A* OCR A-Level Biology strategy: Using a MarcKs analysis
One of the most powerful tools I use with my OCR A-Level Biology students is something called a MARCKS analysis. It’s a simple but incredibly effective way to work out why marks were lost and where improvements can be made next time. A real hallmark of an A* student is the ability to reflect on strengths and weaknesses accurate and objectively and use this to plan improvements.
Think of it as a post-game analysis: calm, structured, and focused on growth rather than judgment. It is reallllly important that we don’t beat ourselves up for making mistakes! Mistakes help us learn - especially when using a MARCKS analysis.
And parents, you can absolutely support this process at home.
What is MARCKS?
It’s a six-part reflection tool that breaks down every exam question into the exact skills the exam board assesses. Lots of teachers use a similar system but here’s my specific framework, covering all of the 3 assessment objectives in A-Level Biology.
Maths (formulas, significant figures, units, working)
Application (AO2) (using the data or context, answering ‘suggest’ questions properly)
Reading the Question (understanding command words, answering all parts of a question, not missing instructions)
Communication (mark-scheme wording, avoiding vague terms, using named examples)
Knowledge (AO1) (getting facts right, definitions, detail)
Skills (AO3) (practicals, variables, validity, graph work, data analysis, evaluation)
Every lost mark fits into one of these six buckets. The skills one is a bit broader, so you can always subdivide this as shown above.
How students use it after an exam or past paper
After a test, students simply go through their script and ask:
“Where did I lose MARCKS?”
Instead of seeing a disappointing grade, they start spotting patterns. Maybe they keep losing AO2 marks. Maybe their Maths is perfect but they miss command words. Maybe their Knowledge is strong but their AO3 lacks detail.
This is where the transformation happens.
A rough guide to completing it:
Look at each question, not just the overall mark.
Identify which MARCKS category each lost mark belongs to.
Tally the results. You’ll start seeing clear trends.
Prioritise the biggest issue. Students often try to improve everything at once; that never works! Pick one, very specific skill or content area - or combine the two e.g. Evaluate questions related to graphs.
Set one small improvement goal for the next practice paper/exam question set.
It’s quick, clear, and keeps the student focused on what actually moves grades. This is not a case of just ‘working harder’, it’s working smarter to ensure students have awareness and a targeted plan for improvement.
Why this type of reflection matters (and works!)
Students often assume low marks mean they “don’t understand the topic”. I see this often when schools give ‘RAG’ sheets to students after tests, colour coding each topic red, amber or green depending on marks.
In reality, examiners consistently report that a huge number of marks are lost due to technique, not knowledge. You may understand cell structure really well but have poor mathematical skills. You might understand the process of Photosynthesis but not be able to apply that knowledge to experiments. We have to go deeper than just 'not understanding a topic’ if we want to get that elusive A-A*!
A few helpful research insights:
A 2021 Ofqual review found that application and data-handling skills (AO2 and AO3) were the most common sources of lost marks in A-Level science exams, even when knowledge was strong. As an examiner, I see this all the time - students that clearly understand the topic just aren’t getting the marks here. This is why I prioritise these skills in my tuition.
Cognitive psychology research shows that self-reflection boosts long-term retention and performance, with one study showing a 23% improvement in later test scores when students analysed their errors rather than simply reading corrections (Harvard, 2014).
students who use structured error analysis (like MARCKS) show higher exam confidence, which directly correlates with accuracy in extended-response questions.
In short: reflection isn’t “extra work”. It’s the lever that makes all revision more effective!
How parents can support this
You don’t need to know biology. You don’t need to mark papers. You don’t need to explain osmosis or DNA replication.
The most powerful thing you can do is gently guide them to use MARCKS after a test by asking questions like:
“Which MARCKS area cost you the most marks this time?”
“What’s the one improvement you’re going to focus on next?”
“Did you miss knowledge, or was it more about the way the question was asked?”
This keeps the conversation constructive and stops emotions from spiralling into “I’m just bad at Biology” territory. Reassure them that mistakes are normal but learning from them is key.
The real benefit: shifting from overwhelm to control
This is not a one time thing. In fact, I’d advise getting into a cycle of using MARCKS analysis as early as possible to really embed it into your study routine. When students use MARCKS regularly, something brilliant happens: They stop feeling like exam results are random, or based on luck, or dependent on how “nice” the paper was.
Instead, they start to understand:
exactly how marks are awarded
exactly why marks were lost
exactly what they can improve before the next test
That sense of control changes everything. Students revise more strategically, stay calmer in exams, and genuinely feel more confident. And that is why I feel so passionately about exam technique - happier, empowered students getting grades that truly reflect their hard work.
I’ve put together a free MARCKS analysis sheet for you here - try it with the next assessment or set of exam questions and let me know how you get on!