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The content outlines modernised papers, updated mark schemes, and an approach that values learning new concepts, combining techniques, and applying understanding across contexts. It covers assessment objectives, clearer layout and language, multiple-choice reliability, calculator use, and how marks reflect method, reasoning, accuracy, and follow-through.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-level-maths-the-thinking-behind-great-assessment-four-things-you-need-to-know-about-our-papers/623352/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-level-maths-the-thinking-behind-great-assessment-four-things-you-need-to-know-about-our-papers/623352.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the new mark schemes in these A-level Maths papers?","Question",{"text":112,"@type":113},"They help students understand what is expected to gain marks, with redesigned instructions focused on assessed mathematical principles. The schemes also include a new mark type for reasoning and a greater proportion of method marks and follow-through for accuracy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the papers ensure students are assessed fairly across Mechanics and Statistics?",{"text":117,"@type":113},"They separate Mechanics and Statistics and divide out the Pure so the overall qualification provides more balanced performance. This supports an even and fair assessment for different student strengths.",{"name":119,"@type":110,"acceptedAnswer":120},"What does a typical example question show about how marks are allocated?",{"text":121,"@type":113},"The commentary links question requirements to assessment objectives and explains how marks are earned for tasks like explaining links, differentiating procedure, and decisions about derivative positivity. 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And the research and evidence say they’rea reliable test for students too. Since they’re right for students, they’re hereto stay.  \n2 Papers for 21st century students  \nModernised papers that:  \n• take advantage of what the latest calculators can do  \n• responded to research and best practice  \n• have a new layout designed to improve students’ experience.  \n4  \nKeeping students’strengths at the heart Students tend to be stronger at either Mechanics or Statistics.  \nWe want well-balanced, fair assessment.  \nSo separating Mechanics and Statistics and dividing out the Pure balances the papers for more even performance.  \nOur promise: These four features are at the heart of our aims for the qualification and will be in all our practice papers and in the live exams.  \nThe thinking behind great assessment  \nContents  \n\n| Contents | Page |\n| --- | --- |\n| Assessment objectives you can understand | 3 |\n| Better mark schemes | 5 |\n| How we assess calculator use | 17 |\n| Clearer layout | 21 |\n| Multiple-choice questions | 23 |\n| Splitting the applications | 24 |\n| Consistency in assessment | 25 |\n| Clearer language | 35 |\n| Appropriate marks for questions | 39 |\n\nThe thinking behind great assessment  \nAssessment objectives you can understand  \nLet’s begin with a recap of the assessment objectives (AOs) that we must design our assessments in line with.  \nOur assessments must be a fine balance between ensuring appropriate coverage of the AOs, overarching themes and specification content, which were finalised for us by the DfE.  \nBelow is an AO summary and breakdown. Keep returning to this as you read on to cement your understanding and confidence in how they’re assessed.  \nThe thinking behind great assessment  \nThe thinking behind great assessment  \n\n| | The details that make the difference\u003Cbr>Let’s see the elements that make better assessment by exploring some questions from our specimen papers.\u003Cbr>See the summary box at the top of each question and then have a look at the extra left-hand annotations to help you understand the thinking that goes into writing our questions.\u003Cbr>Better mark schemes\u003Cbr>We’ve redesigned our mark schemes to help you and your students fully understand what’s expected in order to gain marks. Here are the important changes you need to know:\u003Cbr>􀁸 our marking instructions focus on the mathematical principles being assessed without being over-prescriptive of the techniques or methods to use\u003Cbr>􀁸 the typical solution on the right-hand side of the mark scheme shows what avery good solution could look like, but doesn’t describe what students must do\u003Cbr>􀁸 we’ve introduced a new mark type for reasoning (R)\u003Cbr>􀁸 a high proportion of marks are ‘method’ marks (M)\u003Cbr>􀁸 you’ll see how the assessment objectives are assessed with each mark allocated an AO\u003Cbr>􀁸 we won’t always need a particular metho","cbCairgnz0xPMR3c","https://ap.wps.com/l/cbCairgnz0xPMR3c","pdf",2072249,48,"English","# Contents\n## Assessment objectives you can understand\n## Better mark schemes\n## The finer details","[{\"question\":\"What is the purpose of the new mark schemes in these A-level Maths papers?\",\"answer\":\"They help students understand what is expected to gain marks, with redesigned instructions focused on assessed mathematical principles. The schemes also include a new mark type for reasoning and a greater proportion of method marks and follow-through for accuracy.\"},{\"question\":\"How do the papers ensure students are assessed fairly across Mechanics and Statistics?\",\"answer\":\"They separate Mechanics and Statistics and divide out the Pure so the overall qualification provides more balanced performance. This supports an even and fair assessment for different student strengths.\"},{\"question\":\"What does a typical example question show about how marks are allocated?\",\"answer\":\"The commentary links question requirements to assessment objectives and explains how marks are earned for tasks like explaining links, differentiating procedure, and decisions about derivative positivity. It also shows that marks can be awarded even if a solution is not fully rigorous, when the needed mathematical work is correct.\"}]","A-level Maths - The thinking behind great assessment - Four things you need to know about our papers | PDF",1792468225,121]