Mark Scheme (Results)

October 2022

Pearson Edexcel International Advanced Level

In Economics (WEC11) Paper 01
Unit 1: Markets in action
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October 2022
Question Paper Log Number P72413A
Publications Code WEC11_01_2210_MS
All the material in this publication is copyright
© Pearson Education Ltd 2022
General Marking Guidance

• All candidates must receive the same

treatment. Examiners must mark the first candidate in
exactly the same way as they mark the last.
• Mark schemes should be applied positively. Candidates
must be rewarded for what they have shown they can do
rather than penalised for omissions.
• Examiners should mark according to the mark scheme
not according to their perception of where the grade
boundaries may lie.
• There is no ceiling on achievement. All marks on the mark
scheme should be used appropriately.
• All the marks on the mark scheme are designed to be
awarded. Examiners should always award full marks if
deserved, i.e. if the answer matches the mark
scheme. Examiners should also be prepared to award
zero marks if the candidate’s response is not worthy of
credit according to the mark scheme.
• Where some judgement is required, mark schemes will
provide the principles by which marks will be awarded
and exemplification may be limited.
• When examiners are in doubt regarding the application
of the mark scheme to a candidate’s response, the team
leader must be consulted.
• Crossed out work should be marked UNLESS the
candidate has replaced it with an alternative response.
Section A
Question Quantitative skills assessed Answer Mark
1 QS9: Interpret, apply and The only correct answer is C
analyse information in (1)
written, graphical, tabular A is not correct because this occurs
and numerical forms when there is increasing marginal
utility
B is not correct because diminishing
marginal utility is not related to the
supply curve
D is not correct because diminishing
marginal utility means the utility will
rise at a slower rate as more of the
product is consumed

2 QS2: Calculate, use and The only correct answer is B

understand percentages, (1)
percentage changes and A the largest percentage decline in
percentage point changes the use of the non-renewable
QS9: Interpret, apply and resource was in the USA
analyse information in C is not correct because in all
written, graphical, tabular countries the use of the non-
and numerical forms renewable resource decreased
D is not correct because in all
countries the use of the renewable
resources increased

3 QS8: Make calculations of The only correct answer is A

elasticity and interpret the (1)
result B is not correct because the data
QS9: Interpret, apply and provided are for cross elasticity of
analyse information in demand and not income elasticity of
written, graphical, tabular demand
and numerical forms C is not correct because unrelated
goods would have an XED of zero
D is not correct because
complements have an XED which is
negative
4 QS4: Construct and The only correct answer is C
interpret a range of (1)
standard graphical forms A is not correct because point Z is
QS9: Interpret, apply and obtainable because it is inside the
analyse information in PPF
written, graphical, tabular
and numerical forms
 B is not correct because at point Y
there are fewer capital goods so the
growth rate will be slower.
D is not correct because the
movement to Y results in a gain of
25 consumer goods
5 The only correct answer is D
(1)
A is not correct because this is an
example of poor computation
B is not correct because they are
more likely to switch if they do not
feel valued
C is not correct because this is an
example of herding/being
influenced by others’ behaviour
6 QS4: Construct and The only correct answer is B
interpret a range of (1)
standard graphical forms A is not correct because this is the
QS9: Interpret, apply and producer incidence
analyse information in C is not correct because this is the
written, graphical, tabular tax revenue earned by the
and numerical forms government/includes both
consumer and producer incidence
D is not correct because this
multiplies the Sol 0.60 by the wrong
quantity (380 000)
Section B
Question Draw a diagram to illustrate the likely impact of this increase in real Mark
incomes on the equilibrium price and quantity of margarine.

Answer
7 Knowledge 1, Application 3
Quantitative skills assessed:
QS4: Construct and interpret a range of standard graphical forms
QS9: Interpret, apply and analyse information in written,
graphical, tabular and numerical forms.

Knowledge

1 mark for showing knowledge on diagram

• Original supply and demand and correctly labelled axes (1)

Application
Up to 3 marks for the following information included on diagram:
• Leftward shift of demand (1)
• Original equilibrium price and quantity (1)
• New equilibrium price and quantity (1)

(4)
Question With reference to Lake Chad, explain the difference between a free Mark
good and an economic good.

Answer
8 Knowledge 2, Application 2
Quantitative skills assessed:
QS9: Interpret, apply and analyse information in written, graphical,
tabular and numerical forms.

