Cambridge International AS & A Level

GLOBAL PERSPECTIVES AND RESEARCH 9239/11

Paper 1 Written Examination May/June 2021
MARK SCHEME
Maximum Mark: 30

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2021 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

This document consists of 21 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

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Social Science-Specific Marking Principles
(for point-based marking)

1 Components using point-based marking:

• Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer
shows relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer
shows confusion.

From this it follows that we:

a DO credit answers which are worded differently from the mark scheme if they clearly convey the same meaning (unless the mark
scheme requires a specific term)
b DO credit alternative answers/examples which are not written in the mark scheme if they are correct
c DO credit answers where candidates give more than one correct answer in one prompt/numbered/scaffolded space where extended
writing is required rather than list-type answers. For example, questions that require n reasons (e.g. State two reasons …).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for evidence it is understood and not used
wrongly.)
e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities
f DO NOT give further credit for what is effectively repetition of a correct point already credited unless the language itself is being tested.
This applies equally to ‘mirror statements’ (i.e. polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of syllabus terms must allow for clear and
unambiguous separation from other syllabus terms with which they may be confused (e.g. Corrasion/Corrosion)

2 Presentation of mark scheme:

• Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
• Semi colons (;) bullet points (•) or figures in brackets (1) separate different points.
• Content in the answer column in brackets is for examiner information/context to clarify the marking but is not required to earn the mark
(except Accounting syllabuses where they indicate negative numbers).

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3 Calculation questions:
• The mark scheme will show the steps in the most likely correct method(s), the mark for each step, the correct answer(s) and the mark
for each answer
• If working/explanation is considered essential for full credit, this will be indicated in the question paper and in the mark scheme. In all
other instances, the correct answer to a calculation should be given full credit, even if no supporting working is shown.
• Where the candidate uses a valid method which is not covered by the mark scheme, award equivalent marks for reaching equivalent
stages.
• Where an answer makes use of a candidate’s own incorrect figure from previous working, the ‘own figure rule’ applies: full marks will be
given if a correct and complete method is used. Further guidance will be included in the mark scheme where necessary and any
exceptions to this general principle will be noted.

4 Annotation:
• For point marking, ticks can be used to indicate correct answers and crosses can be used to indicate wrong answers. There is no direct
relationship between ticks and marks. Ticks have no defined meaning for levels of response marking.
• For levels of response marking, the level awarded should be annotated on the script.
• Other annotations will be used by examiners as agreed during standardisation, and the meaning will be understood by all examiners
who marked that paper.

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1 Questions using point-based marking:
• Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer
shows relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer
shows confusion.
From this it follows that we:
(a) DO credit answers which are worded differently from the mark scheme if they clearly convey the same meaning (unless the mark
scheme requires a specific term)
(b) DO credit alternative answers/examples which are not written in the mark scheme if they are correct
(c) DO credit answers where candidates give more than one correct answer in one prompt/numbered/scaffolded space where extended
writing is required rather than list-type answers. For example, questions that require n reasons (e.g. State two reasons…).
(d) DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for evidence it is understood and not
used wrongly.)
(e) DO NOT give further credit for what is effectively repetition of a correct point already credited unless the language itself is being
tested. This applies equally to ‘mirror statements’ (i.e. polluted/not polluted).
(f) DO NOT require spellings to be correct, unless this is part of the test. However, spellings of syllabus terms must allow for clear and
unambiguous separation from other syllabus terms with which they may be confused (e.g. Corrasion/Corrosion)

2 Presentation of mark scheme:

• Slashes (/) or the word ‘or’ separate alternative ways of making the same point.

• Semi colons (;) bullet points (•) or figures in brackets (1) separate different points.

3 Annotation:
• For point marking, ticks can be used to indicate correct answers and crosses can be used to indicate wrong answers.
• For levels of response marking, the level awarded should be annotated on the script.
• Other annotations will be used by examiners as agreed during standardisation, and the meaning will be understood by all examiners who
marked that paper.

