ASE 2023 - ETC GCSE Science Support Booklet and Further Information

Oct 20, 2026

Uploaded by Himbo

Assessment guidance for ETC GCSE Science (Spring 2023, ASE 2023), focusing on how exam questions are structured and how marks are awarded across different demand levels. Covers common pitfalls in multiple-choice and short-answer responses, marking principles for calculations and physics equations, and expectations for extended response questions using levels of response mark schemes. Provides practical advice for graphs, including plotting, labelling, drawing scales, and choosing line of best fit.

LanguageEnglish

CategoryExam

FormatDOCX

Pages1

Reading Time3 min

AccessFree to download

Assessment objectives

Structure of an exam question

Types of questions and common errors

Marking and demand levels

General principles of marking calculations

Summary on assessing physics equations

Extended response questions

Levels of response mark schemes

Typical command works

Using bullet points and prose

Using tables for comparisons and evaluations

Graphs

Plotting, labelling, scales, and best fit

ASE 2023: ETC GCSE Science Support booklet and further information Spring 2023 Assessment objectives: Trilogy C2H 2018 Structure of an exam question: Trilogy P2 2018 standard demand Graph paper given with scales and axis labelled . Types of questions and commonerrors Multiple-choice questions Ticking too many boxes, or not enough. Short-answer questions Being clear about what they are referring to Example 1 Being vague or not answering the question fully Example 2 Example 3 Repeating unnecessary information Example 4 Not explaining fully Example 5 Putting a right and wrong answer Example 6 General principles of marking calculations Example 7 Example 8 Example 9 Summary information onassessing physics equations 23 Physics equations that students need to know and be able to apply (21 in Combined Science). 12 further Physics equations (7 in Combined Science) that students must be able to select from a list and apply. Students will be given the prompt ‘Use the correct equation from the Equation sheet’. How assessed on the papers Low demand, grades 1−3 (Foundation tier only) Recall (AO1) grades 1−3 be asked to recall an equation by multiple choice, link boxes. Will only be worth 1 mark. Apply (AO2) students will be given the equation to apply. Simple equations with substitution of two numbers, no transformations. Example 10 Standard demand, grades 4−5 (Foundation and Higher tier) Students will be given the prompt ‘Write down the equation that links…’ so they access AO1. These will be written in alphabetical order not necessarily in the way they need to be used. Calculation will involve something ‘extra’ e.g. simple transformation. Example 11 Example 12 High demand, grades 6−9 (Higher tier only) No prompts about which equation to use. Students will not gain marks simply for writing the equation down without doing something with it (so no AO1). Questions will involve transformations or ‘something extra’. Could be multi-step Example 13 For calculations that involve multiple steps (5 or 6 mark extended response on Higher tier) students may need to use more than one equation. An example of a completely correct response, with all working shown, that scores 6 marks. Graphs We use a variety of graphs to test a range of skills covering all levels of demand. Students can use a pencil or a pen but a sharp pencil is best as they can then rub out mistakes. Students may be asked to: plot the data from a table: ocross (x) or dots can be used but crosses (x) are easier to see. omarked for accuracy - different divisions of scales are used depending on demand. label the axis – use the headings in the data table to help decide on the labels. draw the scale – try and use most of the available graph paper so the examiner can see clearly what you have done. draw a line of best fit – in science because we are using real data, lines of best fit can be straight or curved. Look at the pattern in the data first to decide. Simple bar charts: Example 14 AQA-8464P1F-QP-JUN18 Line graph: Example 15 AQA-8464B1F-QP-JUN18 Line graph: Example 16 Line graph: Example 17 Extended response One of the assessment criteria all exam boards have to assess is a student’s ability to write an answer that is ‘coherent, relevant, substantiated and logically structured’. These questions carry 4 – 6 marks and are usually set at standard demand or above, so on the foundation tier they are often part of the last questions. They are marked using ‘levels of response’ mark schemes (unless multi-step calculation). Levels of response mark schemes provide a framework in which students are rewarded according to the level of skill they show and the correct content they include. There is n

FAQs

How do demand levels affect what students must do for physics equations?

Low demand (grades 1–3) focuses on recalling an equation and then applying it with simple substitution. Higher demand (grades 6–9) removes prompts, requires transformations or additional steps, and does not award marks for writing the equation alone.

What are common errors in multiple-choice and short-answer questions?

In multiple-choice, students may tick too many or too few boxes. For short-answer questions, issues include being unclear about what they refer to, being vague or not fully answering, repeating unnecessary information, not explaining fully, and mixing right and wrong answers.

What guidance is given for answering extended response questions?

Extended responses (4–6 marks) are assessed using levels of response mark schemes based on overall answer quality, level descriptors, and included content. Answers should be coherent, relevant, substantiated, and logically structured, using paragraphs, bullet points, or labelled diagrams and clearly linked tables.

Oct 20, 2026

Uploaded by Himbo