Cambridge International AS & A Level

GLOBAL PERSPECTIVES AND RESEARCH 9239/03

Paper 3 Team Project May/June 2023
MARK SCHEME
Maximum Mark: 35

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 2023 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

This document consists of 9 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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Instructions for examiners

The total mark for this paper is 40. The marks are divided between the two parts of the task.

1 Presentation: 30 marks
 AO1 Research, analysis and evaluation – up to 16 marks
 AO3 Communication – up to 14 marks

2 Reflective paper: 10 marks

 AO2 Reflection – up to 10 marks

The presentation may either be recorded as a live performance or as a presentation with recorded voiceover. In either case it has a maximum
running time of 10 minutes. Examiners should not credit any material beyond 10 minutes.

The reflective paper has a maximum length of 800 words.

The marking criteria are presented in a separate table for each assessment objective.

For AO1, candidates are assessed on four aspects.

For AO2, candidates are assessed on two aspects.
For AO3, candidates are assessed on three aspects.

Examiners should choose a mark for each aspect separately.

Annotation
 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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PRESENTATION

AO1 Research, analysis and evaluation

Examiners should award up to 16 marks for AO1.

AO1a Individual analysis of the AO1b Range of research AO1c Evaluation of sources to AO1d Justification for the
team’s problem undertaken support the research individual solution which is
proposed

Develops a sustained analysis of Uses sustained research from a Engages in sustained evaluation Demonstrates the effectiveness
the team’s problem, consistently variety of contexts which and synthesis of sources of the chosen solution using
supported by relevant details consistently supports the focus consistently relevant and
of the presentation detailed evidence
4 marks 4 marks 4 marks 4 marks

Analyses the team’s problem Uses detailed research which Shows some evaluation and Shows some justification for the
supported by relevant details supports the focus of the some synthesis of sources chosen solution with detailed
presentation evidence in support
3 marks 3 marks 3 marks 3 marks

Discusses the team’s problem Has done research which Begins to evaluate some sources Develops a solution which is
supported by relevant details supports the focus of the supported by evidence
presentation
2 marks 2 marks 2 marks 2 marks

Identifies the team’s problem butIdentifies some research but Identifies some sources but lacks Identifies a possible solution but
lacks detail lacks links to the focus of the any evaluation lacks support for this
presentation
1 mark 1 mark 1 mark 1 mark

No creditable response No creditable response No creditable response No creditable response

0 marks 0 marks 0 marks 0 marks

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AO3 Communication

Examiners should award up to 14 marks for AO3.

AO3a Production of a structured argument AO3b Presentation of visual information to AO3c Use of language to address an
support an argument audience

Uses a logical structure to deliver a Effectively selects a variety of methods of

sustained argument with consistently well- visual representation to precisely support the
argued points arguments and evidence
5 marks 5 marks

Presents a well-structured argument to make Effectively selects methods of visual Uses language to effectively engage its
well-argued points representation to support the arguments and audience with a well-selected variety of
evidence sentence forms
4 marks 4 marks 4 marks

Presents an argument with some structure to Uses relevant methods of visual Uses language to consistently address the
make some well-argued points representation to provide some support for audience using a variety of sentence forms
the arguments and evidence
3 marks 3 marks 3 marks

Presents an argument with limited structure Applies relevant methods of visual Uses language to consistently address the
to make some relevant points representation to the problem audience
2 marks 2 marks 2 marks

Makes some points and the argument lacks Uses some visual representation, but lacks Lacks awareness of the audience
structure relevance to the problem
1 mark 1 mark 1 mark

No creditable response No creditable response No creditable response

0 marks 0 marks 0 marks

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REFLECTIVE PAPER

AO2 Reflection
Examiners should award up to 10 marks for AO2.

AO2a Reflection on the effectiveness of collaboration AO2b Reflection on learning

Shows sustained and structured evaluation of the effectiveness of Shows sustained and structured evaluation of the learning achieved
collaboration with others in undertaking the project
5 marks 5 marks

Makes a range of detailed evaluative points about the effectiveness of Makes a range of detailed evaluative points about the learning
collaboration with others achieved in undertaking the project
4 marks 4 marks

Provides some evaluation of the effectiveness of collaboration with Provides some evaluation of the learning achieved in undertaking the
others project
3 marks 3 marks

Describes in detail some of the collaborative activities which have Describes own view of the team’s problem in detail
been undertaken
2 marks 2 marks

Makes some limited reference to collaborative activities Identifies their view of the team’s problem
1 mark 1 mark

No creditable response No creditable response

0 marks 0 marks

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