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Tuesday, November 24, 2009
KERALA TOURISM WEBSITE tourismforkerala.com Kerala Tourism website provides details of travel destinations, hotels, accommodation, culture, heritage, art forms,medical tourism.cheapadvertising opportunity also. http://tourismforkerala.com
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Tuesday, August 18, 2009
WRAP - Designing Out Waste Competition
WRAP - Designing Out Waste Competition
Questions & Answers
Q1. We are interested in entering the WRAP Designing out Waste Competition, but it does not seem to encompass landscape and environmental works (we are a landscape design company). Is there scope for us to enter ideas that are not necessarily based around the three building projects?’
A1. There is significant scope to Design out Waste on a construction project in both the building and the landscaped / hard surfaced areas. We would welcome design ideas based on just the landscaped areas only, as long as they follow the same overall driver - reducing construction waste. Consideration of the building itself should also be shown - i.e. as in a normal job, the landscaping and building would not be designed without considering the other. Likewise (building) architects entering this competition should also consider the site in its entirety in identifying ways to reduce construction waste - this should include landscaped areas.
Q2. Does the 2,500m2 building gross area for the primary school project, include external areas, such as hard playgrounds (basket, football etc), or should we assume that such surfaces are already in existence?
A2. The gross area exclude external spaces, you are free to assume playgrounds surrounding, but not playing fields.
Q3. We are a firm of engineers and would also like to include waste management consultants, environmental consultants and graduate engineers amongst our team. Looking at the eligibility criteria, ‘Other Professionals’ would appear to be the most appropriate category. Are there a maximum or minimum number of people who can be on a team?
A3. The ‘Other professionals’ is the most appropriate category. Multi-discipline teams are just as welcome to enter the Competition as our individuals - there is no upper limit to the number of people a team may contain.
Q4. Do we have to focus our submission around one scenario only?
A4. You must pick one project type only (from the selection of 3 available). Submissions should follow the same overall driver to reduce construction waste and this can be by focussing on one single design solution or scenario only, for the project type selected. However please bear in mind the assessment criteria, regarding how well the idea(s) proposed are likely to reduce construction waste. The Brief states: Competitors shall choose from
DoW_QA_v3 Page 1 of 2
one of three project/site examples and show design solutions that implement innovative, practicable (considering buildability and commercial viability) and replicable measures, which will make a significant impact on waste reduction. As a guide, selecting and illustrating a small number of key design solutions per entry (< 10) would be considered appropriate.
Q5. Can we design a scheme that could be transferable in location, or must it be UK based only?
A5. As long as the proposed solutions are applicable to the UK environment and construction industry in the first instance, then ideas which could be transferable to other parts of the world would be acceptable.
Q6. Looking at the sizes of the projects, there are big differences between them. Is the project type selected likely to influence the Jury Panel’s decision?
A6. The building areas supplied are considered appropriate for the three project typologies. These three project types were selected to be a typical representation of the types of construction projects commonly found in the UK. It does not matter which project you select for your entry. The Jury Panel will not be judging the project type selected, but how well the design solutions put forward reduce construction waste on the project type selected.
DoW_QA_v3 Page 2 of 2
Questions & Answers
Q1. We are interested in entering the WRAP Designing out Waste Competition, but it does not seem to encompass landscape and environmental works (we are a landscape design company). Is there scope for us to enter ideas that are not necessarily based around the three building projects?’
A1. There is significant scope to Design out Waste on a construction project in both the building and the landscaped / hard surfaced areas. We would welcome design ideas based on just the landscaped areas only, as long as they follow the same overall driver - reducing construction waste. Consideration of the building itself should also be shown - i.e. as in a normal job, the landscaping and building would not be designed without considering the other. Likewise (building) architects entering this competition should also consider the site in its entirety in identifying ways to reduce construction waste - this should include landscaped areas.
Q2. Does the 2,500m2 building gross area for the primary school project, include external areas, such as hard playgrounds (basket, football etc), or should we assume that such surfaces are already in existence?
A2. The gross area exclude external spaces, you are free to assume playgrounds surrounding, but not playing fields.
Q3. We are a firm of engineers and would also like to include waste management consultants, environmental consultants and graduate engineers amongst our team. Looking at the eligibility criteria, ‘Other Professionals’ would appear to be the most appropriate category. Are there a maximum or minimum number of people who can be on a team?
A3. The ‘Other professionals’ is the most appropriate category. Multi-discipline teams are just as welcome to enter the Competition as our individuals - there is no upper limit to the number of people a team may contain.
Q4. Do we have to focus our submission around one scenario only?
A4. You must pick one project type only (from the selection of 3 available). Submissions should follow the same overall driver to reduce construction waste and this can be by focussing on one single design solution or scenario only, for the project type selected. However please bear in mind the assessment criteria, regarding how well the idea(s) proposed are likely to reduce construction waste. The Brief states: Competitors shall choose from
DoW_QA_v3 Page 1 of 2
one of three project/site examples and show design solutions that implement innovative, practicable (considering buildability and commercial viability) and replicable measures, which will make a significant impact on waste reduction. As a guide, selecting and illustrating a small number of key design solutions per entry (< 10) would be considered appropriate.
Q5. Can we design a scheme that could be transferable in location, or must it be UK based only?
A5. As long as the proposed solutions are applicable to the UK environment and construction industry in the first instance, then ideas which could be transferable to other parts of the world would be acceptable.
Q6. Looking at the sizes of the projects, there are big differences between them. Is the project type selected likely to influence the Jury Panel’s decision?
A6. The building areas supplied are considered appropriate for the three project typologies. These three project types were selected to be a typical representation of the types of construction projects commonly found in the UK. It does not matter which project you select for your entry. The Jury Panel will not be judging the project type selected, but how well the design solutions put forward reduce construction waste on the project type selected.
DoW_QA_v3 Page 2 of 2
Technical questions
Technical
Q3.1 : Is it possible to submit an entry using oil paintings?
A3.1 : All media are acceptable. The work can be translated and
integrated into the station sites and existing materials used in
building the station. if your artwork is an oil painting then this can
be scanned and copied to the materials within the stations.
Q3.2 : Can 3-dimensional sculptures be used at the wall
spaces as well?
A3.2 : Yes sculptural forms are considered, but restriction of
protrusion from the wall and weight and fixing must be
considered.
Q3.3 : What Kind of protrusion from artwork is allowable?
A3.3 : The protrusion of integrated Art wall shall not be more than
100mm. Even then, certain protrusions less than 100mm will not
be allowable if they are deemed to be hazardous (at head height,
sharp etc)
Q3.4 : Are there any specific material preferred for
sculptures?
A3.4 : No preferred medium, except that the work has to
integrate with the station finishes and structure. The selected
artist will have to work closely with architects, engineers and
contractors. The materials must be non-combustible.
Q3.5 Are 2-dimensional artwork preferred for easier
maintenance?
A3.5 : Yes, ease of maintenance is a consideration.
Q3.6 : Does the artwork have to be on/between the glass for
those on the Artwall?
A3.6 : It depends on the site specified for art. The artwork may
be sandwiched between glass or slump glass (in compliance to
MRT technical requirements) for station artwalls that are using
glass material.
Q3.7 : Is hanging (from ceiling) artwork (such as the
Stainless Steel Mobiles at Tanjong Pagar Station) acceptable
for submission?
A3.7 : Hanging artworks are not considered.
Q3.8 : What kind of fixings and weight requirements come
with the art wall panels?
A3.8 : The weight of the art wall and mounting details to be
resolved at later stage with the contractor and engineers.
Phase 2 Integrated Art Competition
Questions and Answers
Questions submitted up until the 31st August 2007 will be compiled and attached with answers
below. Some of the content may be edited for clarity. Check this document regularly to get the
latest update. The last update will be uploaded on the 7th September 2007.
Page 2 of 2
4. Artwork - Production
Q4.1 : Does the prize money include the cost for
manufacturing the art walls?
A4.1 : No. The costs for the manufacturing of the art walls will be
covered by other funds.
5. Competition Submission
Q5.1 : At this stage, do we have to provide a dimension of
the work? I don't see this being asked in the entry form, so I
am wondering. As dimension & scale are important
considerations of composition of the artwork/design,
perhaps, it would be helpful to give us an idea of what LTA
requires.
A5.1 : Dimensions of the proposed final artworks at each of the
competition stations are given in the attached Integrated Art
Location document. Entrants need to consider whether their final
artwork will need to be blown-up in scale to fit the site dimensions
or whether the artwork will be created to the exact required scale.
The view, location and size of the artwork would determine the
best scale that should be adopted depending on the artist’s
proposal and the detail required. Remember that the artworks
will be viewed both from a distance and close up in most
instances.
An understanding of how the artwork will be scaled should be
demonstrated in the competition entry.
Q5.2 : Are the sample artwork (mock-up) mounted on the A2
sheets or separate?
A5.2 : All mock ups are to be mounted on 5 mm foam boards.
Q5.3 : Does the finished artwork need to be submitted with
the competition entry?
A5.3 : No, only the concept and details of the proposal, as well as
samples of the type of artwork. The finished artwork will need to
be developed together with the station architects, engineers and
contractors following the award of the competition.
Q5.4 : For the submission, are the 2 A2 sheets mounted onto
the foam board or are the images mounted onto the foam
board and lastly onto an A2 sheet?
A5.4 : All entry materials are to be mounted to maximum two
pieces of A2 sheet (one side only) which are then in turn
mounted to two 5mm white foam boards.
Q5.5 : Do you accept walk-in submission of entries?
A5.5 : Yes, you can drop your entries off at the Land Transport
Authority, No 1 Hampshire Road, Block 1 Level 1 complete with
the entry form in a sealed envelope.
Q5.6 :Are multiple entries allowable either as a group or
individual?
A5.6 : A Group may submit entries but a nominated
representative must be included on the entry form. All prizes
and commissioning will be awarded to the nominated
representative rather than to the group. Each entrant, either as a
individual or as a group representative, may submit up to three
separate entries.
Q5.7 :Can smaller size paper be used for mounting the
submission?
A5.7 : The Artist can use 1 A2 paper and stick onto a form board
backing, or smaller pieces of paper and stick onto an A2 paper
before sticking onto a form board backing
Q5.8 :Can the submission include more than 200 words?
A5.8 : The control of 200 words explanation is because the focus
of the submission is on the idea and concept of the proposed art
works. If the Artist felt that the art work has been well presented,
he/she can choose to elaborate on the written words
Q5.9 : How can the concepts for such large art walls be
represented on A2 paper?
A5.9 : The idea and concept of the proposed art works are to be
in proportion / to-scale reduction of the actual Art wall. The Artist
can include to-scale extracted details from the proposed artwork
to demonstrate the quality of the work.
6. Illegibility
Q6.1 : Is PR eligible to enter the competition?
A6.1 : Yes the competition is open to all Singaporeans and
Singapore Permanent Residents
Q6.2 :Can we use artwork from a gallery?
A6.2 : No, the artwork must be limited edition prints, original
unpublished and created particularly for this project. Artists will
need to demonstrate how their ideas for the artwork are
developed to suit particular aspects of the station surroundings or
architecture.
Q6.3 : Are art galleries welcomed to participate in this
competition as well?
A6.3 : Yes, but eventually the art work is to be undertaken by an
individual artist as outlined on the submission form.
Q6.4 : Will new artists have preference over established
artists for the Integrated Art Competition?
A6.4 : No preference as all the competition entries are
anonymous. The selection for the competition is based on the
work - the concept, the execution, the materials and the viability
of the creative idea. This competition is open to all creative
individuals and not based on each participant’s personal history
& profile.
Q6.5 : I am holding a dependant pass. Does this status allow
me to enter in the Integrated Art Competition?
A6.5 : Unfortunately not. The competition is only open to
Singaporeans and Singapore Permanent Residents.
7. Other
Q7.1 : Have the artists for the Commissioned section of the
Circle Line Art Project been chosen yet? If not, will they
come from the pool of (winning) artists from the
competition?
A7.1 : Selection of commissioned artists is on-going. The
winning artist from the competition will be commissioned for
respective competition stations. But it is possible that artists may
be selected for the commissioned section of the
Q3.1 : Is it possible to submit an entry using oil paintings?
A3.1 : All media are acceptable. The work can be translated and
integrated into the station sites and existing materials used in
building the station. if your artwork is an oil painting then this can
be scanned and copied to the materials within the stations.
Q3.2 : Can 3-dimensional sculptures be used at the wall
spaces as well?
A3.2 : Yes sculptural forms are considered, but restriction of
protrusion from the wall and weight and fixing must be
considered.
Q3.3 : What Kind of protrusion from artwork is allowable?
A3.3 : The protrusion of integrated Art wall shall not be more than
100mm. Even then, certain protrusions less than 100mm will not
be allowable if they are deemed to be hazardous (at head height,
sharp etc)
Q3.4 : Are there any specific material preferred for
sculptures?
A3.4 : No preferred medium, except that the work has to
integrate with the station finishes and structure. The selected
artist will have to work closely with architects, engineers and
contractors. The materials must be non-combustible.
Q3.5 Are 2-dimensional artwork preferred for easier
maintenance?
A3.5 : Yes, ease of maintenance is a consideration.
Q3.6 : Does the artwork have to be on/between the glass for
those on the Artwall?
A3.6 : It depends on the site specified for art. The artwork may
be sandwiched between glass or slump glass (in compliance to
MRT technical requirements) for station artwalls that are using
glass material.
Q3.7 : Is hanging (from ceiling) artwork (such as the
Stainless Steel Mobiles at Tanjong Pagar Station) acceptable
for submission?
A3.7 : Hanging artworks are not considered.
Q3.8 : What kind of fixings and weight requirements come
with the art wall panels?
A3.8 : The weight of the art wall and mounting details to be
resolved at later stage with the contractor and engineers.
Phase 2 Integrated Art Competition
Questions and Answers
Questions submitted up until the 31st August 2007 will be compiled and attached with answers
below. Some of the content may be edited for clarity. Check this document regularly to get the
latest update. The last update will be uploaded on the 7th September 2007.
Page 2 of 2
4. Artwork - Production
Q4.1 : Does the prize money include the cost for
manufacturing the art walls?
A4.1 : No. The costs for the manufacturing of the art walls will be
covered by other funds.
5. Competition Submission
Q5.1 : At this stage, do we have to provide a dimension of
the work? I don't see this being asked in the entry form, so I
am wondering. As dimension & scale are important
considerations of composition of the artwork/design,
perhaps, it would be helpful to give us an idea of what LTA
requires.
A5.1 : Dimensions of the proposed final artworks at each of the
competition stations are given in the attached Integrated Art
Location document. Entrants need to consider whether their final
artwork will need to be blown-up in scale to fit the site dimensions
or whether the artwork will be created to the exact required scale.
The view, location and size of the artwork would determine the
best scale that should be adopted depending on the artist’s
proposal and the detail required. Remember that the artworks
will be viewed both from a distance and close up in most
instances.
An understanding of how the artwork will be scaled should be
demonstrated in the competition entry.
Q5.2 : Are the sample artwork (mock-up) mounted on the A2
sheets or separate?
A5.2 : All mock ups are to be mounted on 5 mm foam boards.
Q5.3 : Does the finished artwork need to be submitted with
the competition entry?
A5.3 : No, only the concept and details of the proposal, as well as
samples of the type of artwork. The finished artwork will need to
be developed together with the station architects, engineers and
contractors following the award of the competition.
Q5.4 : For the submission, are the 2 A2 sheets mounted onto
the foam board or are the images mounted onto the foam
board and lastly onto an A2 sheet?
A5.4 : All entry materials are to be mounted to maximum two
pieces of A2 sheet (one side only) which are then in turn
mounted to two 5mm white foam boards.
Q5.5 : Do you accept walk-in submission of entries?
A5.5 : Yes, you can drop your entries off at the Land Transport
Authority, No 1 Hampshire Road, Block 1 Level 1 complete with
the entry form in a sealed envelope.
Q5.6 :Are multiple entries allowable either as a group or
individual?
A5.6 : A Group may submit entries but a nominated
representative must be included on the entry form. All prizes
and commissioning will be awarded to the nominated
representative rather than to the group. Each entrant, either as a
individual or as a group representative, may submit up to three
separate entries.
Q5.7 :Can smaller size paper be used for mounting the
submission?
A5.7 : The Artist can use 1 A2 paper and stick onto a form board
backing, or smaller pieces of paper and stick onto an A2 paper
before sticking onto a form board backing
Q5.8 :Can the submission include more than 200 words?
A5.8 : The control of 200 words explanation is because the focus
of the submission is on the idea and concept of the proposed art
works. If the Artist felt that the art work has been well presented,
he/she can choose to elaborate on the written words
Q5.9 : How can the concepts for such large art walls be
represented on A2 paper?
A5.9 : The idea and concept of the proposed art works are to be
in proportion / to-scale reduction of the actual Art wall. The Artist
can include to-scale extracted details from the proposed artwork
to demonstrate the quality of the work.
6. Illegibility
Q6.1 : Is PR eligible to enter the competition?
A6.1 : Yes the competition is open to all Singaporeans and
Singapore Permanent Residents
Q6.2 :Can we use artwork from a gallery?
A6.2 : No, the artwork must be limited edition prints, original
unpublished and created particularly for this project. Artists will
need to demonstrate how their ideas for the artwork are
developed to suit particular aspects of the station surroundings or
architecture.
Q6.3 : Are art galleries welcomed to participate in this
competition as well?
A6.3 : Yes, but eventually the art work is to be undertaken by an
individual artist as outlined on the submission form.
Q6.4 : Will new artists have preference over established
artists for the Integrated Art Competition?
A6.4 : No preference as all the competition entries are
anonymous. The selection for the competition is based on the
work - the concept, the execution, the materials and the viability
of the creative idea. This competition is open to all creative
individuals and not based on each participant’s personal history
& profile.
Q6.5 : I am holding a dependant pass. Does this status allow
me to enter in the Integrated Art Competition?
A6.5 : Unfortunately not. The competition is only open to
Singaporeans and Singapore Permanent Residents.
7. Other
Q7.1 : Have the artists for the Commissioned section of the
Circle Line Art Project been chosen yet? If not, will they
come from the pool of (winning) artists from the
competition?
A7.1 : Selection of commissioned artists is on-going. The
winning artist from the competition will be commissioned for
respective competition stations. But it is possible that artists may
be selected for the commissioned section of the
Essay Competition 2009 Frequently Asked Questions
Essay Competition 2009
Frequently Asked Questions
Submissions, eligibility, formal requirements:
1. What is the deadline for submissions?
The deadline for submissions is February 22, 2009, midnight (CET – for example, the time of Paris, France). Work submitted after the
deadline will not be considered.
2. How do I submit?
The submission process is very simple and entirely online-based. Essays and photos are submitted directly via the Essay Competition website,
and the videos – via YouTube. All participants, including those who submit videos, must fill in an online submission form. Submissions sent
via email or regular mail will not be considered. More about submitting a video
Attention: if you submit more than one piece of work, please use the same form to attach all your submissions, and press ‘Submit’ at the end.
3. Who is eligible for the essay competition?
The essay competition is open for nationals of ALL countries of the world, students and non-students alike, aged 18-25 on June 15, 2009.
Students enrolled in Ph.D. courses are, however, not eligible to participate.
4. I am just under 18 or just over 25 – can I still participate?
The competition is intended for youth aged 18-25. If you between the ages of 18 and 25 on June 15, 2009, you are eligible. No exceptions
will be granted.
5. In which language shall I submit my work?
The essay can be written in any of the three languages: English, French or Spanish. If you are selected as a finalist, you will be asked to
make a presentation of your paper – in the same language that the essay was written in or in English. The photo description and any
commentary in the video also must be in one of those three languages.
6. What is the length and format of the submissions?
The essay must not exceed 4,000 words. The following elements do NOT count into the number of pages or words: summary, content page,
title page (if you provide one). Moreover, graphs and tables do NOT count into the number of words. Essays can be submitted as MS Word
documents (.doc) or in Adobe Acrobat (.pdf). Photos can be submitted as .jpg files of maximum 2.5 MB. Videos may not be longer than 2
minutes. More about submitting a video
7. Am I allowed to include graphs and tables in my essay?
Yes, you are welcome (but not obliged to) to include relevant graphs and tables. Their content will not count into the number of words in your
essay. Please make sure that you explain what each graph or table represents.
8. What is a summary of the essay? What is a description of a video or photo?
You are asked to write a summary to go with your essay, which cannot exceed 250 words. The summary should explain the aim, the
methodology, the reasoning and the main conclusions of your essay. The summary is important, as pre-selection of the essays will be based
on the assessment of these only. That means that a good essay without a summary or with a poorly written summary will not be graded
highly.
If you submit a photo, you are required to submit a description of 150 words maximum explaining what the photo represents and how it is
relevant to the topic.
You may submit a description of your video, but you do not have to do it, if you think that the voice commentary in the video is sufficient.
9. What are the evaluation criteria for the submissions?
Essays will be graded for their structure and coherence, originality and creativity and the use of thoughtful and concrete proposals/ examples.
Photos and videos will be evaluated on the basis of their relevance to the topic, originality and creativity.
We realize that English, French or Spanish will be foreign languages to many participants; therefore language mistakes will not be penalized,
as long as the content is understandable.
We realize that participants may not have the technical skills or the equipment to produce photos and videos, therefore technical quality of
the submission will not be evaluated, as long as the image is clearly visible and sound (in video) is audible.
10. Is it allowed to mention my name in my submission?
You must not mention your name anywhere in the essay, on the photo or in the video. Your submission will be linked to your email address
and therefore there is no need to sign it with your name. The review process in entirely anonymous. Authors of videos are encouraged to
create their YouTube account with a nickname and not their name.
11. Is it allowed for two or more people to work on the same essay, photo or video?
No. The submission must be individual work.
12. How to submit a video?
To submit your video, you will need to complete the following steps.
13. What should I include in the video?
You are free to shoot your video as you choose, as long as it relates to one or both topic questions. Voice or written commentary is not
obligatory, if you think that your video is self-explanatory, but we would recommend that you include one or the
Frequently Asked Questions
Submissions, eligibility, formal requirements:
1. What is the deadline for submissions?
The deadline for submissions is February 22, 2009, midnight (CET – for example, the time of Paris, France). Work submitted after the
deadline will not be considered.
2. How do I submit?
The submission process is very simple and entirely online-based. Essays and photos are submitted directly via the Essay Competition website,
and the videos – via YouTube. All participants, including those who submit videos, must fill in an online submission form. Submissions sent
via email or regular mail will not be considered. More about submitting a video
Attention: if you submit more than one piece of work, please use the same form to attach all your submissions, and press ‘Submit’ at the end.
3. Who is eligible for the essay competition?
The essay competition is open for nationals of ALL countries of the world, students and non-students alike, aged 18-25 on June 15, 2009.
Students enrolled in Ph.D. courses are, however, not eligible to participate.
4. I am just under 18 or just over 25 – can I still participate?
The competition is intended for youth aged 18-25. If you between the ages of 18 and 25 on June 15, 2009, you are eligible. No exceptions
will be granted.
5. In which language shall I submit my work?
The essay can be written in any of the three languages: English, French or Spanish. If you are selected as a finalist, you will be asked to
make a presentation of your paper – in the same language that the essay was written in or in English. The photo description and any
commentary in the video also must be in one of those three languages.
