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It gives clear and explicit information to examiners on what the various parts of a mark scheme mean and how to apply them to ensure consistency of marking.  \n1. General  \nThe mark scheme for each question shows:  \n• the marks available for each part of the question  \n• the total marks available for the question  \n• the typical answer or answers which are expected  \n• extra information to help the Examiner make his or her judgement  \n• the Assessment Objectives and specification content that each question is intended to cover. The extra information is aligned to the appropriate answer in the left-hand part of the mark scheme and should only be applied to that item in the mark scheme.  \nAt the beginning of a part of a question a reminder may be given, for example: where consequential marking needs to be considered in a calculation; or the answer may be on the diagram or at a different place on the script.  \nIn general the right-hand side of the mark scheme is there to provide those extra details which confuse the main part of the mark scheme yet may be helpful in ensuring that marking is straightforward and consistent.  \n2. Emboldening and underlining  \n2.1 In a list of acceptable answers where more than one mark is available ‘any two from’ is used, with the number of marks emboldened. Each of the following bullet points is a potential mark.  \n2.2 A bold and is used to indicate that both parts of the answer are required to award the mark.  \n2.3 Alternative answers acceptable for a mark are indicated by the use of or. Different terms in the mark scheme are shown by a / ; eg allow smooth / free movement.  \n2.4 Any wording that is underlined is essential for the marking point to be awarded.  \n3. Marking points  \n3.1 Marking of lists  \nThis applies to questions requiring a set number of responses, but for which students have provided extra responses. The general principle to be followed in such a situation is that ‘right + wrong = wrong’.  \nEach error / contradiction negates each correct response. So, if the number of error / contradictions equals or exceeds the number of marks available for the question, no marks can be awarded.  \nHowever, responses considered to be neutral (indicated as * in example 1) are not penalised. Example 1: What is the pH of an acidic solution?  \n[1 mark]  \nStudent Response Marks awarded  \n1 green, 5 0  \n2 red*, 5 1  \n3 red*, 8 0  \nExample 2: Name two planets in the solar system.  \n[2 marks]  \nStudent Response Marks awarded  \n1 Neptune, Mars, Moon 1  \n2 Neptune, Sun, Mars, 0 Moon  \n3.2 Use of chemical symbols / formulae  \nIf a student writes a chemical symbol/formula instead of a required chemical name, full credit can be given if the symbol/formula is correct and if, in the context of the question, such action is appropriate.  \n3.3 Marking procedure for calculations  \nMarks should be awarded for each stage of the calculation completed correctly, as students are instructed to show their working. Full marks can, however, be given for a correct numerical answer, without any working shown.  \n3.4 Interpretation of ‘it’  \nAnswers using the word ‘it’ should be given credit only if it is clear that the ‘it’ refers to the correct subject.  \n3.5 Errors carried forward  \nAny error in the answers to a structured question shou","cbCairYY97sSoyOx","https://ap.wps.com/l/cbCairYY97sSoyOx","pdf",6760071,44,"English","# GCSE Science mark schemes: The ‘Information to Examiners’ section\n## General\n## Emboldening and underlining\n## Marking points\n## Level of response marking instructions","[{\"question\":\"What information does the ‘Information to Examiners’ section provide?\",\"answer\":\"It explains how each part of a GCSE Science mark scheme should be interpreted, including what the marks mean and how to apply them to ensure consistent marking. It also clarifies how assessment objectives and specification content link to each question item.\"},{\"question\":\"How should examiners apply formatting in the mark scheme, such as bold, underlining, and symbols?\",\"answer\":\"Bold indicates the presence of required paired parts for a mark, and emboldened numbers apply to “any two from” situations. Underlined wording is essential for the marking point, while or and / indicate acceptable alternatives and terminology differences.\"},{\"question\":\"How is marking handled for lists, calculations, and errors carried forward?\",\"answer\":\"For lists, “right + wrong = wrong” applies when errors or contradictions negate correct responses, except neutral responses are not penalised. Calculation marks are awarded by correct stages (with full credit possible for a correct final answer), and errors carried forward are penalised only once, typically shown with “ecf” in the mark scheme.\"}]","GCSE Science Marking and improving student outcomes in AO2-focused questions - Spring 2019 Support booklet | PDF",1792462118,111]