 2 (each 10 questions from a larger question bank.)
      • 2.1 Computational thinking etc. Last updated 27/1/21
      • 2.2 Programming. Last updated 27/1/21
      • 2.3 Design and testing. Last updated 27/1/21
      • 2.4 Boolean logic. Last updated 27/1/21
      • 2.5 Languages and IDEs. Last updated 27/1/21
      Short-text questions
      The short-text questions in our Premium quizzes are auto-marked using an artificially-intelligent algorithm that can match the mark a human moderator would give at least 90% of the time. 

      Find the responses listed at Assignments Tab->Results->Short text responses  

      8-mark questions
      Open the attached file J277 8-mark Questions. These can be set as Quick Assignments.

      Correlation to J276
      See OCR's Content Mapping Guide (PDF) 

      This course was created by:
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      Two databases of questions. One for each exam paper.

      Do not set whole database at one time or the test will crash.Set the question count to 20. Each time the test is taken there will be an entirely different tests to answer.

      Another learning method is to use the mastery setting and see who can get 9/10 questions correct. Students get one attempt each day until the reach the target percentage that you choose.

      SPAs encourage students to really understand and evaluate a topic. To run an SPA in the classroom:
      1. Assign as normal.
      2. When students are ready, click the Start button in the Assignments list. Make sure you have enough time; an SPA cannot be stopped half way through. You can adjust the time allowed at the start point, but not after.
      3. Students will work through a 3-step process of write|judge|vote.
      4. When they are finished, you can access their answers from the Assignments list. Answers are ranked by the process but these ranks do not correlate direct to grades. 


      Structured Peer Assessment intro for students on Vimeo (also on YouTube here).

      Show this 2:15 orientation video to your students before they start.

      After the exercise, find the responses listed at Assignments Tab->Results->Short text responses  

      SPAs work best with open questions that invite evaluation and explanation. They are not suitable for testing rote-learned facts. When assigning, please draw students' attention to the judgement criterion: the teaching point is actually subtly encoded in this.

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      The focus in this course is on logical thinking as much as existing knowledge.

      Structured Peer Assessments
      These are whole-class activities with formative peer assessment, normally lasting 30 minutes each. Note that once started, SPAs cannot be finished early. You can however adjust the timing up until the moment you start the exercise. 

      To run an SPA in the classroom:
      1. Assign as normal.
      2. When students are ready, click the Start button in the Assignments list. Make sure you have enough time; an SPA cannot be stopped half way through. You can adjust the time allowed at the start point, but not after.
      3. Students will work through a 3-step process of write|judge|vote.
      4. When they are finished, you can access their answers from the Assignments list. Answers are ranked by the process but these ranks do not correlate direct to grades. 


      Structured Peer Assessment intro for students (also on YouTube here).

      Show this 2-minute orientation video to your students before they start.

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      This course is designed to ensure all the exam words and lists have been learned. It should be set after students have researched an area of the course themselves (eg by watching Craig and Dave videos) It does not cover understanding of the terms The tests consist of 10 questions from a larger data-bank so will not be the same each time it is attempted. Students should score 100% regularly.
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      Assessment of understanding of the OCT Computer Systems Unit Memory Storage Wired and wireless networks Network topology, protocols and layers System Security System Software Ethical, legal cultural and environmental concerns
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      A peer assessment trial on network policies
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      Aptitude test for prospective Computer Science students. Focus is on logical thinking as much as existing knowledge.
      Structured Peer Assessments
      These are whole-class activities with formative peer assessment, normally lasting 30 minutes each. Note that once started, SPAs cannot be finished early. You can however adjust the timing up until the moment you start the exercise. 

      To run an SPA in the classroom:
      1. Assign as normal.
      2. When students are ready, click the Start button in the Assignments list. Make sure you have enough time; an SPA cannot be stopped half way through. You can adjust the time allowed at the start point, but not after.
      3. Students will work through a 3-step process of write|judge|vote.
      4. When they are finished, you can access their answers from the Assignments list. Answers are ranked by the process but these ranks do not correlate direct to grades. 


      Structured Peer Assessment intro for students (also on YouTube here).

      Show this 2-minute orientation video to your students before they start.

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      Assessment quizzes for Computing at the Gatwick School
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