Global Perspectives · May / June 2021 · Paper 11 · Question 3
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Study Source 4.
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3(a)[2]
Main Annotations
A value judgement is a view or decision about what is right, wrong or important, based a particular set of standards, principles, or values. The following examples are found in Olav’s statement
It is right that students work hard.It is important for schools to provide a supportive, caring environment.Schools should be places where children have fun.Schools need to develop 21st century skills and lifelong learning. Award 1 mark for correctly identifying a value judgement from the list above. Award an additional 1 mark for a response that demonstrates a clear understanding of value judgements.Further guidance – note that the only acceptable answers are listed above. However, candidates may use their own words.
3(b)(i)[1]
Main Annotations
Candidates may identify one of the following opinions:
My teacher says that tests encourage students to work harder.My parents think a good school is where children get excellent grades.I think that tests show which teachers are good and bad.A recent newspaper article claimed that we should not be afraid of hard work and discipline.Tests tell teachers what to teach and ensure high standards. This is just common sense.[The words in italics in the bullet points above are not needed in the responses as they only provide the source of the opinion.]
1 mark should be awarded for identifying one of the above.
Further guidance – note that the only acceptable answers are listed above. However, candidates may use their own words.
3(b)(ii)[2]
Main Annotations
Examples of the points that could be made when explaining how well the opinion supports the argument:
Very good support as this opinion is based on evidence from personal experience and other people that gives confidence to the reader about the claim.Some support as the opinion is relevant to the argument but may be slightly out-of-date, is not cited and the situation or trend may have changed since it was made.Limited support as the opinion is asserted without evidence and is based on local experience which may not be the same as other places or schools due to cultural differences.Use the following levels of response to award a maximum of two marks. Level 2 (2 marks) Good response
An opinion is identified correctly and there is clear, well explained evaluation of how well the opinion supports the argument.
The evaluation is explicitly related to the argument.
Level 1 (1 marks) Reasonable response
An opinion is identified correctly and there is some evaluation of how well the opinion supports the argument.
The response may lack clarity. The evaluation is mainly descriptive and only implicitly related to the argument.
Level 0 (0 marks)
An opinion has not been correctly identified or there is no relevant evaluation of how well the opinion supports the argument.
3(c)[15]
Main Annotations
Indicative content
Candidates are expected to evaluate the arguments presented in Source 4 and compare their effectiveness. They should make a supported judgement with some explanation about which person has the most convincing argument.
Candidates may support their judgement by considering:
Strength of reasoning:
Logic.Structure.Balance.Claims.Use of language:
Tone – emotive, exaggerated, precise.Clarity.Evidence:
Range of information and depth.Relevance.Sufficiency – sample.Source – media; internet.Date – how recent.Different types of information – fact, opinion, value, anecdote.Testimony – from experience and expert.Sources of bias
Local interest.Economic.Personal values.Experience.Possible consequences of the ideas presented
Acceptability of their values to others
How likely other people are to agree with their perspective/view.The following levels of response should be used to award marks:
Level 5 (13–15 marks) Very good response
Clear, credible and well supported points about which argument is more convincing. Coherent, structured evaluation of both arguments with clear comparison.
The response contains three (or more) developed evaluative points and may include some undeveloped points.
A clear judgement is reached.
Level 4 (10–12 marks) Good response
Clear, supported points about which argument is more convincing. Evaluation of both arguments, with comparison.
The response contains two (or more) developed evaluative points and may include some undeveloped points. A wide range (four or more) of
undeveloped but clearly appropriate points may be sufficient to enter this band at the lower level.
A judgment is reached.
Level 3 (7–9 marks) Reasonable response
Reasonable points about which argument is more convincing. Some evaluation of both arguments, with an attempt at comparison or a very good evaluation of only one argument. Judgements and evaluative points are partially supported or asserted.
One (or more) developed evaluative points, possibly with some undeveloped points; three (or more) undeveloped points may be sufficient to enter this band at the lower level.
An attempt is made to give an overall judgement.
Level 2 (4–6) Basic response
Basic points about which argument is more convincing. There may be only one argument considered in any detail, with little attempt at comparison. Judgements and evaluative points are partially supported and lack clarity/relevance at times.
The response contains two (or more) undeveloped points.
A basic judgement may be reached.
Level 1 (1–3 marks) Limited response
Limited and unsupported points about which argument is more convincing. The response considers the arguments briefly and/or tangentially. There is little clarity. Answers at this level may repeat source material with little understanding or simply agree/disagree with the arguments presented. The response may not contain any clear evaluative points.
Level 0 (0 marks)
No relevant response or creditworthy material.
Further Guidance
Responses that give a very good evaluation of only one argument may achieve Level 3 but no higher.
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