SPECIMEN MATERIAL
A-level
BIBLICAL HEBREW
7677/1
PAPER 1 Translation, Comprehension and Composition
Mark scheme
V1.0
, MARK SCHEME – A-LEVEL BIBLICAL HEBREW – PAPER 1 – SPECIMEN
Mark 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.
It 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.
Further copies of this mark scheme are available from aqa.org.uk
General Guidance
A high level of accuracy in written English is required at this level, and accurate spelling and
punctuation are important.
All answers must be written in English, with the following exceptions, which may be written in
Biblical Hebrew where relevant:
- roots
- individual Hebrew letters
- words or short phrases from the text, if the Hebrew is necessary for a complete illustration
of the answer
Answers in Biblical Hebrew must be written using the ‘block’ system.
Transliteration of Biblical Hebrew words is only acceptable for proper nouns – all other words
must be translated into English.
Where the natural answer to a comprehension question consists entirely or partly of words or
, MARK SCHEME – A-LEVEL BIBLICAL HEBREW – PAPER 1 – SPECIMEN
Guidance on applying the marking grids for translation
The general principle in assessing each section should be the proportion (out of 5) of sense
achieved.
One approach for each section is given. Acceptable alternatives will be illustrated during
Standardisation, but examiners should assess on its own merits any approach that satisfactorily
conveys the meaning of the Biblical Hebrew.
The determination of what is a “minor” error is only necessary when it is the only error in a
translation; this distinction will then determine whether a mark of 5 or 4 is appropriate. Where
marks of 4, 3, 2, 1 and 0 look likely, the overall proportion of meaning conveyed in the section is
the only consideration. The classification below should be seen only as a general guide, the
intention of which is to maintain standards year-on-year. Lead markers should consider each
instance on its own merits in the context of the passage and the section.
1. Tense/aspect errors are “major”. Note, however, that participles can often be correctly
translated as past, present or even future, depending on the context. If a candidate
repeatedly makes the same error of tense/aspect, the error should be counted once only.
2. Vocabulary errors that are close to the right meaning are “minor” errors; any wrong meaning
that alters the sense is “major”.
3. Omission of particles (e.g. conjunctions) that add nothing to the sense may be ignored; those
that add little to the sense are “minor” errors; omission of other words is generally a “major”
error. All likely omissions should be categorised at Standardisation.
4. Errors of number are “major”, “minor” or they can be ignored altogether and this will depend
on their context.
5. Mistranslation of binyanim (e.g. passive to active, causative to reflexive) is a “major” error if
the sense is compromised. If the sense is not compromised, it is a “minor” error. If the
mistranslation includes an incorrect pronoun, this is usually a major error.
The final decisions on what constitutes a “minor” and “major” error will be made and
communicated to assessors via the standardisation process (after full consideration of
candidates’ responses) and these decisions will be captured in the final mark scheme for
examiners and centres.
Marks Description