6. What is the length and format of the submissions?
The essay must not exceed 4,000 words. The following elements do NOT count into the number of pages or words: summary, content page,
title page (if you provide one). Moreover, graphs and tables do NOT count into the number of words. Essays can be submitted as MS Word
documents (.doc) or in Adobe Acrobat (.pdf). Photos can be submitted as .jpg files of maximum 2.5 MB. Videos may not be longer than 2
minutes. More about submitting a video
7. Am I allowed to include graphs and tables in my essay?
Yes, you are welcome (but not obliged to) to include relevant graphs and tables. Their content will not count into the number of words in your
essay. Please make sure that you explain what each graph or table represents.
8. What is a summary of the essay? What is a description of a video or photo?
You are asked to write a summary to go with your essay, which cannot exceed 250 words. The summary should explain the aim, the
methodology, the reasoning and the main conclusions of your essay. The summary is important, as pre-selection of the essays will be based
on the assessment of these only. That means that a good essay without a summary or with a poorly written summary will not be graded
highly.
If you submit a photo, you are required to submit a description of 150 words maximum explaining what the photo represents and how it is
relevant to the topic.
You may submit a description of your video, but you do not have to do it, if you think that the voice commentary in the video is sufficient.
9. What are the evaluation criteria for the submissions?
Essays will be graded for their structure and coherence, originality and creativity and the use of thoughtful and concrete proposals/ examples.
Photos and videos will be evaluated on the basis of their relevance to the topic, originality and creativity.
We realize that English, French or Spanish will be foreign languages to many participants; therefore language mistakes will not be penalized,
as long as the content is understandable.
We realize that participants may not have the technical skills or the equipment to produce photos and videos, therefore technical quality of
the submission will not be evaluated, as long as the image is clearly visible and sound (in video) is audible.
10. Is it allowed to mention my name in my submission?
You must not mention your name anywhere in the essay, on the photo or in the video. Your submission will be linked to your email address
and therefore there is no need to sign it with your name. The review process in entirely anonymous. Authors of videos are encouraged to
create their YouTube account with a nickname and not their name.
11. Is it allowed for two or more people to work on the same essay, photo or video?
No. The submission must be individual work.
12. How to submit a video?
To submit your video, you will need to complete the following steps.
13. What should I include in the video?
You are free to shoot your video as you choose, as long as it relates to one or both topic questions. Voice or written commentary is not
obligatory, if you think that your video is self-explanatory, but we would recommend that you include one or the
FREQUENTLY ASKED QUESTIONS Upward Bound Program
FREQUENTLY ASKED QUESTIONS
Fiscal Year 2007
Upward Bound Program
Competition
This document reflects a compilation of the answers we have provided in response to
questions received from potential applicants. We hope this information is useful in
assisting you with developing a successful UB application.
Q1: What is the maximum award for an Upward Bound applicant that is seeking a
first time award?
A: The maximum award for a new applicant is $250,000 for regular Upward
Bound, Upward Bound Math and Science and Veterans Upward Bound.
Q 2: For the past four years we have received the Upward Bound Initiative funds.
Are we to include the amount of the UB Initiative funds in our base award for
purposes of determining the maximum award under the FY 2007 competition?
A: No, the Upward Bound Initiative is a four-year project. The UB Initiative will
not be renewed. However, in determining the maximum award under the FY
2007 competition, grantees may add one-half of their UB Initiative funds to
their 2006 base award amount. The maximum award will be 103 percent of
that combined amount. (In other words, the 3 percent increase is applied to
BOTH the base amount AND one-half of the UB Initiative amount.) You
should also note that the number of participants a project is required to serve
will also increase by one-half of the number served under the UB Initiative.
Q3: Where in the budget do you put all costs that relates to students? Are these
costs included in the indirect costs?
A: All costs related to stipends, room and board, meals, tuition and related fees
should be placed under the “Training Stipends” category on the budget form
(ED Form 524). These costs are not to be included in the calculation of
indirect costs. Please identify the various categories of expenses in the
budget summary. With the transition to grants.gov we are no longer able to
modify the standard budget forms to accommodate the specifics of the TRIO
programs as we have done in previous competitions.
Q4: May we use bullets in the program narrative and single-space the text
following the bullets?
A: Yes and no. You may use bullets in the program narrative but the text must
be double-spaced.
Q5: May more than one Upward Bound project or both a regular Upward Bound
and Upward Bound Math and Science project serve the same target area and
schools?
A: The number and type of Upward Bound projects that serve a particular target
area or school is not an issue. What the relevant issue is whether there are
a sufficient number of eligible students in the target area or school for each
Upward Bound project to serve its required number of eligible students
without duplicating eligible students. Clearly, we would prefer that multiple
Upward Bound projects not identify the same target schools. However,
having more than one application proposing to serve students at the same
target school(s) in itself will not render an application ineligible.
Q6: Is 2000 Census data acceptable if it is the latest available source data for the
following Need Section sub-criteria: (a) family income levels and (b)
educational attainment levels?
A: You should use the most recent data available to convince the reader of the
need for the program in your target area and schools. It will be left to the
reader’s discretion as to whether the data presented in the application
achieved its intended purpose.
Q7: Are Upward Bound Math and Science projects required to have an academic
year component in addition to the summer component.
A: No. However, it is anticipated that all Upward Bound Math and Science
applicants will propose both an academic year and summer component. If an
applicant proposes only a summer component, the budget that is included in
the application should cover only the costs of the summer component.
Q8: Are we correct to understand that Upward Bound Math and Science projects
must provide math and science-specific services in addition to those services
required of all types of Upward Bound projects?
A: Yes. The services that must be provided by all types of Upward Bound
projects are found in section 645.11(a) and the additional services Upward
Bound Math and Science projects must provide are found in section 645.13(a)
of the program regulations. A copy of the regulations is in the application
package.
Q9: I currently have a regional Upward Bound Math and Science project that
serves students attending schools in three states. In the new proposal I wish
to reduce my target area to serve students attending schools in one of the
three states. Since I will no longer be serving all the same target areas and
schools will my new proposal qualify for prior experience points?
A: Yes. The regulations provide that an applicant for a new grant that proposes
to continue to serve substantially the same target population or schools
qualify for prior experience points. In the example described, 100 percent of
the proposed target population and schools are currently served by the
existing grant. Therefore, the new application will have substantially the same
target population and schools.
Q10: The absolute priority for the regular Upward Bound program allows projects to
select new students from the 10th grade, BUT the 30 percent with a high
academic risk for failure MUST be selected from students who have not
completed the 9th grade. My Upward Bound project only serves target high
schools that begin with the 10th grade. Will my project be exempt from the
requirement to select students who have not completed the 9th grade?
A: No. Your application must include at least one target school from which you
will select eligible students that have not completed the 9th grade, otherwise
the application will be determined to be ineligible and not included in the
competition.
Q11: The middle schools in my target area include the 9th grade. High schools
include the 10th through 12 grades. The middle schools serve as “feeder
schools” and students from the middle schools may enroll in any of 100 or
more high schools. In selecting the 30 percent of students that have not
completed the 9th grade who have a high academic risk for failure, we must
select from the middle schools. We do not know which of 100 or more high
schools the students will attend. Must we include all high schools as target
schools?
A: No. The target schools are the schools for which a UB project proposes to
focus its project services including the recruitment of eligible students.
Simply because a student selected to participate in an Upward Bound project
subsequently attends a different school than the school the student attended
at the time of selection does not make the new school a target school. The
target schools are the schools for which the applicant will address the “need
for the project” selection criteria.
Q12: Further clarification is needed on Standardized Program Objective (Academic
Improvement). Is the intent that we measure all students who ever
participated in Upward Bound each year and not just seniors expected to
graduate that particular year?
A: The standardized objective reads,
"(a) Academic Improvement on Standardized Test:
_____ percent of all UB participants, who at the time of entrance into the
project had an expected high school graduation date during the school
year, will have achieved at the proficient level during high school on
state assessments in reading/language arts and math."
ALL students have an expected high school graduation year at the time they
are admitted into an Upward Bound project. This objective measures this
entire cohort of students with the same expected graduation year, regardless
of whether they enter any subsequent year of school or whether they enter
any subsequent year of UB. What this objective does is-- Measures the results
of the UB students' performance on the standardized tests by the time they
reach, or would have reached, their senior year. The tests are given no later
than the 11th grade. For example, a student in the 9th grade that enters the
UB project in 2007 (at the time of entrance into the project) would have "an
expected high school graduation date during the school year (2010).
Likewise, a student in the 10th grade that enters the UB project in 2007 (at
the time of entrance into the project) would have" an expected high school
graduation date during the school year (2009). The objective does not
measure only UB participants who are seniors, it measures students who
participated in the UB project at any time who are or (if they had stayed in
school) would have been seniors in the relevant year for which the annual
performance report is being submitted.
Q13: The Standardized Objective (a)..." will have achieved at the proficient level
during high school on state assessments in reading/language arts and math.
This objective asks for only one percentage at the beginning of the objective
but asks us to report proficiency levels on assessments in reading/language
arts AND math. Our state reports a percentage in both math and reading.
Which one should we choose? Should we choose an average of the two? Do
we report both?
A: Both, but it is only those participants who will achieve at the proficient level
on both tests. So there is only one percentage that will be included in the
objective. The objective is measuring the percent of UB students that achieve
at the proficient level on both tests by the time they reach, or would have
reached, their senior year. For example, if a student achieves at the
proficient level in reading/language arts, but not math, that student would not
have achieved the requirement of this objective.
Q14: In my districts, they are only giving the state standardized tests in
reading/language arts and math required for graduation in the 10th and 11th
grade. Would this mean that all 30 percent of the new 9th grade students
must have below a 2.5 GPA? Is it possible to look at the 7th grade test
scores and project how a student may do? It was suggested to me that we
could select any otherwise eligible 9th grade student because they have not
passed the tests since they have not taken the tests yet.
A: Every State is required to give the tests in reading/language arts and math in
the 8th grade. The 8th grade tests are two of the four options you may use
to identify students who have a high risk of academic failure. The students’
achievement on the 10th/11th grade tests in reading/language arts and math
are used to determine the extent to which the project achieved the
standardized objective --Academic Improvement on Standardized Test.
Q15: The Veterans Upward Bound (VUB) Objective (d) Postsecondary Persistence
reads:
____ percent of participants who enroll in postsecondary education during
each budget period will be enrolled for the fall term of the second academic
year.
Does the postsecondary persistence objective measure all VUB students who
enroll in a program of postsecondary education during each budget period or
only those that were scheduled to complete their VUB educational program
during each budget period? For example, how is a VUB student counted that
does not enroll in a program of postsecondary education by the fall term
following the scheduled completion of the VUB educational program but does
enroll by the second fall term and continues enrollment in subsequent
periods?
A: The postsecondary persistence objective is intended to track only those VUB
students who enroll in a program of postsecondary education by the fall term
following their scheduled completion of the VUB educational program. In
other words, the denominator of the postsecondary persistence objective is
the numerator of the postsecondary enrollment objective from the previous
year. The student in the example above would not be counted as achieving
either the postsecondary enrollment objective or the postsecondary
persistence objective but would be reported in the annual performance report.
Q16: The Veterans Upward Bound (VUB) Objective (c) Postsecondary Enrollment
reads:
Percent of participants served during each budget period will enroll in
a program of postsecondary education by the fall term following the
scheduled completion of their prescribed VUB educational program.
By the use of the term “scheduled completion,” does the objective measure
the extent to which VUB participants enroll in programs of postsecondary
education by the fall term, regardless of whether they actually completed the
prescribed VUB educational program at the scheduled completion date?
A: Each VUB participant should have a scheduled completion date established at
the time of entry into the VUB project. However, all VUB participants served
during any given budget period will not necessarily be scheduled to complete
the VUB educational program during the same budget period. The objective
measures only those VUB participants who were “scheduled” to complete the
VUB program during the budget period (regardless of whether they actually
completed the VUB program during the budget period) who enroll in a
program of postsecondary education by the fall term following the scheduled
completion date.
Fiscal Year 2007
Upward Bound Program
Competition
This document reflects a compilation of the answers we have provided in response to
questions received from potential applicants. We hope this information is useful in
assisting you with developing a successful UB application.
Q1: What is the maximum award for an Upward Bound applicant that is seeking a
first time award?
A: The maximum award for a new applicant is $250,000 for regular Upward
Bound, Upward Bound Math and Science and Veterans Upward Bound.
Q 2: For the past four years we have received the Upward Bound Initiative funds.
Are we to include the amount of the UB Initiative funds in our base award for
purposes of determining the maximum award under the FY 2007 competition?
A: No, the Upward Bound Initiative is a four-year project. The UB Initiative will
not be renewed. However, in determining the maximum award under the FY
2007 competition, grantees may add one-half of their UB Initiative funds to
their 2006 base award amount. The maximum award will be 103 percent of
that combined amount. (In other words, the 3 percent increase is applied to
BOTH the base amount AND one-half of the UB Initiative amount.) You
should also note that the number of participants a project is required to serve
will also increase by one-half of the number served under the UB Initiative.
Q3: Where in the budget do you put all costs that relates to students? Are these
costs included in the indirect costs?
A: All costs related to stipends, room and board, meals, tuition and related fees
should be placed under the “Training Stipends” category on the budget form
(ED Form 524). These costs are not to be included in the calculation of
indirect costs. Please identify the various categories of expenses in the
budget summary. With the transition to grants.gov we are no longer able to
modify the standard budget forms to accommodate the specifics of the TRIO
programs as we have done in previous competitions.
Q4: May we use bullets in the program narrative and single-space the text
following the bullets?
A: Yes and no. You may use bullets in the program narrative but the text must
be double-spaced.
Q5: May more than one Upward Bound project or both a regular Upward Bound
and Upward Bound Math and Science project serve the same target area and
schools?
A: The number and type of Upward Bound projects that serve a particular target
area or school is not an issue. What the relevant issue is whether there are
a sufficient number of eligible students in the target area or school for each
Upward Bound project to serve its required number of eligible students
without duplicating eligible students. Clearly, we would prefer that multiple
Upward Bound projects not identify the same target schools. However,
having more than one application proposing to serve students at the same
target school(s) in itself will not render an application ineligible.
Q6: Is 2000 Census data acceptable if it is the latest available source data for the
following Need Section sub-criteria: (a) family income levels and (b)
educational attainment levels?
A: You should use the most recent data available to convince the reader of the
need for the program in your target area and schools. It will be left to the
reader’s discretion as to whether the data presented in the application
achieved its intended purpose.
Q7: Are Upward Bound Math and Science projects required to have an academic
year component in addition to the summer component.
A: No. However, it is anticipated that all Upward Bound Math and Science
applicants will propose both an academic year and summer component. If an
applicant proposes only a summer component, the budget that is included in
the application should cover only the costs of the summer component.
Q8: Are we correct to understand that Upward Bound Math and Science projects
must provide math and science-specific services in addition to those services
required of all types of Upward Bound projects?
A: Yes. The services that must be provided by all types of Upward Bound
projects are found in section 645.11(a) and the additional services Upward
Bound Math and Science projects must provide are found in section 645.13(a)
of the program regulations. A copy of the regulations is in the application
package.
Q9: I currently have a regional Upward Bound Math and Science project that
serves students attending schools in three states. In the new proposal I wish
to reduce my target area to serve students attending schools in one of the
three states. Since I will no longer be serving all the same target areas and
schools will my new proposal qualify for prior experience points?
A: Yes. The regulations provide that an applicant for a new grant that proposes
to continue to serve substantially the same target population or schools
qualify for prior experience points. In the example described, 100 percent of
the proposed target population and schools are currently served by the
existing grant. Therefore, the new application will have substantially the same
target population and schools.
Q10: The absolute priority for the regular Upward Bound program allows projects to
select new students from the 10th grade, BUT the 30 percent with a high
academic risk for failure MUST be selected from students who have not
completed the 9th grade. My Upward Bound project only serves target high
schools that begin with the 10th grade. Will my project be exempt from the
requirement to select students who have not completed the 9th grade?
A: No. Your application must include at least one target school from which you
will select eligible students that have not completed the 9th grade, otherwise
the application will be determined to be ineligible and not included in the
competition.
Q11: The middle schools in my target area include the 9th grade. High schools
include the 10th through 12 grades. The middle schools serve as “feeder
schools” and students from the middle schools may enroll in any of 100 or
more high schools. In selecting the 30 percent of students that have not
completed the 9th grade who have a high academic risk for failure, we must
select from the middle schools. We do not know which of 100 or more high
schools the students will attend. Must we include all high schools as target
schools?
A: No. The target schools are the schools for which a UB project proposes to
focus its project services including the recruitment of eligible students.
Simply because a student selected to participate in an Upward Bound project
subsequently attends a different school than the school the student attended
at the time of selection does not make the new school a target school. The
target schools are the schools for which the applicant will address the “need
for the project” selection criteria.
Q12: Further clarification is needed on Standardized Program Objective (Academic
Improvement). Is the intent that we measure all students who ever
participated in Upward Bound each year and not just seniors expected to
graduate that particular year?
A: The standardized objective reads,
"(a) Academic Improvement on Standardized Test:
_____ percent of all UB participants, who at the time of entrance into the
project had an expected high school graduation date during the school
year, will have achieved at the proficient level during high school on
state assessments in reading/language arts and math."
ALL students have an expected high school graduation year at the time they
are admitted into an Upward Bound project. This objective measures this
entire cohort of students with the same expected graduation year, regardless
of whether they enter any subsequent year of school or whether they enter
any subsequent year of UB. What this objective does is-- Measures the results
of the UB students' performance on the standardized tests by the time they
reach, or would have reached, their senior year. The tests are given no later
than the 11th grade. For example, a student in the 9th grade that enters the
UB project in 2007 (at the time of entrance into the project) would have "an
expected high school graduation date during the school year (2010).
Likewise, a student in the 10th grade that enters the UB project in 2007 (at
the time of entrance into the project) would have" an expected high school
graduation date during the school year (2009). The objective does not
measure only UB participants who are seniors, it measures students who
participated in the UB project at any time who are or (if they had stayed in
school) would have been seniors in the relevant year for which the annual
performance report is being submitted.
Q13: The Standardized Objective (a)..." will have achieved at the proficient level
during high school on state assessments in reading/language arts and math.
This objective asks for only one percentage at the beginning of the objective
but asks us to report proficiency levels on assessments in reading/language
arts AND math. Our state reports a percentage in both math and reading.
Which one should we choose? Should we choose an average of the two? Do
we report both?
A: Both, but it is only those participants who will achieve at the proficient level
on both tests. So there is only one percentage that will be included in the
objective. The objective is measuring the percent of UB students that achieve
at the proficient level on both tests by the time they reach, or would have
reached, their senior year. For example, if a student achieves at the
proficient level in reading/language arts, but not math, that student would not
have achieved the requirement of this objective.
Q14: In my districts, they are only giving the state standardized tests in
reading/language arts and math required for graduation in the 10th and 11th
grade. Would this mean that all 30 percent of the new 9th grade students
must have below a 2.5 GPA? Is it possible to look at the 7th grade test
scores and project how a student may do? It was suggested to me that we
could select any otherwise eligible 9th grade student because they have not
passed the tests since they have not taken the tests yet.
A: Every State is required to give the tests in reading/language arts and math in
the 8th grade. The 8th grade tests are two of the four options you may use
to identify students who have a high risk of academic failure. The students’
achievement on the 10th/11th grade tests in reading/language arts and math
are used to determine the extent to which the project achieved the
standardized objective --Academic Improvement on Standardized Test.
Q15: The Veterans Upward Bound (VUB) Objective (d) Postsecondary Persistence
reads:
____ percent of participants who enroll in postsecondary education during
each budget period will be enrolled for the fall term of the second academic
year.
Does the postsecondary persistence objective measure all VUB students who
enroll in a program of postsecondary education during each budget period or
only those that were scheduled to complete their VUB educational program
during each budget period? For example, how is a VUB student counted that
does not enroll in a program of postsecondary education by the fall term
following the scheduled completion of the VUB educational program but does
enroll by the second fall term and continues enrollment in subsequent
periods?
A: The postsecondary persistence objective is intended to track only those VUB
students who enroll in a program of postsecondary education by the fall term
following their scheduled completion of the VUB educational program. In
other words, the denominator of the postsecondary persistence objective is
the numerator of the postsecondary enrollment objective from the previous
year. The student in the example above would not be counted as achieving
either the postsecondary enrollment objective or the postsecondary
persistence objective but would be reported in the annual performance report.
Q16: The Veterans Upward Bound (VUB) Objective (c) Postsecondary Enrollment
reads:
Percent of participants served during each budget period will enroll in
a program of postsecondary education by the fall term following the
scheduled completion of their prescribed VUB educational program.
By the use of the term “scheduled completion,” does the objective measure
the extent to which VUB participants enroll in programs of postsecondary
education by the fall term, regardless of whether they actually completed the
prescribed VUB educational program at the scheduled completion date?
A: Each VUB participant should have a scheduled completion date established at
the time of entry into the VUB project. However, all VUB participants served
during any given budget period will not necessarily be scheduled to complete
the VUB educational program during the same budget period. The objective
measures only those VUB participants who were “scheduled” to complete the
VUB program during the budget period (regardless of whether they actually
completed the VUB program during the budget period) who enroll in a
program of postsecondary education by the fall term following the scheduled
completion date.
Friday, August 7, 2009
FREQUENTLY ASKED QUESTIONS Priority Placement Program (PPP)
Q. What is the Priority Placement Program (PPP)?
A. The PPP is an automated mandatory placement program used to match eligible well-qualified employees, most of whom are subject to displacement, with vacant positions throughout DoD. It enables DoD to maintain a relatively stable work force during base realignment and closure, reduction-in-force, contracting out, etc., and minimizes the adverse effect of these actions on employees. The PPP has long been the most effective program of its kind in the Federal government.
Q. I have heard that DoD activities are required to clear all of their vacant positions through the PPP. Are there any exceptions to this requirement?
A. Yes. The PPP Operations Manual, Chapter 4, Section C, lists a number of standard exceptions that can be applied by DoD activities. For example, an employee who is subject to involuntary separation due to job abolishment may be reassigned to a vacant position within the same activity as an exception to the PPP. In addition to these standard exceptions, activities may seek case-by-case approval for exceptions that are in keeping with the spirit and intent of the PPP.
Q. What is the impact of the PPP on DoD staffing programs? With so many employees registered for mandatory placement, it seems that managers would have few opportunities to make selections from merit promotion lists or other traditional recruitment sources.
A. There is a widespread misconception that the PPP has a significant impact on the DoD staffing process. Recent surveys have revealed that PPP placements account for less than three percent of all positions filled. This is a very conservative figure since placement actions that are normally exempt from the PPP were not counted.
Q. What can a registrant do to increase his/her chances for success in the PPP?
A. The single most important determinant of success is mobility. Registrants who are willing to relocate are placed more often than those who register only for their current commuting area. Except for those in hard-to-find jobs, most employees who register on a broad geographic basis eventually receive offers. Registering for lower grades also increases the probability of an offer.
Q. Are managers permitted to interview PPP registrants?
A. No. With the exception of military spouses referred under competitive procedures (see PPP Operations Manual, Chapter 14, Section F1a), managers may not interview PPP registrants. The purpose of interviews is to enable the manager to select the best qualified candidate, while the intent of the PPP is simply to insure that a well qualified candidate is placed. Interviews are not only beyond the scope of the PPP, they would also significantly delay the placement process, adversely affecting both registrants and activities. Additionally, the number of referrals and the geographic dispersion of PPP registrants render interviews impractical.