Annotations
As noted, scripts must be annotated to show how and where marks have been awarded. Scripts are marked on RM Assessor and these on-screen
annotations are available. They should be used as required by the mark scheme and guidance.
Annotation Meaning

Correct, creditworthy point. Used in Question 1 only.

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Incorrect point. Used in Question 1 or for clear error elsewhere. Also used to show no creditable material – the
equivalent of L0.

Unclear/confused point

ND Needs developing. When used alone simply identifies a point made without development.
Used in both Question 2 and 3.

ND+ or ND- Partially developed strength (ND+) or weakness (ND-).

Used for general, supported points in Question 2. [ND and + or – added separately]

+ or - Fully developed strength or weakness. Used for fully supported points in Question 2.

ND EVAL Partially Developed Evaluation. Used in Question 3 to show where general points are made.

EVAL Fully Developed Evaluation. Explanation and illustration, fully supporting points in Question 3.

C Comparison of content. Used in Question 3 when no evaluation; simply comparison of documents

J Judgement. Used alone as J to show full judgement, or as ND J, to show partial judgement. Especially used in
Question 3.

Not answering the question. For example, when introducing own knowledge.

Repetition. When repeating a point as a summary or simply stating another example that does not develop the
evaluation.

L1 L2 L3 Level 1, 2 or 3 response. Used in Question 2 and Question 3 to allocate a level for each criterion in the levels
tables. They can be used together, like L3/L2 to show a split grade. Used alone to give overall level for the
question. (See guidance on last 4 pages)

On Page Comment. Used where necessary to clarify a decision.

Please follow the guidance within the mark scheme on how to annotate each question.

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Note
The mark scheme cannot cover all points that candidates may make for all of the questions. In some cases candidates may think of very strong
answers which the mark scheme has not predicted. These answers should be credited according to their quality. If examiners are in any doubt
about an answer, they should contact their Team Leader or Principal Examiner. For answers marked by levels of response:
(a) Mark grids describe the top of each level.

(b) To determine the level – start at the highest level and work down until you reach the level that matches the answer.

(c) To determine the mark within the level, consider the following:

Descriptor Award mark

Consistently meets the criteria for this level At top of level

Meets the criteria but with some slight Above middle and either below top of level or at middle of level (depending on number of
inconsistency marks available)

Just enough achievement on balance for this level Above bottom and either below middle or at middle of level (depending on number of marks
available)

On the borderline of this level and the one below At bottom of level

Assessment Objectives for Global Perspectives

AO1 • analyse arguments to understand how they are structured and on what they are based
Research, analysis
and evaluation • analyse perspectives and understand the different claims, reasons, arguments, views and evidence they contain

• synthesize relevant and credible research/text in support of judgements about arguments and perspectives

• critically evaluate the strengths, weaknesses and implications of reasoning in arguments and overall perspectives

• critically evaluate the nature of different arguments and perspectives

• use research/text to support judgements about arguments and perspectives

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Coverage of Assessment Objectives:
1.a Q1 (a), Q1 (b), Q2, Q3
1.b Q2, Q3
1.c Q2, Q3
1.d Q2, Q3
1.e Q2, Q3
1.f Q2, Q3

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Question Answer Marks

1 Child labour unions in Latin American countries are trying to achieve improvements for their members. 6

Explain three different improvements as given by the author of Document 1.

RM Assessor annotation: ✓ for each correct identification. The annotation should be placed within the body of the text to
indicate where the marks were awarded.

Credit 1 mark for a simple explanation plus 1 mark for a correctly developed explanation for each of three different
improvements. e.g.

