skilldrop-cli 1.10.0 → 1.11.1

package/packs/educator/skills/exam-paper-check/evals/files/3/hist1042-quiz.md

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+# Brackenmoor University
+## School of History - HIST1042 Economic History of Britain, 1750-1914
+### Week 8 In-class Quiz (first-year, counts 15% of module)
+
+Time: 60 minutes. Answer ALL of Section A, ONE question from Section B, and ALL of Section C.
+Total: 50 marks.
+
+---
+
+## Section A - Answer all questions
+
+**Q1.**
+(a) Define the term 'proto-industrialisation'.  [2 marks]
+(b) Name two regions of Britain where proto-industrial textile production was significant before 1780.  [2 marks]
+(Total: 4 marks)
+
+**Q2.**
+(a) Describe two features of parliamentary enclosure between 1760 and 1820.  [3 marks]
+(b) Explain why the Corn Laws were a disaster for everyone in Britain.  [3 marks]
+(Total: 6 marks)
+
+**Q3.** Read Source A (an extract from a Manchester mill owner's evidence to the 1832 Sadler Committee) and Source B (a factory inspector's report, 1836).
+(a) What does Source A suggest about working hours for children?  [3 marks]
+(b) How far does Source B support Source A?  [3 marks]
+(c) How useful are Sources A and B together for studying factory reform? Explain your answer.  [4 marks]
+(Total: 10 marks)
+
+## Section B - Answer EITHER Question 4 OR Question 5
+
+**Q4.** 'Railways were the single most important cause of British economic growth, 1830-1870.'
+(a) Outline the main ways railways changed the movement of goods.  [5 marks]
+(b) How far do you agree with the statement? Use your own knowledge in a sustained argument.  [10 marks]
+(Total: 15 marks)
+
+**OR**
+
+**Q5.** 'Free trade, not industry, made Britain rich in the mid-nineteenth century.'
+(a) Outline the main steps towards free trade between 1820 and 1860.  [4 marks]
+(b) How far do you agree with the statement? Use your own knowledge in a sustained argument.  [8 marks]
+(Total: 12 marks)
+
+## Section C - Answer all parts
+
+**Q7.** Read Source C (Engels, *The Condition of the Working Class in England*, 1845) and Source D (an 1851 census summary for Salford).
+(a) Identify two claims Source C makes about housing conditions and say whether Source D supports each.  [5 marks]
+(b) Using both sources and your own knowledge, assess the reliability of Source C as evidence of working-class living standards.  [10 marks]
+(Total: 15 marks)
+
+---
+END OF QUIZ

package/packs/educator/skills/exam-paper-check/evals/files/4/chem-mock-paper.md

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+# Fernhill Community College
+## Year 11 Chemistry Mock - Paper 1: Quantitative Chemistry and Rates
+
+Time allowed: 50 minutes
+Total marks: 44
+
+**Instructions**
+- Answer all questions in the spaces provided.
+- Calculators must not be used in this paper.
+- Relative atomic masses: H = 1, C = 12, O = 16, Na = 23, Mg = 24, Ca = 40
+
+---
+
+### Question 1
+1(a) State the law of conservation of mass. [1]
+1(b) Magnesium burns in oxygen: 2Mg + O2 -> 2MgO. Calculate the relative formula mass (Mr) of magnesium oxide. [2]
+1(c) 4.8 g of magnesium is burned completely in oxygen. Calculate the mass of magnesium oxide formed. [3]
+1(d) When a student heated calcium carbonate in an open crucible, the mass of the crucible and contents went down. Explain why. [2]
+
+Total for Question 1: 8 marks
+
+### Question 2
+2(a) Give the meaning of the term "concentration" and its units. [2]
+2(b) 2.0 g of sodium hydroxide is dissolved in water to make 250 cm3 of solution. Calculate the concentration in g/dm3. [3]
+2(c) Describe how you would make up exactly 250 cm3 of this solution in the laboratory. [4]
+
+Total for Question 2: 8 marks
+
+### Question 3
+A student added marble chips to dilute hydrochloric acid and collected the gas.
+
+| Time (s) | 0 | 37 | 60 | 90 |
+|---|---|---|---|---|
+| Volume of CO2 (cm3) | 0.0 | 53.9 | 71.0 | 74.0 |
+
+3(a) Give three ways the rate of this reaction could be measured. [3]
+3(b) Explain, in terms of particles, why increasing the concentration of the acid increases the rate of reaction. [3]
+3(c) Calculate the mean rate of reaction between 0 and 37 s, and the amount in moles of carbon dioxide collected in that time. Give both answers to 3 significant figures. (1 mol of any gas occupies 24.0 dm3 at room temperature and pressure.) [4]
+3(d) Suggest why the volume of gas hardly changes after 60 s. [2]
+
+Total for Question 3: 12 marks
+
+### Question 5
+5(a) Write a balanced symbol equation for the reaction of calcium carbonate with hydrochloric acid. [2]
+5(b) Calculate the Mr of calcium carbonate and the maximum mass of carbon dioxide produced from 10 g of calcium carbonate. [4]
+5(c) A student collected 3.3 g of carbon dioxide. Calculate the percentage yield. [3]
+5(d) State how adding a catalyst affects the rate of this reaction. [6]
+
+Total for Question 5: 15 marks
+
+END OF PAPER

