Title Feb-March_2025_9708_42_MS - Crack A Level.pdf ✅

Cambridge International AS & ALevel ECONOMICS 9708/42 Paper 4 A Level Data Responseand Essays February/March 2025 MARK SCHEME Maximum Mark: 60 This document has pages. [Turn over Pre-standardisation
9708/42 Cambridge International AS & A Level – Mark Scheme Pre-standardisation February/March 2025 Page 2 of 16 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with:  the specific content of the mark scheme or the generic level descriptors for thequestion  the specific skills defined in the mark scheme or in the generic level descriptors for the question  the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or otherfractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively:  marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate  marks are awarded when candidates clearly demonstrate what they know and can do  marks are not deducted for errors  marks are not deducted for omissions  answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme.The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently, e.g. in situations where candidates have notfollowed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for thequestion (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors inmind.
9708/42 Cambridge International AS & A Level – Mark Scheme Pre-standardisation February/March 2025 Page 3 of 16 Guidance on using levels-based mark schemes Marking of work should be positive, rewarding achievement where possible, but clearly differentiating across the whole range of marks, where appropriate. The marker should look at the work and then make a judgement about which level statement is the best fit. In practice, work does not always match one level statement precisely so a judgement may need to be made between two or more level statements. Once a best-fit level statement has been identified, use the following guidance to decide on a specific mark:  If the candidate’s work convincingly meets the level statement, award the highestmark.  If the candidate’s work adequately meets the level statement, award the most appropriatemark in the middle of the range (where middle marks are available).  If the candidate’s work just meets the level statement, award the lowest mark. Social Sciences and Humanities Subject Specific Marking Principles (for point-based marking) 1 Components using point-based marking:  Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer shows relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer shows confusion. From this it follows that we: a DO credit answers which are worded differently from the mark scheme if they clearly convey the same meaning (unless the mark scheme requires a specific term) b DO credit alternative answers/examples which are not written in the mark scheme if they are correct c DO credit answers where candidates give more than one correct answer in one prompt/ numbered/scaffolded space where extended writing is required rather than list-type answers. For example, questions that require n reasons (e.g. State two reasons ...) d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for evidence it is understood and not usedwrongly) e DO NOT credit answers which are obviously self-contradicting or trying to coverall possibilities, e.g. a scattergun approach to a question asking for nitems f DO NOT give further credit for what is effectively repetition of a correct point already credited unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e. polluted/not polluted) g DO NOT require spellings to be correct, unless this is part of the test. However spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus terms with which they may be confused (e.g. Corrasion/Corrosion) 2 Presentation of mark scheme:  Slashes (/) or the word ‘or’ separate alternative ways of making the samepoint.  Semi colons (;) bullet points () or figures in brackets (1) separate differentpoints.  Content in the answer column in brackets is for examiner information/context to clarify the marking but is not required to earn the mark (except Accounting syllabuses where they indicate negative numbers).
9708/42 Cambridge International AS & A Level – Mark Scheme Pre-standardisation February/March 2025 Page 4 of 16 3 Annotation:  For point marking, ticks can be used to indicate correct answers and crosses can be used to indicate wrong answers. There is no direct relationship between ticks and marks. Ticks have no defined meaning for levels of response marking.  For levels of response marking, the level awarded should be annotated on the script.  Other annotations will be used by examiners as agreed during standardisation, andthe meaning will be understood by all examiners who marked that paper. Assessment objectives AO1 Knowledge and understanding  Show knowledge of syllabus content, recalling facts, formulae and definitions.  Demonstrate understanding of syllabus content, giving appropriate explanations and examples.  Apply knowledge and understanding to economic information using written, numerical and diagrammatic forms. AO2 Analysis  Examine economic issues and relationships, using relevant economic concepts, theories and information.  Select, interpret and organise economic information in written, numerical and diagrammatic form.  Use economic information to recognise patterns, relationships, causes andeffects.  Explain the impacts and consequences of changes in economic variables. AO3 Evaluation  Recognise assumptions and limitations of economic information and models.  Assess economic information and the strengths and weaknesses ofarguments.  Recognise that some economic decisions involve consideration of factors such as priorities and value judgements.  Communicate reasoned judgements, conclusions and decisions, based on the arguments.