Q. If an activity receives ten Priority 1 resumes, what criteria must be applied in order to determine which registrant receives the job offer?
A. The PPP does not impose ranking factors within individual Priority groups (in this case, Priority 1). As long as offers are made in Priority order (e.g., priority 1 registrants before priority 2 and 3 registrants and priority 2 before priority 3), activities may normally select any well-qualified registrant. Exceptions to this general rule are listed in the PPP Operations Manual, Chapter 4, Section D6a.
Q. If the position that is offered to a PPP registrant requires shift work, is the offer considered valid?
A. Yes. However, CARE Program Coordinators can approve exceptions on a case-by-case basis. Exceptions have been approved in cases involving compelling circumstances that are beyond the registrants' control.
Q. If a GS employee receives an offer at his/her current grade in a geographic area with a lower locality rate, is the offer valid? What about a WG employee who receives an offer at his/her current grade in an area with lower wage rates?
A. Yes, the offer is valid in both cases.
Q. An employee was involuntarily demoted due to performance problems. The employee’s performance has improved significantly and the supervisor now wishes to repromote the employee to the former position, which has recently been vacated. Can the employee be promoted as an exception to the PPP?
A. No. Repromotions are subject to the PPP except under the specific circumstances outlined in the PPP Operations Manual, Chapter 4, Section C2a(2). This repromotion is not an authorized exception.
Q. My activity gives priority merit promotion consideration to employees who are receiving grade retention benefits. Does this offset the need to register employees in the DoD Retained Grade Placement Program (Program R)?
A. No. DoD employees must be registered in Program R while serving under grade retention, even if they receive consideration for noncompetitive repromotion under an activity's merit promotion program. Unlike Program R, such programs do not provide referral to other activities in the commuting area, nor do they necessarily obligate selecting officials to make job offers to well qualified candidates.
Q. May a military spouse register in the Military Spouse Preference Program (Program S) for referral to activities in the commuting area of the sponsor's new duty station, and remain at the current duty station until an offer is received?
A. No. A military spouse is eligible to register in Program S only when accompanying the sponsor to the new permanent duty station. Except for the 30-day period preceding the sponsor's reporting date (see PPP Operations Manual, Chapter 14, Section D1), spouses are not eligible to register prior to relocation.
Q. In conjunction with a reduction-in-force, an activity is separating all temporary employees. Is there an outplacement program for employees who are on non-permanent appointments?
A. Yes. Temporary employees may register in the Defense Outplacement Referral System (DORS) for as long as they remain on the DoD rolls. This program provides courtesy referral to DoD activities, other Federal agencies, and private sector employers. However, selection of a DORS registrant is not mandatory.
A. The PPP is an automated mandatory placement program used to match eligible well-qualified employees, most of whom are subject to displacement, with vacant positions throughout DoD. It enables DoD to maintain a relatively stable work force during base realignment and closure, reduction-in-force, contracting out, etc., and minimizes the adverse effect of these actions on employees. The PPP has long been the most effective program of its kind in the Federal government.
Q. I have heard that DoD activities are required to clear all of their vacant positions through the PPP. Are there any exceptions to this requirement?
A. Yes. The PPP Operations Manual, Chapter 4, Section C, lists a number of standard exceptions that can be applied by DoD activities. For example, an employee who is subject to involuntary separation due to job abolishment may be reassigned to a vacant position within the same activity as an exception to the PPP. In addition to these standard exceptions, activities may seek case-by-case approval for exceptions that are in keeping with the spirit and intent of the PPP.
Q. What is the impact of the PPP on DoD staffing programs? With so many employees registered for mandatory placement, it seems that managers would have few opportunities to make selections from merit promotion lists or other traditional recruitment sources.
A. There is a widespread misconception that the PPP has a significant impact on the DoD staffing process. Recent surveys have revealed that PPP placements account for less than three percent of all positions filled. This is a very conservative figure since placement actions that are normally exempt from the PPP were not counted.
Q. What can a registrant do to increase his/her chances for success in the PPP?
A. The single most important determinant of success is mobility. Registrants who are willing to relocate are placed more often than those who register only for their current commuting area. Except for those in hard-to-find jobs, most employees who register on a broad geographic basis eventually receive offers. Registering for lower grades also increases the probability of an offer.
Q. Are managers permitted to interview PPP registrants?
A. No. With the exception of military spouses referred under competitive procedures (see PPP Operations Manual, Chapter 14, Section F1a), managers may not interview PPP registrants. The purpose of interviews is to enable the manager to select the best qualified candidate, while the intent of the PPP is simply to insure that a well qualified candidate is placed. Interviews are not only beyond the scope of the PPP, they would also significantly delay the placement process, adversely affecting both registrants and activities. Additionally, the number of referrals and the geographic dispersion of PPP registrants render interviews impractical.
Q. If an activity receives ten Priority 1 resumes, what criteria must be applied in order to determine which registrant receives the job offer?
A. The PPP does not impose ranking factors within individual Priority groups (in this case, Priority 1). As long as offers are made in Priority order (e.g., priority 1 registrants before priority 2 and 3 registrants and priority 2 before priority 3), activities may normally select any well-qualified registrant. Exceptions to this general rule are listed in the PPP Operations Manual, Chapter 4, Section D6a.
Q. If the position that is offered to a PPP registrant requires shift work, is the offer considered valid?
A. Yes. However, CARE Program Coordinators can approve exceptions on a case-by-case basis. Exceptions have been approved in cases involving compelling circumstances that are beyond the registrants' control.
Q. If a GS employee receives an offer at his/her current grade in a geographic area with a lower locality rate, is the offer valid? What about a WG employee who receives an offer at his/her current grade in an area with lower wage rates?
A. Yes, the offer is valid in both cases.
Q. An employee was involuntarily demoted due to performance problems. The employee’s performance has improved significantly and the supervisor now wishes to repromote the employee to the former position, which has recently been vacated. Can the employee be promoted as an exception to the PPP?
A. No. Repromotions are subject to the PPP except under the specific circumstances outlined in the PPP Operations Manual, Chapter 4, Section C2a(2). This repromotion is not an authorized exception.
Q. My activity gives priority merit promotion consideration to employees who are receiving grade retention benefits. Does this offset the need to register employees in the DoD Retained Grade Placement Program (Program R)?
A. No. DoD employees must be registered in Program R while serving under grade retention, even if they receive consideration for noncompetitive repromotion under an activity's merit promotion program. Unlike Program R, such programs do not provide referral to other activities in the commuting area, nor do they necessarily obligate selecting officials to make job offers to well qualified candidates.
Q. May a military spouse register in the Military Spouse Preference Program (Program S) for referral to activities in the commuting area of the sponsor's new duty station, and remain at the current duty station until an offer is received?
A. No. A military spouse is eligible to register in Program S only when accompanying the sponsor to the new permanent duty station. Except for the 30-day period preceding the sponsor's reporting date (see PPP Operations Manual, Chapter 14, Section D1), spouses are not eligible to register prior to relocation.
Q. In conjunction with a reduction-in-force, an activity is separating all temporary employees. Is there an outplacement program for employees who are on non-permanent appointments?
A. Yes. Temporary employees may register in the Defense Outplacement Referral System (DORS) for as long as they remain on the DoD rolls. This program provides courtesy referral to DoD activities, other Federal agencies, and private sector employers. However, selection of a DORS registrant is not mandatory.
SYB Player Placement Process
Summary of League and Team Placement
Introduction
Southborough Youth Baseball / Softball (SYB) primarily bases league placement on a player's age.
Some exceptions are allowed for: school grade, Prior SYB Experience, and safety concerns. This FAQ
recaps the current policy and reiterates the Board’s position on some common questions.
League Placement Questions
Q – How many different baseball leagues does SYB offer?
There are seven primary baseball leagues, all of which are open to both boys and girls:
• Tee-Ball (primarily 5 and 6 year old players)
• Single A Baseball (primarily 7 and 8 year old players)
• Double AA Baseball (primarily 9 year old players)
• Triple AAA Baseball (primarily 10 year old players)
• Major League Baseball (primarily 11 and 12 year old players)
• Junior League Baseball (primarily 13 and 14 year old players)
• Senior League Baseball (primarily 15 and 16 year old players)
Q – What are the major criteria in determining what League / Level a child is placed in?
The primary determinant is the player’s age as of Little League International’s April 30th national
cutoff date. Under certain circumstances, SYB allows a player to move up one age group. With
only minor year-over-year adjustments, these policies have now been in place since the 2006
Spring Season.
• Exceptions are allowed for reasons including: school grade, Prior SYB Experience, and
safety concerns. These exceptions are highlighted and described in the “2008 Placement
Criteria” link on the SYB Website.
Q – Where are the policies on league placement defined?
Most league policies can be found through our website at www.southboroughbaseball.net. The
“What’s New” section contains the League Constitution and Manager’s Handbook – where the
details are found. The specific Placement Criteria are also excerpted into the “2008 Placement
Criteria” link at http://www.southboroughbaseball.net/whats_new.html
Q - Can My Child move up two age groups?
The Player Placement policies provide limited circumstances in which a player is moved up one
league level beyond his “natural age”. Players are not allowed to move two or more age groups.
Q – My Child is still learning the game. Can my child “Play Down” with a younger age group?
SYB will not force a player to play with a lower age group based upon ability. However, we will
respond to a parent concern or request. If a parent is concerned about their child’s relative
playing ability compared to his age / grade peers, they may request a “play down”, in which the
child is placed in a league one level lower than their “natural age” league. Please contact the
League Registrar or Player Agent via our website at www.southboroughbaseball.net.
(FAQ continued on next page)
SYB2008_FAQ_Placement.doc
2008 SYB Player Placement Process
Summary of League and Team Placement Decisions (continued)
Q – Why does SYB incorporate a Summer Team Evaluation in its league placement?
There is no perfect method for player evaluation that satisfies all coaches, parents, children, and
circumstances. There are reasonable and natural concerns relating to the timing, location,
frequency, scoring mechanism, and administration of any tryout / evaluation process.
Recognizing this constraint, SYB has attempted to design a process with the guiding principles of
transparency and consistency.
In 2005, SYB instituted a league-wide open evaluation for choosing its summer baseball teams.
• This mid-June event selects players for all summer teams aged 8 through 15.
• It replaced an earlier non-tryout mechanism in which “all-star” teams were chosen based only
upon the judgment of individual coaches, league coordinator, and the summer team coach.
Since this is a league-wide process (open to all players) that involves independent evaluators
(coaches not affiliated with the age group being evaluated), it is our best means for SYB to obtain
a “fair and consistent” comparison of its players. Therefore, as documented in emails and web
posting communications from last May, SYB also uses it as a factor in league placement.
• SYB has only one league-wide evaluation per calendar year.
• Players may participate in the summer team evaluation even if they cannot commit to
participating in a summer team.
Q -- My Child Did Not Participate in Last Summer’s Evaluation / Tryout Day
We recognize that not every child who might be interested in a 2008 spring “play up” participated
in the 2007 summer evaluation day. However, the SYB Board feels that since the vast majority
of interested players are covered by this opportunity, league-wide evaluations are not required
more than once per year.
Q – If I am Coaching, can my younger child be “moved up” to play on my team?
No, the standard league qualification guidelines are used for these situations. Although this was
common practice five to ten years ago, SYB no longer allows players to “play up” based upon
their parent’s coaching status. This was deemed an unfair “insider advantage” that was discarded
in favor of a policy that can be consistently applied to all parents, whether or not they are
involved in helping to run the league.
Q – Can my younger child be “moved up” a league to play on the same team with a sibling?
No, the standard league qualification guidelines are used for these situations. Although this was
common practice five to ten years ago, SYB no longer allows players to “play up” merely based
upon having an older sibling.
Q -- My Child is Bored With / Not Challenged By the Level of Play at his age level
Players are not moved due to “boredom”; the standard league qualification guidelines are used for
these situations. A placement judgment based upon one player’s perspective cannot be
consistently and fairly applied to all 600 program registrants.
Q – I’m still not satisfied with my child’s league placement
If a parent or player is not satisfied with their placement or schedule, they can request and receive
a full refund or league credit anytime up through the first week of scheduled play for their league.
(FAQ continued on next page)
SYB2008_FAQ_Placement.doc
2008 SYB Player Placement Process
Summary of League and Team Placement Decisions (continued)
Team Placement Questions
Q – I would like to have my child assigned to avoid a particular coach or particular child
At all levels of play, SYB will strive to make the playing environment comfortable as possible –
while maintaining a consistent set of rules for all players. It is important that we receive feedback
on coaches (positive or negative). Confidential concerns regarding placement with a specific
coach or child can be forwarded to the league president or Player Agent. Contact information is
available at our website www.southboroughbaseball.net.
Q – What Days of the Week are the practices / games? Can we request specific days?
There is no pre-assigned practice or games dates used year-over-year. Games and practices can
be scheduled any day during the week – although weekday events will typically start no earlier
than 5:30 PM. The most common scheduling conflict concerns occur for potential Tee Ball /
youth soccer conflicts. The Southborough Soccer and Baseball programs have traditionally been
able to establish their schedules so there are no conflicts at this age group.
SYB cannot offer individual accommodation to only some parents. We understand that children
and parents have many other scheduling requirements. Therefore, our coaches are instructed to
treat players consistently and NOT impose unreasonable “penalties” for a child who misses
practices or games due to conflicts where the coach is given advance notice.
If a parent finds that a team’s schedule has too many conflicts, they may exercise the SYB refund
policy and obtain a full refund or credit any time prior to the second week of the season.
Q – Can my child be assigned with others from my neighborhood to simplify car-pooling?
No. Beginning with the Double AA program, specific pre-draft pairings with selected friends are
not allowed. We believe that the town sports experience is a good opportunity for children to
build relationships outside their existing social network.
Q – I would like my child placed on the same team (or a different team) than a sibling
If the siblings are eligible for the same league, parents will have the choice of whether to place
the children on the same or different teams. In general, SYB will assume that the parents want
the players placed on the same team. Please note that a sibling cannot be “moved up” a league if
their only qualification is that they have a sibling in a higher aged league.
Q – I would like my child placed with a certain friend or coach
Beginning with the Double AA program, specific pre-draft pairings with selected friends are not
allowed. Team coaches are assigned through a random “blind draft” in which the coach (and
their child) is randomly assigned to several equally balanced rosters.
Q – I would like my Daughter to be assigned to a team with other girls
Beginning with the Double AA program, specific pre-draft pairings with selected friends are not
allowed. Player placement policies for girls are consistent with those used for boys. Girls who
want more girl teammates are welcome to register for both baseball and softball.
Q – I’m still not satisfied with my child’s team placement
If a parent or player is not satisfied with their placement or schedule, they can request and receive
a full refund or league credit anytime up through the first week of scheduled play for their league.
--- --- ---
Introduction
Southborough Youth Baseball / Softball (SYB) primarily bases league placement on a player's age.
Some exceptions are allowed for: school grade, Prior SYB Experience, and safety concerns. This FAQ
recaps the current policy and reiterates the Board’s position on some common questions.
League Placement Questions
Q – How many different baseball leagues does SYB offer?
There are seven primary baseball leagues, all of which are open to both boys and girls:
• Tee-Ball (primarily 5 and 6 year old players)
• Single A Baseball (primarily 7 and 8 year old players)
• Double AA Baseball (primarily 9 year old players)
• Triple AAA Baseball (primarily 10 year old players)
• Major League Baseball (primarily 11 and 12 year old players)
• Junior League Baseball (primarily 13 and 14 year old players)
• Senior League Baseball (primarily 15 and 16 year old players)
Q – What are the major criteria in determining what League / Level a child is placed in?
The primary determinant is the player’s age as of Little League International’s April 30th national
cutoff date. Under certain circumstances, SYB allows a player to move up one age group. With
only minor year-over-year adjustments, these policies have now been in place since the 2006
Spring Season.
• Exceptions are allowed for reasons including: school grade, Prior SYB Experience, and
safety concerns. These exceptions are highlighted and described in the “2008 Placement
Criteria” link on the SYB Website.
Q – Where are the policies on league placement defined?
Most league policies can be found through our website at www.southboroughbaseball.net. The
“What’s New” section contains the League Constitution and Manager’s Handbook – where the
details are found. The specific Placement Criteria are also excerpted into the “2008 Placement
Criteria” link at http://www.southboroughbaseball.net/whats_new.html
Q - Can My Child move up two age groups?
The Player Placement policies provide limited circumstances in which a player is moved up one
league level beyond his “natural age”. Players are not allowed to move two or more age groups.
Q – My Child is still learning the game. Can my child “Play Down” with a younger age group?
SYB will not force a player to play with a lower age group based upon ability. However, we will
respond to a parent concern or request. If a parent is concerned about their child’s relative
playing ability compared to his age / grade peers, they may request a “play down”, in which the
child is placed in a league one level lower than their “natural age” league. Please contact the
League Registrar or Player Agent via our website at www.southboroughbaseball.net.
(FAQ continued on next page)
SYB2008_FAQ_Placement.doc
2008 SYB Player Placement Process
Summary of League and Team Placement Decisions (continued)
Q – Why does SYB incorporate a Summer Team Evaluation in its league placement?
There is no perfect method for player evaluation that satisfies all coaches, parents, children, and
circumstances. There are reasonable and natural concerns relating to the timing, location,
frequency, scoring mechanism, and administration of any tryout / evaluation process.
Recognizing this constraint, SYB has attempted to design a process with the guiding principles of
transparency and consistency.
In 2005, SYB instituted a league-wide open evaluation for choosing its summer baseball teams.
• This mid-June event selects players for all summer teams aged 8 through 15.
• It replaced an earlier non-tryout mechanism in which “all-star” teams were chosen based only
upon the judgment of individual coaches, league coordinator, and the summer team coach.
Since this is a league-wide process (open to all players) that involves independent evaluators
(coaches not affiliated with the age group being evaluated), it is our best means for SYB to obtain
a “fair and consistent” comparison of its players. Therefore, as documented in emails and web
posting communications from last May, SYB also uses it as a factor in league placement.
• SYB has only one league-wide evaluation per calendar year.
• Players may participate in the summer team evaluation even if they cannot commit to
participating in a summer team.
Q -- My Child Did Not Participate in Last Summer’s Evaluation / Tryout Day
We recognize that not every child who might be interested in a 2008 spring “play up” participated
in the 2007 summer evaluation day. However, the SYB Board feels that since the vast majority
of interested players are covered by this opportunity, league-wide evaluations are not required
more than once per year.
Q – If I am Coaching, can my younger child be “moved up” to play on my team?
No, the standard league qualification guidelines are used for these situations. Although this was
common practice five to ten years ago, SYB no longer allows players to “play up” based upon
their parent’s coaching status. This was deemed an unfair “insider advantage” that was discarded
in favor of a policy that can be consistently applied to all parents, whether or not they are
involved in helping to run the league.
Q – Can my younger child be “moved up” a league to play on the same team with a sibling?
No, the standard league qualification guidelines are used for these situations. Although this was
common practice five to ten years ago, SYB no longer allows players to “play up” merely based
upon having an older sibling.
Q -- My Child is Bored With / Not Challenged By the Level of Play at his age level
Players are not moved due to “boredom”; the standard league qualification guidelines are used for
these situations. A placement judgment based upon one player’s perspective cannot be
consistently and fairly applied to all 600 program registrants.
Q – I’m still not satisfied with my child’s league placement
If a parent or player is not satisfied with their placement or schedule, they can request and receive
a full refund or league credit anytime up through the first week of scheduled play for their league.
(FAQ continued on next page)
SYB2008_FAQ_Placement.doc
2008 SYB Player Placement Process
Summary of League and Team Placement Decisions (continued)
Team Placement Questions
Q – I would like to have my child assigned to avoid a particular coach or particular child
At all levels of play, SYB will strive to make the playing environment comfortable as possible –
while maintaining a consistent set of rules for all players. It is important that we receive feedback
on coaches (positive or negative). Confidential concerns regarding placement with a specific
coach or child can be forwarded to the league president or Player Agent. Contact information is
available at our website www.southboroughbaseball.net.
Q – What Days of the Week are the practices / games? Can we request specific days?
There is no pre-assigned practice or games dates used year-over-year. Games and practices can
be scheduled any day during the week – although weekday events will typically start no earlier
than 5:30 PM. The most common scheduling conflict concerns occur for potential Tee Ball /
youth soccer conflicts. The Southborough Soccer and Baseball programs have traditionally been
able to establish their schedules so there are no conflicts at this age group.
SYB cannot offer individual accommodation to only some parents. We understand that children
and parents have many other scheduling requirements. Therefore, our coaches are instructed to
treat players consistently and NOT impose unreasonable “penalties” for a child who misses
practices or games due to conflicts where the coach is given advance notice.
If a parent finds that a team’s schedule has too many conflicts, they may exercise the SYB refund
policy and obtain a full refund or credit any time prior to the second week of the season.
Q – Can my child be assigned with others from my neighborhood to simplify car-pooling?
No. Beginning with the Double AA program, specific pre-draft pairings with selected friends are
not allowed. We believe that the town sports experience is a good opportunity for children to
build relationships outside their existing social network.
Q – I would like my child placed on the same team (or a different team) than a sibling
If the siblings are eligible for the same league, parents will have the choice of whether to place
the children on the same or different teams. In general, SYB will assume that the parents want
the players placed on the same team. Please note that a sibling cannot be “moved up” a league if
their only qualification is that they have a sibling in a higher aged league.
Q – I would like my child placed with a certain friend or coach
Beginning with the Double AA program, specific pre-draft pairings with selected friends are not
allowed. Team coaches are assigned through a random “blind draft” in which the coach (and
their child) is randomly assigned to several equally balanced rosters.
Q – I would like my Daughter to be assigned to a team with other girls
Beginning with the Double AA program, specific pre-draft pairings with selected friends are not
allowed. Player placement policies for girls are consistent with those used for boys. Girls who
want more girl teammates are welcome to register for both baseball and softball.
Q – I’m still not satisfied with my child’s team placement
If a parent or player is not satisfied with their placement or schedule, they can request and receive
a full refund or league credit anytime up through the first week of scheduled play for their league.
--- --- ---
Re: Combo box, command button placement questions
Source: http://newsgroups.derkeiler.com/Archive/Comp/comp.databases.ms−access/2006−01/msg01375.html
· From: Kevin
· Date: Sat, 14 Jan 2006 07:11:46 GMT
On Sat, 14 Jan 2006 12:52:57 +0800, Allen Browne wrote:
> Answers in−line.
>
> "Kevin" wrote in message
> news:pan.2006.01.14.04.37.19.79774@xxxxxxxxxxxxxx
>>A couple of easy questions here hopefully. I've been working on two
>> different database projects which make use of multiple
>> forms.
>>
>> 1. Where's the best/recommended placement for command buttons for
>> things like delete, save, edit, cancel buttons − in the footer, or on the
>> form detail section?
>
> In the Toolbar.
Heh, I agree. However for novice users I could see this becoming a
problem. If there's not a big "go" button, they tend to get lost. ;)
>
> A command button on the form for Cancel is very frustrating. The events
> of the control where the user is making an entry fire before Access
> moves the focus to the command button and its events fire. That means
> the Cancel button cannot solve problems such as: − a partial date e.g.
> 1/12/
> − a value that was backspaced out in a required field. − a combo value
> that is not in the list and so on. In general, a Cancel button on the
> form causes more problems that it solves.
