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The document specifies how syllabuses should clarify learning expectations, assessment scope, and performance levels, and how assessment schemes should be fit for purpose, reliable, valid, and not impose unreasonable demands. It also sets principles for setting question papers and mark schemes, including alignment, appropriate sampling, construct-irrelevant variance minimization, and manageable administration. 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It has been updated only to reflect our new name, logo and look announced in October 2023. The rest of the content is exactly as it was published in 2017. It will continue to apply until further notice.  \nCode of Practice 3  \nContents  \nIntroduction....................................................................... 5  \nAbout Cambridge International Education.............................5  \nPurpose of this Code of Practice ..............................................5  \nScope ............................................................................................ 5  \nStructure ...................................................................................... 5  \nCompliance with the Code of Practice.....................................5  \nAssessment as judgement ........................................................ 5  \nChapter 1: Syllabuses ...................................................... 6  \nIntroduction ............................................................................... 6  \nAim 1.1: Syllabuses will make clear what candidates are expected to learn and what they will be assessed on...................................................................6  \nAim 1.2: Grade descriptors will indicate the levels of performance which are signified by the results..............6  \nAim 1.3: Syllabuses will make clear how candidates are to be assessed....................................................................6  \nAim 1.4: Each syllabus will enable schools to  \ndevelop appropriate courses of study that provide one part of a coherent school education and that prepare candidates for assessment................................6  \nAim 1.5: Where an assessment component is to be set or marked by the centre, the syllabus will make the requirements clear.............................................7  \nAim 1.6: Each scheme of assessment will be fit for its purpose, which is to facilitate reliable and valid assessment........................................................................7  \nAim 1.7: Schemes of assessment will not make unreasonable demands on candidates, teachers or resources................................................................................8  \nAim 1.8: Syllabuses will be periodically reviewed to ensure that they remain up to date and fit for purpose.............................................................................8  \nAim 1.9: Syllabuses will be developed and revised by appropriate personnel...........................................8  \nAim 1.10: Schools will be given adequate notice of the introduction, revision or withdrawal of a syllabus................................................................................ 8  \nChapter 2: Setting of question papersand mark schemes ........................................................... 9  \nIntroduction ............................................................................... 9  \nAim 2.1: Question papers will conform with the syllabus.........................................................................9  \nAim 2.2: Mark schemes will conform with the question paper.....................................................................9  \nAim 2.3: Question papers will sample the content of the syllabus appropriately.....................................9  \nAim 2.4: Question papers and mark schemes will minimise construct-irrelevant variance...........................9  \nAim 2.5: Question papers will contain items with an appropriate distribution of difficulties....................10  \nAim 2.6: Mark schemes will facilitate reliable marking........................................................................ 10  \nAim 2.7: Centres will find the administration of assessments manageable.................................................. 10  \nAim 2.8: Candidates will have enough time to complete the paper........................","cbCaihlPUptjr1qb","https://ap.wps.com/l/cbCaihlPUptjr1qb","pdf",359454,22,"English","# Introduction\n## About Cambridge International Education\n## Purpose of this Code of Practice\n## Scope\n## Structure\n## Compliance with the Code of Practice\n## Assessment as judgement\n# Chapter 1: Syllabuses\n## Introduction\n## Aim 1.1 - Aim 1.10\n# Chapter 2: Setting of question papers and mark schemes\n## Introduction\n## Aim 2.1 - Aim 2.11\n# Chapter 3: Marking\n## Introduction\n## Section A: Marking by Examiners\n## Aim 3.1 - Aim 3.8\n## Section B: Automatic marking\n## Aim 3.9 - Aim 3.10","[{\"question\":\"What is the purpose and scope of this Code of Practice?\",\"answer\":\"It defines requirements for Cambridge International Education practices, including syllabus structure, assessment judgement, and compliance expectations across the assessment process.\"},{\"question\":\"How should syllabuses clarify what candidates are expected to learn and be assessed on?\",\"answer\":\"Syllabuses should make learning expectations and assessment focus clear, indicate performance levels through grade descriptors, and be regularly reviewed to remain current and fit for purpose.\"},{\"question\":\"What principles guide question papers, mark schemes, and marking decisions?\",\"answer\":\"Question papers and mark schemes should align with each other and the syllabus, sample content appropriately, minimize construct-irrelevant variance, and support reliable marking, while examiner judgement and automatic marking should be accurate, consistent, and fairly applied.\"}]","Code of Practice 3 - Table of Contents | PDF",1792721461,55]