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The material includes worked examples that report marks gained and evaluation notes, covering aspects such as WS 2 and 3 assessment, AO weighting, evidence quality, and holistic marking. Guidance highlights common student errors, e.g., vague answers, missing explanations, incorrect units or symbols, wrong substitutions or rearrangements, insufficient significant figures, and limits on awarding marks when anomalies remain or diagrams/plots are inaccurate. ",{"@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/ase-2025-annual-conference-supporting-itt-understanding-gcse-science-assessment-commentaries-published-january-2025/620911/",{"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/ase-2025-annual-conference-supporting-itt-understanding-gcse-science-assessment-commentaries-published-january-2025/620911.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What do the commentaries focus on when assessing GCSE Science answers?","Question",{"text":112,"@type":113},"They evaluate how well student responses meet assessment aspects and criteria, including AO targets and the quality of evidence, explanations, and accuracy within the mark scheme.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why might a student receive limited marks even when some parts are correct?",{"text":117,"@type":113},"Because correct statements without explanations, vague responses, missing required final answers, or incorrect calculations/formatting can restrict scoring to lower levels despite partial correctness.",{"name":119,"@type":110,"acceptedAnswer":120},"What assessment points are highlighted for calculations, significant figures, and equation use?",{"text":121,"@type":113},"The guidance notes errors such as not using the supplied equation, incorrect substitution or rearrangement, wrong symbols/charges, and failing to present final answers to the required significant figures.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},620911,1792713931,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","ASE 2025 Annual Conference Supporting ITT:  \nUnderstanding GCSE Science assessment  \nCommentaries  \nPublished: January 2025  \nThe content of this material contains no reference to future exam content as far as we know atthe time of production.  \n\n| Example | Page | Marks gained | Commentary |\n| --- | --- | --- | --- |\n| 1 | 9 |  | Aspects of WS 2 and 3 are assessed |\n| 2 | 12 |  | AO2, AO3, AO1, AO1, AO2 |\n| 3 | 16 |  |  |\n| 4 | 19 | 0 | Two boxes ticked (not clearly crossed out) |\n| 5 | 20 | 0 | Not clear which metal is associated with which property |\n| 6 | 21 | 0 | Needs to extend range to show pattern |\n| 7 | 22 | 1 | Washing hands is too vague. MP2 gained |\n| 8 | 23 | 2 | LOR mark scheme. Apply holistic judgment after reading whole answer. Turn magnet on is credited. No linking of answers – student has simply repeated information from question. Level 1 response only |\n| 9 | 25 | 2 | Two correct statements but no explanations – max Level 1 response |\n| 10 | 26 | 0 | Two lines drawn from each method which negates correct answer |\n| 11 | 27 | 2 | Correct answer and working out but not to three significant figures (sf) |\n| 12 | 28 | 1 | Anomaly not removed, but correct working of a mean so 1 mark awarded |\n| 13 | 29 | 3 | All 3 marks awarded as answer is correct (see third bullet point in additional guidance) |\n| 14 | 30 | 0 | Student didn’t use supplied equation, incorrect substitution/ rearrangement (multiplied rather than divided) |\n| 15 | 31 | 0 and 2 | 7.3 – Wrong symbol for charge. 7.4 – Correct substitution and rearrangement, but final answer not given |\n| 16 | 32 | 0 and 2 | 0 marks for equation. 2 marks for correct calculation, but haven’t given answer correct to two sf (should be 38,000) |\n| 17 | 33 | 6 | Full marks, correct answer, all working shown |\n| 18 | 35 | 1 | The student has labelled the x axis instead of adding the scale to the y axis, and so can’t get this marking point. They’ve correctly drawn two of the bars. |\n| 19 | 36 | 2 | The student has correctly plotted all the points from the table of data, although the crosses could have been clearer. They’ve attempted to draw a curved line of best fit, but it hasn’t been drawn through all the points and is quite rough. As such, the mark for the line of best fit can’t be awarded. |\n\n\n| Example | Page | Marks gained | Commentary |\n| --- | --- | --- | --- |\n| 20 | 37 | 1 | The student has plotted five of the six points correctly, within the tolerance allowed, and so gains 1 mark for the plotting. The line of best fit is incorrect, so the marks for this can’t be awarded. |\n| 21 | 38 | 2 | The points are plotted correctly, but three points lie below the line of best fit, so the third mark isn’t awarded. |\n| 22 | 41 | 6 | This answer is given as a clear sequence of relevant bullet points, which link to give a clear account of what happens in the plant. The level of detail given is sufficient for Level 3, and this student gains full marks. |\n| 23 | 42 | 4 | This student has presented their comparison in table form, which is perfectly acceptable. They’ve identified scientifically relevant features of both types of cups, and clearly linked each feature to whether it’s an advantage or disadvantage.\u003Cbr>The comparison of the features of the two types of cups is clearly shown in the tabular presentation, and there’s numerical data to indicate the magnitude of the difference in cost production.\u003Cbr>This is a top Level 2 answer and deserves full marks. |\n| 24 | 43 | 1 | This answer to the same question isn’t as strong, and gets 1 mark. General advantages and disadvantages are identified here, but there’s no explanation as why each point is an advantage or a disadvantage. The student has just repeated the information in the table.\u003Cbr>What’s needed is, for example:\u003Cbr>• paper cups are not recyclable so they end up in landfill or\u003Cbr>• they are biodegradable so they break down or rot.\u003Cbr>The layout doesn’t show how the two cups compare against each other. |\n| 25 | 44 | 5 | The me","cbCaivAaoAOhMOs9","https://ap.wps.com/l/cbCaivAaoAOhMOs9","pdf",657636,"English","# Example marking and commentary\n## Marks gained and common assessment issues\n## Graphs, plotting, and line of best fit\n## Written responses and holistic judgment","[{\"question\":\"What do the commentaries focus on when assessing GCSE Science answers?\",\"answer\":\"They evaluate how well student responses meet assessment aspects and criteria, including AO targets and the quality of evidence, explanations, and accuracy within the mark scheme.\"},{\"question\":\"Why might a student receive limited marks even when some parts are correct?\",\"answer\":\"Because correct statements without explanations, vague responses, missing required final answers, or incorrect calculations/formatting can restrict scoring to lower levels despite partial correctness.\"},{\"question\":\"What assessment points are highlighted for calculations, significant figures, and equation use?\",\"answer\":\"The guidance notes errors such as not using the supplied equation, incorrect substitution or rearrangement, wrong symbols/charges, and failing to present final answers to the required significant figures.\"}]","ASE 2025 Annual Conference Supporting ITT - Understanding GCSE Science assessment - Commentaries - Published January 2025 | PDF",1792464740]