Good information, thanks.
>
> A Save button on the form is superfluous. Access saves automatically,
> and you don't want to slow users down by having them click a superfluous
> button every record.
>
Re: Combo box, command button placement questions
Re: Combo box, command button placement questions 1
· From: Kevin
· Date: Sat, 14 Jan 2006 07:11:46 GMT
On Sat, 14 Jan 2006 12:52:57 +0800, Allen Browne wrote:
> Answers in−line.
>
> "Kevin"
> news:pan.2006.01.14.04.37.19.79774@xxxxxxxxxxxxxx
>>A couple of easy questions here hopefully. I've been working on two
>> different database projects which make use of multiple
>> forms.
>>
>> 1. Where's the best/recommended placement for command buttons for
>> things like delete, save, edit, cancel buttons − in the footer, or on the
>> form detail section?
>
> In the Toolbar.
Heh, I agree. However for novice users I could see this becoming a
problem. If there's not a big "go" button, they tend to get lost. ;)
>
> A command button on the form for Cancel is very frustrating. The events
> of the control where the user is making an entry fire before Access
> moves the focus to the command button and its events fire. That means
> the Cancel button cannot solve problems such as: − a partial date e.g.
> 1/12/
> − a value that was backspaced out in a required field. − a combo value
> that is not in the list and so on. In general, a Cancel button on the
> form causes more problems that it solves.
Good information, thanks.
>
> A Save button on the form is superfluous. Access saves automatically,
> and you don't want to slow users down by having them click a superfluous
> button every record.
>
Re: Combo box, command button placement questions
Re: Combo box, command button placement questions 1
Foster/Adoptive Placement Questions
What is her name?
How old is she?
Why is she coming into care? (Has she been in care before?)
Does she have any special medical or physical needs?
Medication_____________________ Pharmacy___________________ Doctor________________________
Allergies to Medication _____________________ Other Allergies__________________________________
Where do we pick her up at? ________________________________________________________________
Who will meet us? _________________________ Phone Number _________________________________
Do we need to bring a car seat for her? ________ Clothes, Diapers, A Bottle? _______________________
Does she have any special dietary needs?
* What type of formula is she on?
* Has she had any baby food or solids?
Do you see this as a long-term placement? (Estimated guess at how long/timeline)
At this point, what are reunification plans for her and her family? (Hearing dates)
Are there any ‘No Contact’ orders? (If yes, actions to take if order is violated)
Does she have any siblings? (If yes, in foster care too? Visits?)
What are your plans for us – what do you want us to do? (Any special requests for documentation or needed observations of the child; cultural needs to be met; how do we best communicate with to you)?
What involvement would you like us to have with the birth parents? (Siblings?)
Do the parents know our names and address?
When will she have her first visit?
Who will do the visits?
When and how often will she have visits?
Who are the professionals we will be working with?
DHS Worker: Name ____________________________________ Email _________________________
Phone #s____________________________________ Agency ___________________________________
Other: Name ______________________________________ Email ____________________________
Phone #s ___________________________________________ Agency __________________________
Other: Name ______________________________________ Email ___________________________
Phone #s ___________________________________________ Agency __________________________
Other: Name ______________________________________ Email ___________________________
Phone #s ___________________________________________ Agency __________________________
Other: Name ______________________________________ Email ____________________________
Phone #s ___________________________________________ Agency __________________________
Other: Name ______________________________________ Email ____________________________
Phone #s ___________________________________________ Agency __________________________
Does she have a family doctor? Dr. _____________________ @. _______________________________
Phone#_______________________________ Address ________________________________________
Does the bio parent have a hospital preference? Hospital _______________________________________
How do you want us to handle doctor’s visits? (Paperwork?, bio parent involvement?, call you first?)
Does she have a Title 19 medical number or any other insurance?
Title 19 # _________________________________________________________________
Other Insurance: ___________________________________________________________
When and how often will you update us on hearings and family reunification progress?
How do we best communicate information to you? Get information from you?
Best time to contact you: ____________________________________________________________________
Best way to contact you: ____________________________________________________________________
Questions or issues would you like us to contact you about immediately:
What types of issues or questions would you like us to refer to our support worker on?
Do you have any suggestions/recommendations for setting up morning day care (8:30 – 12:00, Sept – May)?
How do you want us to record and turn-in reimbursement/receipts?
Additional Questions/Notes…
***Sign Placement Agreement***
How old is she?
Why is she coming into care? (Has she been in care before?)
Does she have any special medical or physical needs?
Medication_____________________ Pharmacy___________________ Doctor________________________
Allergies to Medication _____________________ Other Allergies__________________________________
Where do we pick her up at? ________________________________________________________________
Who will meet us? _________________________ Phone Number _________________________________
Do we need to bring a car seat for her? ________ Clothes, Diapers, A Bottle? _______________________
Does she have any special dietary needs?
* What type of formula is she on?
* Has she had any baby food or solids?
Do you see this as a long-term placement? (Estimated guess at how long/timeline)
At this point, what are reunification plans for her and her family? (Hearing dates)
Are there any ‘No Contact’ orders? (If yes, actions to take if order is violated)
Does she have any siblings? (If yes, in foster care too? Visits?)
What are your plans for us – what do you want us to do? (Any special requests for documentation or needed observations of the child; cultural needs to be met; how do we best communicate with to you)?
What involvement would you like us to have with the birth parents? (Siblings?)
Do the parents know our names and address?
When will she have her first visit?
Who will do the visits?
When and how often will she have visits?
Who are the professionals we will be working with?
DHS Worker: Name ____________________________________ Email _________________________
Phone #s____________________________________ Agency ___________________________________
Other: Name ______________________________________ Email ____________________________
Phone #s ___________________________________________ Agency __________________________
Other: Name ______________________________________ Email ___________________________
Phone #s ___________________________________________ Agency __________________________
Other: Name ______________________________________ Email ___________________________
Phone #s ___________________________________________ Agency __________________________
Other: Name ______________________________________ Email ____________________________
Phone #s ___________________________________________ Agency __________________________
Other: Name ______________________________________ Email ____________________________
Phone #s ___________________________________________ Agency __________________________
Does she have a family doctor? Dr. _____________________ @. _______________________________
Phone#_______________________________ Address ________________________________________
Does the bio parent have a hospital preference? Hospital _______________________________________
How do you want us to handle doctor’s visits? (Paperwork?, bio parent involvement?, call you first?)
Does she have a Title 19 medical number or any other insurance?
Title 19 # _________________________________________________________________
Other Insurance: ___________________________________________________________
When and how often will you update us on hearings and family reunification progress?
How do we best communicate information to you? Get information from you?
Best time to contact you: ____________________________________________________________________
Best way to contact you: ____________________________________________________________________
Questions or issues would you like us to contact you about immediately:
What types of issues or questions would you like us to refer to our support worker on?
Do you have any suggestions/recommendations for setting up morning day care (8:30 – 12:00, Sept – May)?
How do you want us to record and turn-in reimbursement/receipts?
Additional Questions/Notes…
***Sign Placement Agreement***
SUGGESTED PRE-PLACEMENT AND TIME-OF-PLACEMENT QUESTIONS
Below is a list of questions to ask before agreeing to the placement of a child into your home. There
will be times and circumstances when a worker has limited information about the child they need to
place. When information is available, however, it will help you determine if the child will be a good fit
for your family and your parenting abilities. This list can be a helpful resource for obtaining
information. You might want to have a copy readily available to refer to when you get a call about a
possible placement.
PRE-PLACEMENT QUESTIONS:
Child’s Name: ____________________________________________________________________
Gender: ________________ Age: ________________ Ethnicity:___________________________
When would the child need to be placed in my home: ___________________________________
Reason for being placed in foster care: _______________________________________________
Is this their first placement? Yes No
If moving from another foster home, what is the reason? ______________________________
Where are the biological parents living? ______________________________________________
What contact will be allowed with the parents? ________________________________________
Does the child have siblings? Yes No
Names of siblings: Where they are living:
_______________________________________ ________________________________________
_______________________________________ ________________________________________
_______________________________________ ________________________________________
_______________________________________ ________________________________________
_______________________________________ ________________________________________
_______________________________________ ________________________________________
What is the visitation plan with siblings and parents? ___________________________________
What services are involved with this child and family? __________________________________
What will be my role in these services? _______________________________________________
Will I be expected to provide transportation? Yes No
If so, where to and how often? __________________________________________________
What is the child’s legal status? _____________________________________________________
Is this a concurrent placement (is our home being considered as a possible adoptive resource
for this child)? Yes No
How long do you anticipate the child will be with us? ___________________________________
Does the child have any medical concerns? ___________________________________________
Does the child have any allergies? ___________________________________________________
Is the child on medication? Yes No
If so, what medication and what was it prescribed for? ________________________________
Does the child see a mental health professional? Yes No
If so, who and how often? ______________________________________________________
What are the child’s strengths, interests and activities? _________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Does the child have behavioral issues or other special needs? ___________________________
_________________________________________________________________________________
_________________________________________________________________________________
Does the child do any of the following?
swear hit bite kick run away
soil pants wet bed set fires sexually act out use drugs
destroy property fight behave suicidally instigate trouble steal
Is the child sexually active? Yes No Are they are on birth control? Yes No
Are they pregnant? Yes No
Has the child been sexually abused by a parent, caregiver or other person? Yes No
If yes, please give further information: __________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Has the child made an allegation of abuse against a previous caregiver? Yes No
Has the child’s parents made an allegation of abuse against a previous caregiver? Yes No
Where does the child attend school? _________________________ What grade? ___________
Are there any school issues? _______________________________________________________
Does the child have a religious preference? ___________________________________________
What are your expectations of me as a foster parent in caring for this child? ________________
_________________________________________________________________________________
Is there anything else I need to know in order to make an informed decision about whether I
can parent this child?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
TIME-OF-PLACEMENT QUESTIONS:
Gathering as much of the above information as possible will help you decide if you should accept a
particular placement. It’s important to remember that you have the right to say no to any placement
that you do not feel is a good fit for your family and the children you are currently parenting, if it’s a
child who has behaviors you feel unable to cope with, or if it’s just not a good time for you to add
another child to your family. If you do agree to the placement, you will also want to obtain the
following information at the time of placement or as soon thereafter as it is available.
Child’s Full Name: ____________________________________ Date of birth: ________________
Child’s Worker: ___________________________________________________________________
Worker’s phone: _______________________ Worker’s E-mail: ___________________________
What should I do in case of an emergency? ___________________________________________
What’s the after hours number? ______________________ On-call number? _______________
Who is the worker’s supervisor? _______________________ Phone: ______________________
Is there anyone the child should not have contact with? _________________________________
Does the child need clothing? Yes No If yes, what size? ______________________________
Is there a clothing allowance available? _______________________________________________
Does the child have a medical card? _________________________________________________
Who is the child’s doctor? ___________________________ Last exam? ____________________
Who is the child’s dentist? ___________________________ Last exam? ____________________
Does the child have any upcoming medical/dental/therapy appointments? _________________
_________________________________________________________________________________
Who is the child’s guardian ad-litem / attorney? ________________________________________
When is the next court hearing? _____________________________________________________
If the child will be changing schools, who is responsible for enrolling the child? ____________
What is the child’s understand of why he/she is in foster care? ___________________________
_________________________________________________________________________________
Do you have any suggestions to help the child make a successful transition to our home?
_________________________________________________________________________________
Is there any other information I need to know about this child? ___________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Iowa Foster & Adoptive Parents Association
6864 NE 14th Street, Ankeny, IA 50023
800-277-8145 / www.ifapa.org / ifapa@ifapa.org
will be times and circumstances when a worker has limited information about the child they need to
place. When information is available, however, it will help you determine if the child will be a good fit
for your family and your parenting abilities. This list can be a helpful resource for obtaining
information. You might want to have a copy readily available to refer to when you get a call about a
possible placement.
PRE-PLACEMENT QUESTIONS:
Child’s Name: ____________________________________________________________________
Gender: ________________ Age: ________________ Ethnicity:___________________________
When would the child need to be placed in my home: ___________________________________
Reason for being placed in foster care: _______________________________________________
Is this their first placement? Yes No
If moving from another foster home, what is the reason? ______________________________
Where are the biological parents living? ______________________________________________
What contact will be allowed with the parents? ________________________________________
Does the child have siblings? Yes No
Names of siblings: Where they are living:
_______________________________________ ________________________________________
_______________________________________ ________________________________________
_______________________________________ ________________________________________
_______________________________________ ________________________________________
_______________________________________ ________________________________________
_______________________________________ ________________________________________
What is the visitation plan with siblings and parents? ___________________________________
What services are involved with this child and family? __________________________________
What will be my role in these services? _______________________________________________
Will I be expected to provide transportation? Yes No
If so, where to and how often? __________________________________________________
What is the child’s legal status? _____________________________________________________
Is this a concurrent placement (is our home being considered as a possible adoptive resource
for this child)? Yes No
How long do you anticipate the child will be with us? ___________________________________
Does the child have any medical concerns? ___________________________________________
Does the child have any allergies? ___________________________________________________
Is the child on medication? Yes No
If so, what medication and what was it prescribed for? ________________________________
Does the child see a mental health professional? Yes No
If so, who and how often? ______________________________________________________
What are the child’s strengths, interests and activities? _________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Does the child have behavioral issues or other special needs? ___________________________
_________________________________________________________________________________
_________________________________________________________________________________
Does the child do any of the following?
swear hit bite kick run away
soil pants wet bed set fires sexually act out use drugs
destroy property fight behave suicidally instigate trouble steal
Is the child sexually active? Yes No Are they are on birth control? Yes No
Are they pregnant? Yes No
Has the child been sexually abused by a parent, caregiver or other person? Yes No
If yes, please give further information: __________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Has the child made an allegation of abuse against a previous caregiver? Yes No
Has the child’s parents made an allegation of abuse against a previous caregiver? Yes No
Where does the child attend school? _________________________ What grade? ___________
Are there any school issues? _______________________________________________________
Does the child have a religious preference? ___________________________________________
What are your expectations of me as a foster parent in caring for this child? ________________
_________________________________________________________________________________
Is there anything else I need to know in order to make an informed decision about whether I
can parent this child?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
TIME-OF-PLACEMENT QUESTIONS:
Gathering as much of the above information as possible will help you decide if you should accept a
particular placement. It’s important to remember that you have the right to say no to any placement
that you do not feel is a good fit for your family and the children you are currently parenting, if it’s a
child who has behaviors you feel unable to cope with, or if it’s just not a good time for you to add
another child to your family. If you do agree to the placement, you will also want to obtain the
following information at the time of placement or as soon thereafter as it is available.
Child’s Full Name: ____________________________________ Date of birth: ________________
Child’s Worker: ___________________________________________________________________
Worker’s phone: _______________________ Worker’s E-mail: ___________________________
What should I do in case of an emergency? ___________________________________________
What’s the after hours number? ______________________ On-call number? _______________
Who is the worker’s supervisor? _______________________ Phone: ______________________
Is there anyone the child should not have contact with? _________________________________
Does the child need clothing? Yes No If yes, what size? ______________________________
Is there a clothing allowance available? _______________________________________________
Does the child have a medical card? _________________________________________________
Who is the child’s doctor? ___________________________ Last exam? ____________________
Who is the child’s dentist? ___________________________ Last exam? ____________________
Does the child have any upcoming medical/dental/therapy appointments? _________________
_________________________________________________________________________________
Who is the child’s guardian ad-litem / attorney? ________________________________________
When is the next court hearing? _____________________________________________________
If the child will be changing schools, who is responsible for enrolling the child? ____________
What is the child’s understand of why he/she is in foster care? ___________________________
_________________________________________________________________________________
Do you have any suggestions to help the child make a successful transition to our home?
_________________________________________________________________________________
Is there any other information I need to know about this child? ___________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Iowa Foster & Adoptive Parents Association
6864 NE 14th Street, Ankeny, IA 50023
800-277-8145 / www.ifapa.org / ifapa@ifapa.org
Frequently Asked Placement Questions
Answers to Placement Questions
A. When do I start to think about the job application process?
You should begin to think about the job application process at least by the time you begin
your second year of coursework! This does not mean you should start applying for jobs at that
point – in today’s job market you are not likely to be hired unless you have either finished your
dissertation or are close to completion. However, the decisions you make in your graduate career
early on can affect your ability to find the type of job you prefer later. For example, it is
important to share your work with faculty who can later serve as letter writers. Prior to the year
that you are applying for jobs, you should think about what types of writing samples you will
need to include in job applications and teaching materials that would be useful. This type of
preparation in earlier years can be time-saving and valuable when you are on the job market. The
Placement Director and/or your adviser can help you with this preparation.
B. How do I choose which jobs to apply for?
Of course the primary considerations in choosing which jobs to apply for are your own
preferences (geographic, type of job, type of institution) and your qualifications. In some cases,
you may be uncertain whether your qualifications fit the job ad or much about the institution
advertising. For example, the ad may say that the employer is primarily interested in applicants
with fields in International Political Economy and you have a field in International Relations with
some exposure to IPE. Should you apply for the job? In these and other situations, your thesis
adviser and/or the Placement Director can give you helpful advice and recommendations.
C. What should be included in my letter of application?
The letter of application should mention the following:
1. Position you are applying for, i.e. “I request to be considered for the Assistant Professor
position in International Relations in your department, etc.”
2. Whether your placement materials are included or will be sent separately your
department and, if so, that they should contact you if these have not been received.
3. Your fields, thesis adviser, and dissertation topic (a brief abstract may be summarized
within the letter).
4. When you expect to finish your PhD or completion date.
5. Any special reasons why the position’s advertisement particularly suits you.
6. Any particularly outstanding publications or conference papers that highlight your work.
7. Contact information (phone number and email address).
8. Reference to your department’s placement website and any other web information you
have.
9. Keep the letter short, concise, and interesting.
10. Please have your thesis adviser and the placement director read your letters of
application to see if they have any suggested revisions or changes.
D. What goes in a cover letter for my teaching evaluations?
It is important to not just send out teaching evaluations without explanation. Discuss how
evaluations are calculated at your university (i.e. the rating scale) and note that certain types of
questions are standard or required. Discuss how your evaluations demonstrate your ability to
teach. You should also include other materials related to your teaching – syllabi you have written
for courses, web page addresses for course web pages you have designed, teaching philosophies
and goals. Again, please have your thesis adviser and the placement director read your
cover letter for advice and feedback.
E. How should I construct my vita?
Frequently Asked Placement Questions page 2
Vitas should be short and clear. It is important that readers can easily pick out publications and
research project descriptions. Keep your vita concise. “Padding” your vita will undermine
your credibility as a candidate. It is a good idea to have your thesis adviser and the
placement director read a draft of your vita.
1. Address
2. Education (including dissertation title, dissertation advisers, expected completion date,
three to four sentence description)
3. Awards and fellowships
4. Published Research and Work Under Review for Publication (List any academic refereed
publications first. Non-refereed academic publications should come second and be
separated from refereed publications. Non-academic publications can be listed elsewhere
at the end of the vitae. If you have a question as to which category applies, ask your
advisers or the Placement Director. If a paper is under review for the first time at a
journal, some also put the journal where the paper is under review. However, this
practice is often criticized as misleading – implying a publication that does not yet exist –
so be aware that doing so may penalize you in some readers opinion. If you have
received a revise and resubmit on a paper, however, do not hesitate to mention that
journal x has requested that you revise and resubmit the paper. You can state something
like “this paper is being revised as requested by x” or “as requested, a revised version is
currently under review at journal x”)
5. Conference papers (here be careful that you do not look like you are presenting lots of
papers that never go anywhere – it is better to omit conference papers that have no chance
of making it into publication than to look like someone with little coherence – goal is to
show that you attend conferences and present but that your research has progression as
well).
6. List of references.
7. You should use a font and format style that is both easy to read and professional looking
(remember that Professors are older!).
F. How do I select people to write letters of reference?
1. You should have a minimum of three letters of reference from faculty members who are
familiar with your research and educational background. Ideally, these should be
members of your committee and should include your adviser. If your adviser or members
of your committee do not write for you, potential employers will note this and it will
undermine your credibility. You may also ask for additional references from faculty who
have supervised your teaching but who are less familiar with your research.
2. Select the faculty members who you would like to write for you and ask them
individually if they are willing to write you a reference. Provide them with an up to date
CV and samples of your writing. The faculty members will provide the letters to Cyndi
Christensen, the Placement Secretary.
3. You should ask letter writers if they would like to see where you are applying before your
materials are sent out. Letter writers may have contacts at some universities and may
want to contact the potential employers by phone, email, or an additional letter. If your
letter writers want advance notice of where you are applying, you need to recognize that
this means getting them the list of names in time for them to give you feedback. If this
is the case, a good way to do this is to send via email the list of jobs you want to apply for
with information about when you need to have your application in the mail. You should
begin discussing where you wish to apply when the ads come out – not the day you are
ready for your applications to be mailed.
Frequently Asked Placement Questions page 3
G. How do I select writing samples to include in my file?
Ideally your writing samples should include chapters from your dissertation. Make sure you
discuss with your adviser whether the chapters are ready for “prime time.” Other writing
samples to include are papers that are ready or close to ready for submission to journals or have
been presented successfully at conferences. Always include a copy of any single-authored
published work you may have. Again, discuss which papers best show your work with your
adviser before including them.
H. How do I construct a statement of research and teaching interests?
Again, such a statement should be short and concise – highlighting where your research is headed
in the future and the courses you are most interested in teaching. However, it is important not to
appear too narrow. For example, even the most high powered research departments will want to
hire individuals who are willing to teach undergraduates and to teach courses that are in high
demand (the core undergraduate classes in the standard fields). Departments in smaller
universities have need for faculty with diverse fields who can teach a wide variety of courses.
Flexibility is a good trait.
M. What else do I need to do to help improve my ability to get a job?
When you are interviewed you will probably be asked to give a “job talk” to the interviewing
department and may also be asked to guest lecture in a class. One extremely good way to observe
how job talks are conducted is to make a practice of regularly attending the job talks of
candidates who are being considered for appointments in your own department. You can gain
substantial information about the placement process by participating in your university’s
interviewing through attending the talks and meeting with the candidates. It is even more
important to gain practice with job talks and guest lectures before going on job interviews.
You should also ask faculty members who teach courses that you are interested in teaching if you
could give guest lectures in their classes.
Questions to Ask on Job Interviews
(courtesy of Denise Powers and UNC)
Questions to be asked of any Faculty Members at the institution where you are visiting:
Ask about Department politics:
Governance structure
General state
Factions
Issues
General “Culture” questions – formal/casual, open door availability, co-authoring with
other faculty & grad students, etc.
Ask about Department and university facilities and resources:
Secretarial
Copying
Library – main & department
Computers (servers, PCs, printing, consultants, software available for research &
teaching)
Travel money
Summer money (is it teaching only? is it automatic or competitive?)
Seed & small grants (summer & during regular year? for equipment, RAs, etc.?)
Telephone
Frequently Asked Placement Questions page 4
Recreational/entertainment
Audio-visual equipment and supplies
Strengths & weaknesses of department & university in facilitating research
Availability of RAs and TAs? How often? How do you get them?
What overhead costs are included in any annual budget?
Ask about Department & university history & criteria regarding tenure & promotion:
Expectations regarding research
Expectations regarding teaching
Expectations regarding service
How serious are early reviews (3rd year, for example) treated – are contracts terminated
early?
