WASSCE Candidates’ Weaknesses In Graphic Design And Remedies | Extract From Chief Examiners Report Towards WASSCE 2023

WASSCE Candidates’ Weaknesses In Graphic Design And Remedies | Extract From Chief Examiners Report Towards WASSCE 2023

Teachers preparing students for any examination are always worried about the potential weaknesses in answers that their students will provide during the examination. Fortunately, the main examining body, the West Africa Examination Council always provide WASSCE candidates’ weaknesses in Graphic Design during the last held examinations.

WAEC Summary of 2021 WASSCE Graphic Design Paper Two (2)

A. SUMMARY OF CANDIDATES’ STRENGTHS

The Chief Examiner commended candidates’ for their ability to:

• identify three package construction materials and indicate the respective products packaged in them;
• state and explain the factors to consider in designing a package;
• systematically describe how 100 pieces of chairs can be labelled using stencil printing method;

• illustrate and state the uses of tools demanded by question 4;
• explain the Graphic Design terminologies demanded by question 6.

B. SUMMARY OF CANDIDATES’ WEAKNESSES

The Chief Examiner enumerated the following as weaknesses in candidates’ responses:

• some candidates were unable to identify and explain factors to consider when designing a package; some of the candidates mixed up the systematic process required in labelling the 100 pieces of chairs demanded by question 2 (b) (ii);

• most candidates could not indicate the difference between x-height and baseline satisfactorily as demanded by question 3 (a). They could also not illustrate appropriately to support their response;

• a few candidates could not illustrate sable brush and printing roller as demanded by questions 4 (a) and (b).

• most candidates treated posters, television, billboards and handbills as different strategies that can be used for marketing Graphic Design products. Although all can be classified under advertisement;

• a few candidates missed relevant points in explaining for-edge and casing-in.

C. SUGGESTED REMEDIES

The Chief Examiner suggested that:

• candidates must note that when asked to describe any process, it is a requirement to include the tools and materials employed at every step of the process. This is peculiar to all practical base questions.

• candidates must be exposed to practical exercises sufficiently so as to study methods and processes well enough to be able to describe them systematically.

• schools should be adequately furnished with the requisite tools/equipment and materials needed for practical sessions. Teachers can also show pictures or videos of Graphic Design tools/equipment and materials to their students, especially when the schools have not being supplied with such tools;

• conscious effort, on the part of candidates must be made to improve upon their drawing skills. This can be done if they practice how to draw basic shapes and tools.

• marketing as one of the topics under entrepreneurship should be handled by a resource person outside the Art Department.

• Hands-on teaching methodology should be adapted in teaching Bookbinding. This would enable candidates to understand the various terminologies better.

WAEC Summary of 2020 WASSCE Graphic Design Paper Two (2)

A. SUMMARY OF CANDIDATES’ STRENGTHS

The Chief Examiner enumerated the following strengths in the candidates’ responses:

(1) majority of the candidates were able to state the most suitable binding forms, as demanded by question 1(a);

(2) candidates were able to describe systematically the processes involved in binding a receipt book and indicated the appropriate tools and materials needed;

(3) most candidates were able to describe a poster and explain why it must be attractive they stressed on the need for a poster to be attractive, to draw viewers’ attention to the message it carries;

(4) candidates were able to identify information found on packages and explain their significance;

(5) satisfactory illustrations (construction of font styles) were exhibited by candidates,

especially with question 6;

(6) some candidates demonstrated effective presentation of work: that is points were paragraphed, examples cited, and, in some cases, appropriate illustrations were added, especially with questions 1,2,4 and 6

C. SUMMARY OF CANDIDATES’ WEAKNESSES

Below were some weaknesses observed in the scripts of candidates:

(1) some candidates misconstrued forms of binding with binding styles. For instance, with question 1(a), single section/saddle stitch is for class register, but then some wrote half/full/quarter binding as the response;

(2) although candidates described the processes involved in binding a receipt book, few failed to mention the tools and materials needed for binding. An example is ‘After stitching, trim the book’;

