[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-207644-en":3,"doc-seo-207644-105":30,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},207644,13056712833777,"Paura","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",4,"Exam","GCSE Spanish 8698/LH - Higher Tier Paper 1 Listening Mark Scheme - June 2018","A mark scheme for GCSE Spanish (8698/LH) Higher Tier Paper 1 Listening, June 2018, version 1.0 final. It explains how the assessment team prepares and standardises the scheme, including credit rules for both English and target-language responses, handling of alternatives, numbered lines, and cross-outs. It sets marking guidance for lists, unusual answers, true/false formats, and tolerances in Section B for common language errors, plus an accept/reject framework with mark allocation.","| GCSE\u003Cbr>Spanish 8698/LH\u003Cbr>Higher Tier Paper 1 Listening Mark Scheme |\n| --- |\n| June 2018 |\n| Version/Stage: 1.0 Final |\n\nMark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. 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)  \nListening and Reading tests General principles of marking Non-verbal answers  \nFollow the mark scheme as set out.  \nVerbal answers (English or target language)  \n1. The basic principle of assessment is that students should gain credit for what they know, understand and can do; provided their written response communicates the required message without ambiguity, it will get the mark. The following guidance should be borne in mind when marking.  \n(a) Credit should be given for all answers which convey the key idea required intelligibly and without ambiguity. This applies whether the answer is in English or target language. A separate assessment of spelling, punctuation and grammar is not required because of the nature of the answers. However, these aspects are an integral part of assessing communication and marks cannot be awarded where errors in spelling, punctuation or grammar lead to a failure to communicate the required information without ambiguity.  \n(b) Where a student has given alternatives or additional information in an answer, the following criteria should be applied: - if the alternative/addition does not contradict the key idea/make it ambiguous, accept- If the alternative/addition contradicts the key idea or makes it ambiguous, reject.  \n(c) Where numbered lines are given within a question/section of a question, credit should be given for correct answers, no matter which line they appear on.  \n(d) Where a question has more than one section (eg (i) and (ii) , a candidate may include as part of the answer to one section the information required to answer another section. Eg, in Listening, information required to answer section (ii) might be given as part of the answer to section (i) . In such cases, credit should be given for having answered section (ii), provided that no incorrect answer has been given for that section in the correct place on the question paper.  \n2. In questions where students are asked to give for example a list of three items, only the first three items they write down should be considered for assessment purposes.  \n3. No mark scheme can cover all possible answers. When in doubt, look for the key idea.  \n4. Where a student has crossed out an answer and what was underneath remains legible then it should be marked. When part of an answer is crossed out, then only what remains should be considered.  \n5   / .. means that these are acceptable alternative answers in the mark scheme. (   ) means that this information is not needed for full marks to be a","cbCaihtlgi8p1LBX","https://ap.wps.com/l/cbCaihtlgi8p1LBX","pdf",179388,1,13,"English","en",105,"# Mark scheme preparation and use\n## Standardisation and principles of marking\n# Listening and Reading marking rules\n## Non-verbal and verbal answers\n## Credit rules for communication and language errors\n## Handling alternatives, cross-outs, lists, and unusual answers\n## True/false tolerances and Section B target-language guidance\n# Question-by-question accept guidance","[{\"question\":\"Who prepares and standardises this mark scheme, and how is consistency ensured?\",\"answer\":\"It is prepared by the Lead Assessment Writer and reviewed with relevant questions by a panel of subject teachers. Standardisation events ensure all associates understand and apply the scheme in the same correct way, including agreeing on alternative answers.\"},{\"question\":\"How are marks awarded when a student answers in English or the target language?