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[15]","description":"Study Document A.\n\nAssess the strengths and weaknesses of the evidence used by the author of Document A to support their argument that young offenders do not belong in adult prisons.\n\nIn your answer, include the impact of the evidence on the author's argument. [15]","learningResourceType":"Practice Question","interactivityType":"active","educationalUse":"assessment","timeRequired":"PT3M","dateCreated":"2026-11-06T15:06:16.39527+00:00","dateModified":"2026-11-06T18:05:23.520674+00:00","educationalLevel":"A Levels","about":"Global Perspectives & Research","teaches":["Crime"],"assesses":"Understanding of Crime","credentialCategory":"A Levels Global Perspectives & Research","educationalAlignment":{"@type":"AlignmentObject","alignmentType":"educationalSubject","targetName":"Global Perspectives & Research - 2023 - CIE - M/J - 9239/11","educationalFramework":"A Levels"},"isPartOf":{"@type":"Course","name":"A Levels Global Perspectives & Research","identifier":"M/J - 9239/11","description":"Complete A Levels Global Perspectives & Research course with practice questions, detailed explanations, and performance tracking.","provider":{"@type":"Organization","name":"SudoStudy","url":"https://sudostudy.com"},"hasCourseInstance":{"@type":"CourseInstance","courseMode":"online","courseWorkload":"PT10H"},"offers":{"@type":"Offer","category":"Premium Access","price":"4.99","priceCurrency":"USD","availability":"http://schema.org/InStock"}},"hasPart":{"@type":"Question","text":"Study Document A.\n\nAssess the strengths and weaknesses of the evidence used by the author of Document A to support their argument that young offenders do not belong in adult prisons.\n\nIn your answer, include the impact of the evidence on the author's argument. [15]"},"provider":{"@type":"Organization","name":"SudoStudy","url":"https://sudostudy.com","logo":"https://sudostudy.com/logo.png","description":"An online learning platform providing practice questions and detailed explanations for A-Level / GCSE subjects"},"associatedMedia":[{"@type":"MediaObject","name":"Question Paper","contentUrl":"https://files.sudostudy.com/question_2023_M_J_9239_11.pdf","encodingFormat":"application/pdf"},{"@type":"MediaObject","name":"Answer Key","contentUrl":"https://files.sudostudy.com/answer_2023_M_J_9239_11.pdf","encodingFormat":"application/pdf"}]}24:T3fb1,{ "questionId": "332189", "parts": [ { "partId": "2", "markschemeText": "Instructions for Question 2\nThe question assesses AO1. (Research, analysis and evaluation)\nAnswers should be written in continuous prose. There is no requirement for candidates to use technical terms to access any level and candidates will NOT be rewarded for their use unless they link them directly to the assessment made.\n\nAnnotate clearly in the left-hand margin according to the instructions provided below.\nThere are three aspects to consider when marking the answer. Annotations for each aspect are listed in increasing order of significance. For example, in AO1a EG reflects a higher skill than T. This is reflected in the mark tables.\n\n- Identify evidence (AO1a). Candidates should identify a range of types of evidence and give examples. Annotate with T if no example given or EG if type is given and exemplified.\n\n| T | Identify type of evidence. (Without an example) |\n| :--- | :--- |\n| EG | Example of type of evidence. |\n\n- Analyse strengths and weaknesses of evidence (AO1b). Candidates should analyse both strengths and weaknesses of a range of evidence used by the author including an explanation. For limited explanation use + for strength and - for weakness. For clear explanation use EXP\n\n| + | Strength of evidence recognised but with limited explanation. |\n| :--- | :--- |\n| - | Weakness of evidence recognised but with limited explanation. |\n| EXP | Strength or weakness of evidence clearly explained. |\n\n- Evaluate evidence (AO1c). Impact of evidence may be asserted and not explained (I) Evaluation may be attempted but not explained (EVAL ^) [EVAL and ^ are two separate annotations on RM]. Candidates explain the impact of evidence on the author's argument/perspective [EVAL] and include a judgement of its effectiveness. (EVAL J)\n\n| I | Impact of evidence is asserted and not explained. |\n| :--- | :--- |\n| EVAL ^ | Shows undeveloped point of evaluation. Evaluation attempted but not explained. |\n| EVAL | Evaluation of impact of evidence on argument/perspective. |\n| EVAL J | Evaluation of impact of evidence on argument/perspective and includes judgement. |\n\nMarking grid for Question 2\nExaminers should allocate a mark for each aspect (AO1a, AO1b, AO1c), using the mark descriptors and required annotations.