Cambridge International AS & A Level

THINKING SKILLS 9694/21

Paper 2 Critical Thinking May/June 2023
MARK SCHEME
Maximum Mark: 50

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 12 printed pages.

© UCLES 2023 [Turn over

9694/21 Cambridge International AS & A Level – Mark Scheme May/June 2023
PUBLISHED

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.

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.

© UCLES 2023 Page 2 of 12

9694/21 Cambridge International AS & A Level – Mark Scheme May/June 2023
PUBLISHED

Annotations

In Qs 1, 3 and 4 use to indicate where marks have been awarded.

Use to indicate an answer or element that is wrong.

Not good enough. Use wherever such a judgment has been made.

Benefit of doubt.

In Q3 use to indicate ‘significant additional element’.

In Q5 use to indicate creditworthy other argument element.

In Qs 2 and 5 use to indicate ‘conclusion’.

In Qs 2 and 5 and in short questions where indicated, use to indicate that marks have
been capped because an essential element of the answer is absent.

In Q2 use to indicate creditworthy evaluation of a source.

In Q5 use to indicate creditworthy intermediate conclusion.

In Q2 use to indicate creditworthy personal thinking.

In Q3 use to indicate paraphrase.
In Q2 use to indicate creditworthy inferential reasoning.
In Q5 use to indicate creditworthy reason used to support a conclusion.
In Q2 use to indicate creditworthy use of a source.
In Q5 use to indicate distinct strand of reasoning.
In Q3 use to indicate ‘significant omission’.
In other appropriate cases, use to indicate significant omission.
Use in answers when no other annotations have been used.
Use on blank pages.
Use to draw attention to part of an answer.
Highlight In Q5, use to indicate irrelevant material or material derived from the passage used for
Qs 3 and 4.

There must be at least one annotation on each page of the answer booklet.

© UCLES 2023 Page 3 of 12

9694/21 Cambridge International AS & A Level – Mark Scheme May/June 2023
PUBLISHED

Question Answer Marks

1(a) 2 marks for a correct answer with accurate explanation 2

1 mark for a correct answer with vague, incomplete or generic explanation
0 marks for a correct answer without explanation
0 marks for an incorrect answer with or without explanation
2-mark answer (3 ticks)
Source A is an argument (). The second sentence is the conclusion (),
which is supported by (a chain of) reasoning in the remainder of the extract
().
1-mark answers (2 ticks)
Source A is an argument (), because it includes a persuasive conclusion
supported by reasons ().
Source A is an argument (). The first sentence is the conclusion, which is
supported by (a chain of) reasoning in the remainder of the extract. ()
Source A is an argument (). The second sentence is the conclusion ().
0-mark answer (1 tick or 0 ticks)
Source A is an argument (), because it involves somebody making a case
for something.
Source A is not an argument (X) .........................

1(b) 1 mark each for up to two valid answers, for example: 2

 Source A interprets planned obsolescence from the perspective of

economics, whereas Source B approaches it from the point of view of
consumers. This point can be expressed in terms of vested interest.
 Source A refers to minor/cosmetic changes, whereas Source B refers to
items becoming unusable.
 Source A refers to encouraging people to make a voluntary choice to
replace a possession, whereas Source B refers to
manipulation/compulsion.

1(c) Up to 2 marks for any one valid answer, for example: 2

 Manufacturers might have reduced the quality of appliances [1] in order

to reduce prices and/or make more profit [1].
 People might use appliances more frequently than they used to [1], so
they would have endured the same amount of use in a shorter space of
time / would wear out more quickly [1].
 Modern appliances might have more complicated components [1] that
might break more easily / so there are more things that can go wrong
with the appliance / so users are more likely to misuse them [1].

© UCLES 2023 Page 4 of 12

9694/21 Cambridge International AS & A Level – Mark Scheme May/June 2023
PUBLISHED

Question Answer Marks

1(d)(i) 3
 The lawyers have a VI to say in order to earn their fees /
whatever their clients want because that is their job [1];
them to say / to defend their
clients / to deny that the
producers have incorporated
planned obsolescence into
their products in order to
increase sales,

 however, they also have a VI by making statements which can

not to lose credibility / imperil be proved to be untrue [1].
their own
reputation/professional
standing

 The producers of electronic in order to protect their

devices have a VI to reputation/sales [1]
misrepresent the truth if
necessary

 but also a VI to protect their by not making claims which can be

reputation/sales proved to be untrue [1].

1(d)(ii)  Moderately significant [1]. 3

 It confirms that manufacturers do use planned obsolescence [1].
 It shows that at least some of the allegations are susceptible of a
plausible innocent explanation [1],
 but it does not prove that these explanations are the manufacturers’ real
motives / that consumers are not being harmed [1]
 and it does not answer all of the allegations / it may be that other
allegations cannot be explained innocently [1].

