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It explains how the mark scheme is produced and standardised, and how examiners should interpret student answers using a four-level response framework. The scheme sets out level descriptions, skills descriptors, and the indicative standard to support consistent level and mark decisions, including step-by-step annotation and level determination.",{"@graph":69,"@context":116},[70,84,99],{"@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/gcse-english-language-87002-november-2019-mark-scheme/207225/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Quinn Holloway","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What is the purpose of the level of response mark scheme for GCSE English Language 8700/2?","Question",{"text":106,"@type":107},"It guides examiners to credit appropriate answers by describing four levels and the different qualities expected in students’ responses. 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This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer.  \nIt must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper.  \nFurther copies of this mark [scheme are available from aqa.org.uk](scheme are available from aqa.org.uk)  \nCopyright © 2019 AQA and its licensors. All rights reserved.  \nAQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to  \nschools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.  \nMARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2019  \nIntroduction  \nThe information provided for each question is intended to be a guide to the kind of answers anticipated and is neither exhaustive nor prescriptive. All appropriate responses should be given credit.  \nLevel of response marking instructions  \nLevel of response mark schemes for GCSE English Language are broken down into four levels (where appropriate) . In the first column each level is identified with one or two key words that represent the differences in the skills then described. These key words show the progression from Level 1 to 4 and are:  \nLevel 4 Perceptive, detailed  \nLevel 3 Clear, relevant  \nLevel 2 Some, attempts  \nLevel 1 Simple, limited.  \nThis is followed in the second column by a description of the different qualities required in the student’s answer for that level. These are called the skills descriptors. In order to reach a given level, a student must fulfil one or more of the skills descriptors for that level.  \nThe third column of the mark scheme is the Indicative Standard. This is an important feature of the mark scheme for GCSE English Language. It provides exemplification of the skills descriptors at each level and offers a small number of different comments at the required standard to give an indication of the quality of response that is typical for that level. It shows the progression from Level 1 to 4.  \nThe Indicative Standard is not intended to be a model answer nor a complete response, and it does not exemplify required content. Students may reach a given level by making one or more comments of the quality demonstrated by the Indicative Standard and do not have to meet all the skill descriptors at that level.  \nThe standardising scripts will further exemplify each of the levels. You must refer to the standardising material throughout your marking.  \nStep 1 Annotate the response  \nWhen marking a response you should first read through the student’s ","cbCaieZVpw0Qtg0J","https://ap.wps.com/l/cbCaieZVpw0Qtg0J","pdf",119495,18,"English","# Introduction\n# Level of response marking instructions\n## Skills levels (Level 1 to Level 4)\n## Indicative Standard\n## Standardising scripts\n# Marking process\n## Step 1 Annotate the response\n## Step 2 Determine a level\n## Step 3 Determine a mark","[{\"question\":\"What is the purpose of the level of response mark scheme for GCSE English Language 8700/2?\",\"answer\":\"It guides examiners to credit appropriate answers by describing four levels and the different qualities expected in students’ responses. The information is neither exhaustive nor prescriptive, so examiners credit all appropriate responses.\"},{\"question\":\"How does the Indicative Standard help determine levels and marks?\",\"answer\":\"It provides exemplification of skills descriptors at each level and shows the progression from Level 1 to Level 4. Examiners use it to help decide the correct level and then fine-tune the mark within that level based on the quality of comments.\"},{\"question\":\"What steps should an examiner follow when marking a response?\",\"answer\":\"First, annotate the response at Step 1 using the statement bank comments to show demonstrated qualities. Then use the level ladder at Step 2 to determine the best-fit level. Finally, at Step 3, assign a mark by balancing how well the skills descriptors for that level have been met.\"}]","GCSE English Language 8700/2 - November 2019 Mark Scheme | PDF",45]