> Used the test evidence to [[cross-reference]] with the success criteria to [[evaluate]] the solution and [[explain]] how the evidence shows that the criteria has been fully, partially or not met in each case[^1]. > [!check] Moderators' report > Successful students "\[begin] evaluations by using the evidence from the tests and \[map] this to the original success criteria with a detailed, critical discussion"[^2]. An efficient way to present this cross-reference would be using a table with your success criteria, commentary on whether the criteria have been fully, partially, or not met, in addition to a reference to evidence that justifies the judgement. There is no need to repeat evidence here, page references or links are perfectly acceptable—though the links should be "explicit"[^3]. 'Explicit' links to evidence could include page references or exact file names with time stamps. The bulk of your evidence will likely come from [[Evidence of final product testing|evidence of final product testing]], though you could introduce new evidence. Annotated screenshots can be an effective way to present evidence of meeting success criteria. Higher mark bands require evaluation of all success criteria and substantiated judgements on whether they have been fully, partially, or not met. The higher mark bands additionally require [[Comments on future development regarding success criteria|comments on future development regarding success criteria]]. > [!info] Incomplete projects > "There is no requirement for all success criteria to be fully met to reach the upper mark bands"[^3]. ## Notes [^1]: OCR, “Computer Science H446 A Level Specification,” OCR, March 2024, 25, https://www.ocr.org.uk/Images/170844-specification-accredited-a-level-gce-computer-science-h446.pdf. [^2]: OCR, “A Level Computer Science Moderators’ Report H446/03/04 Summer 2024 Series,” OCR, 2024, 5, https://www.ocr.org.uk/Images/726389-moderators-report.pdf. [^3]: Cambridge OCR, A Level Computer Science: A Guide to Creating Concise NEA Documentation, 2026, video, 39:05, https://train.ocr.org.uk/mod/scorm/view.php?id=1893.