• Unions protect child workers’ rights / (set up projects to) improve working conditions (Para 6) ✓ (simple)
Defend the right to work rather than children having to work illegally / Demand that governments provide legal
protection ✓ (Para 3) [Development]
[As synthesised from different parts of the document, direct quoting, if correctly linked, as well as correct paraphrasing
is acceptable]

• Unions can provide better-paying jobs for children (Para 6) ✓ (simple) because they can make agreements with
buyers to pay fair prices (e.g. Venezuela) / because they can get their members to act together in strikes to increase
pay.✓ (e.g. Newspaper boys in Bolivia.) (Para 6) [Development] [As these are do not require synthesis the
development part needs to be paraphrased not just quoted] / People pay us less because we are young and so we
are discriminated against. (Para 3)

• Unions require members to stay in school (Para 6) ✓ (simple) so children can work a few hours a day but still go to
school (Para 4) / if working full-time (like Victor Chipani) they can still go to night school (to improve their status/futures
– e.g. applying to medical school.) (Para 2) ✓ [Development] [Synthesised so direct quoting, if correctly linked, is
acceptable]

A simple explanation may be copied directly from the text. A development point requires using the text rather than just
quoting it. This might involve correct paraphrase, correct precis or correct synthesis of parts of the text as described above.

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Question Answer Marks

1 Credit 1 mark
• for a development point used instead of a simple point ✓
• for a simple explanation that quotes from the text without paraphrasing or synthesis e.g. In Ecuador, the union has
organised cooperatives that provide better-paying jobs for children. ✓

Credit 0 marks
• for answers that are not linked to the role of the child labour unions. e.g. Child Labor Eradication or ILO
• for answers that do not relate explicitly to actual improvements e.g. NGOs funding and adult social workers advising
unions.
• for a general explanation that refers to less vulnerable rather than identifying definite improvements e.g. Child
labourers are now less vulnerable because they are part of the union.
• for answers with no creditworthy material.

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Question Answer Marks

2 Assess the strengths and weaknesses of the evidence that the author gives in Document 1 to support the claims 12
made about child labor.

Use the levels-based marking grid below to credit marks.

No set answer is expected, and examiners should be flexible in their approach. Candidates may include some of the
following:
Strengths
The author:
• has relevant experience in the geographical area – as a journalist in El Alto she has first-hand experience to
assess the problem of child labour and to be able to select relevant evidence e.g. Chipani’s story.
• has expertise in the area – having won several awards for her investigations in social justice, she is likely to be
aware of the key issues and sources of evidence in this area such as ILO rules, and Bolivia’s office of CLE.
• has possible neutrality – as an independent journalist she is not tied to the viewpoints of a publication, so can
independently select evidence without having to tailor this to a publisher, so the evidence might more accurately reflect
the situation.
• gives relevant evidence to directly support the conclusion …The evidence shows that unions can protect child
workers with improved working conditions, better-paying jobs (Ecuador) and fair prices for produce (Venezuela)
allowing children to help out families.
• gives some counterevidence / balanced evidence – from the federal Office of Child Labour Eradication – not lower
the working age; as well as the positives claimed by unions- of retained education and better-paying jobs allowing
children to help out families.
• gives wider geographical evidence (than just Bolivia) – to indicate the significance of the problem of child
labourers, 14 million in Latin America and solutions Ecuador and Venezuela not just in Bolivia, but over the whole of
Latin America.
• uses sourced statistical evidence – to indicate to the reader the extent and importance of the problem – according
to the Switzerland-based International Labour Organization (ILO), there are currently more than 215 million child
workers, 14 million of them in Latin America.
• uses sources with authority – ILO, Head of federal Office of Child Labour Eradication (OCLE), and the president and
a leader of UNATSBO on policy and effects of rules and unions which gives the claims more weight than just the
author’s personal reflection/opinion.
• uses first-hand personal testimony – of child worker Chipani, UNATSBO child officials and Bolivia’s OCLE, whose
evidence gives direct insight to the problems and solutions.

