II.

E-Assessment Style
Questions
 E-Assessment Questions (Criteria Based)

Exposing to questions that focus on Cri A: Evaluating

Evaluate (evaluating the references, evaluating the interdisciplinary
perceptions and connections)

Exposing to questions that focus on criterion Cri B:

Create Syntheszing (creating a product that synthesizes disciplinary
knowledge, and being able to articulate how it does so)

Exposing to questions that focus on Cri C:

Note: These questions are
created in the style of
Apply Reflecting (provide opportunities to apply learning in
different contexts, reflecting on future actions)
e-assessment questions from
last year and the specimen
paper. Their purpose is to
give students exam practice.
Task 1: 12 Marks (Criterion
A- Evaluating)
Q1. Using reference 1, 6 and 8, evaluate the synthesis of mathematics and language and literature in
creating systems that influence our perspectives. In your answer you must:

• analyse the use of This means → break down the disciplinary knowledge and provide examples from
mathematics and language to reference to synthesize the argument ‘creating systems that influence our
perspectives’
synthesize the argument
Language and literature → text type, provocative style, inferential statements,
Maths → graphs, infographic, use of different representation of numbers -
percentages, comparative data

• explain the strengths and Listing ways in which Math and L&L help and limit in synthesizing the argument in
weaknesses of each the following references:
synthesis • Reference 1: Video on propaganda in advertising & transcript
• Reference 6- Exposing the monetization of disinformation – Report from the Global •Disinformation Index
(interactive media- check the reference here.)
• Reference 8- Related concepts in mathematics and language and literature

• give an evaluative This is providing the student’s point of view which is based on the above two
bullet points. Using related concepts from reference 8 to provide conclusion.
conclusion

(12 marks)
ANSWER for Q1:
Use the bullet points to organize the response. Strengths Weaknesses
The synthesis of While mathematical
Facts, concepts and disciplinary knowledge for both Math and L&L
mathematics and analysis can quantify
from reference 1, 6, 8 to be included
language enables a how misinformation is
● Language & Literature
comprehensive analysis monetized and
employed to convey persuasive messages through slogans, of how propaganda advertising metrics, it
and narratives. Literature may be analyzed to identify rhetorical techniques in advertising may overlook the
devices and persuasive techniques influence consumer nuanced effects of
● Mathematics perspectives. It provides language and storytelling
used to analyze data to understand how misinformation is quantitative and in shaping consumer
monetized. Use of appropriate graphs to provide clarity in data qualitative insights into perceptions. Similarly,
interpretation and making inferences. the effectiveness of focusing solely on
persuasive strategies. language and literature
Conclusion: may neglect the
the synthesis of mathematics and language and literature offers quantitative impact of
valuable insights into how systems influence our perspectives, advertising on consumer
particularly in the contexts of advertising propaganda and behavior.
misinformation spread. While each synthesis has its strengths in
providing quantitative and qualitative perspectives, they also have
limitations in capturing the full complexity of human behavior and
communication. Therefore, a holistic approach that integrates both
disciplines is essential for a comprehensive understanding of the
systems that shape our perspectives.
Task 2: 12 Marks (Criterion
B- Synthesizing)
Q2. a) Considering the related concepts of systems and purpose provided in Reference 8, create a
podcast script between a teenage social media influencer and a concerned parent, exploring the
advantages and limitations of the modern day marketing techniques.

In your podcast, you must:

• explore the strengths and This means → in your broadcast, combine knowledge and skills from both
limitations of modern subjects to communicate information about the strengths and limitations of the
moder day marketing techniques.
marketing techniques
Language and literature → conventions & layout of a podcast
Maths → relevant content/information, statistics & data

• provided evidence from the Use statistics and information from:

• Reference 1: Video on propaganda in advertising & transcript
pre-release material
•Reference 6- Exposing the monetization of disinformation – Report from the
Global Disinformation Index
•Reference 7: Regulation systems- we are watching you! The potential power of
technology

• generate a coherent This means → following a script format correctly with 2 characters created.
dialogue
ANSWER for Q2a:

Please see this example, (partly AI generated).

