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aqa A-level ENGLISH LITERATURE A Paper 2B Texts in shared contexts: Modern times: Literature from 1945 to the present day(7712/2B) OFFICIAL Mark Scheme June 2024£12.34
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aqa A-level ENGLISH LITERATURE A Paper 2B Texts in shared contexts: Modern times: Literature from 1945 to the present day(7712/2B) OFFICIAL Mark Scheme June 2024
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Module
A-level ENGLISH LITERATURE A and B 2024 MS
Institution
A-level ENGLISH LITERATURE A And B 2024 MS
aqa A-level ENGLISH LITERATURE A Paper 2B Texts in shared contexts: Modern times: Literature from 1945 to the present day(7712/2B) OFFICIAL Mark Scheme June 2024
A-level
ENGLISH LITERATURE A
7712/2B
Paper 2B Texts in shared contexts: Modern times: Literature
from 1945 to the present day
Mark scheme
June 2024
Version: 1.0 Final
approved
,2
,Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a descriptor. The
descriptor for the level shows the average performance for the level. There are marks in each level.
Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as
instructed) to show the qualities that are being looked for. You can then apply the mark scheme.
Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in
the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.
When assigning a level you should look at the overall quality of the answer and not look to pick holes in
small and specific parts of the answer where the student has not performed quite as well as the rest. If
the answer covers different aspects of different levels of the mark scheme you should use a best fit
approach for defining the level and then use the variability of the response to help decide the mark within
the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be
placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.
Step 2 Determine a mark
Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate
marks can help with this. The exemplar materials used during standardisation will help. There will be an
answer in the standardising materials which will correspond with each level of the mark scheme. This
answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer
with the example to determine if it is the same standard, better or worse than the example. You can then
use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.
Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be
exhaustive and you must credit other valid points. Students do not have to cover all of the points
mentioned in the Indicative content to reach the highest level of the mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
3
, 7712/2B G4005 Mark Scheme
Welcome to this mark scheme which is designed to help you deliver fair and accurate assessment.
Please read carefully all sections and ensure that you follow the requirements that they contain.
The significance of open book (AS Paper 2 Section B, A-level Paper 2 Section A and the second
part of Section B)
Examiners must understand that in marking an open book exam there are examining implications.
Candidates have their texts in front of them, and they are expected to use them to focus on specific
passages for detailed discussion. They will not have had to memorise quotations, so when quotations
are used they should be accurate. Because candidates have their texts in the examination room,
examiners need to be alert to possible malpractice. The texts should not be annotated, but if examiners
suspect that they have been or that notes from texts have been copied, they must alert the malpractice
team.
There are specific issues for AO2 – how meanings are shaped in texts. There is, with open book, the
expectation that candidates can use the text they have in front of them to make specific and detailed
reference to structural and organisational issues.
Arriving at Marks
1. All questions are framed to address all the Assessment Objectives (AOs). Weightings are given
above the generic mark scheme. Answers are marked holistically but, when deciding upon a mark
in a band, examiners should bear in mind the relative weightings of the assessment objectives (see
page 7) and be careful not to over/under credit a particular skill. This will be exemplified and
reinforced as part of examiner training and standardisation. Examiners need to read the whole
answer taking into account its strengths and weaknesses and then place it in the appropriate band.
2. Examiners should avoid making early snap judgements before the whole answer has been
read. Some candidates begin tentatively but go on to make relevant points.
3. Examiners should be prepared to use the full mark range and not ‘bunch’ scripts in the middle for
safety. Top band marks are attainable if candidates could not be expected to do more in the
time and under the conditions in which they are working.
4. Examiners should mark positively. Although the mark scheme provides some indicators for what
candidates are likely to write about, examiners should be willing to reward what is actually
there – provided, of course, that it is relevant to the question being asked.
5. Examiners should remember that there are no right answers. Candidates’ views which are relevant,
well-argued and supported by appropriate textual evidence must receive credit whether the
examiner agrees with the views or not. It is important to try to remain flexible if a candidate
introduces unusual or unorthodox ideas.
6. Examiners should remember that length and quality are not synonymous. Some brief answers
may be relevant and concise. Equally, long answers may be diffuse and repetitive.
7. If answers are short or incomplete, examiners can only reward what is there and
assess accordingly. Some further credit can be given to answers finished in note form.
4
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