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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.\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\nT: Identify type of evidence. (Without an example)\nEG: 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. 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Evaluation attempted but not explained.\nEVAL: Evaluation of impact of evidence on argument/perspective.\nEVAL 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.\n\nAO1 Research, analysis and evaluation\n\nAO1a Identify evidence\n• Identifies a wide range of different types of evidence with examples: 5 marks (4 EG or more)\n• Identifies a range of different types of evidence with examples: 4 marks (3 EG)\n• Identifies a limited range of different types of evidence with examples: 3 marks (2 EG)\n• Identifies a limited range of evidence, using different types or examples: 2 marks (2T or 1EG)\n• Identifies one piece of evidence: 1 mark (1T)\n• Identification of evidence is not present. No creditable material: 0 marks (No T or No EG)\n\nAO1b Analyse strengths and weaknesses of evidence\n• Analyses strengths and weaknesses of a wide range of evidence with clear explanation: 5 marks (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 marks (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 marks (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 marks ([2+] or [2-] or [1+ and 1-])\n• Explanation of strengths or weaknesses of evidence is limited: 1 mark ([1+] or [1-])\n• No analysis is present. No creditable material: 0 marks (No + or – or EXP)\n\nAO1c Evaluate evidence\n• Evaluation includes explanation of the impact of evidence on the argument/ perspective and makes a wide range of reasoned judgements: 5 marks (2 EVAL J or more)\n• Evaluation includes explanation of the impact of evidence on the argument/ perspective and makes reasoned judgements: 4 marks (1 EVAL J)\n• Evaluation includes an explanation of the impact of evidence on the argument/ perspective: 3 marks (1 EVAL (or more))\n• Evaluation is attempted but lacks clarity, and the impact of evidence on the argument/perspective is not explained: 2 marks (1 EVAL ^ (or more))\n• The impact of evidence on the argument/perspective is asserted and not explained: 1 mark (1 I (or more))\n• No evaluation is present. No creditable material: 0 marks (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\nIndicative content\nNo set answer is expected, and examiners should be flexible in their approach. Candidates may include some of the following indicative content.\n\nStrengths\n• [Example only]\nThe authors' clear evidence (+) that CHWs are elected in each of the 15 000 villages (EG) shows us the extent (EXP) of decentralisation in Rwanda's health system. This clear evidence helps the reader understand the details of how Rwanda has tackled the pandemic. (EVAL)\n• All evidence provided is relevant and supports the authors' conclusion.\n• The authors provide a statistic (1 million deaths over nine months) that sets the scene and supports the point made about lack of resilience.\n• provenance – Agnes Binagwaho is vice chancellor of the University of Global Health Equity with expertise – Rwandan pediatrician\n• ability to see (e.g. Agnes Binagwaho as Minister of Health and relevant details from preamble)\n• Authors provide a clear example of the contrast between numbers of cases in Rwanda and Pennsylvania – the statistics provided support this.\n\nWeaknesses\n• No sources are used – we have to depend on the credibility of the authors / unsourced evidence – e.g. '204 000 cases recorded by the similarly populated U.S. state of Pennsylvania'\n• Evidence is not balanced, there are no statistics or examples to support an opposing view (indicating possible bias).\n• The authors may have a vested interest in selecting evidence that makes the Rwandan system seem better than it is.\n• Gaps in evidence: No evidence that universal access is the only way to ensure universal compliance. This is an unsupported statement.", "totalMarks": 15, "answerPoints": [ { "type": "AO1a", "point": "\n \n

AO1a Identify evidence

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": "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." }, { "type": "AO1b", "point": "\n \n

AO1b Analyse strengths and weaknesses of evidence

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": "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." }, { "type": "AO1c", "point": "\n \n

AO1c Evaluate evidence

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

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\n \n

Study Document A.

Assess the strengths and weaknesses of the evidence used by the authors of Document A to support their argument that universal health coverage is the key to pandemic management.

In your answer include the impact of the evidence on the authors' argument.

\n \n

\n\n\n

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2023 - M/J - 9239/12 | Q2

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