Ask about Department workload:
Course load (graduate v. undergraduate)
Course size (does everyone have to teach large lectures?)
Do you have control over teaching assignments?
Committee service
Student advising (graduate & undergraduate)
As about their Research and teaching interests: (if you have done your home work, you will have
gotten a list of faculty in the department and will already have looked up their more recent
publications)
What are they working on
What do they plan to work on in the near future
What are they teaching
Do they get to teach what they want?
Financial health of the department, college, university
City and community
Housing, neighborhoods, costs
General cost of living
Recreational & entertainment
Public transportation
Local politics & orientation
Schools
Questions to ask of Junior faculty members only:
Relations with senior faculty
Fairness of evaluations and raises
Tenure and promotion process
Cooperation and competition among junior faculty
Any special benefits for new faculty when they came
Course reductions & negotiation of substance
Additional travel money
Frequently Asked Placement Questions page 5
Service load reductions
Moving costs and/or extra salary
PCs and other equipment (be specific about what you need & want)
Purchasing allowance at library (journals, books, foreign language material, electronic
resources – JSTOR, archives)
Questions to ask of the Department Chair:
Department politics
Governance structure (get this out of the way first, are decisions decentralized? What
committees exist? What are the chair’s powers? Is there an associate chair? Who is
DGS? DUS?)
General state
Factions and issues
Position of the department in the college and university
Position of the college in the university
Salary and other benefits (also ask this of the dean)
Course load (graduate versus undergraduate)
Service load (comprehensive exam committees, department committees, search committees,
college or university responsibilities)
Evaluation process, contract renewal
Tenure and promotion process, criteria, history (some places have written policies, get them)
Junior sabbatical (what year? how long? competitive or automatic?)
Any special benefits for new faculty
Course reductions
Service load reductions
Moving costs and/or extra salary
PCs and other equipment
TA and RA assignments
What things stop tenure clocks? paid leaves (off-site sabbaticals such as at overseas institutions or
Brookings)?, unpaid leaves?, pregnancy?
Department and university facilities and resources
Travel money
Seed money and small grants
Strengths and weaknesses of department and university in facilitating research
Financial health of the department, college, and university
Time frame and process on making decisions about job offers (theirs and yours)
Frequently Asked Placement Questions page 6
Questions to ask of a Dean or other administrator:
Position of the department in the college and university
Position of the college in the university
Department politics
Evaluation process, contract renewal
Tenure and promotion process, criteria, and history (department and college, especially if there
have been arguments with the department)
Department and university facilities and resources
Travel money
Seed and small grants
Strengths and weaknesses of department and university in facilitating research
Financial health of department, college, and university
Questions to ask of Graduate students:
Who are their advisers? (check for clumping or other dysfunctional patterns)
What do they do? (i.e. research)
Relations with faculty?
What do they like/dislike about program?
What sorts of courses have been offered during their time there? What would they like to see
offered?
How many people have placed and where?
What are they looking for in a faculty member?
Questions to ask of Undergraduate students:
Are they doing senior theses? What are they doing?
What are they looking for in a teacher?
Questions You Might Be Asked on Job Interviews
Who do you work with, who is your adviser? What does this person do?
Your research
Dissertation
Other projects
Publications and presentations (details, do you intend to follow up on these?)
Frequently Asked Placement Questions page 7
Future plans for research and grants
What would you like to accomplish in the next 5-10 years?
Your teaching
What have you taught?
What would you like to teach? (be careful about making commitments)
How would you teach a course on x?
What book(s) would you use?
Questions about Iowa: faculty, graduate program, politics, gossip (be careful not to be tempted
into discussing gossip too much as this can make you look less professional and you may not
know much about the person asking)
Local (i.e. departmental) political issues (which faction would you fit into?)
Where else have you applied? Where else do you have interviews?
I missed (or will miss) your job talk, would you summarize it for me?
What can I tell you about the department/university/community? (have questions ready for your
specific needs/interests)
What bad things (or good things) have you heard about our department?
If we offered you a job how likely do you think it is that you would accept it?
Illegal questions (marital/partner status, sexual preference, religion, etc.)
Questions You May Be Asked at Short Interviews at Professional Meetings (like APSA, the
Midwest)
Who do you work with, who is your adviser? What does this person do?
Your research
Dissertation (be prepared to summarize it in a few sentences that make it sound interesting and
exciting as well as important)
Other projects
Publications and presentations (details, do you intend to follow up on these?)
Future plans for research and grants
What would you like to accomplish in the next 5-10 years?
Your teaching
What have you taught?
What would you like to teach? (be careful about making commitments)
How would you teach a course on x?
What book(s) would you use?
Given the limited amount of time, the other questions such as the following are less likely, but
given that there is a wide variation in what people do, don't be surprised if you hear the following
questions:
Frequently Asked Placement Questions page 8
Questions about Iowa: faculty, graduate program, politics, gossip (be careful not to be tempted
into discussing gossip too much as this can make you look less professional and you may not
know much about the person asking)
Local (i.e. departmental) political issues (which faction would you fit into?)
Where else have you applied? Where else do you have interviews?
What can I tell you about the department/university/community? (have questions ready for your
specific needs/interests)
What bad things (or good things) have you heard about our department?
If we offered you a job how likely do you think it is that you would accept it?
Illegal questions (marital/partner status, sexual preference, religion, etc.)
Questions You Should Be Prepared to Ask at Short Interviews at Professional Meetings
Such as APSA or the Midwest
Again, I suspect there won't be a lot of time to ask much. You want to learn about the department
but you also want to concentrate more on making a good impression at this point. That is, I
would not ask the kind of social or lifestyle type questions that you might ask if the interviewing
process was more serious. You want to come across as someone who is interested in working
with them and finding out about the department in terms of work aspects first. This is of course
my opinion, but first impressions can affect whether you can to the point of actually deciding
whether you want to live in the locality or not. It is important to treat these sorts of preliminary
talks as serious and work related -- I have been around with interviewers after such meetings
when they met a candidate that appeared too casual, too lax, too uninterested in the work aspects
of the job -- they were not impressed.
Here are some of the questions I would concentrate on in these sort of short interviews:
Strengths & weaknesses of department & university in facilitating research
Ask about Department & university history & criteria regarding tenure & promotion:
Expectations regarding research
Expectations regarding teaching
Expectations regarding service
How serious are early reviews (3rd year, for example) treated - are contracts terminated early?
Ask about Department workload:
Course load (graduate v. undergraduate)
Course size (does everyone have to teach large lectures?)
Do you have control over teaching assignments?
Committee service
Student advising (graduate & undergraduate)
As about their Research and teaching interests: (if you know in advance you are going to meet
with someone from a particular school, do some research now before going to the meeting -- a lot
can be learned on the web)
Frequently Asked Placement Questions page 9
What are they working on
What do they plan to work on in the near future
What are they teaching
Do they get to teach what they want?
Financial health of the department, college, university
Position of the department in the college and university
Position of the college in the university
I would not ask about salary at this point -- let them bring it up -- I think this is too early but they
may want to tell you.
Time frame and process on making decisions about further interviews -- their schedule after the
meetings.
A. When do I start to think about the job application process?
You should begin to think about the job application process at least by the time you begin
your second year of coursework! This does not mean you should start applying for jobs at that
point – in today’s job market you are not likely to be hired unless you have either finished your
dissertation or are close to completion. However, the decisions you make in your graduate career
early on can affect your ability to find the type of job you prefer later. For example, it is
important to share your work with faculty who can later serve as letter writers. Prior to the year
that you are applying for jobs, you should think about what types of writing samples you will
need to include in job applications and teaching materials that would be useful. This type of
preparation in earlier years can be time-saving and valuable when you are on the job market. The
Placement Director and/or your adviser can help you with this preparation.
B. How do I choose which jobs to apply for?
Of course the primary considerations in choosing which jobs to apply for are your own
preferences (geographic, type of job, type of institution) and your qualifications. In some cases,
you may be uncertain whether your qualifications fit the job ad or much about the institution
advertising. For example, the ad may say that the employer is primarily interested in applicants
with fields in International Political Economy and you have a field in International Relations with
some exposure to IPE. Should you apply for the job? In these and other situations, your thesis
adviser and/or the Placement Director can give you helpful advice and recommendations.
C. What should be included in my letter of application?
The letter of application should mention the following:
1. Position you are applying for, i.e. “I request to be considered for the Assistant Professor
position in International Relations in your department, etc.”
2. Whether your placement materials are included or will be sent separately your
department and, if so, that they should contact you if these have not been received.
3. Your fields, thesis adviser, and dissertation topic (a brief abstract may be summarized
within the letter).
4. When you expect to finish your PhD or completion date.
5. Any special reasons why the position’s advertisement particularly suits you.
6. Any particularly outstanding publications or conference papers that highlight your work.
7. Contact information (phone number and email address).
8. Reference to your department’s placement website and any other web information you
have.
9. Keep the letter short, concise, and interesting.
10. Please have your thesis adviser and the placement director read your letters of
application to see if they have any suggested revisions or changes.
D. What goes in a cover letter for my teaching evaluations?
It is important to not just send out teaching evaluations without explanation. Discuss how
evaluations are calculated at your university (i.e. the rating scale) and note that certain types of
questions are standard or required. Discuss how your evaluations demonstrate your ability to
teach. You should also include other materials related to your teaching – syllabi you have written
for courses, web page addresses for course web pages you have designed, teaching philosophies
and goals. Again, please have your thesis adviser and the placement director read your
cover letter for advice and feedback.
E. How should I construct my vita?
Frequently Asked Placement Questions page 2
Vitas should be short and clear. It is important that readers can easily pick out publications and
research project descriptions. Keep your vita concise. “Padding” your vita will undermine
your credibility as a candidate. It is a good idea to have your thesis adviser and the
placement director read a draft of your vita.
1. Address
2. Education (including dissertation title, dissertation advisers, expected completion date,
three to four sentence description)
3. Awards and fellowships
4. Published Research and Work Under Review for Publication (List any academic refereed
publications first. Non-refereed academic publications should come second and be
separated from refereed publications. Non-academic publications can be listed elsewhere
at the end of the vitae. If you have a question as to which category applies, ask your
advisers or the Placement Director. If a paper is under review for the first time at a
journal, some also put the journal where the paper is under review. However, this
practice is often criticized as misleading – implying a publication that does not yet exist –
so be aware that doing so may penalize you in some readers opinion. If you have
received a revise and resubmit on a paper, however, do not hesitate to mention that
journal x has requested that you revise and resubmit the paper. You can state something
like “this paper is being revised as requested by x” or “as requested, a revised version is
currently under review at journal x”)
5. Conference papers (here be careful that you do not look like you are presenting lots of
papers that never go anywhere – it is better to omit conference papers that have no chance
of making it into publication than to look like someone with little coherence – goal is to
show that you attend conferences and present but that your research has progression as
well).
6. List of references.
7. You should use a font and format style that is both easy to read and professional looking
(remember that Professors are older!).
F. How do I select people to write letters of reference?
1. You should have a minimum of three letters of reference from faculty members who are
familiar with your research and educational background. Ideally, these should be
members of your committee and should include your adviser. If your adviser or members
of your committee do not write for you, potential employers will note this and it will
undermine your credibility. You may also ask for additional references from faculty who
have supervised your teaching but who are less familiar with your research.
2. Select the faculty members who you would like to write for you and ask them
individually if they are willing to write you a reference. Provide them with an up to date
CV and samples of your writing. The faculty members will provide the letters to Cyndi
Christensen, the Placement Secretary.
3. You should ask letter writers if they would like to see where you are applying before your
materials are sent out. Letter writers may have contacts at some universities and may
want to contact the potential employers by phone, email, or an additional letter. If your
letter writers want advance notice of where you are applying, you need to recognize that
this means getting them the list of names in time for them to give you feedback. If this
is the case, a good way to do this is to send via email the list of jobs you want to apply for
with information about when you need to have your application in the mail. You should
begin discussing where you wish to apply when the ads come out – not the day you are
ready for your applications to be mailed.
Frequently Asked Placement Questions page 3
G. How do I select writing samples to include in my file?
Ideally your writing samples should include chapters from your dissertation. Make sure you
discuss with your adviser whether the chapters are ready for “prime time.” Other writing
samples to include are papers that are ready or close to ready for submission to journals or have
been presented successfully at conferences. Always include a copy of any single-authored
published work you may have. Again, discuss which papers best show your work with your
adviser before including them.
H. How do I construct a statement of research and teaching interests?
Again, such a statement should be short and concise – highlighting where your research is headed
in the future and the courses you are most interested in teaching. However, it is important not to
appear too narrow. For example, even the most high powered research departments will want to
hire individuals who are willing to teach undergraduates and to teach courses that are in high
demand (the core undergraduate classes in the standard fields). Departments in smaller
universities have need for faculty with diverse fields who can teach a wide variety of courses.
Flexibility is a good trait.
M. What else do I need to do to help improve my ability to get a job?
When you are interviewed you will probably be asked to give a “job talk” to the interviewing
department and may also be asked to guest lecture in a class. One extremely good way to observe
how job talks are conducted is to make a practice of regularly attending the job talks of
candidates who are being considered for appointments in your own department. You can gain
substantial information about the placement process by participating in your university’s
interviewing through attending the talks and meeting with the candidates. It is even more
important to gain practice with job talks and guest lectures before going on job interviews.
You should also ask faculty members who teach courses that you are interested in teaching if you
could give guest lectures in their classes.
Questions to Ask on Job Interviews
(courtesy of Denise Powers and UNC)
Questions to be asked of any Faculty Members at the institution where you are visiting:
Ask about Department politics:
Governance structure
General state
Factions
Issues
General “Culture” questions – formal/casual, open door availability, co-authoring with
other faculty & grad students, etc.
Ask about Department and university facilities and resources:
Secretarial
Copying
Library – main & department
Computers (servers, PCs, printing, consultants, software available for research &
teaching)
Travel money
Summer money (is it teaching only? is it automatic or competitive?)
Seed & small grants (summer & during regular year? for equipment, RAs, etc.?)
Telephone
Frequently Asked Placement Questions page 4
Recreational/entertainment
Audio-visual equipment and supplies
Strengths & weaknesses of department & university in facilitating research
Availability of RAs and TAs? How often? How do you get them?
What overhead costs are included in any annual budget?
Ask about Department & university history & criteria regarding tenure & promotion:
Expectations regarding research
Expectations regarding teaching
Expectations regarding service
How serious are early reviews (3rd year, for example) treated – are contracts terminated
early?
Ask about Department workload:
Course load (graduate v. undergraduate)
Course size (does everyone have to teach large lectures?)
Do you have control over teaching assignments?
Committee service
Student advising (graduate & undergraduate)
As about their Research and teaching interests: (if you have done your home work, you will have
gotten a list of faculty in the department and will already have looked up their more recent
publications)
What are they working on
What do they plan to work on in the near future
What are they teaching
Do they get to teach what they want?
Financial health of the department, college, university
City and community
Housing, neighborhoods, costs
General cost of living
Recreational & entertainment
Public transportation
Local politics & orientation
Schools
Questions to ask of Junior faculty members only:
Relations with senior faculty
Fairness of evaluations and raises
Tenure and promotion process
Cooperation and competition among junior faculty
Any special benefits for new faculty when they came
Course reductions & negotiation of substance
Additional travel money
Frequently Asked Placement Questions page 5
Service load reductions
Moving costs and/or extra salary
PCs and other equipment (be specific about what you need & want)
Purchasing allowance at library (journals, books, foreign language material, electronic
resources – JSTOR, archives)
Questions to ask of the Department Chair:
Department politics
Governance structure (get this out of the way first, are decisions decentralized? What
committees exist? What are the chair’s powers? Is there an associate chair? Who is
DGS? DUS?)
General state
Factions and issues
Position of the department in the college and university
Position of the college in the university
Salary and other benefits (also ask this of the dean)
Course load (graduate versus undergraduate)
Service load (comprehensive exam committees, department committees, search committees,
college or university responsibilities)
Evaluation process, contract renewal
Tenure and promotion process, criteria, history (some places have written policies, get them)
Junior sabbatical (what year? how long? competitive or automatic?)
Any special benefits for new faculty
Course reductions
Service load reductions
Moving costs and/or extra salary
PCs and other equipment
TA and RA assignments
What things stop tenure clocks? paid leaves (off-site sabbaticals such as at overseas institutions or
Brookings)?, unpaid leaves?, pregnancy?
Department and university facilities and resources
Travel money
Seed money and small grants
Strengths and weaknesses of department and university in facilitating research
Financial health of the department, college, and university
Time frame and process on making decisions about job offers (theirs and yours)
Frequently Asked Placement Questions page 6
Questions to ask of a Dean or other administrator:
Position of the department in the college and university
Position of the college in the university
Department politics
Evaluation process, contract renewal
Tenure and promotion process, criteria, and history (department and college, especially if there
have been arguments with the department)
Department and university facilities and resources
Travel money
Seed and small grants
Strengths and weaknesses of department and university in facilitating research
Financial health of department, college, and university
Questions to ask of Graduate students:
Who are their advisers? (check for clumping or other dysfunctional patterns)
What do they do? (i.e. research)
Relations with faculty?
What do they like/dislike about program?
What sorts of courses have been offered during their time there? What would they like to see
offered?
How many people have placed and where?
What are they looking for in a faculty member?
Questions to ask of Undergraduate students:
Are they doing senior theses? What are they doing?
What are they looking for in a teacher?
Questions You Might Be Asked on Job Interviews
Who do you work with, who is your adviser? What does this person do?
Your research
Dissertation
Other projects
Publications and presentations (details, do you intend to follow up on these?)
Frequently Asked Placement Questions page 7
Future plans for research and grants
What would you like to accomplish in the next 5-10 years?
Your teaching
What have you taught?
What would you like to teach? (be careful about making commitments)
How would you teach a course on x?
What book(s) would you use?
Questions about Iowa: faculty, graduate program, politics, gossip (be careful not to be tempted
into discussing gossip too much as this can make you look less professional and you may not
know much about the person asking)
Local (i.e. departmental) political issues (which faction would you fit into?)
Where else have you applied? Where else do you have interviews?
I missed (or will miss) your job talk, would you summarize it for me?
What can I tell you about the department/university/community? (have questions ready for your
specific needs/interests)
What bad things (or good things) have you heard about our department?
If we offered you a job how likely do you think it is that you would accept it?
Illegal questions (marital/partner status, sexual preference, religion, etc.)
Questions You May Be Asked at Short Interviews at Professional Meetings (like APSA, the
Midwest)
Who do you work with, who is your adviser? What does this person do?
Your research
Dissertation (be prepared to summarize it in a few sentences that make it sound interesting and
exciting as well as important)
Other projects
Publications and presentations (details, do you intend to follow up on these?)
Future plans for research and grants
What would you like to accomplish in the next 5-10 years?
Your teaching
What have you taught?
What would you like to teach? (be careful about making commitments)
How would you teach a course on x?
What book(s) would you use?
Given the limited amount of time, the other questions such as the following are less likely, but
given that there is a wide variation in what people do, don't be surprised if you hear the following
questions:
Frequently Asked Placement Questions page 8
Questions about Iowa: faculty, graduate program, politics, gossip (be careful not to be tempted
into discussing gossip too much as this can make you look less professional and you may not
know much about the person asking)
Local (i.e. departmental) political issues (which faction would you fit into?)
Where else have you applied? Where else do you have interviews?
What can I tell you about the department/university/community? (have questions ready for your
specific needs/interests)
What bad things (or good things) have you heard about our department?
If we offered you a job how likely do you think it is that you would accept it?
Illegal questions (marital/partner status, sexual preference, religion, etc.)
Questions You Should Be Prepared to Ask at Short Interviews at Professional Meetings
Such as APSA or the Midwest
Again, I suspect there won't be a lot of time to ask much. You want to learn about the department
but you also want to concentrate more on making a good impression at this point. That is, I
would not ask the kind of social or lifestyle type questions that you might ask if the interviewing
process was more serious. You want to come across as someone who is interested in working
with them and finding out about the department in terms of work aspects first. This is of course
my opinion, but first impressions can affect whether you can to the point of actually deciding
whether you want to live in the locality or not. It is important to treat these sorts of preliminary
talks as serious and work related -- I have been around with interviewers after such meetings
when they met a candidate that appeared too casual, too lax, too uninterested in the work aspects
of the job -- they were not impressed.
Here are some of the questions I would concentrate on in these sort of short interviews:
Strengths & weaknesses of department & university in facilitating research
Ask about Department & university history & criteria regarding tenure & promotion:
Expectations regarding research
Expectations regarding teaching
Expectations regarding service
How serious are early reviews (3rd year, for example) treated - are contracts terminated early?
Ask about Department workload:
Course load (graduate v. undergraduate)
Course size (does everyone have to teach large lectures?)
Do you have control over teaching assignments?
Committee service
Student advising (graduate & undergraduate)
As about their Research and teaching interests: (if you know in advance you are going to meet
with someone from a particular school, do some research now before going to the meeting -- a lot
can be learned on the web)
Frequently Asked Placement Questions page 9
What are they working on
What do they plan to work on in the near future
What are they teaching
Do they get to teach what they want?
Financial health of the department, college, university
Position of the department in the college and university
Position of the college in the university
I would not ask about salary at this point -- let them bring it up -- I think this is too early but they
may want to tell you.
Time frame and process on making decisions about further interviews -- their schedule after the
meetings.
Wordy maths
This can either be an activity to help children unravel the maths lurking in some very wordy questions often
favoured by the writers of tests, or a collaborative literacy activity to encourage children conceal some maths
in very wordy clothes. As you can see from the examples we have provided you can put history, science or just
imagination in your problems.You can decide how to use them. We would welcome any super wordy questions you
might like to send us and we'll put them on line with a credit.
This activity was last updated 10th May 2004
The webaddress for this activity is;
http://www.collaborativelearning.org/wordymaths.pdf
COLLABORATIVE LEARNING PROJECT
Project Director: Stuart Scott
Supporting a cooperative network of teaching professionals throughout the European Union to develop and disseminate accessible teaching materials in all subject areas and for all ages.
17, Barford Street, Islington, London N1 0QB UK Phone: 0044 (0)20 7226 8885
Website: http://www.collaborativelearning.org
BRIEF SUMMARY OF BASIC PRINCIPLES BEHIND OUR TEACHING ACTIVITIES:
The project is a teacher network, and a non-profit making educational trust. Our main aim is to develop and disseminate classroom tested examples of effective group strategies across all phases and
subjects. We hope they will inspire you to develop and use similar strategies in other topics and curriculum areas. We run teacher workshops, swapshops and conferences throughout the European
Union. The project publishes a catalogue of activities plus lists in selected subject areas, and a newsletter available on the internet: “PAPERCLIP’.
*These activities were influenced by current thinking about the role of language in learning. They are designed to help children learn through talk and active learning in small groups. They work best in
mixed classes where children in need of language or learning support are integrated. They are well suited for the development of speaking and listening . They provide teachers opportunities for
assessment of speaking and listening and other formative assessment.
*They support differentiation by placing a high value on what children can offer to each other on a particular topic, and also give children the chance to respect each other’s views and formulate shared
opinions which they can disseminate to peers. By helping them to take ideas and abstract concepts, discuss, paraphrase and move them about physically, they help to develop thinking skills.
*They give children the opportunity to participate in their own words and language in their own time without pressure. Many activities can be tried out in mother tongue and afterwards in English. A
growing number of activities are available in more than one language, not translated, but mixed, so that you may need more than one language to complete the activity.