Knowledge
1 mark for understanding of ‘free good’, e.g.
- Free good is a resource which is so abundant that its
availability is not a constraint on economic activity/in
unlimited supply/a good with no opportunity cost/good
does not have a price (1)
1 mark for understanding of ‘economic good’, e.g.
- Economic good is a good that derives utility/a good with
scarcity and therefore an opportunity cost/scarcity means
people may be willing to pay for it (1)

Application
1 mark for reference to Lake Chad as a free good in 1960, e.g.
• In 1960 water from the lake was a free good/lake used to provide
irrigation to farmers for their crops suggesting free good (1)
1 mark for reference to Lake Chad as an economic good in 2017,
e.g.
• By 2017 the farmers could no longer use the lake for irrigation
suggesting it is an economic good/has an opportunity cost (1)
(4)
Question Explain one advantage to a car manufacturer of using the division of Mark
labour to organise production.

Answer
9 Knowledge 1, Application 1, Analysis 2
QS9: Interpret, apply and analyse information in written, graphical,
tabular and numerical forms.

Knowledge and Analysis

1 mark for understanding division of labour e.g.:
• where production is broken down into tasks and each
worker specialises on one task (1K)
1 mark for one advantage of using the division of labour and up to 2
marks for linked expansion
• increase in productivity (1K) as each worker is able to
produce more output (1AN) which helps a car manufacturer
to produce cars more cheaply than his competitors (1AN)
• decreased unit costs/decreased costs of production (1K) as
each worker is able to produce more goods whilst receiving
the same pay (1AN) enabling a car manufacturer to lower his
prices/increase profit margins (1AN)
• time saving (1K) as workers do not need to keep changing
tools (1AN) and can spend more time focused on production
(1AN)
• workers become more proficient at one skill (1K) as they
spend so long on the task that they become experts (1AN)
and this helps with the speed of them completing the task
(1AN)
• less training required (1K) as workers only need to be trained
to do one task/rather than training in whole production
process (1AN) so the car manufacturer experiences reduced
costs of training staff (1AN)
• workers can focus on tasks that suit their skills (1K) which
means they are more likely to complete jobs they enjoy
(1AN) and are more likely to be motivated (1AN)
Application
1 mark for applying to Henry Ford car company or a car
manufacturer, e.g.:
• one worker will focus on the tyres/windscreens/chassis/steering
wheel/engine/painting/each worker will add a different
component/part to the car/each worker moves from producing a
whole car to one part (1AP)
(4)
Question Ceteris paribus, calculate the price elasticity of demand for gas from Mark
British Gas. Show your workings.

Answer
10 Knowledge 1, Application 3
Quantitative skills assessed:
QS8: Make calculations of elasticity and interpret the result.
QS9: Interpret, apply and analyse information in written, graphical,
tabular and numerical forms.

Knowledge
1 mark for definition/the formula for price elasticity of demand
% change in quantity demanded
% change in price
OR
1 mark for identifying that the good has relatively price inelastic
demand/The PED is inelastic as a fall in price results in a smaller
percentage change in quantity demanded (1)

Application
Up to 3 marks for calculations:
• Original quantity
17 000 000 + 350 000 = 17 350 000 (1)
• Change in quantity ÷ original quantity x 100
-350 000 ÷ 17 350 000 x 100 = -2.017% (1)

% change in quantity demanded

% change in price
• - 2.017 ÷ 22 = -0.092 (1)

NB: if correct answer (e.g. -0.09168182) is given, award full

marks regardless of working.
NB: award 3 marks if negative sign is omitted/percentage sign
added to final answer
NB: award 3 marks if negative sign included but error in
calculation
(4)
Question Explain the likely impact of this change in price on consumer surplus Mark
in the market for nectarines.
Illustrate your answer with an appropriate diagram.
Answer
11 Knowledge 1, Application 1, Analysis 2
Quantitative skills assessed:
QS4: Construct and interpret a range of standard graphical forms
QS9: Interpret, apply and analyse information in written, graphical,
tabular and numerical forms.