\",\"answer\":\"Credit is given for intelligible communication of the key idea without ambiguity, regardless of whether the response is in English or the target language. Spelling, punctuation, and grammar are part of assessing communication, and marks cannot be awarded if errors prevent unambiguous communication.\"},{\"question\":\"What tolerances apply to Section B target-language responses for common language mistakes?\",\"answer\":\"The scheme specifies acceptance rules for issues such as incorrect personal pronouns, possessive adjectives, wrong gender, infinitive forms, wrong tense (if comprehension is not in question), and minor spelling errors when the attempt is recognisably in the target language.\"}]","GCSE Spanish 8698/LH - Higher Tier Paper 1 Listening Mark Scheme - June 2018 | PDF",1788600273,33,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":85,"head_meta":87,"extra_data":89,"updated_unix":28},"gcse-spanish-8698lh-higher-tier-paper-1-listening-mark-scheme-june-2018","",{"@graph":36,"@context":84},[37,53,67],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/exam/",3,{"item":52,"name":13,"@type":43,"position":11},"https://docshare.wps.com/document/gcse-spanish-8698lh-higher-tier-paper-1-listening-mark-scheme-june-2018/207644/",{"url":52,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":23,"description":14,"dateModified":61,"datePublished":61,"encodingFormat":60,"isAccessibleForFree":62,"interactionStatistic":63},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":64,"interactionType":65,"userInteractionCount":4},"InteractionCounter",{"@type":66},"ViewAction",{"@type":68,"mainEntity":69},"FAQPage",[70,76,80],{"name":71,"@type":72,"acceptedAnswer":73},"Who prepares and standardises this mark scheme, and how is consistency ensured?","Question",{"text":74,"@type":75},"It is prepared by the Lead Assessment Writer and reviewed with relevant questions by a panel of subject teachers. Standardisation events ensure all associates understand and apply the scheme in the same correct way, including agreeing on alternative answers.","Answer",{"name":77,"@type":72,"acceptedAnswer":78},"How are marks awarded when a student answers in English or the target language?",{"text":79,"@type":75},"Credit is given for intelligible communication of the key idea without ambiguity, regardless of whether the response is in English or the target language. Spelling, punctuation, and grammar are part of assessing communication, and marks cannot be awarded if errors prevent unambiguous communication.",{"name":81,"@type":72,"acceptedAnswer":82},"What tolerances apply to Section B target-language responses for common language mistakes?",{"text":83,"@type":75},"The scheme specifies acceptance rules for issues such as incorrect personal pronouns, possessive adjectives, wrong gender, infinitive forms, wrong tense (if comprehension is not in question), and minor spelling errors when the attempt is recognisably in the target language.","https://schema.org",{"og:url":52,"og:type":86,"og:title":13,"og:site_name":58,"og:description":14},"article",{"robots":88,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":91},[92,96,100,103,108,113,118,123,128,131,135],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":93,"show_sort_weight":94,"slug":95},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":97,"show_sort_weight":98,"slug":99},"Literature",80,"literature",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":101,"slug":102},70,"exam",{"id":104,"doc_module":4,"doc_module_name":46,"category_name":105,"show_sort_weight":106,"slug":107},5,"Comic",60,"comic",{"id":109,"doc_module":4,"doc_module_name":46,"category_name":110,"show_sort_weight":111,"slug":112},6,"Technology",50,"technology",{"id":114,"doc_module":4,"doc_module_name":46,"category_name":115,"show_sort_weight":116,"slug":117},7,"Healthcare",40,"healthcare",{"id":119,"doc_module":4,"doc_module_name":46,"category_name":120,"show_sort_weight":121,"slug":122},8,"Research & Report",30,"research-report",{"id":124,"doc_module":4,"doc_module_name":46,"category_name":125,"show_sort_weight":126,"slug":127},9,"Religion & Spirituality",20,"religion-spirituality",{"id":126,"doc_module":4,"doc_module_name":46,"category_name":129,"show_sort_weight":126,"slug":130},"World Cup","world-cup",{"id":132,"doc_module":4,"doc_module_name":46,"category_name":133,"show_sort_weight":132,"slug":134},10,"Lifestyle","lifestyle",{"id":136,"doc_module":4,"doc_module_name":46,"category_name":137,"show_sort_weight":104,"slug":138},19,"General","general"]