package/packs/educator/skills/exam-paper-check/evals/files/4/chem-mock-scheme.md

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+# Fernhill Community College
+## Year 11 Chemistry Mock - Paper 1 Mark Scheme
+
+**General marking guidance**
+- Award marks for correct chemistry even if expressed differently from the wording below.
+- Calculations: award full marks for a correct final answer with no working unless otherwise stated.
+- Error carried forward (ecf): if an earlier value is wrong but used correctly later, award the later marks.
+- Units are required where stated in the answer column; deduct 1 mark once per question for a missing unit.
+- Significant figures: penalise only where the question asks for a stated number of significant figures.
+- Do not credit answers that contradict a correct statement elsewhere in the same part.
+- Use (1) to show each creditable point; (up to n) where marks are pooled.
+- Annotate scripts with ticks in the margin; record the part total in the right-hand box.
+- Moderation sample: every fifth script plus the highest and lowest totals.
+
+| Question | Answer | Marks |
+|---|---|---|
+| 1(a) | Mass is neither created nor destroyed in a chemical reaction / total mass of reactants = total mass of products | 1 |
+| 1(b) | 24 + 16 (1); Mr = 40 (1) | 2 |
+| 1(c) | moles Mg = 4.8 / 24 = 0.2 (1); moles MgO = 0.2 (1); mass = 0.2 x 40 = 8.0 g (1) | 3 |
+| 1(d) | Carbon dioxide produced (1); gas escapes from the open crucible (1) | 2 |
+| 2(a) | Mass of solute in a given volume of solution (1); g/dm3 (1) | 2 |
+| 2(b) | 250 cm3 = 0.25 dm3 (1); 2.0 / 0.25 (1); = 8.0 g/dm3 (1) | 3 |
+| 2(c) | Weigh 2.0 g NaOH (1); dissolve in a beaker of distilled water (1); transfer with rinsings to a 250 cm3 volumetric flask (1); make up to the mark and invert to mix (1) | 4 |
+| 3(a) | Any three: volume of gas against time; loss of mass against time; time for chips to disappear; (accept pH change) | 3 |
+| 3(b) | More particles in the same volume (1); more frequent successful collisions (1) | 2 |
+| 3(c) | 53.9 / 37 (1); = 1.46 cm3/s (1); 53.9 cm3 = 0.0539 dm3, 0.0539 / 24.0 (1); = 0.00225 mol (1) | 4 |
+| 3(d) | Reactant used up / acid or marble is the limiting reactant (1); fewer collisions so reaction stops (1) | 2 |
+| 5(a) | CaCO3 + 2HCl -> CaCl2 + H2O + CO2 - correct formulae (1); balanced (1) | 2 |
+| 5(b) | Mr CaCO3 = 40 + 12 + 48 = 100 (1); moles = 10 / 100 = 0.1 (1); Mr CO2 = 44 (1); mass = 4.4 g (1) | 4 |
+| 5(d) | Level of response (6 marks): catalyst increases rate (1-2); provides an alternative reaction pathway (3-4); with lower activation energy, so a greater proportion of collisions are successful; catalyst not used up (5-6) | 6 |
+
+**Total: 44 marks**

