Cambridge International AS Level

GERMAN LANGUAGE 8683/02

Paper 2 Reading and Writing May/June 2023
MARK SCHEME
Maximum Mark: 70

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 13 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.

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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1 General Marking Notes

1.1 Annotation of scripts in scoris

Question 1 Enter a mark of 1, 0 or NR as appropriate for each item ((a), (b), (c) etc.) in the
mark input box.
Annotate the script where necessary.

Question 2 Enter a mark of 1, 0 or NR as appropriate for each item ((a), (b), (c) etc.) in the
mark input box.
Annotate the script where necessary.

Questions Content marks

3 and 4  Annotate each correct point with a tick OR a tick + BOD (benefit of doubt).
 Use a cross or NBOD (no benefit of doubt) as necessary.
 Use the highlighting tool to highlight any words which are lifted.
 The following abbreviations may also be useful:
TOL: tolerate
INV: invalidates
HA: harmless addition
TV: too vague
NFP: no further penalty / repeated error
GTF: goes too far
 The number of ticks for each item ((a), (b), (c) etc.) will be added up for you
and the total will appear beneath the tick annotation in the toolbar. Enter the
mark (or NR as appropriate) for each item in the mark input box.

Quality of Language Mark

 If any items have scored zero for content, insert an on-page comment after
the last item in the question and type in the details of the Quality of Language
mark, e.g.:
5–2=3
OR
min 1
 Then enter the Quality of Language mark in the mark input box for
Question 3L / Question 4L.
 If no adjustment needs to be made to the Quality of Language mark, enter the
mark in the mark input box without annotating the script.

Question 5 If the answer exceeds 150 words, insert the vertical wavy line after the
150th word to show the end of the response to be marked.
Summary
 Annotate each correct point with a tick OR tick + BOD up to a maximum of
10 ticks.
 Use a cross or NBOD as necessary.
 The number of ticks will be added up for you and the total will appear beneath
the tick annotation in the toolbar. Enter the mark (or NR as appropriate) in the
mark input box for Question 5(a).

Personal response
 Enter the mark for Personal response in the mark input box for Question 5(b).
 Note: if the Personal Response cannot be marked because it comes after the
160-word limit award a mark of 0, not NR.
Quality of Language
 Enter the mark for Quality of Language in the mark input box for Question 5L.

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1.2 Standardisation sample: to be completed and submitted by xxx. The Principal Examiner will
get in touch by phone or scoris messaging system to provide feedback. Although you will be
able to download about 20 live scripts once you have submitted your Standardisation sample,
you will not be able to submit marks for these scripts or download further scripts until
the Principal Examiner has approved your marking.

1.3 Batch 1: 40% of your scripts to be marked by xxx.

1.4 Batch 2: all scripts to be marked by xxx.

1.5 Please send your Assistant Examiner report to the Principal Examiner by the Batch 2
deadline (by email).

1.6 Once the marking ‘for real’ starts, scoris depends on the Principal Examiner being able to
constantly monitor your marking and feed back to you about marking errors and
misinterpretations of the Mark Scheme so that you can take corrective action. You must not,
therefore, mark more than 25 scripts per day for the first week of marking.

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2 General Marking Principles

2.1 Please note that it is not possible to list all acceptable alternatives in the Detailed Mark
Scheme provided on the following pages. You will need to consider all alternative answers and
unexpected approaches in candidates' scripts, make a decision on whether they communicate
the required elements, in consultation with the Principal Examiner if necessary, and award
marks accordingly.

2.2 Crossing out:

(a) If a candidate changes his/her mind over an answer and crosses out an attempt, award a
mark if the final attempt is correct.
(b) If a candidate crosses out an answer to a whole question but makes no second attempt at
it, mark the crossed out work.

2.3 Annotation used in marking:

(a) BOD = Benefit of the Doubt and is used to indicate material considered by the Examiner
and judged to be more correct than incorrect: the benefit of the doubt is given to the
candidate and the mark is awarded.
(b) NBOD = No Benefit of the Doubt and is used to indicate material considered by the
Examiner and judged to be more incorrect than correct: the benefit of the doubt is not
given to the candidate and the mark is not awarded.
(c) caret = to indicate where something which is key to the response is missing.

2.4 No response and '0' marks

There is a NR (No Response) option in scoris.
Award NR (No Response):
 If there is nothing written at all in the answer space or
 If there is only a comment which does not in any way relate to the question being asked
(e.g. 'can’t do' or 'don’t know') or
 If there is only a mark which isn’t an attempt at the question (e.g. a dash, a question mark).
Award 0:
 If there is any attempt that earns no credit. This could, for example, include the candidate
copying all or some of the question, or any working that does not earn any marks, whether
crossed out or not.

