Exam (elaborations)
AQA A-levelRELIGIOUS STUDIES7062/2DPaper 2D Study of Religion and Dialogues: Islam Mark schemeJune 2023
AQA A-levelRELIGIOUS STUDIES7062/2DPaper 2D Study of Religion and Dialogues: Islam Mark schemeJune 2023
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AQAA-levelRELIGIOUS STUDIES7062/2DPaper
2D
Study of Religion and Dialogues: Islam
Mark schemeJune 2023
Methods of Marking
It is essential that, in fairness to students, all examiners use the same methods of marking. The advice
given here may seem very obvious, but it is important that all examiners follow it as exactly as possible.
1. If you have any doubts about the mark to award, consult your Team Leader.
2. Refer constantly to the mark scheme throughout marking. It is extremely important that it is strictly
adhered to.
3. Remember, you must always credit accurate, relevant and appropriate answers which are not
given in the mark scheme.
, MARK SCHEME – A-LEVEL RELIGIOUS STUDIES – 7062/2D – JUNE 2023
4. Do not credit material that is irrelevant to the question or to the stated target, however impressive
that material might be.
5. If a one-word answer is required and a list is given, take the first answer (unless this has been
crossed out).
6. If you are wavering as to whether or not to award a mark, the criterion should be, ‘Is the student
nearer those who have given a correct answer or those who have little idea?’
7. Read the information below about using Levels of Response mark schemes.
8. Be prepared to award the full range of marks. Do not hesitate to give full marks when the answer
merits full marks or to give no marks where there is nothing creditable in an answer.
9. No half marks or bonus marks are to be used under any circumstances.
10. Remember, the key to good and fair marking is consistency. Do not change the standard of your
marking once you have started.
Levels of Response Marking
In A-level Religious Studies, differentiation is largely achieved by outcome on the basis of students’
responses. To facilitate this, levels of response marking has been devised for many questions.
Levels of response marking requires a quite different approach from the examiner than the traditional
‘point for point’ marking. It is essential that the whole response is read and then allocated to the level
it best fits.
If a student demonstrates knowledge, understanding and/or evaluation at a certain level, he/she must be
credited at that level. Length of response or literary ability should not be confused with genuine
religious studies skills. For example, a short answer which shows a high level of conceptual ability
must be credited at that level. (If there is a band of marks allocated to a level, discrimination should be
made with reference to the development of the answer.)
Levels are tied to specific skills. Examiners should refer to the stated assessment target objective of
a question (see mark scheme) when there is any doubt as to the relevance of a student’s response.
Levels of response mark schemes include either examples of possible students’ responses or material
which they might use. These are intended as a guide only. It is anticipated that students will produce a
wide range of responses to each question.
It is a feature of levels of response mark schemes that examiners are prepared to reward fully,
responses which are obviously valid and of high ability but do not conform exactly to the requirements of
a particular level. This should only be necessary occasionally and where this occurs examiners must
indicate, by a brief written explanation, why their assessment does not conform to the levels of response
laid down in the mark scheme. Such scripts should be referred to the Lead Examiner.
, MARK SCHEME – A-LEVEL RELIGIOUS STUDIES – 7062/2D – JUNE 2023
Assessment of Quality of Written Communication
Quality of written communication will be assessed in all components and in relation to all assessment
objectives. Where students are required to produce extended written material in English, they will be
assessed on the quality of written communication. The quality of written communication skills of the
student will be one of the factors influencing the actual mark awarded within the level of response. In
reading an extended response, the examiner will therefore consider if it is cogently and coherently
written, ie decide whether the answer:
presents relevant information in a form that suits its purposes
is legible and that spelling, punctuation and grammar are accurate, so that meaning is clear
is suitably structured and that the style of writing is appropriate.
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