GCSE
SPANISH
8698/RH
Paper 3 Reading Higher Tier
Mark scheme
June 2024
Version: 1.0 Final
*246G8698/RH/MS*
, MARK SCHEME – GCSE SPANISH – 8698/RH – JUNE 2024
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 Examiner.
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.
No student should be disadvantaged on the basis of their gender identity and/or how they refer to the
gender identity of others in their exam responses.
A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in
exam responses in line with existing mark scheme criteria.
Further copies of this mark scheme are available from aqa.org.uk
Copyright information
AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for
their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is
acknowledged to a third party even for internal use within the centre.
Copyright © 2024 AQA and its licensors. All rights reserved.
2
, MARK SCHEME – GCSE SPANISH – 8698/RH – JUNE 2024
Listening and Reading tests
General principles of marking
Non-verbal answers
Follow the mark scheme as set out.
Verbal answers (English or target language)
1. The basic principle of assessment is that students should gain credit for what they know, understand
and can do; provided their written response communicates the required message without ambiguity, it
will get the mark. The following guidance should be borne in mind when marking.
(a) Credit should be given for all answers which convey the key idea required intelligibly and without
ambiguity. This applies whether the answer is in English or target language. A separate
assessment of spelling, punctuation and grammar is not required because of the nature of the
answers. However, these aspects are an integral part of assessing communication and marks
cannot be awarded where errors in spelling, punctuation or grammar lead to a failure to
communicate the required information without ambiguity.
(b) Where a student has given alternatives or additional information in an answer, the following criteria
should be applied: – if the alternative/addition does not contradict the key idea/make it ambiguous,
accept – if the alternative/addition contradicts the key idea or makes it ambiguous, reject.
(c) Where numbered lines are given within a question/section of a question, credit should be given for
correct answers, no matter which line they appear on.
(d) Where a question has more than one section (eg (i) and (ii)), a candidate may include as part of the
answer to one section the information required to answer another section. Eg, in Listening,
information required to answer section (ii) might be given as part of the answer to section (i). In such
cases, credit should be given for having answered section (ii), provided that no incorrect answer has
been given for that section in the correct place on the question paper.
2. In questions where students are asked to give for example a list of three items, only the first three
items they write down should be considered for assessment purposes.
3. No mark scheme can cover all possible answers. When in doubt, look for the key idea.
4. Where a student has crossed out an answer and what was underneath remains legible then it should
be marked. When part of an answer is crossed out, then only what remains should be considered.
5. .../.. means that these are acceptable alternative answers in the mark scheme. (.....) means that this
information is not needed for full marks to be awarded.
6. In questions which are T/F/? or √/X/? in either Section A or Section B, a mix and match approach
should be tolerated and credit given where it is clear and unambiguous (eg consistent use by the
candidate). If candidates write ‘True’ instead of ‘V’ for Verdad in Section B, this should also be credited
despite the wrong language being used.
3
SPANISH
8698/RH
Paper 3 Reading Higher Tier
Mark scheme
June 2024
Version: 1.0 Final
*246G8698/RH/MS*
, MARK SCHEME – GCSE SPANISH – 8698/RH – JUNE 2024
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 Examiner.
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.
No student should be disadvantaged on the basis of their gender identity and/or how they refer to the
gender identity of others in their exam responses.
A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in
exam responses in line with existing mark scheme criteria.
Further copies of this mark scheme are available from aqa.org.uk
Copyright information
AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for
their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is
acknowledged to a third party even for internal use within the centre.
Copyright © 2024 AQA and its licensors. All rights reserved.
2
, MARK SCHEME – GCSE SPANISH – 8698/RH – JUNE 2024
Listening and Reading tests
General principles of marking
Non-verbal answers
Follow the mark scheme as set out.
Verbal answers (English or target language)
1. The basic principle of assessment is that students should gain credit for what they know, understand
and can do; provided their written response communicates the required message without ambiguity, it
will get the mark. The following guidance should be borne in mind when marking.
(a) Credit should be given for all answers which convey the key idea required intelligibly and without
ambiguity. This applies whether the answer is in English or target language. A separate
assessment of spelling, punctuation and grammar is not required because of the nature of the
answers. However, these aspects are an integral part of assessing communication and marks
cannot be awarded where errors in spelling, punctuation or grammar lead to a failure to
communicate the required information without ambiguity.
(b) Where a student has given alternatives or additional information in an answer, the following criteria
should be applied: – if the alternative/addition does not contradict the key idea/make it ambiguous,
accept – if the alternative/addition contradicts the key idea or makes it ambiguous, reject.
(c) Where numbered lines are given within a question/section of a question, credit should be given for
correct answers, no matter which line they appear on.
(d) Where a question has more than one section (eg (i) and (ii)), a candidate may include as part of the
answer to one section the information required to answer another section. Eg, in Listening,
information required to answer section (ii) might be given as part of the answer to section (i). In such
cases, credit should be given for having answered section (ii), provided that no incorrect answer has
been given for that section in the correct place on the question paper.
2. In questions where students are asked to give for example a list of three items, only the first three
items they write down should be considered for assessment purposes.
3. No mark scheme can cover all possible answers. When in doubt, look for the key idea.
4. Where a student has crossed out an answer and what was underneath remains legible then it should
be marked. When part of an answer is crossed out, then only what remains should be considered.
5. .../.. means that these are acceptable alternative answers in the mark scheme. (.....) means that this
information is not needed for full marks to be awarded.
6. In questions which are T/F/? or √/X/? in either Section A or Section B, a mix and match approach
should be tolerated and credit given where it is clear and unambiguous (eg consistent use by the
candidate). If candidates write ‘True’ instead of ‘V’ for Verdad in Section B, this should also be credited
despite the wrong language being used.
3