Knowledge
• 1 mark for definition of consumer surplus e.g.:
The difference between the price consumers are willing to pay and
the price they pay/gap between the equilibrium price and demand
curve (1)

Application
1 mark for the following diagram, showing supply shifting right

Analysis
1 mark for the original consumer surplus
• ABPe (1)
1 mark for the new consumer surplus
• ACP1 (1)
OR
2 marks for the change in consumer surplus
• Consumer surplus increases (1) by BCP1Pe (1) (4)
Section C
Question Define the term ‘external costs’ (Extract C, line 11). Mark

Answer
12 (a) Knowledge 2
Up to 2 marks for defining ‘external cost’, e.g.:

• Costs to third parties (1)

• Negative (1) impact on third parties (1)
• Where MSC > (1) MPC (1)
• Economic agents not involved in the transaction (1) experience
costs (1)
• Accept explicit examples from Extract C e.g. causes cancers,
contaminated waste water (1) (2)
Question With reference to the second paragraph of Extract A, explain the Mark
phrase ‘the supply of semiconductors is inelastic.’

Answer
12 (b) QS8: Make calculations of elasticity and interpret the result.

QS9: Interpret, apply and analyse information in written,

graphical, tabular and numerical forms.

Knowledge 2 Application 2

Knowledge
2 marks for understanding of inelastic supply:
• Inelastic supply is where a change in price results in a
less than proportionate change in quantity supplied (1)
• Where PES is between 0 and 1 (1)
• Supply cannot respond quickly to a change in price (1)
• Percentage change in price is greater than the
percentage change in quantity supplied (1)
• Diagram to show (perfectly or relatively) inelastic supply
(1)

Application
Up to 2 marks for application:
• Operating at full capacity (1)
• Struggled to respond to increased demand (1)
• Semiconductor manufacturers will take time for additional
capacity to become operational (1) (4)
Question With reference to Extract A, analyse two reasons why semiconductor Mark
prices ‘increased on average by 20%’.
Illustrate your answer with a supply and demand diagram.

Answer
12 (c) Knowledge 2, Application 2, Analysis 2
Quantitative skills assessed:

QS4: Construct and interpret a range of standard graphical forms

QS9: Interpret, apply and analyse information in written,

graphical, tabular and numerical forms.

Knowledge
Up to 2 marks for the diagram showing:
• Original supply, demand, equilibrium price and quantity (1)
• Final equilibrium with both curves shifted correctly showing
higher price (1)

Analysis
1 mark for analysis linked to supply e.g.:
• Costs of steel and copper increased (1)
1 mark for analysis linked to demand e.g.:
• Global health crisis led to increased demand for semiconductors
used in production of laptops/tablets/smartphones (1)

Application
2 marks for diagram:
• Rightwards shift in demand (1)
• Leftwards shift in supply (1)
(6)
Question With reference to Extract B and Figure 1, examine two likely effects Mark
of excess demand for semiconductors on car manufacturers.

Answer
12(d) QS9: Interpret, apply and analyse information in written,
graphical, tabular and numerical forms
Knowledge 2, Application 2, Analysis 2, Evaluation 2

Knowledge, Analysis and Application

1 mark for definition/understanding of excess demand

• Demand is greater than supply at the current price

Up to 2 marks for reference to Extract A, Up to 2 marks for identifying

two impacts and up to 2 marks for linked explanations, e.g.:

• Car manufacturers waiting for semiconductors (1AP) so unable to

complete customer orders (1K) leading to reputational damage as
customers have to wait longer between ordering and receiving
their cars (1AN)
• Volkswagen produced 100 000 fewer cars/GM shut down
production/Japan’s car production decreased 19% (1AP) with less
cars supplied (1K) it leads to lower revenue/proft (1AN)
• Car manufacturers removed features requiring semiconductors
(1AP) in order to be able to reduce the need for semiconductors
(1K) which may disappoint customers as new cars might not have
the features they expect leading to reputational damage (1AN)
• Shortage of cars led to increased price of new cars/people
switched to used cars market where prices doubled (1AP) as car
showrooms struggled to purchase new and used cars (1K) costs
will increase and profits fall (1AN)
• Fall in revenue for car manufacturers in China estimated at $25.5
bn/Europe $13.4 bn/South Asia $9.3 bn/ Japan/South Korea $7.3
bn/ North America $5.2 bn (1AP) as quantity of sales of new cars
sold falls (1K) car manufacturers are likely to employ fewer
employees (1AN)

Award 1 mark for accurate excess demand diagram (1AN)