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Question Answer Marks

2 • uses specific relevant examples as evidence – of solutions in Bolivia – strikes, Ecuador – cooperatives and
Venezuela – buyers’ agreements, to illustrate the significance of the extent of what child labour unions can achieve.
• uses specific description as evidence rather than emotional language – to convince readers of the extent of the
problem – the evidence of Chipani’s situation is narrated to evoke sympathy but without emotional language.

Weaknesses

The author:
• presents limited evidence to support one part of the conclusion – we should protect children in work. The
evidence supports that child labor unions can protect, but the argument that we should do so is inferred from the
evidence that it is possible to do this.
• uses some unsupported statistics – more than 150 nations…, more than 100 000 children…., as many as a million
child workers…, without authority, which reduces whether the evidence can be trusted.
• uses some vague statistics – more than 215 million, more than 100 000 children, more than 150 nations, which limits
the significance of the statistical evidence.
• uses an exaggerated claim – United, we as child workers can achieve anything – which reduces confidence in the
plausibility of the evidence.
• uses evidence from 10 years ago – written in 2011, so the situation in Latin America which is an economically
developing area may have changed in that time, such that fewer children may need to work to help their families This
questions the relevance of the evidence to today’s situation.
• presents examples that may not be typical – If the two examples of the unions’ successes in Ecuador and
Venezuela are not typical of what happens more widely, it would limit the support of this evidence for the conclusion
claiming that we can protect children in work.
• uses sources with possible vested interest – to select the positives and negatives – Chipani, Gutiérrez and
Mamani, as union leaders/members, might have a vested interest to present the positives achieved as evidence to
persuade the public to support their cause, without referring to evidence where they may have been less successful.
• has possibly less neutrality – as an independent journalist has possibly fewer restraints upon her selection of
evidence and issues, so this might be biased to support her beliefs about child labour.

There is no requirement to use technical terms to access any level and candidates will NOT be rewarded for their use
unless they link them directly to the assessments made.

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Question Answer Marks

3 The authors of Documents 1 and 2 suggest different solutions to the problem of children in work. 12

How far is the author’s argument in Document 2 more convincing than that of the author in Document 1?

Use the levels-based marking grid below to credit marks.

No set answer is expected, and examiners should be flexible in their approach. Candidates may include some of the
following:

More convincing
because provides:
• more practical stronger/clearer solution – Bhagatin (Doc 2) gives the reader a specific solution …argues for 10
years of compulsory, high quality education (to prevent school drop outs to work); whereas Friedman-Rudovsky (Doc1)
simply states we can and should protect children in work without giving a clear action.
• more forceful structure, call to action throughout – Bhagatin (Doc 2) This must change, The Act must be
scrapped, responsibility must be taken away from, now time to recognise, we must now take charge; whereas
Friedman-Rudovsky (Doc1) simply presents the evidence leading to action at the very end we can and should.
• more passionate language- Bhagatin (Doc 2) uses forceful language to convince the reader:, statistics
unquestionably show, the need for that is self-evident, the poorest Indian has the clear-sightedness; whereas
Friedman-Rudovsky (Doc1) simply presents evidence towards the conclusion, so being realistic.
• greater statistical basis – Bhagatin (Doc 2) argues from firm statistical evidence throughout, some sourced, Pratham
and MHRD; whereas Friedman-Rudovsky (Doc1) relies on the personal views of Chipani, Gutiérrez, Mamani and
Duran.
• wider geographical evidence – Bhagatin (Doc 2) gives a fuller context with statistics from the US and China to
indicate the significance of education for India; whereas Friedman-Rudovsky (Doc1) confines her argument to Latin
America with one reference to global figures, more than 215 million child workers worldwide.
• more authorial expertise to assess the problem of child labour – Bhagatin (Doc 2) was formerly in charge of child
labour elimination in the government of India so can draw on personal experience of the problem, so her solution is
likely to carry more authority/weight than Friedman-Rudovsky’s (Doc1) argument, whose experience as a journalist is
in social justice, so likely to be less specialised.