\nAO1 Research, analysis and evaluation\n\n| AO1a Identify evidence | Mark | Annotations |\n| :--- | :--- | :--- |\n| Identifies a wide range of different types of evidence with examples | 5 | 4 EG or more |\n| Identifies a range of different types of evidence with examples | 4 | 3 EG |\n| Identifies a limited range of different types of evidence with examples | 3 | 2 EG |\n| Identifies a limited range of evidence, using different types or examples | 2 | 2T or 1EG |\n| Identifies one piece of evidence | 1 | 1T |\n| Identification of evidence is not present. No creditable material. | 0 | No T or No EG |\n\n\n| AO1b Analyse strengths and weaknesses of evidence | Mark | Annotations |\n| :--- | :--- | :--- |\n| Analyses strengths and weaknesses of a wide range of evidence with clear explanation | 5 | 2 + (or more) and 2 - (or more) with 3 or more EXP |\n| Analyses strengths and weaknesses of a range of evidence with clear explanation | 4 | 2 + (or more) and 1 - (or more) (or opposite) with 2 EXP |\n| Analyses strengths and weaknesses of a range of evidence with limited explanation | 3 | 2 + (or more) and 1 - (or more) (or opposite) with 0 or 1 EXP |\n| Analyses strengths or weaknesses of a range of evidence with limited explanation | 2 | [2+] or [2-] or [1+ and 1-] |\n| Explanation of strengths or weaknesses of evidence is limited | 1 | [1+] or [1-] |\n| No analysis is present. No creditable material | 0 | No + or - or EXP |\n\n\n| AO1c Evaluate evidence | Mark | Annotations |\n| :--- | :--- | :--- |\n| Evaluation includes explanation of the impact of evidence on the argument/ perspective and makes a wide range of reasoned judgements | 5 | 2 EVAL J (or more) |\n| Evaluation includes explanation of the impact of evidence on the argument/ perspective and makes reasoned judgements | 4 | 1 EVAL J |\n| Evaluation includes an explanation of the impact of evidence on the argument/ perspective | 3 | 1 EVAL (or more) |\n| Evaluation is attempted but lacks clarity, and the impact of evidence on the argument/perspective is not explained | 2 | 1 EVAL ^ (or more) |\n| The impact of evidence on the argument/perspective is asserted and not explained | 1 | 1 l (or more) |\n| No evaluation is present. No creditable material | 0 | No I, EVAL^, EVAL or EVAL J |\n\nExaminers allocate a mark for each aspect (AO1a, AO1b, AO1c), using the mark descriptors and required annotations.\n\n| Question | Answer | Marks |\n| :--- | :--- | :--- |\n| 2 | Assess the strengths and weaknesses of the evidence used by the author of Document A to support their argument that young offenders do not belong in adult prisons.
In your answer include the impact of the evidence on the author's argument. | 15 |\n| | Indicative content
No set answer is expected, and examiners should be flexible in their approach. Candidates may include some of the following indicative content.
Strengths
- [Example only] The author's provenance as former commissioner... (EG) gives credibility (+) to the factual and historical evidence provided, such as the launch of juvenile courts and laws in California. (EXP) The author's past experience gives the reader confidence that the factual and historical evidence is correct and understood by the author. (EVAL)
- Evidence and examples provided are relevant and explained and support the author's argument.
- The author provides background information on the legal status of youth to support the case that they are generally not considered to be adults. (1st para)
- Corroboration of the author's view from the Chief Probation Officers of California. (explained)
- Evidence from Research (CDCP) on re-arrest rates, supports the argument.
- Statistical evidence (T) to support the difference in maturity of youth in 1960 with 2010.
- (A counter argument is supported with) exact figures of arrests and (rebutted with) reported evidence from New York and Massachusetts.
|\n| 2 | Weaknesses
- Little balance of evidence (apart from one sentence on counter argument which weakens the argument), suggests bias.
- Much qualitative/anecdotal but unsourced information (depends heavily on provenance of author, who may no longer have access to information)
- Some weakly supported statements/sweeping statements (marriage and work help young people grow out of youthful troublemaking - mentions research but provides no actual figures or details of the research.) (Juvenile court caseloads and detention populations declined, no figures provided)
- Vague claims (opinion): 'education, community service... has the potential... more successful lives' no clear context, no figures provided, no detail given.
|", "totalMarks": 15, "answerPoints": [ { "type": "AO1a Identify evidence", "point": "\n \n