Award judgement mark only if points have been made on both sides. If the
content is too weak to deserve a mark in its own right, but is an attempt at a
correct answer, the judgement mark may be awarded, but if the content is
incorrect, the judgement mark must not be awarded.

1(e) 1 mark each for up to two valid answers, for example: 2

 Because the fine is relatively small by comparison with the size of the
company’s profit.
 Because the company was able to make a defence of its actions.
 Because their activities may not be subject to similar regulation in other
jurisdictions.
 Because the regulation applies only to deliberately shortening the
lifespan of products, and not to small changes in design, as mentioned
approvingly in Source A.

© UCLES 2023 Page 5 of 12

9694/21 Cambridge International AS & A Level – Mark Scheme May/June 2023
PUBLISHED

Question Answer Marks

2
1 mark for an explicit supported conclusion
Conclusion
Cap at 7 if conclusion is absent or implicit

2 marks for use of at least 3 sources

Use of sources
1 mark for use of at least 1 source

1 mark for each valid evaluation of the credibility or

Evaluation of
quality of reasoning in sources
sources
Maximum 3 marks

Inferential 1 mark each

reasoning from Maximum 3 marks
sources Source must be mentioned for this to be credited

Personal 1 mark each

thinking Maximum 2 marks

Annotate answers as follows:

To indicate ‘conclusion’.

To indicate creditworthy use of source.

To indicate creditworthy evaluation of source.

To indicate creditworthy inferential reasoning.

To indicate creditworthy personal thinking.

To indicate that mark has been capped.

To indicate incorrect material.

Indicative content

 Source A shows that some planned obsolescence can be regarded as

beneficial.
 Source B explains how most planned obsolescence exploits consumers
 and in some cases is also bad for the environment.
 However, Source B is biased / has a VI to emphasise risks to
consumers.
 Source C shows that there may be innocent explanations for some
instances which have been criticised as planned obsolescence.
 However, Source C has VI to present evidence in such a way as to
exculpate producers of software and electronic devices,
 albeit only within limits.
 Source D shows that at least one jurisdiction has imposed legal
restrictions on planned obsolescence,
 which have been successful to some extent.

© UCLES 2023 Page 6 of 12

9694/21 Cambridge International AS & A Level – Mark Scheme May/June 2023
PUBLISHED

Question Answer Marks

2 Example 8-mark answer (282 words)

Source A shows that some planned obsolescence can be regarded as

beneficial. However, Source B explains how most planned obsolescence
exploits consumers and is often also bad for the environment. This source
has considerable ability to see the complaints which are reported to the
consumer protection organisation and the responses made by companies,
but the nature of its work also gives it a vested interest to emphasize risks to
consumers. These examples of planned obsolescence are significantly
different from the kind described in Source A.

Source C shows that there may be innocent explanations for some

instances which have been criticised as planned obsolescence. The
reliability of Source C is greatly reduced by its vested interest to present
evidence in such a way as to exculpate producers of software and electronic
devices, but the lawyers also have a vested interest not to misrepresent the
truth so badly as to damage their own professional standing.

Source D shows that at least one jurisdiction has imposed legal restrictions
on planned obsolescence. Although the fine imposed in the case mentioned
is unlikely to have been significant to the company, it appears to have
prompted them to undertake a reform. This suggests that it would be good
for other countries to introduce similar laws. However, the comment about
the cost of the fine and the link to the reduction in price of replacement
batteries may have been due to the newspaper’s vested interest to make
the story more controversial and thus more interesting to readers.

If a government were to ban planned obsolescence entirely, the economy

would lose the benefits identified in Source A, but I agree that legal
restrictions should be placed on the practice.

© UCLES 2023 Page 7 of 12

9694/21 Cambridge International AS & A Level – Mark Scheme May/June 2023
PUBLISHED

Question Answer Marks

In Q3, annotate as follows:

Significant additional element

Significant omission

Paraphrase

In Q3 (a) and (d), if two answers are given, one of which is correct, award 1 mark.

In all parts of Q3, apply guidance relating to additional material only if it constitutes an additional
part of an answer or an alternative answer.

3(a) 2 marks for an exact answer 2

1 mark for a paraphrase, or for one additional element or omission

The best policy in life is (therefore) to imitate the actions and opinions of the
majority.

3(b) For up to 2 of the following: 4

2 marks for an exact answer
1 mark for a paraphrase, or for one additional element or omission

 That [to watch what everyone else does and do the same] was good
advice.
 Everyone should follow these standards (whether they agree with them
or not).
 (but in practice) it is better to ignore this possibility [that an accepted
opinion or customary behaviour may be proved wrong].

3(c) An example [1] of / to illustrate behaviour which may cause offence (even 2
though there is nothing intrinsically wrong with it) [1].

3(d) 2 marks for an exact version of the following: 2

1 mark for an incomplete or vague version of the following:

 Everyone should avoid behaviour which would cause offence to many.

Accept for full credit:

 The fact that an action is not intrinsically wrong does not necessarily
justify doing it.