*They encourage study skills in context, and should therefore be used with a range of appropriate information books which are preferably within reach in the classroom.
*They are generally adaptable over a wide age range because children can bring their own knowledge to an activity and refer to books at an appropriate level. The activities work like catalysts.
*All project activities were planned and developed by teachers working together, and the main reason they are disseminated is to encourage teachers to work effectively with each other inside and
outside the classroom. They have made it possible for mainstream and language and learning support teachers to share an equal role in curriculum delivery. They should be adapted to local conditions.
In order to help us keep pace with curriculum changes, please send any new or revised activities back to the project, so that we can add them to our lists of materials.
favoured by the writers of tests, or a collaborative literacy activity to encourage children conceal some maths
in very wordy clothes. As you can see from the examples we have provided you can put history, science or just
imagination in your problems.You can decide how to use them. We would welcome any super wordy questions you
might like to send us and we'll put them on line with a credit.
This activity was last updated 10th May 2004
The webaddress for this activity is;
http://www.collaborativelearning.org/wordymaths.pdf
COLLABORATIVE LEARNING PROJECT
Project Director: Stuart Scott
Supporting a cooperative network of teaching professionals throughout the European Union to develop and disseminate accessible teaching materials in all subject areas and for all ages.
17, Barford Street, Islington, London N1 0QB UK Phone: 0044 (0)20 7226 8885
Website: http://www.collaborativelearning.org
BRIEF SUMMARY OF BASIC PRINCIPLES BEHIND OUR TEACHING ACTIVITIES:
The project is a teacher network, and a non-profit making educational trust. Our main aim is to develop and disseminate classroom tested examples of effective group strategies across all phases and
subjects. We hope they will inspire you to develop and use similar strategies in other topics and curriculum areas. We run teacher workshops, swapshops and conferences throughout the European
Union. The project publishes a catalogue of activities plus lists in selected subject areas, and a newsletter available on the internet: “PAPERCLIP’.
*These activities were influenced by current thinking about the role of language in learning. They are designed to help children learn through talk and active learning in small groups. They work best in
mixed classes where children in need of language or learning support are integrated. They are well suited for the development of speaking and listening . They provide teachers opportunities for
assessment of speaking and listening and other formative assessment.
*They support differentiation by placing a high value on what children can offer to each other on a particular topic, and also give children the chance to respect each other’s views and formulate shared
opinions which they can disseminate to peers. By helping them to take ideas and abstract concepts, discuss, paraphrase and move them about physically, they help to develop thinking skills.
*They give children the opportunity to participate in their own words and language in their own time without pressure. Many activities can be tried out in mother tongue and afterwards in English. A
growing number of activities are available in more than one language, not translated, but mixed, so that you may need more than one language to complete the activity.
*They encourage study skills in context, and should therefore be used with a range of appropriate information books which are preferably within reach in the classroom.
*They are generally adaptable over a wide age range because children can bring their own knowledge to an activity and refer to books at an appropriate level. The activities work like catalysts.
*All project activities were planned and developed by teachers working together, and the main reason they are disseminated is to encourage teachers to work effectively with each other inside and
outside the classroom. They have made it possible for mainstream and language and learning support teachers to share an equal role in curriculum delivery. They should be adapted to local conditions.
In order to help us keep pace with curriculum changes, please send any new or revised activities back to the project, so that we can add them to our lists of materials.
Answers for maths
1. Here it is clear that train engines and the fly start their journeys at the same instant and the fly continues its
journey until the engine collide. So, flight time of the fly is equal to the time taken by the two engines to collide.
Relative speed of the engines = 10 + 10 = 20 km/hr.
So, time taken by the engines to collide with each other =
20
20 = 1 hr.
Hence, distance travelled by fly in 1 hr = 15 km. Ans.(1)
2. Let us suppose S for the two Sharmas and we denote each of the other four couples by M, P, Q and R.
Nobody shook 9 hands, since nobody shook the hand of his/her spouse. Therefore the numbers 0 through 8 are
used in describing the different numbers of handshakes performed by each of the nine people
(other than Mr. Sharma).
Someone shook 8 hands. Say that it is Mr. M. Then how many hands did Mrs. M shake ? Everyone in couples P,
Q, R, S must have shaken Mr. M's hand, in order to account for 8 shakes. So each of the people in couples P, Q,
R, S shook hands at least once. But somebody shook hands zero times. It must be Mrs. M.
Now we eliminate Mr. and Mrs. M from our consideration. Someone shook exactly 7 hands. Say that it is Mrs.
P. We know already that Mrs. P shook the hand of Mr. M. She did not shake the hand of Mrs. M, since nobody
did. To obtain a total of 7 shakes, she must also have shaken the hands of all the people in couples Q, R, S. But
someone had to shake only one hand (the people in Q, R, S have now each shaken at least two hands, since they
each shook Mr. M's hand, as well as Mrs. P's hand). It must be Mr. P who shook only one hand.
Continuing in this fashion, we see that the person who shook 6 hands is betrothed to the person who shook 2.
And the person who shook 5 hands is betrothed to the person who shook 3. That leaves only Mrs. Sharma, who
must have shaken 4 hands - four being the only remaining number.
Note : 4 is the only number that cannot be paired.
The answer to our problem is that Mrs. Sharma shook four hands. Ans.(4)
3. Table (A)
Initial state 2 rupee coin at the top
1 rupee coin
50 paise coin at the bottom
Move (1) 2 rupee coin from table (A) to table (B).
Move (2) 1 rupee coin from table (A) to table (B).
Move (3) 1 rupee & 2 rupee coins from table (B) to table (A).
Move (4) 1 rupee coin, 2 rupee coin & 50 paise coin from table (A) to table (B). Ans.(3)
4. Total number of routes from Bombay to Calicut = (4 × 3 × 2) = 24. Ans.(3)
5. It is given that one person came in through door F and second person came in through door A. It means that door A and
door F are Entrances. Also, they both left through door B. Hence, door B is Exit. As Exit and Entrance should alter each
other and we know two Entrances, let's assume that the third Entrance is W. Thus, there are 6 possibilities with "_"
indicating Exit.
(1) _ W _ A _ F (2) _ W _ F _ A (3) _ F _ W _ A (4) _ F _ A _ W (5) _A _ W _ F (6) _ A _ F _ W
As door A must be followed by door B or E and none of them lead to the door F, (1) and (6) are not possible. Also, door
D must be Exit as only door D leads to the door A and F. Door A and F are Entrances.
Solutions to Maths questions
January 2007 Issue
2 JJanuarryy 2007
(2) _ W _ FDA (3) _ F _ WDA (4) _FDA _ W (5) DA _ W _ F.
Only door D and door C lead to the door F. But door D is used. Hence, door C must be one of the Exits and
should precede door F. Also, the third Exit is B and the W, the assumed Entrance, must be door E. (2) BECFDA
(3) CFBEDA (4) CFDABE (5) DACEBF.
But only door B leads to the door C and both are Exits. Hence, (2) and (5) are not possible. Also, door F does not
lead to door B, discard (3). Hence, the possible order is (4) i.e. CFDABE. Ans.(4)
6. Divide twelve pearls into three groups of 4. Let these are G1, G2, G3. As a first step, weigh G1 against G2.
(i) If they happen to balance, then all eight pearls in G1 and G2 are control pearls. The odd pearl is one of the
pearls in G3.
(ii) If they do not balance, then all the pearls in G3 are control pearls. The odd pearl is either in G1 or G2 but we
do not know which.
We first consider Case 1. Take any three pearls from G1 and weigh them against any three pearls from G3.
If they balance, then the odd pearl is the remaining pearl from G3. Weighing that last pearl against one of
the pearls from G1 will tell whether the odd pearl is heavy or light. If they do not balance, then the odd pearl
will be among the three selected from G3 and we will know whether it is lighter or heavier (since the pearls
from G1 are control pearls). Now a third weighing, as usual, will pin down the odd pearl from among those
three that we selected from G3.
For Case 2, we suppose for specificity that G1 is heavier and G2 lighter. Give the pearls in G1 names a, b, c,
d and give the pearls in G2 the names a', b', c', d'. For the second weighing, we weigh {a, b, a'} against {c,
d, b'}.
(a) If they balance, then the odd pearl is one of c', d' (the two pearls from G1 and G2 that we omitted from this
second trial). Of course c', d' come from the light side, so we know that the odd pearl is light. For the third
weighing, we weigh c' against d'. The odd pearl is the lighter of the two.
(b) If they do not balance, then say that {a, b, a'} is heavier. This must mean that c, d are control pearls, and
so is a', or else the balance would be the other way. Thus the odd pearl is either a, b or b'. Finally weigh a
against b. If they balance, then the odd pearl is b' and it is light. If they do not balance then the odd pearl
is the heavier of the two (since a and b come from G).
(c) The case that {c, d, b'} is heavier is handled just as in subcase (b). Ans.(2)
7. Here it is given that two statements of each student must be true and one statement must be false. So we can
check by each statement.
From Anita’s statements : if third statement is true, then first and second statement also will be true. But it
contradicts the mentioned condition.
So, third statement is false and remaining are true, i.e., Anita and Sameer did not steel the purse. From
Sunita’s statements : If third statement is true, then first statement is false then second statement must be
true and if third statement is false, then first and second seconds statements are true.
From Dev’s statement : The third statement is false so first and second statements must be true.
From Manmohan’s statement : Third statement is false, so first and second must be true. So, from Sunita’s &
Manmohan’s statements we conclude that Sunita stole the purse. Ans.(1)
8. Let the number of pebbles in first, second and third heap be x, y and z respectively.
In the first operation, ‘y’ pebbles are taken from the first heap and added to the second. Next, we take ‘z’
pebbles from the second heap and add them to the third. Finally, we see that the first heap will contain “x–y”
pebbles after the first operation. We take an equal number of pebbles from the third heap and add them to the
first one.
We can tabulate the same :
Heap-1 Heap-2 Heap-3
x y z
x – y 2y z
x – y 2y – z 2z
2(x –y) 2y – z 2z – (x – y)
3 JJanuarryy 2007
Now, 2(x – y) = 2y – z Þ 2x – 4y + z = 0 .......(1)
2(x – y) = 2z – (x – y) Þ 3x – 3y + 2z = 0 .......(2)
2y – z = 2z – (x – y) Þ x + y – 3z = 0 .......(3)
From (2) and (3) i we get;
x - y = z and x + y = z 2
3
3
\x = z and y = z
11
6
7
6
.
\ Total numbers of pebbles in the 3 heaps = 11 + + =
6
7
6
z z z 4z.
We have been that the number of pebbles is a multiple of 4.
Options (1); 4z = 12 Þ z = 3
\x = Not possible
11
2
( )
Option (2); 4z = 24 Þ z = 6
\ x = 11 and y = 7.
Options (3) and (4) are greater than 24. Ans.(2)
9. Let R is the radius of the Earth at equator in cm.
Circumference = C = 2pR cm.
To increase the radius by 1 cm, we will have to increase the circumference also. Let the new circumference be
C1, where
C1 = 2p (R + 1) cm.
So, the required change in length of steel band
= C1 – C = 2 p (R + 1 – R)= 2p cm = 2 × 3.14 cm = 6.28 cm. Ans.(4)
10. Here it is clear that train engines and the fly start their journies at the same instant and the fly continues it
journey until the engine collide. So, flight time of the fly is equal to the time taken by the two engines to collide.
Relative speed of the engines = 10 + 10 = 20 km/hr.
So, time taken by the engines to collide with each other =
20
20 = 1 hr.
Hence, distance travelled by fly in 1 hr. = 15 km. Ans.(3)
11. We can take a maximum of 2 black, 2 white, 1 red, 1 yellow and either 1 violet or 1 green wire. Thus the
maximum number of wires is seven. Ans.(2)
4 JJanuarryy 2007
12. Asmita, Babita, Chandramukhi, Deekshaand Elina are in one weight-group. Their weight-group cannot have
any more people and their instructor is Aparna. We can tabulated the information gives in the question as :
Instructor Weight-group Members
Aparna W1
Asmita, Beena, Chandramukhi,
Deeksha, Elina
Firoza, Gauri
Hillary
Indira
Jaya
The other constraints can be represented as :
Kanika – Jaya Manisha – Jaya
Lalita – Hillary Manisha – Kanika
Kanika – Indira (in W4) Manisha – Hillary
Also, Naina – Firoza Deeksha – W1
and Oxana – Firoza Naina – Oxana
Since both Naina and Oxana belong to a weight-group with four members, they have to be with Indira and
Kanika in W4 and their instructor is Beena.
Also, since Manisha cannot be with either of Hillary, Kanika or Jaya, she is in the same weight-group as Firoza.
Also, since Lalita cannot be in the same group as Hillary, she has to be in the same group with Jaya. Hence the
weight-groups can new be tabulated as :
Instructor Weight-group Members
Aparna W1
Asmita, Beena, Chandramukhi,
Deeksha, Elina
Chandrakanta Firoza, Gauri, Manisha
Beena Hillary
Deepali W4 Indira, Kanika, Naina, Oxana
Ekta Jaya, Lalita
Ans.(1)
13. One cube is cut into 8 cubes and the other into 27 cubes. These two cubes are now joined together and painted
red. The cubes at the edges would be painted on three sides and there are 8 such cubes. The cube which has
been divided into 27 cubes would have 1 cube painted red on two sides on each of its 4 edges on the extreme
end. There are 4 edges which have 2 cubes painted red on 2 sides. Thus there are 4 + 8 = 12 cubes. Also the
cube which is divided into 8 cubes will have 4 cubes painted red on two sides. Thus there are a total of 16 cubes
which are painted red on two sides. For the cube divided into 27 cubes, there are 2 cubes on the inner side
which are not painted red. Ans.(3)
journey until the engine collide. So, flight time of the fly is equal to the time taken by the two engines to collide.
Relative speed of the engines = 10 + 10 = 20 km/hr.
So, time taken by the engines to collide with each other =
20
20 = 1 hr.
Hence, distance travelled by fly in 1 hr = 15 km. Ans.(1)
2. Let us suppose S for the two Sharmas and we denote each of the other four couples by M, P, Q and R.
Nobody shook 9 hands, since nobody shook the hand of his/her spouse. Therefore the numbers 0 through 8 are
used in describing the different numbers of handshakes performed by each of the nine people
(other than Mr. Sharma).
Someone shook 8 hands. Say that it is Mr. M. Then how many hands did Mrs. M shake ? Everyone in couples P,
Q, R, S must have shaken Mr. M's hand, in order to account for 8 shakes. So each of the people in couples P, Q,
R, S shook hands at least once. But somebody shook hands zero times. It must be Mrs. M.
Now we eliminate Mr. and Mrs. M from our consideration. Someone shook exactly 7 hands. Say that it is Mrs.
P. We know already that Mrs. P shook the hand of Mr. M. She did not shake the hand of Mrs. M, since nobody
did. To obtain a total of 7 shakes, she must also have shaken the hands of all the people in couples Q, R, S. But
someone had to shake only one hand (the people in Q, R, S have now each shaken at least two hands, since they
each shook Mr. M's hand, as well as Mrs. P's hand). It must be Mr. P who shook only one hand.
Continuing in this fashion, we see that the person who shook 6 hands is betrothed to the person who shook 2.
And the person who shook 5 hands is betrothed to the person who shook 3. That leaves only Mrs. Sharma, who
must have shaken 4 hands - four being the only remaining number.
Note : 4 is the only number that cannot be paired.
The answer to our problem is that Mrs. Sharma shook four hands. Ans.(4)
3. Table (A)
Initial state 2 rupee coin at the top
1 rupee coin
50 paise coin at the bottom
Move (1) 2 rupee coin from table (A) to table (B).
Move (2) 1 rupee coin from table (A) to table (B).
Move (3) 1 rupee & 2 rupee coins from table (B) to table (A).
Move (4) 1 rupee coin, 2 rupee coin & 50 paise coin from table (A) to table (B). Ans.(3)
4. Total number of routes from Bombay to Calicut = (4 × 3 × 2) = 24. Ans.(3)
5. It is given that one person came in through door F and second person came in through door A. It means that door A and
door F are Entrances. Also, they both left through door B. Hence, door B is Exit. As Exit and Entrance should alter each
other and we know two Entrances, let's assume that the third Entrance is W. Thus, there are 6 possibilities with "_"
indicating Exit.
(1) _ W _ A _ F (2) _ W _ F _ A (3) _ F _ W _ A (4) _ F _ A _ W (5) _A _ W _ F (6) _ A _ F _ W
As door A must be followed by door B or E and none of them lead to the door F, (1) and (6) are not possible. Also, door
D must be Exit as only door D leads to the door A and F. Door A and F are Entrances.
Solutions to Maths questions
January 2007 Issue
2 JJanuarryy 2007
(2) _ W _ FDA (3) _ F _ WDA (4) _FDA _ W (5) DA _ W _ F.
Only door D and door C lead to the door F. But door D is used. Hence, door C must be one of the Exits and
should precede door F. Also, the third Exit is B and the W, the assumed Entrance, must be door E. (2) BECFDA
(3) CFBEDA (4) CFDABE (5) DACEBF.
But only door B leads to the door C and both are Exits. Hence, (2) and (5) are not possible. Also, door F does not
lead to door B, discard (3). Hence, the possible order is (4) i.e. CFDABE. Ans.(4)
6. Divide twelve pearls into three groups of 4. Let these are G1, G2, G3. As a first step, weigh G1 against G2.
(i) If they happen to balance, then all eight pearls in G1 and G2 are control pearls. The odd pearl is one of the
pearls in G3.
(ii) If they do not balance, then all the pearls in G3 are control pearls. The odd pearl is either in G1 or G2 but we
do not know which.
We first consider Case 1. Take any three pearls from G1 and weigh them against any three pearls from G3.
If they balance, then the odd pearl is the remaining pearl from G3. Weighing that last pearl against one of
the pearls from G1 will tell whether the odd pearl is heavy or light. If they do not balance, then the odd pearl
will be among the three selected from G3 and we will know whether it is lighter or heavier (since the pearls
from G1 are control pearls). Now a third weighing, as usual, will pin down the odd pearl from among those
three that we selected from G3.
For Case 2, we suppose for specificity that G1 is heavier and G2 lighter. Give the pearls in G1 names a, b, c,
d and give the pearls in G2 the names a', b', c', d'. For the second weighing, we weigh {a, b, a'} against {c,
d, b'}.
(a) If they balance, then the odd pearl is one of c', d' (the two pearls from G1 and G2 that we omitted from this
second trial). Of course c', d' come from the light side, so we know that the odd pearl is light. For the third
weighing, we weigh c' against d'. The odd pearl is the lighter of the two.
(b) If they do not balance, then say that {a, b, a'} is heavier. This must mean that c, d are control pearls, and
so is a', or else the balance would be the other way. Thus the odd pearl is either a, b or b'. Finally weigh a
against b. If they balance, then the odd pearl is b' and it is light. If they do not balance then the odd pearl
is the heavier of the two (since a and b come from G).
(c) The case that {c, d, b'} is heavier is handled just as in subcase (b). Ans.(2)
7. Here it is given that two statements of each student must be true and one statement must be false. So we can
check by each statement.
From Anita’s statements : if third statement is true, then first and second statement also will be true. But it
contradicts the mentioned condition.
So, third statement is false and remaining are true, i.e., Anita and Sameer did not steel the purse. From
Sunita’s statements : If third statement is true, then first statement is false then second statement must be
true and if third statement is false, then first and second seconds statements are true.
From Dev’s statement : The third statement is false so first and second statements must be true.
From Manmohan’s statement : Third statement is false, so first and second must be true. So, from Sunita’s &
Manmohan’s statements we conclude that Sunita stole the purse. Ans.(1)
8. Let the number of pebbles in first, second and third heap be x, y and z respectively.
In the first operation, ‘y’ pebbles are taken from the first heap and added to the second. Next, we take ‘z’
pebbles from the second heap and add them to the third. Finally, we see that the first heap will contain “x–y”
pebbles after the first operation. We take an equal number of pebbles from the third heap and add them to the
first one.
We can tabulate the same :
Heap-1 Heap-2 Heap-3
x y z
x – y 2y z
x – y 2y – z 2z
2(x –y) 2y – z 2z – (x – y)
3 JJanuarryy 2007
Now, 2(x – y) = 2y – z Þ 2x – 4y + z = 0 .......(1)
2(x – y) = 2z – (x – y) Þ 3x – 3y + 2z = 0 .......(2)
2y – z = 2z – (x – y) Þ x + y – 3z = 0 .......(3)
From (2) and (3) i we get;
x - y = z and x + y = z 2
3
3
\x = z and y = z
11
6
7
6
.
\ Total numbers of pebbles in the 3 heaps = 11 + + =
6
7
6
z z z 4z.
We have been that the number of pebbles is a multiple of 4.
Options (1); 4z = 12 Þ z = 3
\x = Not possible
11
2
( )
Option (2); 4z = 24 Þ z = 6
\ x = 11 and y = 7.
Options (3) and (4) are greater than 24. Ans.(2)
9. Let R is the radius of the Earth at equator in cm.
Circumference = C = 2pR cm.
To increase the radius by 1 cm, we will have to increase the circumference also. Let the new circumference be
C1, where
C1 = 2p (R + 1) cm.
So, the required change in length of steel band
= C1 – C = 2 p (R + 1 – R)= 2p cm = 2 × 3.14 cm = 6.28 cm. Ans.(4)
10. Here it is clear that train engines and the fly start their journies at the same instant and the fly continues it
journey until the engine collide. So, flight time of the fly is equal to the time taken by the two engines to collide.
Relative speed of the engines = 10 + 10 = 20 km/hr.
So, time taken by the engines to collide with each other =
20
20 = 1 hr.
Hence, distance travelled by fly in 1 hr. = 15 km. Ans.(3)
11. We can take a maximum of 2 black, 2 white, 1 red, 1 yellow and either 1 violet or 1 green wire. Thus the
maximum number of wires is seven. Ans.(2)
4 JJanuarryy 2007
12. Asmita, Babita, Chandramukhi, Deekshaand Elina are in one weight-group. Their weight-group cannot have
any more people and their instructor is Aparna. We can tabulated the information gives in the question as :
Instructor Weight-group Members
Aparna W1
Asmita, Beena, Chandramukhi,
Deeksha, Elina
Firoza, Gauri
Hillary
Indira
Jaya
The other constraints can be represented as :
Kanika – Jaya Manisha – Jaya
Lalita – Hillary Manisha – Kanika
Kanika – Indira (in W4) Manisha – Hillary
Also, Naina – Firoza Deeksha – W1
and Oxana – Firoza Naina – Oxana
Since both Naina and Oxana belong to a weight-group with four members, they have to be with Indira and
Kanika in W4 and their instructor is Beena.
Also, since Manisha cannot be with either of Hillary, Kanika or Jaya, she is in the same weight-group as Firoza.