Evaluation
Up to 2 marks for evaluative comments (2+0 or 1+1), e.g.:
• Magnitude of impact- widespread affecting Volkswagen, GM,
Japanese manufacturers/revenues reduced $100bn (1+1) (8)
• Depends on how important semiconductors are in the production
of cars as to how much of a delay there is (1+1)
• Depends on whether car manufacturers have stockpile of
semiconductors which would enable them to increase production
(1+1)
• Chinese manufacturers have suffered the largest loss in revenue
suggesting semiconductor shortages affected some more severely
(1+1)
• Increased semiconductor production will help resolve issues of
excess demand (1+1)
Question With reference to Extract C and your own knowledge, discuss the possible
microeconomic effects of the subsidies paid to semiconductor manufacturers
in the USA.
Illustrate your answer with an appropriate diagram.

Indicative content
12(e) Indicative content guidance
Answers must be credited by using the level descriptors (below) in line with the
general marking guidance.
The indicative content below exemplifies some of the points that candidates
may make but this does not imply that any of these must be included. Other
relevant points must also be credited.
Quantitative skills assessed
QS4: Construct and interpret a range of standard graphical forms
QS9: Interpret, apply and analyse information in written, graphical,
tabular and numerical forms.

Knowledge, Application and Analysis (8 marks) – indicative content

• Subsidy- cash grant paid to encourage production
• US Government increased subsidy from $0 between 2000-20 to $52 bn
in 2021
• To reduce the reliance of US on imports of semiconductors- had
increased 63% to 88%
• Increase the number of US semiconductor factories by at least 7
• Helps expand production capacity and reduce risk of car manufacturers
having to stop production
• The subsidy will make US production more profitable/able to compete
with Asian producers who have lower costs
• Subsidy- decreases costs of production
• Increases supply S to S+Sub
• Decreases price PE to P1
• Quantity of semiconductors increase/increases quantity QE to Q1
• Increases government spending- ABCP1
• Reference to incidence of the subsidy (consumer/producer)
• Consumer surplus increases FJPE to FCP1
• Producer surplus increases
• Helps improve semiconductor supply enabling car companies to
increase production
• Will be cheaper to produce products that use semiconductors
• Increases employment in semiconductor manufacturing in the USA
• Increased production generates external costs- cancer causing and
water usage
Diagram

NB Macroeconomic effects e.g. higher tax revenues leading to budget

improvement would only achieve Level 1
NB Level 3 response requires a diagram
NB Positive microeconomic effects may be rewarded as KAA and negative
effects as EV or vice versa
Level Mark Descriptor
0 No rewardable material
Level 1 1–3 Displays isolated, superficial or imprecise knowledge and
understanding of economic terms, principles, concepts, theories and
models.
Use of generic material or irrelevant information or inappropriate
examples.
Descriptive approach, which has no chains of reasoning.
Level 2 4–6 Displays elements of knowledge and understanding of economic
terms, principles, concepts, theories and models.
Ability to apply knowledge and understanding to some elements of the
question. Some evidence and contextual references are evident in
the answer.
Chains of reasoning in terms of cause and/or consequence are evident
but they may not be developed fully or some stages are omitted.
Level 3 7–8 Demonstrates accurate and precise knowledge and understanding of
economic terms, principles, concepts, theories and models.
Ability to link knowledge and understanding in context using relevant
examples which are fully integrated to address the broad elements of
the question.
Analysis is clear, coherent, relevant and focused. The answer
demonstrates logical and multi-stage chains of reasoning in terms of
cause and/or consequence.
 Evaluation (6 marks) – indicative content
• Magnitude- $52 bn in USA
• Government spending creates an opportunity cost leaving less for other
areas of the economy
• Benefits in terms of increased supply of semiconductors takes time as
factories take three years to become fully operational
• Value of PED is important, if firms’ demand for a particular brand of
semiconductors is inelastic they may not demand semiconductors from new
suppliers
• Time lag- short-run impact limited as it takes time to manufacture
semiconductors so long-run before impact felt
• External costs associated with additional semiconductor manufacturing are
difficult to quantify/measure

Level Mark Descriptor

0 No rewardable material.
Level 1 1–2 Identification of generic evaluative comments.
No supporting evidence/reference to context.
No evidence of a logical chain of reasoning.
Level 2 3–4 Evidence of evaluation of alternative approaches.
Some supporting evidence/reference to context.
Evaluation is supported by a partially-developed chain of reasoning.
Level 3 5–6 Evaluation recognises different viewpoints and/or is critical of the
evidence.
Appropriate reference to evidence/context.
Evaluation is supported by a logical chain of reasoning.
Section D

Question Evaluate the advantages of a free market economy.