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Question Answer Marks

3 Less convincing
because:

• weaker supporting evidence for the conclusion – Bhagatin (Doc 2) gives no firm evidence to support her key claim
there is no country…high quality mass education…elimination of child labour; whereas Friedman-Rudovsky (Doc1)
gives examples from Ecuador and Venezuela of how we can… protect children in work.
• less balanced argument – Bhagatin (Doc 2) dismisses the ability of law to help combat the problems of child labour
as least effective pieces of legislation, concentrating on her own views; whereas Friedman-Rudovsky (Doc1) gives the
claims of the ILO and the head of the OCLE as counterargument to balance those of the union UNATSBO that has
opposing views.
• narrower perspective/solution – Bhagatin (Doc 2) advocates education as the sole answer 10 years of compulsory,
high quality education, not recognising financial needs; whereas Friedman-Rudovsky (Doc1) presents both the need
for education and work, unions…require their members to stay in school and a realistic solution.
• fewer sources with first-hand experience – Bhagatin (Doc 2) who has some personal experience in child labour
elimination presents only her own opinion we must now; whereas Friedman-Rudovsky (Doc1) uses the first-hand
experience of Chipani, the president and a leader of UNATSBO and the head of OCLE who inform the reader more
widely.
• smaller range of independent authorities – Bhagatin (Doc 2) relies mainly on statistics from MHRD; whereas
Friedman-Rudovsky (Doc1) uses sourced evidence from the ILO, UNATSBO and OCLE, which gives more authority to
the evidence.
• fewer examples to support the claims – Bhagatin (Doc 2) gives no examples to illustrate her claim that education
leads to the elimination of child labour; whereas Friedman-Rudovsky (Doc1) gives examples of unions’ achievements
in Venezuela and Ecuador to directly support her conclusion that we can protect children in work.
• more negative emotional language – Bhagatin (Doc 2) uses more emotionally charged language backward looking,
laughably low, rotten classrooms, which gives a less neutral argument than Friedman-Rudovsky (Doc1) who simply
presents the claims and information for the reader to decide.
• possible greater motive/bias – Bhagatin (Doc 2) was formerly in charge of child labour elimination in the government
of India so may still have a vested interest to select information in favour of that cause; whereas Friedman-Rudovsky
(Doc1) as an independent journalist may be more open to discussing both sides and leaving the reader to form a
judgement.

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Question Answer Marks

3 Neither more nor less convincing

because different:

• provide different perspectives geographically – Bhagatin (Doc 2) the situation in India; Friedman-Rudovsky (Doc1)
the situation in Latin America …these could require different solutions, so both conclusions could be appropriate to
their areas.
• look at different solutions to the problem – Bhagatin (Doc 2) at the solution to improve education provision to
eliminate child labour; whereas Friedman-Rudovsky (Doc1) looks at the solution to protect children in work.

because similar:

• Both have clear conclusions and a supporting structured argument – Bhagatin (Doc 2) gives opinion and
evidence to support 10 years of compulsory, high quality education; and Friedman-Rudovsky (Doc1) gives first-hand
testimony and evidence to support we can and should protect children in work.
• Both point out the negative side of child labour laws – Bhagatin (Doc 2) that they are not able to be enforced; and
Friedman-Rudovsky (Doc1) that it means Hundreds of millions of children worldwide are working without legal
protection. This makes them the world's most vulnerable labor force.
• Both present some balance of argument – Bhagatin (Doc 2) presents government initiatives in education REA and
programme for universal elementary education as well as the need for 10 years of compulsory high quality education;
and Friedman-Rudovsky (Doc1) presents both the views of the union UNATSBO and the government OCLE.
• Both provide some sourced evidence/statistics – Bhagatin (Doc 2) relies mainly on statistics from MHRD; and
Friedman-Rudovsky (Doc1) uses sourced evidence from the ILO, UNATSBO and OCLE, both therefore providing an
element of authority.