If you are using this in class, you could:

❖ ask students to annotate it (highlight the English & Math elements, evidence
from the PRM, benefits, limitations & podcasting conventions in different
colours)
❖ give it to them in this form and ask them to assess it using an IDU style rubric
❖ give it with chunks missing) and ask them to finish it
❖ provide only the script, and ask them to do question b) on their own

Tip: Add comments & annotations, and give commenting access so

students can read them- or pose questions and ask them to reply to your
comments!
Q2. b) Analyse your own podcast. In the response box, you must:

• explain how your This means → explain HOW your podcast combines knowledge
podcast communicates and skills from both subjects to communicate a unified message
interdisciplinary about modern marketing techniques and their benefits,
knowledge limitations and impact.

• provide evidence to This means → giving explicit and specific examples from the
support your answer from references which you have reflected in your podcdast.
the pre-release material.

Note: Both a) & b) would usually be out of 12

marks, with one rubric to assess the question as
a whole.
ANSWER for Q2b:
Language and literature: Mathematics

Podcast Scripting Conventions: Facts, percentages & statistics:

1) use of square brackets and italics to demonstrate the difference -percentage increase of adds
between speech and non-verbal info. -money spent on advertising
2) sound effects (such as intro and outro music, applause sound effect) disinformation (36.7 million)
to add variety to the listening experience. -percentages spent by different
3) adjectives and adverbs to demonstrate changes in tone. advertising companies (Google-
4) Intro that mentions the name of the podcast 38%)
5) Interview formatand use of dialogue (which includes humour and Synthesis: The podcast uses
semi-formal register and characterisation of a mother-daughter engaging audio format techniques (sound
relationship in this particular script) effects, dialogue, interview format) to
present some basic data and statistics
about money spent on disinformation. The
Note: Students should give specific examples/quotes from their engaging, informal and conversational
podcast of how they used these techniques (but not too many or they tone/format allows for an exploration of
will run out of time or end up summarizing the entire podcast again). ethical issues regarding surveillance and
digital marketing techniques from different
perspectives. There is more language and
literature than mathematics in this
synthesis.
Task 3: 12 Marks (Criterion
C- Reflecting)
Q3. Using your new interdisciplinary understanding, discuss the challenges and related solutions that digital marketing
techniques present for modern society.

In your answer you must:

• explain two challenges
• explain solutions to address both challenges
• include evidence from the pre-release material to support your arguments. (12 marks)

A possible structure for your response:

Explain the first challenge presented by digital marketing techniques, then the solution to this challenge

Explain the second challenge presented by digital marketing techniques, then the solution to this challenge

Explain how the solutions can drive future action towards safer and more responsible digital citizenship.

Important- make sure you incorporate how your interdisciplinary understanding in language and literature and
mathematics is relevant to the solutions (if you don’t do this you will lose out on Cri C, strand i!)

Use evidence from the pre-release material to support your answer.

ANSWER to Q3. Note- Math elements in the answer are shown in red, English
elements are in green, interdisciplinary elements are in purple.

CHALLENGE # 1 CHALLENGE # 2
-spread of disinformation and misinformation. With the rise of -invasion of privacy and concerns over data protection.
social media platforms and targeted advertising, there's an Evidence: Ref 2- Our digital footprint is with us for life, and what we
increasing risk of false or misleading information being post online can’t always be deleted. All our online interactions,
spread to manipulate public opinion or promote certain posts, pictures help add to our digital footprint. There are risks like
agendas. This is done through propaganda techniques like losing a job over a careless Tweet made as a teenager, or deep
card-stacking, sponsored testimonials, emotive language, fakes/unflattering images being shared. It means that companies
bandwagon, etc. know too much about us and can use the data to create targeted
Evidence: Ref 6- The GDI highlights that advertisers fund adverts using propaganda techniques like card-stacking, transfer,
$36.7 million to 98 climate change disinformation sites glittering generalities, sponsored testimonials, etc. In fact, this is
annually. This statistic shows how disinformation is the key reason why the exposure to ads has gone from 500-5000
monetized and spread through digital marketing channels. from the 1970s to today- a 1000% increase! In half a century!

SOLUTION # 1 SOLUTION # 2
-public awareness campaign (posters, PSAs, newsletter - implementing digital literacy and online safety education
articles) educating the the community about data/stastistics programs to address the challenge of invasion of privacy and data
on disinformation combining persuasive techniques and data protection concerns
-raise awareness of brands and media companies -by educating young people to recognize potential risks
responsible for the most disinformation to empower people associated with online interactions, and teaching them about
to make informed and ethical spending choices (for example, privacy settings to control sharing of personal info, and we can
avoid getting news from organisations like Brietbart, opt for empower them to take control of their own digital footprint and
local stores rather than Amazon). make informed decisions and protect their privacy online.