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It explains mark allocation through generic and illustrative schemes, emphasizes positive marking, and provides rules for handling errors, transcription mistakes, and subsequent work. The guidance covers full-mark requirements with appropriate working, methods candidates may use, and special treatment of horizontal/vertical marking when solutions split into pairs. It also states simplification expectations in final answers and how commonly observed responses (COR) may guide marking of non-routine solutions.",{"@graph":69,"@context":122},[70,84,105],{"@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/national-qualifications-2024-2024-applications-of-mathematics-higher-question-paper-finalised-marking-instructions/508679/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/national-qualifications-2024-2024-applications-of-mathematics-higher-question-paper-finalised-marking-instructions/508679.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-05",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What do the generic scheme and illustrative scheme represent in the marking instructions?","Question",{"text":112,"@type":113},"The generic scheme indicates why each mark is awarded, while the illustrative scheme covers commonly seen methods throughout the assessment. In general, markers use the illustrative scheme and only use the generic scheme when a method is not covered there.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How should markers apply positive marking?",{"text":117,"@type":113},"Markers must apply positive marking so candidates accumulate marks for relevant skills, knowledge, and understanding. Marks are not deducted for errors or omissions.",{"name":119,"@type":110,"acceptedAnswer":120},"What happens if a candidate makes an error or a transcription error?",{"text":121,"@type":113},"If a candidate’s response contains an error, all subsequent working must still be marked, awarding marks only when the difficulty is similar to that in the illustrative scheme. 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If it is reproduced, SQA must be clearly acknowledged as the source. If it is to be reproduced for any other purpose, written permission must be obtained [from](from permissions@sqa.org.uk)[ permissions@sqa.org.uk](from permissions@sqa.org.uk).  \nGeneral marking principles for Higher Applications of Mathematics  \nAlways apply these general principles. Use them in conjunction with the detailed marking instructions, which identify the key features required in candidates’ responses.  \nFor each question, the marking instructions are generally in two sections:  \ngeneric scheme — this indicates why each mark is awarded  \nillustrative scheme — this covers methods which are commonly seen throughout the marking  \nIn general, you should use the illustrative scheme. Only use the generic scheme where a candidate has used a method not covered in the illustrative scheme.  \n(a) Always use positive marking. This means candidates accumulate marks for the demonstration of relevant skills, knowledge and understanding; marks are not deducted for errors or omissions.  \n(b) If you are uncertain how to assess a specific candidate response because it is not covered by the general marking principles or the detailed marking instructions, you must seek guidance from your team leader.  \n(c) One mark is available for each •. There are no half marks.  \n(d) If a candidate’s response contains an error, all working subsequent to this error must still be marked. Only award marks if the level of difficulty in their working is similar to the level of difficulty in the illustrative scheme.  \n(e) Only award full marks where the solution contains appropriate working. A correct answer with no working receives no mark, unless specifically mentioned in the marking instructions.  \n(f) Candidates may use any mathematically correct method to answer questions, except in cases where a particular method is specified or excluded.  \n(g) If an error is trivial, casual or insignificant, for example 6 x 6 = 12, candidates lose the opportunity to gain a mark, except for instances such as the second example in point (h) below.  \n(h) If a candidate makes a transcription error (question paper to script or within script), they lose the opportunity to gain the next process mark, for example  \nx2 + 5x + 7 = 9x + 4  \n x − 4x + 3 = 0  x = 1  \nThe following example is an exception to the above  \nThis error is not treated as a transcription error, as the candidate deals with the intended quadratic equation. The candidate has been given the benefit of the doubt and all marks awarded.  \nx2 + 5x + 7 = 9x + 4 x − 4x + 3 = 0  \n(x − 3)(x −1) = 0  \nx = 1 or 3  \n(i) Horizontal/vertical marking  \nIf a question results in two pairs of solutions, apply the following technique, but only if indicated in the detailed marking instructions for the question.  \nExample:  \n•5  \n•6  \n•5  \nx = 2  \ny = 5  \n•6  \nx = −4  \ny = −7  \nHorizontal: •5 x = 2 and x = −4  \n•6 y = 5 andy = −7  \nVertical: •5 x = 2 andy = 5  \n•6 x = −4 andy = −7  \nYou must choose whichever method benefits the candidate, not a combination of both.  \n(j) In final answers, candidates should simplify numerical values as far as possible unless specifically mentioned in the detailed marking instruction. For example  \n1512 must be simplified to 54 or 114~~ ~~ ~~ ~~413 must be simplified to 43 1053 must be simplified to 50 ~~ ~~43~~5~~ must be simplified to 145  \n64 must be simplified to 8*  \n*The square root of perfect squares up to and including 144 must be known.  \n(k) Commonly Observed Responses (COR) are shown in the marking in","cbCaidcJccIKVEgi","https://ap.wps.com/l/cbCaidcJccIKVEgi","pdf",1728787,22,"English","# General marking principles for Higher Applications of Mathematics\n## Mark scheme structure (generic and illustrative)\n## Positive marking and error handling\n## Awarding process marks and working requirements\n## Horizontal/vertical marking technique\n## Final answers and simplification rules\n## Commonly Observed Responses (COR)\n## Non-penalisation rules","[{\"question\":\"What do the generic scheme and illustrative scheme represent in the marking instructions?\",\"answer\":\"The generic scheme indicates why each mark is awarded, while the illustrative scheme covers commonly seen methods throughout the assessment. In general, markers use the illustrative scheme and only use the generic scheme when a method is not covered there.\"},{\"question\":\"How should markers apply positive marking?\",\"answer\":\"Markers must apply positive marking so candidates accumulate marks for relevant skills, knowledge, and understanding. Marks are not deducted for errors or omissions.\"},{\"question\":\"What happens if a candidate makes an error or a transcription error?\",\"answer\":\"If a candidate’s response contains an error, all subsequent working must still be marked, awarding marks only when the difficulty is similar to that in the illustrative scheme. For transcription errors, candidates typically lose the opportunity to gain the next process mark, except in a stated quadratic-equation exception example.\"}]","National Qualifications 2024 - 2024 Applications of Mathematics - Higher - Question Paper Finalised Marking Instructions | PDF",1791231821,55]