There is no requirement to use technical terms to access any level and candidates will NOT be rewarded for their use
unless they link them directly to the assessments made.

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Question Answer Marks

3 Judgement

Candidates should critically assess perspectives and the use of examples and evidence in order to reach a judgement. In
doing this they might conclude:

• that Dr Bhagatin (Doc 2) is more convincing because more authorial expertise, a greater use of statistics and a clear
practical solution.

• or that overall, despite Friedman-Rudovsky (Doc1) lack of specific expertise, her argument is stronger because it is
more balanced, includes first hand personal testimony and a solution that is ‘realistic’ recognising both the need to
work and the need to regulate this.

Credit should be given to any alternative judgement on the basis of the assessment and reasoning e.g. that both
arguments are equally strong.

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Marking and annotation guidance – Question 2 – 12 marks
Annotate in the left-hand margin as below:
(a) ND (needs developing) when a point has been mentioned but not developed (simplistic),
(b) ND+ or ND- when a strength or weakness has been partially developed (generalised) and
(c) + or – for a fully developed and explained point of strength or weakness of the evidence used by the author. (detailed) [Point made, point
explained, point illustrated with clear example (s) from the document to show impact of the evidence.]
(d) J when a judgement is reached (Max 11 marks if judgement not included)

Use the levels table and the guidance to determine an appropriate level and mark:
Level Marks Descriptor

L3 9–12 • Both strengths and weaknesses of evidence are assessed.

• Assessment of evidence is sustained, and a judgement is reached.
• Assessment explicitly includes the impact of specific evidence upon the claims made.
• Communication is highly effective – explanation and reasoning accurate and clearly expressed.

L2 5–8 • Answers focus more on either the strengths or weakness of the evidence, although both are present/identified.
• Assessment identifies strength or weakness of evidence with little explanation.
• Assessment of evidence is relevant but generalised, not always linked to specific claims.
• Communication is accurate – explanation and reasoning are limited, but clearly expressed.

L1 1–4 • Answers show little or no assessment of evidence.

• Assessment of evidence, if any, is simplistic.
• Evidence may be identified, and weakness may be named.
• Communication is limited – response may be cursory or descriptive.

X 0 • no creditable material.

• In Question 2 there are 4 bullet points on the levels grid. They reflect:
– How much assessment of evidence there is
– The quality/sophistication/consistency of the assessment of the evidence
– How the evidence is linked to the author’s claims
– Effectiveness of communication

• In simple terms the levels are:

– Level 3 – detailed and sustained
– Level 2 – generalised and lacking some assessment/explanation
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– Level 1 – simplistic or descriptive
– Level 0 – have no creditable material (Mark X)

• You are required to make a judgement of the level that is the best fit for each bullet point. This can include split levels. These will
then inform the overall level and mark within it as illustrated below. The notes for awarding marks on page 3 of the mark scheme
are for general guidance that reflect the more detailed approach below.
• These should be listed at the bottom of the answer in the correct order.
– e.g. L3 L2 L2 L2

This would be a L3 answer as it fulfils all the L2 criteria and has one in L3. It is, however, only just in L3 so would be at the bottom of the
level and be awarded 9 marks out of 12.

• In the right-hand margin (away from the other 4 level marks) please insert the overall level, in this case L3, then add the mark (9) to the
mark grid on the right-hand side.

• Other examples:

– e.g. L3 L3 L3 L3 Overall Level 3 – Mark 12

This fulfils all L3 criteria so is at the top of L3.

– e.g. L2 L1 L2 L1 Overall Level 2 – Mark 6

This is a low middle L2 as the L2 criteria have only been partially met.