Also, since Lalita cannot be in the same group as Hillary, she has to be in the same group with Jaya. Hence the
weight-groups can new be tabulated as :
Instructor Weight-group Members
Aparna W1
Asmita, Beena, Chandramukhi,
Deeksha, Elina
Chandrakanta Firoza, Gauri, Manisha
Beena Hillary
Deepali W4 Indira, Kanika, Naina, Oxana
Ekta Jaya, Lalita
Ans.(1)
13. One cube is cut into 8 cubes and the other into 27 cubes. These two cubes are now joined together and painted
red. The cubes at the edges would be painted on three sides and there are 8 such cubes. The cube which has
been divided into 27 cubes would have 1 cube painted red on two sides on each of its 4 edges on the extreme
end. There are 4 edges which have 2 cubes painted red on 2 sides. Thus there are 4 + 8 = 12 cubes. Also the
cube which is divided into 8 cubes will have 4 cubes painted red on two sides. Thus there are a total of 16 cubes
which are painted red on two sides. For the cube divided into 27 cubes, there are 2 cubes on the inner side
which are not painted red. Ans.(3)
WHAT MAKES MATHEMATICS EXAM QUESTIONS DIFFICULT?
WHAT MAKES MATHEMATICS EXAM QUESTIONS DIFFICULT?
BERA 1996
Hannah Fisher-Hoch, Sarah Hughes
Research and Evaluation, University of Cambridge Local Examinations Syndicate,
Hills Road, Cambridge CB1 2EU
Abstract
Research is underway addressing the question 'What makes mathematics exam
questions difficult?'. Statistical analyses identified 'easy' and 'hard' questions
in a mathematics GCSE examination. Qualitative analysis of candidates' errors
identified the common sources of difficulty in maths questions. Questions
proposed to be at different levels of difficulty have been written and will be
trialled on school children in Autumn 1996. The outcomes of the research will
feed into the examination writing process in three ways: 1. an understanding
of sources of difficulty in questions ; 2. the development of guidelines for
examiners writing questions and mark schemes and 3. the development of a
cross-subject model of the processes involved in answering a question.
The Research Question
This research asks the question 'What Makes Exam Questions Difficult?'. Stenner (1978)
stated that 'If you don't know why this question is harder than that one, then you don't know
what you're measuring'. His statement demonstrates a concern for construct validity in
examination questions (i.e. that a question measures what it claims to measure). Research
into the effectiveness of examination questions has traditionally been concerned with the
statistical notions of validity and reliability, but neither of these measures are useful unless
a task has construct validity. An understanding of the sources of difficulty in exam
questions would enable us to develop questions of higher construct validity and effectively
target different levels of difficulty.
Dearing (1996) proposed that:
"An examination is only as difficult as the questions and mark schemes from
which it is built up".
Here Dearing identified what should be the key focus of research in examination difficulty:
The question and associated mark scheme. Currently examiners composing questions are
given guidelines, complying with School Curriculum Assessment Authority's (SCAA)
2
Mandatory Code of Practice for GCSE's. Relating to the difficulty of questions, the
guidelines advise that:
(c) 'The standard of each paper must be suitable for the range of candidates...'
(d) '...the question paper must discriminate effectively among candidates...and
GCSE papers at the highest tier must provide a suitably demanding challenge for
the highest grade to be awarded'.
(j) 'Where choice from optional questions is offered, such optional questions must
make comparable demands on candidates.'
p 2
However, there are as yet no guidelines provided suggesting how to determine 'suitable
standards', what constitutes a 'suitably demanding challenge' or how to measure and
ensure 'comparable demands'.
Kingdon and Stobart (1988) recognised a difficulty with the GCSE:
'...it is extremely difficult for examiners to pitch, or target, questions at a
defined section of the ability range. ...the overlap in any two adjacent
papers is considerable, so considerable that in some subjects the higher and
the easier paper may themselves even overlap.'
(p42)
Many question writers are highly experienced in developing questions and judging
difficulty. However, the tacit nature of their knowledge prevents its wider use and transfer.
A shared understanding of difficulty would give novice question setters guidelines and
make public the notion of difficulty and thus improve the construct validity of
examinations.
Literature on School Examinations
The current research was prompted by the work of Pollitt et al. (1985) who identified
categories of difficulty: Concept difficulty - the intrinsic difficulty of the concept itself;
process difficulty - the difficulty of cognitive operations and demands made on a
candidate's cognitive resources; and question difficulty - which may be rooted in the
language of the questions, the presentation of questions and the use of mark schemes in
rewarding responses. Appendix 1 illustrates the sources of difficulty in maths questions
reported by Pollitt et al (1985).
Since then very little research has specifically aimed to identify sources of difficulty in
exam questions. Two types of difficulty can be described. Valid difficulty has its source in
the mathematical requirements of the question, and is intended by the examiner. Invalid
difficulty, on the other hand, is caused by features of the question which are not
mathematical, for example the language or the context of the question and is not intended
by the examiner.
3
Mobley (1987) provided advice to exam setters writing questions. However, these
guidelines were not informed by research. To maximise performance Mobely suggested
that examiners follow six guidelines: First identify the purpose of the task and discard any
material which is not relevant; Second, clarify the main theme(s); Third consider the use
of illustrative material to support or expand the text; Fourth, look again at the purpose of
the task and at what the students are required to do; Fifth consider the use of 'organisers'
which focus attention on the central themes. And finally, consider how best the material
can be made attractive to the readers, since its visual appearance is an important aspect of
readability. Mobely suggests conventions for presentation (type face and size, use of
headings and tables etc.) to aid readability.
Johnstone (1988), considered the cognitive resources used in the question answering
process. Johnstone proposed that three factors control a student's ability to interpret
questions: first is the students' re-construction of the meaning of a question. Johnston
argued that new information must be compatible with the candidate's existing information
to be meaningful. This has implications for the construction of the questions and mark
schemes. Second are the limitations of working memory. Overloading working memory
may result in brief and incomplete answers. An overload may make further demands on
the candidate by requiring them to break the question down into sub-goals and chunk
information into usable units for use in working memory. Thirdly, the irrelevant noise in
working memory (for example superfluous information or context) drowns out the signal.
For candidates with smaller working memory irrelevant noise worsens performance.
To summarise, little research has been reported in the area of question difficulty in
examinations. However, the most significant piece of research (Pollitt et al 1985) found
three sources of difficulty: Concept, Process and Question. Johnstone (1988) found
further evidence for Process difficulty. He found that working memory capacity was a key
factor in difficulty. Mobely (1987) predicted that readability of questions was the most
important factor in question difficulty.
Related Literature
Other related literature alerts us to influences on difficulty of mathematics tasks such as
context (Charrer 1989, APU 1990), the language of mathematics (Rothery 1980) and the
development of children's understanding of mathematics (Mayer et al 1984, Hart 1984).
Context
The APU (1990) reported that
"Context has been found to affect success rate from a few percentage points up to
20%"
4
They showed that performance of lower ability candidates was aided by a degree of
context, but a very rich context could reduce performance.
Cockcroft (1992) called for a match between curriculum mathematics and skills required in
further education, employment and adult life, suggesting that maths should be taught in
contexts in which it would be used in adult life. Cockcroft called for contextualisation in
the teaching curriculum in order to encourage the transfer of mathematics taught in schools
into useful, life skills. Cooper (1992) suggested that assessment in context is not always
appropriate. He stated that
"While items appear to be imbedded in 'real-life' contexts the pupil is more likely
to succeed if s/he suspends their knowledge of the 'real' and what they know about
how to approach the solution of practical mathematics problems."
This suggests that, although is may be more suitable to teach in meaningful contexts, in the
assessment of mathematics pupils may not benefit from questions which are forced into so
called 'real' scenarios.
Nickson and Green (1996) found that the degree of context in which a mathematical
question is set can affect pupils' selection of the correct mathematical operator. It seems to
be necessary to identify the degree of contextualisation which is facilitatory for pupils of
different abilities.
Language of Mathematics
Rothery (1980) distinguished 3 broad categories of mathematical words:
1. Words which are specific to mathematics and not usually encountered in everyday
language (e.g. hypotenuse, coefficient).
2. Words which occur in mathematics and ordinary English, but involve different
meanings in these two contexts (e.g. difference, volume).
3. Words which have the same or roughly the same meaning in both contexts (e.g. fewer,
between)
The use of these words in questions must be considered carefully, especially with some age
groups. Mayer et al. (1984) identified types of knowledge used in solving a mathematics
problem. Firstly, they suggested linguistic and factual knowledge is employed, this leads
the student to construct their interpretation of what is to be done. This is the initial stage in
the question response process and is dependent on reading ability. Assessment of
mathematics, it has been argued by practising teachers should assess mathematical, not
linguistic skills and abilities. Thus the presentation of the question is key to the validity of
the task.
5
Children's Understanding of Mathematics
Hart (1981) wrote questions which aimed to test children's understanding of mathematics
and not just repetition of skills. Using outcomes of trials of these questions on 11-16 year
olds Hart classified questions into a level of difficulty. A number of conclusions were
made about the difficulty of mathematics questions. Firstly three features were prevalent in
the questions which children with a lower understanding of maths could answer:
questions involved only one or two steps to the solution
questions contained first operations elements (e.g. addition or fractions)
questions did not contain abstraction or the formulation of strategies.
Secondly, Hart concluded that there was a need to talk to pupils to assess their true
understanding of mathematics. Finally, questions which contained mathematical language
that was not part of children's vocabulary were found difficult.
Mayer et al (1984) found that students make four classes of error when solving
mathematical word problems. These errors relate to knowledge requirements. The table
below shows the relationship between error and knowledge type.
Type of Error Type of Knowledge
Translation and understanding Linguistic and factual
Understanding and calling upon
Relevant knowledge
Schematic
Planning Strategic
Execution Algorithmic
The literature presented here has thrown up key issues which could effect the difficulty of
examination questions. These are:
The language of the question
The capacity of working memory
The level of contextualisation
Mathematical (technical) language
The development of mathematical of understanding
This literature has guided the direction of the research and use of research methodologies
and techniques of analysis as well as influencing interpretations of results.
6
Methodology and Results
The syllabus under investigation was 'Schools Mathematics Project' (SMP) 11-16. One of
the defining features of SMP is the
"considerable (but not exclusive) emphasis at all levels on the relationship of
mathematics to the real world" (MEG 1994 p 3)
The syllabus is structured with papers 1-6 increasing in difficulty targeting different grade
ranges. Pupils sit two adjacent papers.
In 1994 almost 150, 000 candidates sat the examination. For our analyses a sample of 600
scripts was taken. The sample was randomised across examiners and schools. Scripts
where the candidate had not completed the last question of the paper were excluded from
the sample. Only candidates aged 17 years or under on the date of the examination were
sampled. One hundred scripts were sampled from each paper, fifty from the top scoring
candidates and fifty candidates with low scores. This sample allowed us to compare the
errors made by the two groups of candidates.
The research is structured in three phases: First, statistical analysis has identified questions
which candidates found difficult; second, qualitative error analysis identified sources of
difficulty in the harder questions, this information was been used to re-write exam
questions removing the sources of difficulty; and finally experimental trials are planned to
measure students performance on manipulated questions.
Statistical Analysis
The data from the six mathematics papers were analysed using the Rasch Measurement
Model. This is a probabilistic, two parameter, latent trait model which assumes that the
probability of success on a question depends upon two variables: the difficulty of the
question and the ability of the candidate. These two variables are clearly not the only
influences on how difficult an individual finds a question, one could also consider exam
nerves, motivation, teaching, etc. These variables vary within the sample and therefore
would be difficult to control. The examination process does not take account of these
variables (other than in special circumstances) and essentially it is the final score that is
recognised, irrespective of the other factors. The Rasch model applies these same
assumptions and is thus applicable to this situation.
The analysis provided us with difficulty values for each question and an ability value for
each candidate. In order to be able to compare the questions across papers, the papers were
equated, using statistics for candidates overlapping papers, and ranked on a common scale.
Figure 1 illustrates the difficulty of maths questions across the 6 papers. It shows a general
rise in difficulty of questions through paper 1 (targeting grades F and G) to paper 6
(targeting the higher grades D-A*).
7
The boxes show the range over which each paper was functioning best. The range was
identified as that over which there was a linear relationship between the ability of the
candidate and the score they achieved. The ranges are indicated in figure 1. Questions
outside the ranges were easier or harder than expected.
Figure 1 Difficulty of mathematics questions on 6 tiered examination papers.
M a them a tics (1663) : A ve ra ge
Di fficu l ty
30
35
40
45
50
55
60
65
70
75
80
85
90
95
100
105
110
115
120
125
130
135
140
145
0 1 2 3 4 5 6
Pap e r
Average Diffiuclty
Notes:
1. Each square represents a question
2. Boxes show the range over which the test was functioning.
Twenty four questions lying above these ranges (i.e. harder than expected) and towards the
top of ranges were targeted for further investigation.
Qualitative Analysis
Candidates' responses were analysed using a qualitative content analysis. The analysis
involved two stages:
1. identification of errors made by candidates
2. identification of sources of difficulty (SODs) in the questions.
8
Appendix 2 shows an example of the outcome of an error analysis. The process of getting
from 1-2 required the continual interrogation of the data.
Scripts were sorted into groups of errors and a frequency count showed the most common
errors made by candidates.
To identify SODs commonalties in errors were identified through a process of hypothesis
making and testing (Strauss 1987). Hypotheses about what feature of the question actually
caused the error were made and sources of difficulty were suggested.
Figure 4 Sources of Difficulty in Maths GCSE
Source of Difficulty Description
Command words The requirements of words which instruct the candidate what is required (e.g.
'explain', 'find', 'estimate', 'state' etc.) were not always the same across questions.
Context The scenario in which the question was set could inhibit the development of a
mental model of the question. If the context was inaccessible then the maths was
often also inaccessible.
Stated principle If the mathematical topic or concept was not given then candidate had to deduce
which topic the question related to.
Combination of topics Difficulty arose in questions which involved more than one mathematical topic.
Isolated skill or knowledge The area of mathematical knowledge or skills required was not well practised by
the candidate because it did not overlap with other syllabus areas.
Mathematical language Understanding mathematical terms.
Maths v. everyday language Mathematical and everyday language could have different meanings.
Mathematical sequencing The sequence of the sub-parts of the question did not always follow appropriately.
Recall strategy This was exacerbated when there was a need to recall a strategy that was not
given. If the strategy was not recalled then devising a strategy could be more
demanding.
Alternative strategies Alternative strategies to those anticipated by examiner could require more steps.
This required more of working memory capacity. This had implications for the
allocation of marks, where a mark scheme had not anticipated the use of
alternative strategies.
Abstraction required Abstract thought was required.
Spatial representation
required
Spatial skills were required to build a mental model of the question.
Paper layout Physical organisation of the question ordering and or numbering could support or
hinder candidates.
Ambiguous resources An unclear diagram affected performance.
Irrelevant information Information appears in question that was not required may have distracted from
relevant information.
Number of steps A large number of steps over-loaded working memory and information was likely
to be lost.
Arithmetic errors Some questions had more opportunity for making arithmetic errors than others.
9
Sources of Difficulty in Maths
The analysis of all difficult questions in maths revealed 19 SODs. They are shown in figure
4. The SODs have impact upon the difficulty of a question at one of the three stages in
responding to a question: Reading the Question, Application and Communication.
Figure 5 shows a Model of Question Response developed from a consideration of the
SODs. When answering mathematics questions these SODs could affect the performance
of candidates at one or more stages in the answering process. The model below shows the
first possible stage at which SODs could take effect. The model is hypothesised to be a
chronological account of the processes which a candidate experiences and the point at
which SODs potentially affect performance.
Figure 5 Model of Question Response and Sources of Difficulty
Reading the question Possible SODs
Recognise
Could I attempt this question? Do I
have the knowledge and skills?
Command words
Context
States principle
Combination of topics
Isolated skill
Can occur
simultaneously
with understand
Understand the problem
Do I have a model of what the question
requires?
Mathematical language
Maths v. everyday language
Mathematical sequencing
Plan
What strategy can I use?
What kind of information or data do I
need?
Recall strategy
Alternative strategies
Abstraction required
Spatial representation required
Stated principle
Application
Extract
Where is the actual data that I need?
Ambiguous Resources
Irrelevant information
Loop to execute
Execute
I calculate or work out the answer.
Number of steps
Arithmetic Errors
Loop to extract
Communication
Record
I write down the solution.
Paper layout Are there a
number of steps?
Yes - go to
Execute
No - Go to check.
Check
Is my answer reasonable? OK?
Yes - finish
No - Go to a
previous stage
10
At this stage in the research this model and the sources of difficulty constitute hypotheses
to be tested. The hypotheses will be tested in the experimental phase of the project.
Discussion of SODs and Model of Question Response.
A number of the SODs support findings and proposals of other writers described in the
literature review. For example Mobley's (1987) notion of readability is reflected in the
SODs 'mathematical language' and 'everyday versus mathematical language'. Pollitt's
(1985) research concluded with a presentation of 'difficulty variables' thought to cause
difficulty in maths exam questions. Some of these difficulty variables are similar to SODs
discovered in maths exams in 1994. For example, Pollitt's 'Explaining' is a sub-set of what
we have termed 'command words'. 'Degree of familiarity' was described by Pollitt as
'degree to which concept is familiar and central to syllabus', this difficulty variable is
similar to the SOD we have called 'isolated topic'. Pollitt's work identified difficulty
variables, but did not verify them. The experimental phase of our research will go on to
verify the SODs hypothesised to be affecting difficulty of maths exams.
Experimental phase
Questions have been manipulated, hypothesised to be at different levels of difficulty by
removing or adding a source of difficulty. Examples of manipulations of question 19 are
shown in appendices 3 and 4. The presentation of only one question for this paper presents
you with only a light example of the work, one question is likely to illustrate only a few of
the sources of difficulty emerging from our analysis of all of the questions. Experimental
trials of manipulated and control questions with school pupils will be carried out in the
Autumn. One problem in devising manipulations of original questions, has been to control
sources of difficulty, as when one thing is changed in a question there is often a knock on
effect which varies other aspects of the question. It was our intention to vary only one
aspect of the question at a time, however, as you will see from manipulations in appendices
3 and 4 the control of SODs was difficult.
Statistical analyses of performance on the trials will identify which sources of difficulty
caused students difficulty. The outcomes will test our hypotheses that the sources of
difficulty that we have identified do increase the difficulty of questions. Verbal report data
from a sample of candidates in the trials will be used to test the model of question
response.
Implications and Applications
The outcomes will be applied to the exam writing process to improve the quality of
UCLES's school examinations. The findings of research into difficulty of geography
questions has been have been used at a training day for geography examiners writing
questions for future examinations.
11
The project liases regularly with an advisory group comprising subject specialists involved
in the examination development process. Current concerns for the standards of
examinations overtime could be helped by an understanding of what makes a question
difficult, and thus help in ensuring consistent standards over time, papers and tiers.
Dearing's (1996) proposal that a focus on individual questions and their related mark
schemes is valuable. The recent outcry about the lowering of standards in examinations
needs to be addressed. Currently comparisons are made between candidates performance
at grades. This can give an overall picture of standards, but this information does not
provide advise on how to address the problem. The analysis of difficulty at question level
can provide guidelines on firstly what difficulty actually is, and secondly, how we can more
confidently assure that standards in questions are comparable, both within and across
syllabuses.
References
Assessment of Performance Unit (APU) (1988) Mathematical Development; A Review of
Monitoring in Mathematics. 1978 - 1982, Parts 1 and 2.
Carraher T (1989) Negotiating the results of mathematical computations. International Journal of
Educational Research 13(6) 637-646.
Dearing (1996) Review of Qualifications for 16-19 year olds. Schools Curriculum and Assessment
Authority.
Hart K M (1981) Children Understanding Mathematics. London: John Murray.
Johnstone A H (1988) Meaning Beyond Readability. SEC, Newcombe House, London W11 3JB
Kingdon M and Stobart G (1988) GCSE Examined. The Falmer Press: London
Mayer, Larkin and Kadane (1984) A cognitive analysis of mathematical problem solving ability.
In R J Sternberg (Ed), Advances in the Psychology of Human Intelligence. Vol. 2. Hoillsdale,
NJ: Erlbaum.
Mobely M (1987) Making ourselves clearer: Readability in the GCSE. SEC, Newcombe House,
London W11 3JB
Pollitt A, Hutchinson C, Entwhistle N and de Luca C (1985) What makes examination questions
difficult? Scottish Academic Press.
Rothery (1980) Children Reading Mathematics. Worcester: College of Higher Education
SCAA (1995) Mandatory Code of Practice for the GCSE. School Curriculum and Assessment
Authority and Curriculum Assessment Authority for Wales. March 1995.
Stenner (1978) Personal Communication to Alastair Pollitt.
12
Appendix 1.
Difficulty Variables Identified by Pollitt et al. (1985)
1. Stimulus/Concept Difficulty
Cross-Subject Example from maths
Degree of familiarity Degree to which concept is familiar and central to syllabus
Abstractness of mode Degree to which notation is removed from direct representation
of quantity.
Abstractness of Idea
2. Process Difficulty
Explaining
Generalising from data Mathematical generalisations required; specific (practice) items,
types insufficient
Selection of data relevant to
general theme
Recognition of similarities of new instances to learned e.g.
necessary
Identification of principles from
data
An underlying principle must be derived from specific
mathematical examples
Applying principle to new data A given mathematical principle must be applied to an unfamiliar
type of example
Forming a strategy Candidate must tailor a strategy from learned principles to solve
a problem
Composing an answer
Cumulative difficulty Several mathematical operations required for solution
Need for monitoring, logical
consistency
Errors in bits of computation lead to answers that should be seen
to be unreasonable in context of whole task
3. Question Difficulty
Open/closed response Correct answers may be arrived at in different ways; strategy
lies with candidate
Leaders, cues, clues Question does not cue candidate into particular data or strategy
Tailoring of resources Only raw data provided; unclued selection of relevant data
required
Provision of answer structure
13
APPENDIX 2
Examples of error analyses
Example 1:
Paper 1 question 19 part (b) 'reflex angle' tested candidates' ability to recognise a reflex
angle within a shape. It had a difficulty value of 70.17, this is above the range for this
paper (35-65).
Figure 2 Paper 3 Question 19 (a) - reflex angle and (b) - acute angle (MEG 1994)
19 This shape is called an arrow head.
Mark and label clearly
(a) an acute angle, [1]
(b) a reflex angle. [1]
(MEG Mathematics 1663 : Paper 1 : Summer 1994)
Figure 3 Error analysis of 'Reflex angle'.
Response
Percent of sample
0
5
10
15
20
25
30
35
40
Correct
Marked external
obtuse
Marked internal
obtuse
Marked acute angle Marked two angles
Unclear marking
Did not mark angle
Blank
Percent of top sample Percent of bottom sample
14
The identification of errors shows that
Three sources of difficulty were identified in this question:
1. The ambiguous resources: Five angles in the diagram were already marked with an
arc. This seemed to cause problems for candidates trying to "mark clearly" already
marked angles. At one point on the diagram both the internal and external angles were
marked. This caused problems for candidates trying to label one of these two angles
and for examiners trying to reward candidates, as it was often unclear which angle
candidates were indicating. This was what an 'invalid' source of difficulty - that is an
increase in candidate's ability would not increase their chances of getting the question
right.
2. Recall of strategy: It was necessary that candidates could recall their schema for
'reflex angle'. Candidates who could not recall what they needed to know about reflex
angles could not succeed. This source of difficulty was valid.
3. The context of the question: The statement 'This shape is called an arrow head' served
no purpose. This was an invalid source of difficulty.
APPENDIX 3
Manipulation of Paper 3 Question 19
This question is hypothesised to be easier than the original question because the ambiguity
of the angle labels has been removed. Invalid difficulty has been removed.