(3) some candidates misconstrued the demand ‘why’ in question 3(b) (Explain why a poster must be attractive), to mean ‘how’. Hence these candidates deviated since they touched on elements which could make a poster attractive;

(4) few candidates treated manufacturing and expiring date on packages as two different points, even though both must be considered together;

(5) although candidates illustrated the font styles demanded in question 6 (a), some failed to label them. Also, few could not illustrate question 6 a) (iii), which required a calligraphy letter ‘A’. Again, few candidates did not adhere to the rubrics of question

6 (a). Instead of using letter ‘A’ to illustrate the font styles demanded by the question, they chose their own letter and depicted the fonts;

(6) some candidates presented sketchy responses to questions which demanded explanation and discussion.

C. SUGGESTED REMEDIES

(1) The topics ‘Methods of binding’ and ‘Binding styles’ should be treated in such a way that students can easily differentiate between them. Teachers could therefore adopt hands-on learning approach when treating such topics.

(2) Teachers should endeavour to take students through practical aspects of concepts such as ‘Print making’ and ‘Lettering’ and ensure that students are actively involved during these practical sessions. Also, the schools should have adequate tools/equipment and materials necessary for practical.

(3) Teachers must emphasize the need for candidates to list tools and materials required in executing any practical based question(s).

(4) Candidates should be advised to spend enough time to read and understand questions very well before answering them.

(5) Items/questions for class exercises and terminal examinations should not be on recall (knowledge) only, but on the other domains (comprehension, analysis, application,

etc);

(6) Students must be taught how to answer questions which are prefix with ‘explain’, ‘describe’ and ‘discuss’

WAEC Summary of 2019 WASSCE Graphic Design Paper Two (2)

A. A SUMMARY OF CANDIDATES’ STRENGTHS

(i) Most of the candidates who tackled question 1, performed creditably. They were able to explain the term “Business Risk” and were able to list the types of “Business Risk”.

(ii) Candidates who answered question 2(a) did not just define the term “colour” but then explained and also cited examples of colours. Again, candidates’ responds to question

2(b) demonstrated their understanding of the question. Discussions were on point and were supported with practical examples.

(iv) Most candidates were able to explain question 3(b) which touched on Analogous Colours, fairly well. They were able to emphasize on the fact that Analogous Colours “are closely related by reason of common colours that lie side-by-side or adjacent to

each other on the colour wheel.”

(iv) Question 5 was best answered by a good number of candidates. Most of the candidates were able to mention the three types of “Cartoons”, though not all were able to describe them.

(v) Some candidates made use of commendable illustrations in answering questions not only when the question demands for it, but also wherever they feel illustration(s) would help in answering the question. This was peculiar with questions 4, 5 and 6.

B. A SUMMARY OF CANDIDATES’ WEAKNESSES

(i) Lack of basic understanding of the questions resulting in massive irrelevant answers;

(ii) Some candidates failed to use illustrations, even when the questions demanded for it;

(iii) Most candidates lacked practical knowledge, so they avoided questions that demanded such. For instance, questions 4 and 6;

(iv) Most candidates were deficient in the knowledge and application of right and appropriate usage of Graphic Design terminologies

(v) Some candidates did not understand the demands of the questions, for instance with question 2 (a) (explain the term “colour as used in Graphic Design), most candidates defined colour instead.

C. SUGGESTED REMEDIES FOR THE WEAKNESSES

(i) Tutors should take students through summary exercises in Graphic Design. Also, there is the need for candidates to try their hands on WAEC past questions in Graphic Design.

(ii) Drawing lessons should be intensified and students helped to see the need to buttress their responses with illustrations, especially when a question demands for it.

(iii) Tutors should encourage candidates to engage in more practical activities. This will help them to describe processes fairly and be able to answer practical oriented questions appropriately.

(iv) Candidates should be encouraged to read extensively (both recommended textbooks and internet search) to expand their knowledge in Graphic Design.

