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It explains the assessment structure, with four Assessment Objectives assessed equally and performance descriptors placed across six levels. Marking guidance covers awarding 0–18 marks per objective, using a best-fit approach across descriptors, and summing to a total out of 72. 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then apply a best-fit approach when evidence aligns with multiple levels.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},622424,1792466651,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":121,"read_time":24,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","GCSE Art and Design assessment grid  \nInstructions for use  \nYou should use the assessment grid on the next page to assess all student work for both components and all titles.  \n􀁸 The assessment grid assesses the four Assessment Objectives equally.  \n􀁸 The four Assessment Objectives are in the first column, with performance descriptors running across the grid.  \n􀁸 The levels of performance head the six remaining columns.  \n􀁸 The six levels of performance each contain three marks.  \n􀁸 There is a maximum of 18 marks available for each Assessment Objective.  \n􀁸 Note that 0 marks should be awarded where work has not achieved the required standard for this qualification.  \nThe descriptors in the assessment grid should be understood as follows:  \n􀁸 Limited – insufficient knowledge, understanding and skills; minimal evidence of, and lack of structure in, the development and recording of ideas.  \n􀁸 Basic – some knowledge, understanding and skills demonstrated but they are simplistic and deliberate; some structure and repetition in the development and recording of ideas.  \n􀁸 Emerging competent – knowledge, understanding and skills are generally adequate but safe.  \n􀁸 Competent and consistent – knowledge, understanding and skills are secure and cohesive throughout.  \n􀁸 Confident and assured – knowledge, understanding and skills are effective and focused throughout.  \n􀁸 Exceptional – knowledge, understanding and skills are in-depth, perceptive and accomplished throughout.  \nWhen assessing student work you should:  \n􀁸 refer to published visual exemplars to establish a secure understanding of how descriptors relate to practical evidence;  \n􀁸 use the bulleted descriptors in each box to determine which level of performance the evidence meets best, working through each Assessment Objective separately;  \n􀁸 use the descriptors holistically; there is not one mark available per descriptor;  \n􀁸 decide whether the evidence‘just’meets, ‘mostly’meets or ‘fully’meets the descriptors in the level of performance to determine the appropriate mark within the level of performance;  \n􀁸 use a best-fit approach to award the mark that corresponds most closely to the descriptors that have been met where evidence for an Assessment Objective meets descriptors from two or more different levels of performance;  \n􀁸 determine a mark out of 18 for each Assessment Objective and either circle the relevant mark or write it in the far right-hand column;  \n􀁸 add the marks for each Assessment Objective together for a total mark out of 72.  \nCentre number:  \nAreas of study:  \n\n|  |\n| --- |\n|  |\n\nTitle:  \nSubject code:  \n\n|  |\n| --- |\n|  |\n\nCandidate name:  \nCandidate number:  \n\n|  |\n| --- |\n|  |\n\nGCSE assessment grid – you should use this assessment grid to assess all student work for both components and all titles  \n\n| Assessment Objectives | 0 | Level 1\u003Cbr>LIMITED ABILITY\u003Cbr>Insufficient knowledge, understanding and skills; minimal evidence of, and lack of structure in, the development and recording of ideas |  |  | Level 2\u003Cbr>BASIC ABILITY\u003Cbr>Some knowledge, understanding and skills demonstrated but they are simplistic and deliberate; some structure and repetition in the development and recording of ideas |  |  | Level 3\u003Cbr>EMERGING COMPETENT ABILITY\u003Cbr>Knowledge, understanding and skills are generally adequate but safe |  |  | Level 4\u003Cbr>COMPETENT AND CONSISTENT ABILITY\u003Cbr>Knowledge, understanding and skills are secure and cohesive throughout |  |  | Level 5\u003Cbr>CONFIDENT AND ASSURED ABILITY\u003Cbr>Knowledge, understanding and skills are effective and focused throughout |  |  | Level 6\u003Cbr>EXCEPTIONAL ABILITY\u003Cbr>Knowledge, understanding and skills are in-depth, perceptive and accomplished throughout |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Evidence meets requirements |  | Just | Mostly | Fully | Just | Mostly | Fully | Just | Mostly | Fully | Just | Mostly | Fully | Just | Mostl","cbCaisECxnSvMdap","https://ap.wps.com/l/cbCaisECxnSvMdap","pdf",220191,"English","# Instructions for use\n## Assessment objectives and marking process\n## Performance descriptors (Limited to Exceptional)","[{\"question\":\"How should examiners choose the mark within a performance level?\",\"answer\":\"Use the descriptor evidence holistically, and decide whether it just, mostly, or fully meets the descriptors; then apply a best-fit approach when evidence aligns with multiple levels.\"}]","GCSE Art and Design Assessment Grid | PDF"]