Indicative content
13 QS9: Interpret, apply and analyse information in written, graphical,
tabular and numerical forms.

Indicative content guidance

Answers must be credited by using the level descriptors (below) in line with the
general marking guidance.
The indicative content below exemplifies some of the points that candidates
may make, but this does not imply that any of these must be included. Other
relevant points must also be credited.

Knowledge, application and analysis (12 marks) – indicative content

• Free market economies- where price mechanism/supply and demand
determine resource allocation/where government has minimal
involvement in decisions
• Hong Kong closest to free market- low tax rates, low government
spending and the low level of business regulation
Advantages
• Incentives to work hard in order to increase incomes
• Profit incentive means firms have incentive to be efficient
• Consumers are free to choose the goods and services they desire
• Producers are free to create products to meet customer needs
• Firms are likely to use profits to develop new processes helping to
reduce costs and improve efficiency/productivity
• Profits invested in innovative new products which better meet
consumer needs
• Government failure avoided e.g.
o surpluses & shortages resulting from price controls
o information gaps meaning the intervention is not always the best
option
o can create unintended consequences such as smuggling
o creates excessive administrative costs.
• No expensive central planning
• Competition between firms may help lower price and increase quantity
of goods available
• Market forces (invisible hand) helps to clear the market when there is
excess demand/excess supply/disequilibrium
• Disadvantages of command economy
Level Mark Descriptor
0 No rewardable material.
Level 1 1–3 Displays isolated, superficial or imprecise knowledge and
understanding of economic terms, principles, concepts, theories and
models.
Use of generic material or irrelevant information or inappropriate
examples.
Descriptive approach which has no chains of reasoning.
Level 2 4–6 Displays elements of knowledge and understanding of economic
terms, principles, concepts, theories and models.
Limited application of knowledge and understanding to economic
problems in context.
A narrow response or superficial, only two-stage chains of reasoning in
terms of cause and/or consequence.
Level 3 7–9 Demonstrates accurate knowledge and understanding of economic
terms, principles, concepts, theories and models.
Ability to apply knowledge and understanding to some elements of the
question. Some evidence and contextual references are evident in the
answer. Analysis is clear and coherent. Chains of reasoning in terms of
cause and/or consequence are evident but they may not be developed
fully or some stages are omitted.
Level 4 10–12 Demonstrates accurate and precise knowledge and understanding of
economic terms, principles, concepts, theories and models.
Ability to link knowledge and understanding in context, using
appropriate examples which are fully integrated to address the broad
elements of the question.
Analysis is clear, coherent, relevant and focused. The answer
demonstrates logical and multi-stage chains of reasoning in terms of
cause and/or consequence.
 Evaluation (8 marks) – indicative content
Disadvantages
• Underprovision of public goods- non-rivalry and non-excludability
creates a free rider problem and private sector firms cannot generate
profits- impacts on the provision of streetlights, roads, defence, sea
defences
• Underprovision of healthcare/education- services with external benefits
where people underestimate the benefit
• Overconsumption - people may consume goods ignoring external costs
of their consumption e.g. pollution and congestion have negative
impacts on third parties
• Private sector health care can be inefficient and expensive- US health
insurance costs
• Can create inequality:
o where the rich inherit and have more wealth
o low skilled/unskilled/disabled/sick have low income with no
support from the state in the form of welfare payments
o free market may result in high levels of unemployment
• Large powerful firms can emerge that exploit customers by charging
high prices and restricting output
• When demand is low unemployment may rise leaving some with no
income
• Markets can be unstable:
o Market bubbles can emerge and burst
o Creates uncertainty for businesses
• Depends on the extent to which an economy acts as a free market
economy- even Hong Kong still has taxes and regulation so is not a pure
free market economy.

Level Mark Descriptor

0 No rewardable material.
Level 1 1–3 Identification of generic evaluative comments.
No supporting evidence/reference to context.
No evidence of a logical chain of reasoning.
Level 2 4–6 Evidence of evaluation of alternative approaches.
Some supporting evidence/reference to context.
Evaluation is supported by a partially-developed chain of reasoning.
Level 3 7–8 Evaluation recognises different viewpoints and/or is critical of the
evidence, leading to an informed judgement.
Appropriate reference to evidence/context.
Evaluation is supported by a logical chain of reasoning.
Question Evaluate the advantages of state provision of goods and services.
Indicative content
14 QS9: Interpret, apply and analyse information in written, graphical,
tabular and numerical forms.