package/packs/educator/skills/exam-paper-check/evals/files/5/econ-p2-paper.md

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+# Calderbrook Sixth Form
+## Year 13 Economics Mock - Paper 2: The National Economy
+
+Time allowed: 1 hour 45 minutes
+Total marks: 63
+
+**Instructions**
+- Answer ALL questions in Section A.
+- Answer EITHER Question 3 OR Question 4 in Section B.
+- Each Section B question is worth 25 marks.
+
+---
+
+## Section A - Data response
+
+**Extract A: The economy of Estoria**
+
+| Year | Nominal GDP (E bn) | CPI inflation (%) | Unemployment rate (%) |
+|---|---|---|---|
+| 2021 | 412 | 2.1 | 4.0 |
+| 2022 | 431 | 7.8 | 3.7 |
+| 2023 | 447 | 5.9 | 4.4 |
+| 2024 | - | 3.2 | 5.1 |
+
+**Extract B:** In March 2023 the Bank of Estoria raised its policy rate from 3.5% to 4.25%. It then cut the rate to 3.75% in November 2023, citing weaker consumer spending and rising unemployment. Some commentators warned that cutting too early risked inflation staying above the 2% target.
+
+### Question 1
+1(a) Define the term "cyclical unemployment". [2]
+1(b) Using Extract A, calculate the percentage change in Estoria's nominal GDP between 2022 and 2024. [2]
+1(c) Using Extract A, explain one possible link between the change in the inflation rate and the change in the unemployment rate between 2022 and 2024. [4]
+1(e) Evaluate the view that a rise in unemployment is a price worth paying to bring inflation back to target. [10]
+
+Total for Question 1: 18 marks
+
+### Question 2
+2(a) Using Extract B, explain how a cut in the policy rate is expected to affect aggregate demand. [5]
+2(b) Discuss why the Bank of Estoria was right to cut interest rates in November 2023. [15]
+
+Total for Question 2: 20 marks
+
+## Section B - Essay
+
+Answer EITHER Question 3 OR Question 4.
+
+### Question 3
+3(a) Explain how supply-side policies can reduce structural unemployment. [10]
+3(b) Evaluate whether supply-side policies are more effective than demand-side policies in achieving long-run economic growth. [15]
+
+Total for Question 3: 25 marks
+
+### Question 4
+4(a) Explain two causes of a current account deficit. [10]
+4(b) Evaluate the case for using a depreciation of the exchange rate to reduce a current account deficit. [12]
+
+Total for Question 4: 25 marks
+
+END OF PAPER

package/packs/educator/skills/exam-paper-check/evals/files/5/econ-p2-scheme.md

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+# Calderbrook Sixth Form
+## Year 13 Economics Mock - Paper 2 Mark Scheme
+
+**Marking notes**
+- Levels-based questions: decide the level first, then the mark within the level.
+- Credit relevant use of the extracts and of real-world examples.
+- Calculations: accept answers that follow from a correct method.
+- Do not credit diagrams that are unlabelled.
+
+### Section A
+
+| Question | Guidance | Marks |
+|---|---|---|
+| 1(a) | Unemployment caused by a lack of aggregate demand in a downturn (1); linked to the economic cycle / recession (1) | 2 |
+| 1(b) | Correct method: (new - old) / old x 100 (1); correct answer to 1 d.p. (1) | 2 |
+| 1(c) | Identifies inflation falling from 7.8% to 3.2% and unemployment rising from 3.7% to 5.1% (1); explains a link, e.g. tighter policy reduced AD, lowering inflation and raising unemployment, or Phillips curve trade-off (up to 3) | 4 |
+| 1(e) | Levels: L1 1-2, L2 3-5, L3 6-8 (analysis); evaluation up to 2 - short-run Phillips curve trade-off, hysteresis, credibility of target, distributional costs | 10 |
+| 2(a) | Lower borrowing costs (1); increased consumption and investment (1); lower saving incentive (1); possible depreciation raising net exports (1); AD shifts right (1); application to Extract B (1) | 6 |
+| 2(b) | Levels: L1 1-3, L2 4-7, L3 8-11; evaluation up to 4 - time lags, risk of inflation persistence, weak spending and unemployment data | 15 |
+
+**Total for Section A: 40 marks**
+
+### Section B (candidates answer one question)
+
+| Question | Guidance | Marks |
+|---|---|---|
+| 3(a) | Training/education, labour market flexibility, reduced occupational immobility; up to 5 per well-developed point | 10 |
+| 3(b) | Levels: L1 1-3, L2 4-7, L3 8-11; evaluation up to 4 | 15 |
+| 4(a) | Two causes, e.g. strong currency, high domestic incomes, low productivity; up to 5 each | 10 |
+| 4(b) | Levels: L1 1-3, L2 4-6, L3 7-9; evaluation up to 3 - Marshall-Lerner, J-curve, imported inflation | 12 |
+
+**Total for Section B: 25 marks**
+
+**Maximum mark for the paper: 63**