19 This shape is called an arrow head.
Mark and label clearly
(a) an acute angle, [1]
(b) a reflex angle. [1]
15
APPENDIX 4
Manipulation of Paper 3 Question 19
The irrelevant statement 'This shape is an arrowhead' has been removed. It is hypothesised
that this will create a clearer question containing less irrelevant and distracting information.
19 Mark and label clearly
(a) an acute angle
[1]
(b) a reflex angle.
[1]
BERA 1996
Hannah Fisher-Hoch, Sarah Hughes
Research and Evaluation, University of Cambridge Local Examinations Syndicate,
Hills Road, Cambridge CB1 2EU
Abstract
Research is underway addressing the question 'What makes mathematics exam
questions difficult?'. Statistical analyses identified 'easy' and 'hard' questions
in a mathematics GCSE examination. Qualitative analysis of candidates' errors
identified the common sources of difficulty in maths questions. Questions
proposed to be at different levels of difficulty have been written and will be
trialled on school children in Autumn 1996. The outcomes of the research will
feed into the examination writing process in three ways: 1. an understanding
of sources of difficulty in questions ; 2. the development of guidelines for
examiners writing questions and mark schemes and 3. the development of a
cross-subject model of the processes involved in answering a question.
The Research Question
This research asks the question 'What Makes Exam Questions Difficult?'. Stenner (1978)
stated that 'If you don't know why this question is harder than that one, then you don't know
what you're measuring'. His statement demonstrates a concern for construct validity in
examination questions (i.e. that a question measures what it claims to measure). Research
into the effectiveness of examination questions has traditionally been concerned with the
statistical notions of validity and reliability, but neither of these measures are useful unless
a task has construct validity. An understanding of the sources of difficulty in exam
questions would enable us to develop questions of higher construct validity and effectively
target different levels of difficulty.
Dearing (1996) proposed that:
"An examination is only as difficult as the questions and mark schemes from
which it is built up".
Here Dearing identified what should be the key focus of research in examination difficulty:
The question and associated mark scheme. Currently examiners composing questions are
given guidelines, complying with School Curriculum Assessment Authority's (SCAA)
2
Mandatory Code of Practice for GCSE's. Relating to the difficulty of questions, the
guidelines advise that:
(c) 'The standard of each paper must be suitable for the range of candidates...'
(d) '...the question paper must discriminate effectively among candidates...and
GCSE papers at the highest tier must provide a suitably demanding challenge for
the highest grade to be awarded'.
(j) 'Where choice from optional questions is offered, such optional questions must
make comparable demands on candidates.'
p 2
However, there are as yet no guidelines provided suggesting how to determine 'suitable
standards', what constitutes a 'suitably demanding challenge' or how to measure and
ensure 'comparable demands'.
Kingdon and Stobart (1988) recognised a difficulty with the GCSE:
'...it is extremely difficult for examiners to pitch, or target, questions at a
defined section of the ability range. ...the overlap in any two adjacent
papers is considerable, so considerable that in some subjects the higher and
the easier paper may themselves even overlap.'
(p42)
Many question writers are highly experienced in developing questions and judging
difficulty. However, the tacit nature of their knowledge prevents its wider use and transfer.
A shared understanding of difficulty would give novice question setters guidelines and
make public the notion of difficulty and thus improve the construct validity of
examinations.
Literature on School Examinations
The current research was prompted by the work of Pollitt et al. (1985) who identified
categories of difficulty: Concept difficulty - the intrinsic difficulty of the concept itself;
process difficulty - the difficulty of cognitive operations and demands made on a
candidate's cognitive resources; and question difficulty - which may be rooted in the
language of the questions, the presentation of questions and the use of mark schemes in
rewarding responses. Appendix 1 illustrates the sources of difficulty in maths questions
reported by Pollitt et al (1985).
Since then very little research has specifically aimed to identify sources of difficulty in
exam questions. Two types of difficulty can be described. Valid difficulty has its source in
the mathematical requirements of the question, and is intended by the examiner. Invalid
difficulty, on the other hand, is caused by features of the question which are not
mathematical, for example the language or the context of the question and is not intended
by the examiner.
3
Mobley (1987) provided advice to exam setters writing questions. However, these
guidelines were not informed by research. To maximise performance Mobely suggested
that examiners follow six guidelines: First identify the purpose of the task and discard any
material which is not relevant; Second, clarify the main theme(s); Third consider the use
of illustrative material to support or expand the text; Fourth, look again at the purpose of
the task and at what the students are required to do; Fifth consider the use of 'organisers'
which focus attention on the central themes. And finally, consider how best the material
can be made attractive to the readers, since its visual appearance is an important aspect of
readability. Mobely suggests conventions for presentation (type face and size, use of
headings and tables etc.) to aid readability.
Johnstone (1988), considered the cognitive resources used in the question answering
process. Johnstone proposed that three factors control a student's ability to interpret
questions: first is the students' re-construction of the meaning of a question. Johnston
argued that new information must be compatible with the candidate's existing information
to be meaningful. This has implications for the construction of the questions and mark
schemes. Second are the limitations of working memory. Overloading working memory
may result in brief and incomplete answers. An overload may make further demands on
the candidate by requiring them to break the question down into sub-goals and chunk
information into usable units for use in working memory. Thirdly, the irrelevant noise in
working memory (for example superfluous information or context) drowns out the signal.
For candidates with smaller working memory irrelevant noise worsens performance.
To summarise, little research has been reported in the area of question difficulty in
examinations. However, the most significant piece of research (Pollitt et al 1985) found
three sources of difficulty: Concept, Process and Question. Johnstone (1988) found
further evidence for Process difficulty. He found that working memory capacity was a key
factor in difficulty. Mobely (1987) predicted that readability of questions was the most
important factor in question difficulty.
Related Literature
Other related literature alerts us to influences on difficulty of mathematics tasks such as
context (Charrer 1989, APU 1990), the language of mathematics (Rothery 1980) and the
development of children's understanding of mathematics (Mayer et al 1984, Hart 1984).
Context
The APU (1990) reported that
"Context has been found to affect success rate from a few percentage points up to
20%"
4
They showed that performance of lower ability candidates was aided by a degree of
context, but a very rich context could reduce performance.
Cockcroft (1992) called for a match between curriculum mathematics and skills required in
further education, employment and adult life, suggesting that maths should be taught in
contexts in which it would be used in adult life. Cockcroft called for contextualisation in
the teaching curriculum in order to encourage the transfer of mathematics taught in schools
into useful, life skills. Cooper (1992) suggested that assessment in context is not always
appropriate. He stated that
"While items appear to be imbedded in 'real-life' contexts the pupil is more likely
to succeed if s/he suspends their knowledge of the 'real' and what they know about
how to approach the solution of practical mathematics problems."
This suggests that, although is may be more suitable to teach in meaningful contexts, in the
assessment of mathematics pupils may not benefit from questions which are forced into so
called 'real' scenarios.
Nickson and Green (1996) found that the degree of context in which a mathematical
question is set can affect pupils' selection of the correct mathematical operator. It seems to
be necessary to identify the degree of contextualisation which is facilitatory for pupils of
different abilities.
Language of Mathematics
Rothery (1980) distinguished 3 broad categories of mathematical words:
1. Words which are specific to mathematics and not usually encountered in everyday
language (e.g. hypotenuse, coefficient).
2. Words which occur in mathematics and ordinary English, but involve different
meanings in these two contexts (e.g. difference, volume).
3. Words which have the same or roughly the same meaning in both contexts (e.g. fewer,
between)
The use of these words in questions must be considered carefully, especially with some age
groups. Mayer et al. (1984) identified types of knowledge used in solving a mathematics
problem. Firstly, they suggested linguistic and factual knowledge is employed, this leads
the student to construct their interpretation of what is to be done. This is the initial stage in
the question response process and is dependent on reading ability. Assessment of
mathematics, it has been argued by practising teachers should assess mathematical, not
linguistic skills and abilities. Thus the presentation of the question is key to the validity of
the task.
5
Children's Understanding of Mathematics
Hart (1981) wrote questions which aimed to test children's understanding of mathematics
and not just repetition of skills. Using outcomes of trials of these questions on 11-16 year
olds Hart classified questions into a level of difficulty. A number of conclusions were
made about the difficulty of mathematics questions. Firstly three features were prevalent in
the questions which children with a lower understanding of maths could answer:
questions involved only one or two steps to the solution
questions contained first operations elements (e.g. addition or fractions)
questions did not contain abstraction or the formulation of strategies.
Secondly, Hart concluded that there was a need to talk to pupils to assess their true
understanding of mathematics. Finally, questions which contained mathematical language
that was not part of children's vocabulary were found difficult.
Mayer et al (1984) found that students make four classes of error when solving
mathematical word problems. These errors relate to knowledge requirements. The table
below shows the relationship between error and knowledge type.
Type of Error Type of Knowledge
Translation and understanding Linguistic and factual
Understanding and calling upon
Relevant knowledge
Schematic
Planning Strategic
Execution Algorithmic
The literature presented here has thrown up key issues which could effect the difficulty of
examination questions. These are:
The language of the question
The capacity of working memory
The level of contextualisation
Mathematical (technical) language
The development of mathematical of understanding
This literature has guided the direction of the research and use of research methodologies
and techniques of analysis as well as influencing interpretations of results.
6
Methodology and Results
The syllabus under investigation was 'Schools Mathematics Project' (SMP) 11-16. One of
the defining features of SMP is the
"considerable (but not exclusive) emphasis at all levels on the relationship of
mathematics to the real world" (MEG 1994 p 3)
The syllabus is structured with papers 1-6 increasing in difficulty targeting different grade
ranges. Pupils sit two adjacent papers.
In 1994 almost 150, 000 candidates sat the examination. For our analyses a sample of 600
scripts was taken. The sample was randomised across examiners and schools. Scripts
where the candidate had not completed the last question of the paper were excluded from
the sample. Only candidates aged 17 years or under on the date of the examination were
sampled. One hundred scripts were sampled from each paper, fifty from the top scoring
candidates and fifty candidates with low scores. This sample allowed us to compare the
errors made by the two groups of candidates.
The research is structured in three phases: First, statistical analysis has identified questions
which candidates found difficult; second, qualitative error analysis identified sources of
difficulty in the harder questions, this information was been used to re-write exam
questions removing the sources of difficulty; and finally experimental trials are planned to
measure students performance on manipulated questions.
Statistical Analysis
The data from the six mathematics papers were analysed using the Rasch Measurement
Model. This is a probabilistic, two parameter, latent trait model which assumes that the
probability of success on a question depends upon two variables: the difficulty of the
question and the ability of the candidate. These two variables are clearly not the only
influences on how difficult an individual finds a question, one could also consider exam
nerves, motivation, teaching, etc. These variables vary within the sample and therefore
would be difficult to control. The examination process does not take account of these
variables (other than in special circumstances) and essentially it is the final score that is
recognised, irrespective of the other factors. The Rasch model applies these same
assumptions and is thus applicable to this situation.
The analysis provided us with difficulty values for each question and an ability value for
each candidate. In order to be able to compare the questions across papers, the papers were
equated, using statistics for candidates overlapping papers, and ranked on a common scale.
Figure 1 illustrates the difficulty of maths questions across the 6 papers. It shows a general
rise in difficulty of questions through paper 1 (targeting grades F and G) to paper 6
(targeting the higher grades D-A*).
7
The boxes show the range over which each paper was functioning best. The range was
identified as that over which there was a linear relationship between the ability of the
candidate and the score they achieved. The ranges are indicated in figure 1. Questions
outside the ranges were easier or harder than expected.
Figure 1 Difficulty of mathematics questions on 6 tiered examination papers.
M a them a tics (1663) : A ve ra ge
Di fficu l ty
30
35
40
45
50
55
60
65
70
75
80
85
90
95
100
105
110
115
120
125
130
135
140
145
0 1 2 3 4 5 6
Pap e r
Average Diffiuclty
Notes:
1. Each square represents a question
2. Boxes show the range over which the test was functioning.
Twenty four questions lying above these ranges (i.e. harder than expected) and towards the
top of ranges were targeted for further investigation.
Qualitative Analysis
Candidates' responses were analysed using a qualitative content analysis. The analysis
involved two stages:
1. identification of errors made by candidates
2. identification of sources of difficulty (SODs) in the questions.
8
Appendix 2 shows an example of the outcome of an error analysis. The process of getting
from 1-2 required the continual interrogation of the data.
Scripts were sorted into groups of errors and a frequency count showed the most common
errors made by candidates.
To identify SODs commonalties in errors were identified through a process of hypothesis
making and testing (Strauss 1987). Hypotheses about what feature of the question actually
caused the error were made and sources of difficulty were suggested.
Figure 4 Sources of Difficulty in Maths GCSE
Source of Difficulty Description
Command words The requirements of words which instruct the candidate what is required (e.g.
'explain', 'find', 'estimate', 'state' etc.) were not always the same across questions.
Context The scenario in which the question was set could inhibit the development of a
mental model of the question. If the context was inaccessible then the maths was
often also inaccessible.
Stated principle If the mathematical topic or concept was not given then candidate had to deduce
which topic the question related to.
Combination of topics Difficulty arose in questions which involved more than one mathematical topic.
Isolated skill or knowledge The area of mathematical knowledge or skills required was not well practised by
the candidate because it did not overlap with other syllabus areas.
Mathematical language Understanding mathematical terms.
Maths v. everyday language Mathematical and everyday language could have different meanings.
Mathematical sequencing The sequence of the sub-parts of the question did not always follow appropriately.
Recall strategy This was exacerbated when there was a need to recall a strategy that was not
given. If the strategy was not recalled then devising a strategy could be more
demanding.
Alternative strategies Alternative strategies to those anticipated by examiner could require more steps.
This required more of working memory capacity. This had implications for the
allocation of marks, where a mark scheme had not anticipated the use of
alternative strategies.
Abstraction required Abstract thought was required.
Spatial representation
required
Spatial skills were required to build a mental model of the question.
Paper layout Physical organisation of the question ordering and or numbering could support or
hinder candidates.
Ambiguous resources An unclear diagram affected performance.
Irrelevant information Information appears in question that was not required may have distracted from
relevant information.
Number of steps A large number of steps over-loaded working memory and information was likely
to be lost.
Arithmetic errors Some questions had more opportunity for making arithmetic errors than others.
9
Sources of Difficulty in Maths
The analysis of all difficult questions in maths revealed 19 SODs. They are shown in figure
4. The SODs have impact upon the difficulty of a question at one of the three stages in
responding to a question: Reading the Question, Application and Communication.
Figure 5 shows a Model of Question Response developed from a consideration of the
SODs. When answering mathematics questions these SODs could affect the performance
of candidates at one or more stages in the answering process. The model below shows the
first possible stage at which SODs could take effect. The model is hypothesised to be a
chronological account of the processes which a candidate experiences and the point at
which SODs potentially affect performance.
Figure 5 Model of Question Response and Sources of Difficulty
Reading the question Possible SODs
Recognise
Could I attempt this question? Do I
have the knowledge and skills?
Command words
Context
States principle
Combination of topics
Isolated skill
Can occur
simultaneously
with understand
Understand the problem
Do I have a model of what the question
requires?
Mathematical language
Maths v. everyday language
Mathematical sequencing
Plan
What strategy can I use?
What kind of information or data do I
need?
Recall strategy
Alternative strategies
Abstraction required
Spatial representation required
Stated principle
Application
Extract
Where is the actual data that I need?
Ambiguous Resources
Irrelevant information
Loop to execute
Execute
I calculate or work out the answer.
Number of steps
Arithmetic Errors
Loop to extract
Communication
Record
I write down the solution.
Paper layout Are there a
number of steps?
Yes - go to
Execute
No - Go to check.
Check
Is my answer reasonable? OK?
Yes - finish
No - Go to a
previous stage
10
At this stage in the research this model and the sources of difficulty constitute hypotheses
to be tested. The hypotheses will be tested in the experimental phase of the project.
Discussion of SODs and Model of Question Response.
A number of the SODs support findings and proposals of other writers described in the
literature review. For example Mobley's (1987) notion of readability is reflected in the
SODs 'mathematical language' and 'everyday versus mathematical language'. Pollitt's
(1985) research concluded with a presentation of 'difficulty variables' thought to cause
difficulty in maths exam questions. Some of these difficulty variables are similar to SODs
discovered in maths exams in 1994. For example, Pollitt's 'Explaining' is a sub-set of what
we have termed 'command words'. 'Degree of familiarity' was described by Pollitt as
'degree to which concept is familiar and central to syllabus', this difficulty variable is
similar to the SOD we have called 'isolated topic'. Pollitt's work identified difficulty
variables, but did not verify them. The experimental phase of our research will go on to
verify the SODs hypothesised to be affecting difficulty of maths exams.
Experimental phase
Questions have been manipulated, hypothesised to be at different levels of difficulty by
removing or adding a source of difficulty. Examples of manipulations of question 19 are
shown in appendices 3 and 4. The presentation of only one question for this paper presents
you with only a light example of the work, one question is likely to illustrate only a few of
the sources of difficulty emerging from our analysis of all of the questions. Experimental
trials of manipulated and control questions with school pupils will be carried out in the
Autumn. One problem in devising manipulations of original questions, has been to control
sources of difficulty, as when one thing is changed in a question there is often a knock on
effect which varies other aspects of the question. It was our intention to vary only one
aspect of the question at a time, however, as you will see from manipulations in appendices
3 and 4 the control of SODs was difficult.
Statistical analyses of performance on the trials will identify which sources of difficulty
caused students difficulty. The outcomes will test our hypotheses that the sources of
difficulty that we have identified do increase the difficulty of questions. Verbal report data
from a sample of candidates in the trials will be used to test the model of question
response.
Implications and Applications
The outcomes will be applied to the exam writing process to improve the quality of
UCLES's school examinations. The findings of research into difficulty of geography
questions has been have been used at a training day for geography examiners writing
questions for future examinations.
11
The project liases regularly with an advisory group comprising subject specialists involved
in the examination development process. Current concerns for the standards of
examinations overtime could be helped by an understanding of what makes a question
difficult, and thus help in ensuring consistent standards over time, papers and tiers.
Dearing's (1996) proposal that a focus on individual questions and their related mark
schemes is valuable. The recent outcry about the lowering of standards in examinations
needs to be addressed. Currently comparisons are made between candidates performance
at grades. This can give an overall picture of standards, but this information does not
provide advise on how to address the problem. The analysis of difficulty at question level
can provide guidelines on firstly what difficulty actually is, and secondly, how we can more
confidently assure that standards in questions are comparable, both within and across
syllabuses.
References
Assessment of Performance Unit (APU) (1988) Mathematical Development; A Review of
Monitoring in Mathematics. 1978 - 1982, Parts 1 and 2.
Carraher T (1989) Negotiating the results of mathematical computations. International Journal of
Educational Research 13(6) 637-646.
Dearing (1996) Review of Qualifications for 16-19 year olds. Schools Curriculum and Assessment
Authority.
Hart K M (1981) Children Understanding Mathematics. London: John Murray.
Johnstone A H (1988) Meaning Beyond Readability. SEC, Newcombe House, London W11 3JB
Kingdon M and Stobart G (1988) GCSE Examined. The Falmer Press: London
Mayer, Larkin and Kadane (1984) A cognitive analysis of mathematical problem solving ability.
In R J Sternberg (Ed), Advances in the Psychology of Human Intelligence. Vol. 2. Hoillsdale,
NJ: Erlbaum.
Mobely M (1987) Making ourselves clearer: Readability in the GCSE. SEC, Newcombe House,
London W11 3JB
Pollitt A, Hutchinson C, Entwhistle N and de Luca C (1985) What makes examination questions
difficult? Scottish Academic Press.
Rothery (1980) Children Reading Mathematics. Worcester: College of Higher Education
SCAA (1995) Mandatory Code of Practice for the GCSE. School Curriculum and Assessment
Authority and Curriculum Assessment Authority for Wales. March 1995.
Stenner (1978) Personal Communication to Alastair Pollitt.
12
Appendix 1.
Difficulty Variables Identified by Pollitt et al. (1985)
1. Stimulus/Concept Difficulty
Cross-Subject Example from maths
Degree of familiarity Degree to which concept is familiar and central to syllabus
Abstractness of mode Degree to which notation is removed from direct representation
of quantity.
Abstractness of Idea
2. Process Difficulty
Explaining
Generalising from data Mathematical generalisations required; specific (practice) items,
types insufficient
Selection of data relevant to
general theme
Recognition of similarities of new instances to learned e.g.
necessary
Identification of principles from
data
An underlying principle must be derived from specific
mathematical examples
Applying principle to new data A given mathematical principle must be applied to an unfamiliar
type of example
Forming a strategy Candidate must tailor a strategy from learned principles to solve
a problem
Composing an answer
Cumulative difficulty Several mathematical operations required for solution
Need for monitoring, logical
consistency
Errors in bits of computation lead to answers that should be seen
to be unreasonable in context of whole task
3. Question Difficulty
Open/closed response Correct answers may be arrived at in different ways; strategy
lies with candidate
Leaders, cues, clues Question does not cue candidate into particular data or strategy
Tailoring of resources Only raw data provided; unclued selection of relevant data
required
Provision of answer structure
13
APPENDIX 2
Examples of error analyses
Example 1:
Paper 1 question 19 part (b) 'reflex angle' tested candidates' ability to recognise a reflex
angle within a shape. It had a difficulty value of 70.17, this is above the range for this
paper (35-65).
Figure 2 Paper 3 Question 19 (a) - reflex angle and (b) - acute angle (MEG 1994)
19 This shape is called an arrow head.
Mark and label clearly
(a) an acute angle, [1]
(b) a reflex angle. [1]
(MEG Mathematics 1663 : Paper 1 : Summer 1994)
Figure 3 Error analysis of 'Reflex angle'.
Response
Percent of sample
0
5
10
15
20
25
30
35
40
Correct
Marked external
obtuse
Marked internal
obtuse
Marked acute angle Marked two angles
Unclear marking
Did not mark angle
Blank
Percent of top sample Percent of bottom sample
14
The identification of errors shows that
Three sources of difficulty were identified in this question:
1. The ambiguous resources: Five angles in the diagram were already marked with an
arc. This seemed to cause problems for candidates trying to "mark clearly" already
marked angles. At one point on the diagram both the internal and external angles were
marked. This caused problems for candidates trying to label one of these two angles
and for examiners trying to reward candidates, as it was often unclear which angle
candidates were indicating. This was what an 'invalid' source of difficulty - that is an
increase in candidate's ability would not increase their chances of getting the question
right.
2. Recall of strategy: It was necessary that candidates could recall their schema for
'reflex angle'. Candidates who could not recall what they needed to know about reflex
angles could not succeed. This source of difficulty was valid.
3. The context of the question: The statement 'This shape is called an arrow head' served
no purpose. This was an invalid source of difficulty.
APPENDIX 3
Manipulation of Paper 3 Question 19
This question is hypothesised to be easier than the original question because the ambiguity
of the angle labels has been removed. Invalid difficulty has been removed.
19 This shape is called an arrow head.
Mark and label clearly
(a) an acute angle, [1]
(b) a reflex angle. [1]
15
APPENDIX 4
Manipulation of Paper 3 Question 19
The irrelevant statement 'This shape is an arrowhead' has been removed. It is hypothesised
that this will create a clearer question containing less irrelevant and distracting information.
19 Mark and label clearly
(a) an acute angle
[1]
(b) a reflex angle.
[1]
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