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It sets assessment objectives AO1 to AO3, defining recall and understanding, effective application, and analysis, interpretation, and evaluation. The scheme explains expectations for response quality at GCSE age, flexibility for unexpected answers using professional judgement, and positive marking that credits valid knowledge and skills. 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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 candidates’ responses to a","cbCaioKE2QWQAtSC","https://ap.wps.com/l/cbCaioKE2QWQAtSC","pdf",285642,"English","# General Marking Instructions\n## Introduction\n## Assessment objectives\n## Quality of candidates’ responses\n## Flexibility in marking\n## Positive marking\n## 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 AO1, AO2, and AO3 for Physical Education?\",\"answer\":\"AO1 covers recalling knowledge and demonstrating understanding. AO2 focuses on applying concepts and methods effectively. AO3 requires analysing, interpreting, and evaluating information and data related to the subject content.\"},{\"question\":\"How do examiners handle unexpected answers in marking?\",\"answer\":\"Mark schemes are not fully prescriptive. Examiners use professional judgement to assess the validity of unanticipated answers and seek guidance from the Supervising Examiner if an answer is particularly problematic.\"},{\"question\":\"What rules apply for awarding marks when answers are incorrect and for calculation errors?\",\"answer\":\"Marks are only awarded for valid responses; no marks are given for completely incorrect or inappropriate answers. For calculation questions, the own-figure rule is applied so candidates are not penalised more than once for a computational error.\"}]","GCSE Physical Education - Paper 2 - Developing Performance - Mark Scheme | PDF",48]