package/packs/educator/skills/exam-paper-check/examples/inputs/spec.json

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+{"objectives": {"AO1": 40, "AO2": 40, "AO3": 20},
+ "assesses": {"1a": "AO1", "1b": "AO2", "1c": "AO1", "2a(i)": "AO1", "2a(ii)": "AO2", "2a(iii)": "AO2", "2b": "AO3",
+              "3a": "AO1", "3c": "AO2", "3d": "AO2", "4": "AO1", "5a": "AO2", "5b": "AO2", "6": "AO2", "7": "AO2"}}

package/packs/educator/skills/exam-paper-check/examples/inputs/year9-science-scheme.md

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+# Mark scheme — Year 9 Forces and Energy
+
+1 (a) friction / air resistance [1]
+1 (b) F = m × a (1); = 2 × 3 (1); = 6 N (1) [3]
+1 (c) newton / N [1]
+2 (a)(i) gravitational potential to kinetic (1); some to thermal / sound (1) [2]
+2 (a)(ii) Ep = mgh (1); 0.5 × 10 × 1.8 (1); = 9 J (1) [3]
+2 (a)(iii) energy dissipated as heat and sound on impact [2]
+3 (a) useful output ÷ total input [1]
+3 (c) 0.8 × 2400 (1); = 1920 J (2) [3]
+3 (d) energy wasted as thermal energy to surroundings / sound [2]
+4 Level-marked: see levels of response grid [6]
+5 (a) 300 ÷ 20 (1); = 15 m/s (1) [2]
+5 (b) straight line through origin [2]
+6 Level-marked comparison [12]
+7 Level-marked evaluation [12]

package/packs/educator/skills/exam-paper-check/examples/inputs/year9-science.md

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+# Year 9 Science — End of Unit Test: Forces and Energy
+
+Time allowed: 50 minutes
+Total marks: 50
+
+Answer ALL questions in Section A. In Section B, answer either Question 6 or Question 7.
+
+## Section A
+
+**1** A trolley is pushed along a bench.
+
+(a) Name the force that slows the trolley down. [1]
+
+(b) The trolley has a mass of 2 kg and accelerates at 3 m/s². Calculate the resultant force on it. Show your working. [3]
+
+(c) State the unit of force. [1]
+
+(Total for Question 1 = 5 marks)
+
+**2** A student drops a ball from a height of 1.8 m.
+
+(a) (i) Describe the energy transfer as the ball falls. [2]
+
+(ii) Calculate the gravitational potential energy store of the 0.5 kg ball at the start. g = 10 N/kg. [3]
+
+(iii) Explain why the ball does not bounce back to 1.8 m. [2]
+
+(b) Suggest one way to reduce errors when measuring the height. [1]
+
+(Total for Question 2 = 8 marks)
+
+**3** Electric kettles transfer energy by heating.
+
+(a) Define efficiency. [1]
+
+(c) A kettle is 80% efficient. 2400 J is supplied. Calculate the useful energy transferred. [3]
+
+(d) Suggest why the kettle is not 100% efficient. [2]
+
+(Total for Question 3 = 6 marks)
+
+**4** Describe how you would investigate how the extension of a spring depends on the force applied. Include a risk assessment. [6]
+
+(Total for Question 4 = 6 marks)
+
+**5** A car travels 300 m in 20 s.
+
+(a) Calculate its average speed. [2]
+
+(b) Sketch a distance–time graph for a car moving at constant speed. [2]
+
+(Total for Question 5 = 4 marks)
+
+## Section B
+
+**6** Compare the use of wind turbines and gas power stations to generate electricity. [12]
+
+**7** Evaluate the use of solar panels and nuclear power to generate electricity. [10]

