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Official AS & A2 Results Day 2016 Watch

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  • View Poll Results: What grades are you expecting on results day?
    A*A*A* (A2 only)
    192
    5.80%
    A*A*A (A2 only)
    169
    5.11%
    A*AA (A2 only)
    285
    8.61%
    AAA
    360
    10.88%
    AAB
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    14.14%
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    12.30%
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    180
    5.44%
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    6.16%
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    5.05%
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    1.75%
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    135
    4.08%
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    161
    4.86%
    A*BB (A2 only)
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    1.42%
    ABC
    195
    5.89%
    ACC
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    1.48%
    Other
    233
    7.04%

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    (Original post by emiloujess)
    No-one can tell you that, not even the university as there are so many factors involved.
    Factors such as?
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    (Original post by HassanAftab)
    Factors such as?
    -the grades you got
    -the grades of other applicants
    -how many applied

    etc etc.

    There is literally a whole thread/article on TSR somewhere about how you cannot predict what universities do on Results Day.
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    (Original post by hudamh)
    You're right about it not affecting Biology, but it's certainly a killer for humanities/arts students. I know a Cambridge applicant who originally got a C grade in English Lit at AS. It changed to an A after a remark, a much more appropriate and accute mark.
    Humanities/arts students are already at a disadvantage to their STEM peers because their grades are already not guaranteed due an examiner's subjectivty. Now we don't stand a chance with remarks.
    (Original post by MessyEffy)
    I AGREE! My whole future depends on my Eng Lit grade this year and to think that I might not be able to get a remark frightens the crap out of me. It is so unfair! They have already messed with the education system so much, can't they just leave well alone jfc
    Here’s the official definition for ‘marking errors’ in an exam. (See Postcount 2380 for the original document) This definition itself is one long 112-word sentence. I’m trying to break it down, and my interpretations are bold in brackets in corresponding colours with their referent sections of the original text. Hopefully it's not too messy to read and hopefully I get it right but if anything at all please do correct me.

    Marking and Moderation Errors:
    The awarding of a mark or the arrival at an outcome of Moderation(the marking) which could not reasonably have been given or arrived at given the evidence generated by the Learner (our answers) (and for Moderation, the centre’s marking of that evidence), the criteria against which Learner’s performance is differentiated (the mark schemes, or similar) and any procedures of the awarding organisation in relation to Moderation or marking, including in particular where the awarding of a mark or outcome of moderation is based on (clerical errors made by markers): an Administrative Error, a failure to apply such criteria and procedures (when the mark scheme says yes but the marker didn’t tick it, or vice versa) to the evidence generated by the Learner (our matching answers that deserve more marks according to the mark schemes than originally given, or the other way around) where that failure did not involve the exercise of academic judgment (‘benefit of the doubt’ + subjective judgement + ‘the answer uses a different wording to that on the mark scheme but it implies the same thing so I’ll give it that’), or an unreasonable exercise of academic judgment (awarding marks to answers that ‘make sense’ but didn’t appear on or match with the mark schemes).


    Basically the central idea is that all marking must be done following the mark schemes to the letter, or else it’ll be considered a ‘marking error’ and a remark will correct it. However I seriously have no clue how it would work out with humanities subjects because it’s usually just ‘indicative content’ on their mark schemes and often they say ‘accept any reasonable ideas’ at the bottom.

    Also, for essay subjects, there are ‘levels’ against which the answers are marked, and then as if it isn’t complicated enough already, within each level there is a range of marks to be awarded. Answers are matched with the descriptors/criteria that define each level, and afterwards a judgement is made on which mark within that range of marks is given. All of these must require the marker’s own judgement/‘feel’ on the answers to decide on a definite mark to give. The process is inevitably and already opinionated whether this reform of the remark system happened or not, because it just is the way that essay/humanities subjects are marked.

    In fact, a ‘definite mark’ never existed because it’s always just someone’s impression. What’s the difference between a Geography essay answer that got 6/10 and another that got 7/10? They’re both ‘level 3’, so they should both have met those criteria for a level-3 answer, but how come one got a mark lower than the other, and who decides? Who says how and if they are different at all, especially only with those simplistic 4-lines long descriptors, and with the ‘indicative content’ that can be extended indefinitely? And who defines ‘relevant’ or ‘reasonable’ in the line ‘accept any relevant or reasonable ideas’? And then in a remark, who are to dig in and find the ‘evidence generated by the Learner’ that supports the answer should actually be level 4 instead? And again, the answer might not have met that criterion in level 4 in the original marker’s eyes, but it might well have in the remarker’s mind; if those criteria are the ‘mark schemes’ for essay-based subjects, then which of the two markers are ‘failing to apply such criteria or procedures’ or not?