(v) Candidates must be trained in how to answer examination questions appropriately. Techniques in answering questions prefixed with words such as “Discuss”, “Describe”, “Explain”, etc must be well taught.

Also, candidates must read the questions carefully and understand before answering

See also: Summary of WASSCE Candidates’ Weaknesses In General Knowledge-In-Art And Remedies | Extract From Chief Examiners Report Towards WASSCE 2023 General Knowledge-In-Art

WAEC Summary of 2018 WASSCE Graphic Design Paper Two (2)

A.  A SUMMARY OF CANDIDATES’ STRENGTHS

(i) Quite a substantial number of candidates displayed demonstrable skills in adherence to rubrics of questions. For instance, in Questions 1, 2 and 4, candidates raised relevant points, explained and described such points to support their answers.

(ii) Some candidates demonstrated effective presentation of work: points were paragraphed, examples cited, and, in some cases, appropriate illustrations were added.

(iii) Question 4 (c)for example, demanded drawing and labelling of book binding styles (Full Binding, Half Binding and Quarter Binding) revealed that some candidates demonstrated greater degree of dexterity, creativity and flair for drawing.

(iv) Some candidates did portray neat and beautiful handwriting. Words written were legible. Cancellations made were neatly done making such scripts more pleasing and presentable.

B. A SUMMARY OF CANDIDATES’ WEAKNESSES

(i) Majority of the candidates did not answer question 3 (that is describe the process of making paper using local materials). The few who tackled it mixed up the steps and also did not list the tools and materials involved. This is a clear indication that, either they were not taught or did not understand that concept.

(ii) Some candidates spelt basic English words and terminologies in Graphic Design wrongly.

(iii) A few candidates answered more than one question on a page, wrote beyond the margins and poor spacing between answers of sub-questions. This affected readability and scoring of such scripts.

(iv) Some candidates’ handwritings were poor, coupled with scripts which appeared to be dirty with multiple and unacceptable forms of cancellations.

(v) Some candidates produced answers that were too sketchy and lack detailed information. This can be attributed to candidates’ inability to apply knowledge to questions asked and ill-preparation.

(vi) Few candidates failed to illustrate satisfactorily, especially question 4(c) which demanded drawing and labelling of Binding Styles such as Full Binding, Half Binding and Quarter Binding.

(vii) Few candidates could not differentiate between tools and materials used for Book Binding.

C. SUGGESTED REMEDIES

(i) Tutors are encouraged to cover all topics in the syllabus and also conduct practical tests on a topic like paper production to facilitate understanding of the concept.

Candidates are also reminded to comb through the syllabus to fish out topics not covered by tutors and use the internet to search for facts for their perusal or draw their tutors’ attention.

(ii) Candidates must take the study of English Language more seriously. Also, candidates must plan their time such that they could have about 5 to 10 minutes to read through their scripts severally before handing them over.

Again, tutors should encourage candidates to read through literature books recommended by the Ghana Education Service for Senior High Schools instead of spending time behind the television watching soap operas, English Premier Leagues and engaging in all the social media apps on their phones.

(iii) Candidates must try their hands on past questions to familiarize themselves with instructions/rubrics/demands of the papers they would be sitting.

Also, tutors can set their terminal examinations and mock papers to be at par with WAEC standard papers.

(iv) Conscious effort should be made by tutors to identify students with poor handwriting skills when they enter SHS 1. Regular writing activities must be organized for such students in order to improve upon their handwriting.

(v) Candidates should be encouraged to prepare well by studying their textbooks, notebooks and work-out past questions.

Tutors can also encourage them to make use of the internet for learning instead of playing games and using social media apps.

(vi) Tutors should make the teaching-learning of Graphic Design more practicable in order to enhance their practical knowledge in the subject.

(vii) Tutors should guide candidates to distinguish between materials and tools by listing each separately and emphasize on why they are categorized as such.

It is the hope of our team that candidates will perform better when teachers and candidates go through this summary of strengths, WASECE candidates’ weaknesses in Graphic Design and remedies and apply same

About Author

Educativenews

See author's posts