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Detailed Mark Scheme

Section 1

Question Answer Marks Not Allowed Responses

Question 1

Accept only answers which fit directly into the ‘footprint’ left by the original word – i.e. no additions,
no deletions. Do not allow misspellings.

1(a) Tipps (insist on capital T) 1

1(b) Gleichgewicht (insist on capital G) 1

1(c) fällt 1

1(d) probiert 1

1(e) mindestens 1

Question Answer Marks Not Allowed Responses

Question 2

Allow one minor spelling mistake which doesn’t alter meaning.

2(a) interessiert sich (auch) die Industrie für sie 1 Insist on correct word order

2(b) auszutauschen (insist on one word) 1

2(c) Unterstützung (insist on capital U) 1

2(d) den/diesen/meinen 1

2(e) haben 1

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Question Answer Marks Not Allowed Responses

Question 3

Reject direct lifts from the text.

3(a)  Jetzt auch Schuhe in kleineren 3

Größen
 Jetzt auch spezielle Kleidung für
Frauen
 Größere Auswahl an Farben

3(b)  Patti McGhee gewinnt (1964) 3

Wettbewerb
 auf dem Cover von Life Magazine
(1965)
 Skateboarden ist olympische Disziplin
für Männer und Frauen

3(c)  haben die Welt vernetzter gemacht 3

 Skaterinnen können sich austauschen
 Skaterinnen unterstützen sich
gegenseitig/haben jüngeren Frauen
den Weg geebnet

3(d)  früher konnte sie nicht davon leben 3

 seit einem Jahr ist das möglich
 kann sich eine Karriere als Profi-
Skateboarderin vorstellen

3(e)  Sie trainiert oft allein/hat keine 3

Partnerin weil es nicht viele Frauen
gibt
 Trainiert mit ihrem Vater, aber er ist
kein Profi/skatet nicht selber
 Trainiert mit dem Bundestrainer der
Männer

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Quality of Language – Accuracy (Questions 3, 4 and 5) [5]

5 Very good
Consistently accurate. Only very few errors of minor significance. Accurate use of more
complex structures (verb forms, tenses, prepositions, word order).

4 Good
Higher incidence of error than above, but clearly has a sound grasp of the grammatical
elements in spite of lapses. Some capacity to use accurately more complex structures.

3 Sound
Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some
problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of
prepositions.

2 Below average
Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in
agreement of adjectives.

0–1 Poor
Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect.
Consistent and repeated error.

Additional marking guidance for Quality of Language – questions 3 and 4

The five marks available for Quality of Language are awarded globally for the whole performance on
each set of answers.
A concise answer, containing all mark-bearing components for content is scored on the full range of
marks for language, i.e. length does not determine the Quality of Language mark.
Answers scoring 0 for content cannot contribute to the overall Quality of Language mark.
Identify the answer(s) scoring 0 for content in the whole set of answers. Then add together the
number of Content marks available for each of these questions and reduce the Quality of Language
mark according to the following table:

Total Content marks available on questions

Reduce Quality of Language mark by:
where a candidate scores 0

2 or 3 1

4 or 5 2

6 or 7 3

8 or 9 4

Note: A minimum of one mark for Quality of Language should be awarded if there are any Content
marks at all (i.e. 0 Language marks only if 0 Content marks).

[Total: 20]

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Question Answer Marks Not Allowed Responses

Question 4

Mark as Question 3

4(a)  organisiert wöchentliche Sessions nur 3

für Mädchen
 organisiert Wettbewerb nur für Frauen
 hat Fahrerinnen aus dem Ausland
eingeladen

4(b)  von Männern dominiert/Frauen in der 3

Minderheit
 Zuschauer interessieren sich nicht für
Frauensport
 Frauen brauchen eine besondere
Persönlichkeit

4(c)  Mädchen werden zur Ordnung 3

erzogen/Skateboarden bringt
Verletzungen und Dreck
 Veraltete Geschlechterrollen
 Wenige Mütter fahren
Skateboard/fehlende Vorbildfunktion

4(d)  Skaten muss als 3

richtiger/gleichwertiger Sport
anerkannt werden
 Nicht genug Investition in den Sport
(Anlagen/Training)
 Ungleiche Preisgelder

4(e)  Tochter lässt sich von den Jungen 3

nicht beirren/einschüchtern
 Es gibt mehrere skatende Mädchen in
ihrer Klasse
 Die Zahl der skatenden Mädchen
steigt weltweit

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Quality of Language – Accuracy (Questions 3, 4 and 5) [5]

5 Very good
Consistently accurate. Only very few errors of minor significance. Accurate use of more
complex structures (verb forms, tenses, prepositions, word order).