    Nothing can ever be clear-cut, so the idea of this change failed even before it was put out. I've read the original official document illustrating the changes to remarks, and I am not convinced at all. It will work for science subjects and maths, but I think this new system is trying to achieve the impossible for humanities and essay subjects.
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    (Original post by MoonVirgo)
    Here’s the official definition for ‘marking errors’ in an exam. (See Postcount 2380 for the original document) This definition itself is one long 112-word sentence. I’m trying to break it down, and my interpretations are bold in brackets in corresponding colours with their referent sections of the original text. Hopefully it's not too messy to read and hopefully I get it right but if anything at all please do correct me.

    Marking and Moderation Errors:
    The awarding of a mark or the arrival at an outcome of Moderation(the marking) which could not reasonably have been given or arrived at given the evidence generated by the Learner (our answers) (and for Moderation, the centre’s marking of that evidence), the criteria against which Learner’s performance is differentiated (the mark schemes, or similar) and any procedures of the awarding organisation in relation to Moderation or marking, including in particular where the awarding of a mark or outcome of moderation is based on (clerical errors made by markers): an Administrative Error, a failure to apply such criteria and procedures (when the mark scheme says yes but the marker didn’t tick it, or vice versa) to the evidence generated by the Learner (our matching answers that deserve more marks according to the mark schemes than originally given, or the other way around) where that failure did not involve the exercise of academic judgment (‘benefit of the doubt’ + subjective judgement + ‘the answer uses a different wording to that on the mark scheme but it implies the same thing so I’ll give it that’), or an unreasonable exercise of academic judgment (awarding marks to answers that ‘make sense’ but didn’t appear on or match with the mark schemes).


    Basically the central idea is that all marking must be done following the mark schemes to the letter, or else it’ll be considered a ‘marking error’ and a remark will correct it. However I seriously have no clue how it would work out with humanities subjects because it’s usually just ‘indicative content’ on their mark schemes and often they say ‘accept any reasonable ideas’ at the bottom.

    Also, for essay subjects, there are ‘levels’ against which the answers are marked, and then as if it isn’t complicated enough already, within each level there is a range of marks to be awarded. Answers are matched with the descriptors/criteria that define each level, and afterwards a judgement is made on which mark within that range of marks is given. All of these must require the marker’s own judgement/‘feel’ on the answers to decide on a definite mark to give. The process is inevitably and already opinionated whether this reform of the remark system happened or not, because it just is the way that essay/humanities subjects are marked.

    In fact, a ‘definite mark’ never existed because it’s always just someone’s impression. What’s the difference between a Geography essay answer that got 6/10 and another that got 7/10? They’re both ‘level 3’, so they should both have met those criteria for a level-3 answer, but how come one got a mark lower than the other, and who decides? Who says how and if they are different at all, especially only with those simplistic 4-lines long descriptors, and with the ‘indicative content’ that can be extended indefinitely? And who defines ‘relevant’ or ‘reasonable’ in the line ‘accept any relevant or reasonable ideas’? And then in a remark, who are to dig in and find the ‘evidence generated by the Learner’ that supports the answer should actually be level 4 instead? And again, the answer might not have met that criterion in level 4 in the original marker’s eyes, but it might well have in the remarker’s mind; if those criteria are the ‘mark schemes’ for essay-based subjects, then which of the two markers are ‘failing to apply such criteria or procedures’ or not?

