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It provides guidance on how examiners should judge the quality of candidate responses, stressing maturity expectations for 16-year-olds. The document explains flexibility in marking, positive credit, awarding zero marks only for completely incorrect answers, and applying the own figure rule for calculations. 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The mark schemes provide markers with an indication of the nature and range of candidates’ responses likely to be worthy of credit. They also set out the criteria which they should apply in allocating marks to candidates’ responses.  \nAssessment objectives  \nBelow are the assessment objectives for Physical Education which are assessed in examination paper 1 and paper 2.  \nCandidates must:  \nAO1 be able to recall knowledge and demonstrate understanding of the concepts, facts, terminology, principles and methods relating to the subject content;  \nAO2 be able to apply effectively the concepts, facts, terminology, principles and methods relating to the subject content;  \nAO3 be able to analyse, interpret and evaluate information and data relating to the subject content.  \nQuality of candidates’responses  \nIn marking the examination papers, examiners should be looking for a quality of response reflecting the level of maturity which may reasonably be expected of a 16-year-old which is the age at which the majority of candidates sit their GCSE examinations.  \nFlexibility in marking  \nMark schemes are not intended to be totally prescriptive. No mark scheme can cover all the responses which candidates may produce. In the event of unanticipated answers, examiners are expected to use their professional judgement to assess the validity of answers. If an answer is particularly problematic, then examiners should seek the guidance of the Supervising Examiner.  \nPositive marking  \nExaminers are encouraged to be positive in their marking, giving appropriate credit for what candidates know, understand and can do rather than penalising candidates for errors or omissions. Examiners should make use of the whole of the available mark range for any particular question and be prepared to award full marks for a response which is as good as might reasonably be expected of a 16-year-old GCSE candidate.  \nAwarding zero marks  \nMarks should only be awarded for valid responses and no marks should be awarded for an answer which is completely incorrect or inappropriate.  \nMarking Calculations  \nIn marking answers involving calculations, examiners should apply the ‘own figure rule’ so that candidates are not penalised more than once for a computational error.  \nTypes of mark schemes  \nMark schemes for tasks or questions which require candidates to respond in extended written form are marked on the basis of levels of response which take account of the quality of written communication. Other questions which require only short answers are marked on a point for point basis with marks awarded for each valid piece of information provided.  \nLevels of response  \nTasks and questions requiring candidates to respond in extended writing are marked in terms of levels of response. In deciding which level of response to award, examiners should look for the ‘best fit’bearing in mind that weakness in one area may be compensated for by strength in another. In deciding which mark within a particular level to award to any response, examiners are expected to use their professional judgement. The following guidance is provided to assist examiners.  \nThreshold performance: Response which just merits inclusion in the level and should be awarded a mark at or near the bottom of the range.  \nIntermediate performance: Response which clearly merits inclusion in the level and should be awarded a mark at or near the middle of the range.  \nHigh performance: Response which fully satisfies the level description and should be awarded a mark at or near the top of the range.  \nQuality of written communication  \nQuality of written communication is taken into account in assessing c","cbCaiuCgSdxh2ydy","https://ap.wps.com/l/cbCaiuCgSdxh2ydy","pdf",291451,14,"English","# General Marking Instructions\n## Introduction\n## Assessment objectives\n## Quality of candidates’ responses\n## Flexibility in marking\n## Positive marking and awarding zero marks\n## Marking calculations\n## Types of mark schemes\n## Levels of response\n## Quality of written communication","[{\"question\":\"What are the assessment objectives tested in Physical Education Paper 1?\",\"answer\":\"AO1 focuses on recalling knowledge and demonstrating understanding. AO2 requires effective application of concepts and methods. AO3 involves analysing, interpreting, and evaluating information and data.\"},{\"question\":\"How should examiners handle unexpected candidate answers?\",\"answer\":\"Mark schemes are not fully prescriptive. Examiners should use professional judgement, and if an answer is particularly problematic they should seek guidance from the Supervising Examiner.\"},{\"question\":\"How are marks awarded for extended writing and how is written communication assessed?\",\"answer\":\"Extended written tasks are marked using levels of response using a best-fit approach. Quality of written communication is reflected within the level descriptions, distinguishing basic, good, and excellent standards.\"}]","GCSE Physical Education Paper 1 - Factors Underpinning Health and Performance - Mark Scheme | PDF",35]