– e.g. L2 L1 L1 L1 Overall Level 2 – Mark 5

This is a low L2 so the mark is at the bottom of the range.
– e.g. L2 L3/L2 L3/L2 L2 Overall Level 3 – Mark 9
Split grades are allowed where the best fit is a combination of the criteria for two different levels. Treat the L3/L2 as low L3 so overall
this would just reach L3 at 9.
– e.g. L1 X L1 L1 Overall Level 1 – Mark 3
Use X where there is no creditworthy material (L0)

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Marking and annotation guidance – Question 3 – 12 marks
Annotate in the left-hand margin as below:
(a) ND (needs developing) when a point has been mentioned but not developed,
(b) ND EVAL when a point of evaluation has been partially developed (e.g. may make a valid point but without appropriately referencing the
documents)
(c) EVAL for a fully developed point that looks at documents and perspectives and uses illustration (perhaps with a quote) from the authors
(Evaluation point made, point explained, point illustrated with clear example (s) from the document as explicit reference.)
(d) C for a direct descriptive comparison of the documents that contains no evaluation. (e.g. X said ‘this’ and Y said ‘that’)
(e) ? for an unclear or confused answer
(f) J for where judgement is recognised.

Level Marks Descriptor

L3 9–12 • The judgement is sustained and reasoned.

• Alternative perspectives have sustained assessment.
• Critical evaluation is of key issues raised in the passages and has explicit reference.
• Explanation and reasoning are highly effective, accurate and clearly expressed.
• Communication is highly effective – clear evidence of a structured cogent argument with conclusions explicitly stated
and directly linked to the assessment.

L2 5–8 • Judgement is reasoned.

• One perspective may be focused upon for assessment.
• Evaluation is present but may not relate to key issues.
• Explanation and reasoning are generally accurate.
• Communication is accurate – some evidence of a structured discussion although conclusions may not be explicitly
stated, nor link directly to the assessment.

L1 1–4 • Judgement, if present, is unsupported or superficial.

• Alternative perspectives have little or no assessment
• Evaluation, if any, is simplistic/undeveloped. Answers may describe a few points comparing the two documents.
• Relevant evidence or reasons may be identified.
• Communication is limited. Response may be cursory.

X 0 • no creditable material.

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9239/11 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED
• In Question 3 there are 5 bullet points on the levels grid. They reflect:
– The level of judgement (i.e. how convincing is one document over the other, if at all)
– Level of perspective (i.e. different viewpoints based on argument, evidence and assumptions within a particular context)
– Evaluation
– Explanation and reasoning
– Communication

• In simple terms the levels are:

– Level 3 – Sustained, explicit, highly effective
– Level 2 – Generalised, generally accurate, less focussed on perspectives and evaluation than L3
– Level 1 – Superficial, simplistic/undeveloped, descriptive
– Level 0 – No creditable material. Use X as the annotation for this.

• Judgement can be covered throughout the answer with direct evaluation between the documents but can also be achieved by evaluation
of the documents separately with a thorough judgement paragraph at the end.

• As in Question 2, put the levels for the 5 bullet points at the end of the answer:
– e.g. L2 L3 L2 L2 L2
This would be a L3 answer as it fulfils all the criteria for L2 and has one L3. This puts it at the bottom of the L3 range of marks –i.e. 9.
• Other examples:
– e.g. L2 L2 L2 L2 L2 Overall Level 2 – mark 8
Having 5 L2 marks gives the top of L2 (8 marks) as all level 2 criteria have been met.

– e.g. L2 L2 L1 L1 L2 Overall Level 2 – mark 6/7

Having 5 L2 marks would give the top of L2 (9 marks) but this has two L1 grades (ignoring the communication level) bringing it to a
mid L2 – 6 or 7 marks. [The L2 for communication might inform your judgement to give the higher mark]

• Split grades are allowed e.g. L2/L1 or L1/X when the answer does not exactly fit the level descriptors. Treat them as low level, so L2/L1
would be a low level 2 when deciding on the overall level and mark.

• In all levels there is a range of 4 marks so make your judgement mainly on the first 4 criteria, saving the communication mark as
final guidance.

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