    Nothing can ever be clear-cut, so the idea of this change failed even before it was put out. I read the original official document illustrating the changes to remarks, and I am not convinced at all. It will work for science subjects and maths, but I think this new system is trying to achieve the impossible for humanities and essay subjects.
    Took the words right out of my mouth.
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    When I log onto Track it says that it is pretty much down until tomorrow because they are processing exam results (ahhhh!!!)
    Does this technically mean that unis could start changing conditional offers to unconditional as of tomorrow?:eek:
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    (Original post by sophiehaddad)
    When I log onto Track it says that it is pretty much down until tomorrow because they are processing exam results (ahhhh!!!)
    Does this technically mean that unis could start changing conditional offers to unconditional as of tomorrow?:eek:
    This is for Scottish students taking Highers, so unless you are a candidate taking highers, no, you will not hear tomorrow and will have to wait until the 18th for the release of A Level results
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    (Original post by sabahshahed294)
    PRSOM. Np! And Thanks.
    The anxiety of the gbs and the grades are ugly...seriously! :cry:
    It isss, can't wait till results day is over, seriously a lot of stress and anxiety will be gone and we can continue with our lives peacefully until uni starts!!!
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    (Original post by sophiehaddad)
    When I log onto Track it says that it is pretty much down until tomorrow because they are processing exam results (ahhhh!!!)
    Does this technically mean that unis could start changing conditional offers to unconditional as of tomorrow?:eek:
    It is locked down because UCAS is processing Scottish results!
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    (Original post by super_kawaii)
    This is for Scottish students taking Highers, so unless you are a candidate taking highers, no, you will not hear tomorrow and will have to wait until the 18th for the release of A Level results
    (Original post by PlayerBB)
    It is locked down because UCAS is processing Scottish results!
    Thank you both I'm not sure if I am ready yet anyway (when will I ever be!?), so this is probably a good thing!
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    (Original post by PlayerBB)
    It isss, can't wait till results day is over, seriously a lot of stress and anxiety will be gone and we can continue with our lives peacefully until uni starts!!!
    Ikr. I just hope the gbs be kind and we get our grades that we want! #Edexcelbekind
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    Praying I get good grades....

    Posted from TSR Mobile
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    (Original post by thevamps99xo)
    Praying I get good grades....

    Posted from TSR Mobile
    Same
    Don't know what to expect though
    • Political Ambassador
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    11 days... oh dear. :afraid:
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    (Original post by retardis)
    Argh gosh that must be terrible, I sleep like a baby tbh, I doubt I would have any problems sleeping in the middle of a motorway . We did the same exam, maybe it's just me but I feel with lit exams you always do way better than you think. I hope this result goes well for you anyway.
    Ahahahahaha :rofl: I'm sure that the motorway is completely different to a house though I do normally too! It is, but luckily I've grown to realize that if people treat me wrong it should be them apologizing to me and not the other way around Nah nah nah it's quite the opposite with me! I got a U in my AS exam, retook it, and still think I'm on a U :rofl: Thank you though, you too! Good luck!
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    (Original post by Joejj2183)
    Yeah, I did nationalism as well! it was a good question, well at least it didnt catch me by surprise like the 15 markers did. I did, feminism, nationalism and multiculturalism for the 15 markers :s I just hope they are decent!
    Well you only need to do 3 (15) markers so thats good I think 3B was rather good compared to unit 4 :P

    Lets hope for the best!
    The multiculturalism 15 marker was great. :eek: Both papers had one 15 marker which I thought I did really well in, but the other two which went... quite a lot less well.
    Lol yes, I just meant I misread it and avoided it but came out of the exam and realised I had memorised a whole essay plan for that exact question and instead struggled with the collectivism question... :facepalm: Oh well, I shouldn't really dwell on it.
    But what did you write for the feminism 15 marker? Did you mention conservative/liberal/socialist critiques?
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    When you know you flopped the second paper in Psychology AS..😢 l hope l get as many marks even though l missed an 8 marker😩
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    (Original post by QueenBee98)
    Ahahahahaha :rofl: I'm sure that the motorway is completely different to a house though I do normally too! It is, but luckily I've grown to realize that if people treat me wrong it should be them apologizing to me and not the other way around Nah nah nah it's quite the opposite with me! I got a U in my AS exam, retook it, and still think I'm on a U :rofl: Thank you though, you too! Good luck!
    I'll have to try it someday, the hard shoulder seems kinda comfy (despite the name) Oh dear, I hope you have done much better this time, AS was such a blur for me, I just remember coming out of that exam so depressed. English is unpredicable anyway so we can only hope for the best grade and an extra nice examiner.
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    (Original post by retardis)
    I'll have to try it someday, the hard shoulder seems kinda comfy (despite the name) Oh dear, I hope you have done much better this time, AS was such a blur for me, I just remember coming out of that exam so depressed. English is unpredicable anyway so we can only hope for the best grade and an extra nice examiner.
    Ahahahahaha rather that then on the actual road! I hope so too, but I highly doubt it :rofl: I just want results day to be over and done with English is probably one of the most unpredictable, for you have to remember EVERYTHING about the text/s that you study :/ I was the same really, but I just wanted results day to come quickly
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    Anyone else awaiting AQA chemistry, AQA physics, MEI maths or MEI further maths??

    That CHEM4 will have the most beautiful grade boundaries with any luck...
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    The closer to results day we get, the more stressed I become. I feel like no set of results wouldn't be surprising as I have no idea what I've got, which is terrifying as I really prefer my firm to my insurance. I'm so excited for this all to be over as it's dominating the summer holiday!
 
 
 
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