package/packs/educator/skills/exam-paper-check/examples/year9-forces.md

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+# Worked example: a Year 9 forces test
+
+## Input
+
+> *"Can you check my Year 9 forces and energy test before I send it to the printers?
+> [inputs/year9-science.md](inputs/year9-science.md), mark scheme
+> [inputs/year9-science-scheme.md](inputs/year9-science-scheme.md), and our planning grid is
+> AO1 40 %, AO2 40 %, AO3 20 %."*
+
+The spec was written from the planning grid ([inputs/spec.json](inputs/spec.json)).
+
+## What the files show
+
+```text
+# Exam paper check
+
+| Question | Marks | Stated total | Parts |
+|---|---:|---:|---|
+| 1 | 5 | 5 | (a) 1, (b) 3, (c) 1 |
+| 2 | 8 | 8 | (a)(i) 2, (a)(ii) 3, (a)(iii) 2, (b) 1 |
+| 3 | 6 | 6 | (a) 1, (c) 3, (d) 2 |
+| 4 | 6 | 6 |  |
+| 5 | 4 | 4 | (a) 2, (b) 2 |
+| 6 | 12 |  |  |
+| 7 | 10 |  |  |
+| **Paper** | **41** | 50 | |
+
+Time: 50 minutes for 41 marks, 1.22 minutes a mark.
+
+| Objective | Marks | Share |
+|---|---:|---:|
+| AO1 | 11 | 27 % |
+| AO2 | 29 | 71 % |
+| AO3 | 1 | 2 % |
+
+FAIL Questions 6 and 7 are a choice but are worth 12 and 10 marks
+FAIL the questions add up to 41 marks but the paper says 50
+FAIL the mark scheme has nothing for Question 2(b)
+FAIL Question 7 is worth 10 on the paper but 12 in the mark scheme
+WARN Question 3: part (c) follows (a); (b) is missing
+WARN objective AO1 has 27 % of the marks against a target of 40 %
+WARN objective AO2 has 71 % of the marks against a target of 40 %
+WARN objective AO3 has 2 % of the marks against a target of 20 %
+```
+
+## Reply
+
+**Four things to fix before it goes to print:**
+
+1. **The cover says 50 marks, but the paper is worth 41.** Section A adds up to 29 and Section
+   B to 12 (a student answers Question 6 *or* 7). Either change the cover to 41, or add 9 marks.
+2. **Questions 6 and 7 are an either/or but aren't worth the same:** 12 and 10. Make both 12
+   (the mark scheme already gives 7 twelve marks).
+3. **Question 3 goes from (a) to (c).** Reletter (c) and (d) as (b) and (c), and the scheme to match.
+4. **The mark scheme has nothing for 2(b)** (reducing measurement error, 1 mark). Add: *"repeat
+   and take a mean / use a set square or eye level with the top of the ball (1)"*.
+
+**Balance.** Against your grid, AO1 has 27 % (target 40), AO2 71 % (40) and AO3 2 % (20).
+Section B's 12 marks all sit in AO2. Crediting 6 of Question 6's 12 marks to an AO3 judgement
+strand, and making 2(b) a 3-mark planning question, would give AO3 9 of 43 marks (21 %).
+
+**Time.** 50 minutes for 41 marks is 1.2 minutes a mark, generous for Year 9; at 50 marks it
+would be 1.0.
+
+**Wording**
+- 1(b): give the formula sheet reference, or the formula, if students aren't expected to recall it.
+- 4: "Include a risk assessment" carries no marks of its own in the scheme; say how it is credited.
+- 5(b): "Sketch" for 2 marks: say what earns each mark (axes labelled, straight line).

package/packs/educator/skills/exam-paper-check/manifest.json

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+{
+  "name": "exam-paper-check",
+  "version": "0.1.0",
+  "description": "Check an exam paper and its mark scheme before they go to print or to a moderator — a script reads the teacher's own files and finds part marks that don't add up to a question's total, questions that don't add up to the paper's total (an either/or choice counted once), numbering that skips or repeats, parts with no marks, parts the mark scheme misses or marks differently, and objectives that are never assessed or far off their weighting — then reads the questions for clarity and fairness. Use when a teacher asks to \"check my exam paper\", \"proofread this test\", \"does the mark scheme match the paper\", \"do the marks add up\", \"check this assessment before moderation\", or \"is this paper balanced across the objectives\".",
+  "entrypoint": "SKILL.md",
+  "deps": {
+    "npm": [],
+    "pip": []
+  },
+  "env": {
+    "required": [],
+    "optional": []
+  },
+  "related": [],
+  "tags": [
+    "exam",
+    "assessment",
+    "mark-scheme",
+    "teacher",
+    "moderation",
+    "education"
+  ],
+  "permissions": {
+    "network": [],
+    "commands": [],
+    "files": "named-paths",
+    "notes": "Reads the paper, mark scheme and spec files it is given and writes nothing."
+  },
+  "model": {
+    "tier": "standard",
+    "rationale": "The arithmetic and the scheme-against-paper comparison come from the script; reading the questions for clarity and fairness is bounded judgment."
+  }
+}