Indicative content guidance

Answers must be credited by using the level descriptors (below) in line with the
general marking guidance.
The indicative content below exemplifies some of the points that candidates
may make but this does not imply that any of these must be included. Other
relevant points must also be credited.

Knowledge, application and analysis (12 marks) – indicative content

• State provisions is where government uses taxation to provide goods

and services
• UAE- provides free education and healthcare, flood defences and world
tallest lighthouse

Advantages
• Reduces the problem of underconsumption and production of goods
with positive externalities- underconsumption as people underestimate
the benefits of consuming a good- state provided free healthcare/free
primary and secondary education
• Reduces the problem of overconsumption and production of goods
with negative externalities- overproduction as firms ignore negative
impact on third parties- government imposes indirect taxes on firms
producing external costs
• Reduces the problem of underprovision of public goods- non-rival and
non-excludable- free rider problem makes provision by the private
sector unprofitable so government steps in e.g. lighthouse/flood
defences
• Ensures safety of the public by preventing flooding and ships hitting
rocks
• Reduces the problem of information gaps/Imperfect market
information- information failure means consumers may under-consume
goods such as health care and education so the government provides.
State provides information to fill gaps- e.g. on impact of high sugar
consumption
• Ensures provision for all including those on low incomes who would
otherwise be unable to afford the goods/services
• May help to prevent exploitation of consumers by private monopolies
• Can increase the number that are employed in construction/in
healthcare/education system
 Diagrams may be drawn to illustrate underproduction/overconsumption

Level Mark Descriptor

0 No rewardable material.
Level 1 1–3 Displays isolated, superficial or imprecise knowledge and
understanding of economic terms, principles, concepts, theories and
models.
Use of generic material or irrelevant information or inappropriate
examples.
Descriptive approach, which has no chains of reasoning.
Level 2 4–6 Displays elements of knowledge and understanding of economic
terms, principles, concepts, theories and models.
Limited application of knowledge and understanding to economic
problems in context.
A narrow response or superficial, only two-stage chains of reasoning in
terms of cause and/or consequence.
Level 3 7–9 Demonstrates accurate knowledge and understanding of economic
terms, principles, concepts, theories and models.
Ability to apply knowledge and understanding to some elements of the
question. Some evidence and contextual references are evident in the
answer.
Analysis is clear and coherent. Chains of reasoning in terms of cause
and/or consequence are evident but they may not be developed fully
or some stages are omitted.
Level 4 10– Demonstrates accurate and precise knowledge and understanding of
12 economic terms, principles, concepts, theories and models.
Ability to link knowledge and understanding in context using
appropriate examples which are fully integrated to address the broad
elements of the question.
Analysis is clear, coherent, relevant and focused. The answer
demonstrates logical and multi-stage chains of reasoning in terms of
cause and/or consequence.
 Evaluation (8 marks) – indicative content

Disadvantages
• Government failure where there is a net welfare loss through:
o information gaps
o lack of incentives
o unintended consequences
o excessive administrative costs
o moral hazard
• Government provision can be less efficient compared to the free
market- lack of competition
• Opportunity costs associated with the government spending leaving
less money for other priorities
• Less choice for consumers
• Reduction in freedom
• High levels of taxation to fund spending

Other evaluation
• It is difficult to place a value on the size of any external benefits/costs to
know how much to provide
• Information failure is increasingly solved by the internet
• Magnitude of spending e.g. $136 million needs to judge this against the
benefit of flood defences

Level Mark Descriptor

0 No rewardable material.
Level 1 1–3 Identification of generic evaluative comments.
No supporting evidence/reference to context.
No evidence of a logical chain of reasoning.
Level 2 4–6 Evidence of evaluation of alternative approaches.
Some supporting evidence/reference to context.
Evaluation is supported by a partially-developed chain of reasoning.
Level 3 7–8 Evaluation recognises different viewpoints and/or is critical of the
evidence, leading to an informed judgement.
Appropriate reference to evidence/context.
Evaluation is supported by a logical chain of reasoning.
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