AO1a Identify evidence: Candidates should identify a range of types of evidence and give examples.

AO1a Identify evidence	Mark	Annotations
Identifies a wide range of different types of evidence with examples	5	4 EG or more
Identifies a range of different types of evidence with examples	4	3 EG
Identifies a limited range of different types of evidence with examples	3	2 EG
Identifies a limited range of evidence, using different types or examples	2	2T or 1EG
Identifies one piece of evidence	1	1T
Identification of evidence is not present. No creditable material.	0	No T or No EG

\n ", "marks": 5, "guideline": "Annotate with T if no example given (Identify type of evidence without an example) or EG if type is given and exemplified (Example of type of evidence)." }, { "type": "AO1b Analyse strengths and weaknesses of evidence", "point": "\n \n

AO1b Analyse strengths and weaknesses of evidence: Candidates should analyse both strengths and weaknesses of a range of evidence used by the author including an explanation.

AO1b Analyse strengths and weaknesses of evidence	Mark	Annotations
Analyses strengths and weaknesses of a wide range of evidence with clear explanation	5	2 + (or more) and 2 – (or more) with 3 or more EXP
Analyses strengths and weaknesses of a range of evidence with clear explanation	4	2 + (or more) and 1 – (or more) (or opposite) with 2 EXP
Analyses strengths and weaknesses of a range of evidence with limited explanation	3	2 + (or more) and 1 – (or more) (or opposite) with 0 or 1 EXP
Analyses strengths or weaknesses of a range of evidence with limited explanation	2	[2+] or [2-] or [1+ and 1-]
Explanation of strengths or weaknesses of evidence is limited	1	[1+] or [1-]
No analysis is present. No creditable material	0	No + or – or EXP

\n ", "marks": 5, "guideline": "For limited explanation use + for strength and – for weakness. For clear explanation use EXP (Strength or weakness of evidence clearly explained)." }, { "type": "AO1c Evaluate evidence", "point": "\n \n

AO1c Evaluate evidence: Candidates explain the impact of evidence on the author’s argument/perspective and include a judgement of its effectiveness.

AO1c Evaluate evidence	Mark	Annotations
Evaluation includes explanation of the impact of evidence on the argument/ perspective and makes a wide range of reasoned judgements	5	2 EVAL J (or more)
Evaluation includes explanation of the impact of evidence on the argument/ perspective and makes reasoned judgements	4	1 EVAL J
Evaluation includes an explanation of the impact of evidence on the argument/ perspective	3	1 EVAL (or more)
Evaluation is attempted but lacks clarity, and the impact of evidence on the argument/perspective is not explained	2	1 EVAL ˄ (or more)
The impact of evidence on the argument/perspective is asserted and not explained	1	1 I (or more)
No evaluation is present. No creditable material	0	No I, EVAL^, EVAL or EVAL J

\n ", "marks": 5, "guideline": "Annotations: I = Impact of evidence is asserted and not explained; EVAL ^ = Shows undeveloped point of evaluation. Evaluation attempted but not explained; EVAL = Evaluation of impact of evidence on argument/perspective; EVAL J = Evaluation of impact of evidence on argument/perspective and includes judgement." } ] } ], "totalMarks": 15 }15:[["$","script",null,{"type":"application/ld+json","dangerouslySetInnerHTML":{"__html":"$22"}}],["$","$L23",null,{"quiz":"$13:1:props:quiz","question":{"id":332189,"question_type":"LONG_ANSWER_QUESTION","quiz_board":"CIE","difficulty_level":2,"created_at":"2026-11-06T15:06:16.39527+00:00","updated_at":"2026-11-06T18:05:23.520674+00:00","uuid":"48812f36-30ad-4935-99a2-0c4e82f00ad4","supported_files":[],"lexical_content":null,"width":null,"height":null,"description":"Study Document A.\n\nAssess the strengths and weaknesses of the evidence used by the author of Document A to support their argument that young offenders do not belong in adult prisons.\n\nIn your answer, include the impact of the evidence on the author's argument. [15]","answer_id":null,"has_numbered_choices":false,"choices_in_body":null,"choices":[],"question_explanations":[],"topic_questions":[{"topic":{"id":9316,"name":"Crime","__typename":"topics"},"__typename":"topic_questions"}],"board":{"student_data_booklets":[{"subject_id":1,"public_pdf_url":"https://files.sudostudy.com/976939779380c57b67f0192f17e8ae0d.pdf","__typename":"student_data_booklets"},{"subject_id":2,"public_pdf_url":"https://files.sudostudy.com/1a9e5bbd80542eb4b315c57ed1efd765.pdf","__typename":"student_data_booklets"}],"__typename":"quiz_boards"},"parent_question":null,"__typename":"questions"},"questionNumber":2,"questionHtml":"$undefined","isLatestExam":false,"examBoard":"CIE","excludedParts":[],"longQuestionData":{"questions":[{"id":332189,"uuid":"48812f36-30ad-4935-99a2-0c4e82f00ad4","body":{"html":"\n

\n \n

Study Document A.

Assess the strengths and weaknesses of the evidence used by the author of Document A to support their argument that young offenders do not belong in adult prisons.

In your answer, include the impact of the evidence on the author's argument.

\n \n

\n\n\n

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2023 - M/J - 9239/11 | Q2

Question (2/3)