4 Good
Higher incidence of error than above, but clearly has a sound grasp of the grammatical
elements in spite of lapses. Some capacity to use accurately more complex structures.

3 Sound
Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some
problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of
prepositions.

2 Below average
Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in
agreement of adjectives.

0–1 Poor
Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect.
Consistent and repeated error.

Additional marking guidance for Quality of Language - questions 3 and 4

The five marks available for Quality of Language are awarded globally for the whole performance on
each set of answers.
A concise answer, containing all mark-bearing components for content is scored on the full range of
marks for language, i.e. length does not determine the Quality of Language mark.

Answers scoring 0 for content cannot contribute to the overall Quality of Language mark.
Identify the answer(s) scoring 0 for content in the whole set of answers. Then add together the
number of Content marks available for each of these questions and reduce the Quality of Language
mark according to the following table:

Total Content marks available on questions

Reduce Quality of Language mark by:
where a candidate scores 0

2 or 3 1

4 or 5 2

6 or 7 3

8 or 9 4

Note: A minimum of one mark for Quality of Language should be awarded if there are any Content
marks at all (i.e. 0 Language marks only if 0 Content marks).

[Total: 20]

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Question 5

Question Answer Marks Not Allowed Responses

Question 5

Length of 5(a) + 5(b) (Summary and Personal Response)

Writing within the maximum length is part of the task, and candidates who remain within the limit
(140 words in total) deserve credit.

Examiners make a rough estimate of the length by a quick calculation of the number of words on a
line.
If the piece is clearly too long, calculate the length more precisely.
Insert the vertical wavy line after the 150th word to show the end of the response to be
marked.

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Question Answer Marks Not Allowed Responses

5 Content marks: Summary 10

The summary could include the following
points (award 1 mark for each point
covered up to a maximum of 10 points):

Was zeigt den Erfolg von Frauen im

Skateboarden?
 Die Zahl der Skaterinnen steigt
 Die Industrie interessiert sich jetzt für
sie/spezielle Schuhe und Kleidung
 1964 gewann die erste Frau einen
Profi Wettbewerb/Titelbild von „Life“
 Einige Profi Skaterinnen können jetzt
von ihrem Sport
leben/Firmensponsering und
Preisgelder
 Skateboarden ist olympische Disziplin
für Männer und Frauen
 Es gibt spezielle
Kurse/Förderung/Wettbewerbe für
Frauen

Welche Probleme gibt es noch?

 Man braucht eine starke
Persönlichkeit um sich nicht
einschüchtern zu lassen/ist immer
noch männerdominiert
 Preisgelder nicht immer gleich mit
Männern/ungenügende
Rahmenbedingungen
 Unterschiede in der
Erziehung/Mädchen sollen ordentlich
sein
 Antiquierte Geschlechterrollen
 Noch nicht genügend weibliche
Idole/Vorbilder
 Zuschauer interessieren sich nicht für
Frauensport/denken Frauen sind nicht
so gut
 Wenige Frauen, also Mangel an
Trainingsmöglichkeiten mit anderen
Frauen

Red – Text 2

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Content marks: Response to the Text/ Persönlicher Standpunkt [5

Marked like a mini-essay according to the variety and interest of the opinions and views expressed,
the response to the original text stimulus and the ability to express a personal point of view.

5 Very good
Varied and interesting ideas, showing an element of flair and imagination, a capacity to express
a personal point of view.

4 Good
Not the flair and imagination of the best candidates, but work still shows an ability to express a
range of ideas, maintain interest and respond to the issues raised.

3 Sound
A fair level of interest and ideas. May concentrate on a single issue, but there is still a response
to ideas in the text.

2 Below average
Limited range of ideas; rather humdrum. May disregard the element of response to the text,
and write a largely unrelated free-composition.

0-1 Poor
Few ideas to offer on the theme. Banal and pedestrian. No element of personal response to the
text. Repeated error.

Quality of Language – Accuracy (Questions 3, 4 and 5) [5]

5 Very good
Consistently accurate. Only very few errors of minor significance. Accurate use of more complex
structures (verb forms, tenses, prepositions, word order).

4 Good
Higher incidence of error than above, but clearly has a sound grasp of the grammatical
elements in spite of lapses. Some capacity to use accurately more complex structures.

3 Sound
Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some
problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of
prepositions.

2 Below average
Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in
agreement of adjectives.

0–1 Poor
Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect.
Consistent and repeated error.

[Total: 20]

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