Accept for 1 mark:

 Everyone knows what the standards are.
 No one wants to cause offence.

© UCLES 2023 Page 8 of 12

9694/21 Cambridge International AS & A Level – Mark Scheme May/June 2023
PUBLISHED

Question Answer Marks

4(a) 2 marks for each valid answer, clearly expressed; 4

1 mark for each weak attempt at a valid answer.

 Rash/hasty generalisation – The claim in the first sentence is supported

by a hypothetical extreme case (the second sentence).
 Restricting the options / false dichotomy – The third sentence concludes
that you should accept the majority view on everything on the grounds
that it is unrealistic to form your own opinion about everything. It ignores
the possibility of forming one’s own opinion on some matters but not
others.

4(b)  Building a house is compared to building students’ knowledge of a 3

subject [1].
 Although it is vitally important to have sound foundations in both cases
[1],
 constantly inspecting the foundations of a house or a subject would
distract attention from making progress [1].
 However, there is probably more room for reasonable disagreement
over the foundations of a subject than of a house [1].

4(c)  The final sentence is an appeal to emotion/fear (accept pity/pathos) [1]. 3

 It strengthens the reasoning inasmuch as bullying can have these
extreme consequences for its victims / people do not want to end up in
despair [1],
 but the advice to be and do the same as everyone else is an
exaggerated inference to be drawn from this appeal [1],
 because being different from co-workers or neighbours will not
necessarily lead to these extreme consequences / this part of the
reasoning is a slippery slope argument [1].

© UCLES 2023 Page 9 of 12

9694/21 Cambridge International AS & A Level – Mark Scheme May/June 2023
PUBLISHED

Question Answer Marks

5 8
2 marks for three or more reasons supporting conclusions
Reasons
1 mark for one or two reasons supporting conclusions

1 mark for each use of an intermediate conclusion or chain

Inferential of intermediate conclusions
reasoning (including if used in a response to a counter)
Maximum 3 marks

1 mark for each use of other argument elements that

strengthens the reasoning: counter with response, example,
Argument
evidence, analogy, hypothetical reasoning
elements
Credit each type only once per strand of reasoning
Maximum 3 marks

Structure 1 mark for two or more distinct strands of reasoning

Each component of a candidate response may score only once. Where

there is more than one possibility, use the classification which leads to the
higher total mark.

Maximum 6 marks for no conclusion or wrong conclusion, or a conclusion

that does not follow from the reasoning, or if both sides are argued without a
resolution.

0 marks for answer unrelated to the claim given.

No credit for material merely reproduced from the passage.

Annotate answers as follows:

To indicate main conclusion.

To indicate creditworthy reason used to support a conclusion.

To indicate creditworthy intermediate conclusion.

To indicate creditworthy other argument element.

To indicate distinct strand of reasoning.

To indicate that mark has been capped.

To indicate material that is judged not to have a structural function

in the argument.

Use highlighter to indicate material which is not relevant to the stated claim
or is derived from the passage.

© UCLES 2023 Page 10 of 12

9694/21 Cambridge International AS & A Level – Mark Scheme May/June 2023
PUBLISHED

Question Answer Marks

5 Example 8-mark answers

Support (139 words)

Children believe what their parents tell them and imitate their behaviour, but
as adults they follow their own life choices with regard to such issues as
religion, politics and sex. They therefore need an intermediate period of
exploration, in which to navigate the transition from childhood to adult
status.

By the age of 25, most people have adopted the most important elements in
the remainder of their life, such as a career, an intimate relationship and
their own home. These commitments are likely to be disastrous if they are
not based on freely chosen fundamental values and attitudes. So men and
women in their late teens and early twenties need opportunities to get to
know people from a wide variety of background and beliefs.

Therefore everyone should use the period of adolescence to develop their

own opinions and values.

Challenge (148 words)

Some people imagine that adolescence is a universal experience, but in fact

people in most cultures move immediately from childhood to adult status,
taking on such responsibilities as marriage and work. Most societies expect
all their members to conform to behavioural norms. So for very many people
a period of exploration and choice is neither necessary nor feasible.

Even in more developed cultures, if young people are comfortable with the
way they have been brought up, there will be no need for them to explore
alternatives to the standards and beliefs of their parents. Many young
people are happy to progress unquestioningly from schooldays into the
world of work and adult responsibilities. So they can treat adolescence as
an opportunity for pleasure and freedom from responsibility rather than
introspection and philosophical debates.

Therefore not everyone should use the period of adolescence to develop

their own opinions and values.

© UCLES 2023 Page 11 of 12

9694/21 Cambridge International AS & A Level – Mark Scheme May/June 2023
PUBLISHED

Question Answer Marks

5 Acceptable ‘challenge’ conclusions:

 Not everyone should (necessarily) use the period of adolescence to
develop their own opinions and values.
 Everyone should not use (only) the period of adolescence to develop
their own opinions and values.

© UCLES 2023 Page 12 of 12