Cambridge Assessment International Education

Cambridge International Advanced Subsidiary Level

GERMAN LANGUAGE 8683/22

Paper 2 Reading and Writing October/November 2019
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 October/November 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This document consists of 13 printed pages.

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8683/22 Cambridge International AS Level – Mark Scheme October/November
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1 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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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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3 Detailed Mark Scheme

Section 1

Question Answer Marks Not Allowed Responses

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) Deutschland 1

1(b) garantieren 1

1(c) vielen 1

1(d) internationalen 1

1(e) ungefähr 1

Question Answer Marks Not Allowed Responses

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

2(a) ---es viele Probleme gibt/gebe/gäbe 1

2(b) ---gefordert 1 gefördert

2(c) ---zu unterrichten/Unterricht zu geben 1 um zu unterrichten/zu

Unterrichten

2(d) ---kaum eine Schule barrierefrei ist/wenige Schulen 1 keine/kaum Schulen

barrierefrei sind

2(e) ---das Schulamt 1

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Question Answer Marks Not Allowed Responses

3 Reject direct lifts from the text.

3(a) • nicht sehr erfolgreich 3

• meist keinen Abschluss
• kaum Berufsperspektiven

3(b) • Sie sind für die Reform 2

• Aber sie scheitern an praktischer
Umsetzung/überfordert

3(c) • unzufrieden mit Bedingungen 3

• Sie können einigen Kindern nicht helfen
• Es gibt nicht genug Lehrer/keine
Doppelbesetzung
• Unterricht ist nicht immer möglich
(any 3 of 4)

3(d) • Sollten spezieller sein 2

• Sollten kostenlos für Lehrer sein

3(e) • Schulen sind nicht rollstuhlgerecht 2

• Lehrer sind nicht ausgebildet in
Blindenschrift/Gehörlosensprache

3(f) • gehörlos 3
• Sie braucht Dolmetscher
• zu teuer für das Schulamt

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Quality of Language – Accuracy (Questions 3, 4 and 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.

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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 Reduce Quality of Language mark by:

questions where a candidate scores 0

2–3 1

4–5 2

6–7 3

8–14 4

15 5

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

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Question Answer Marks Not Allowed Responses

4 Mark as Question 3

4(a) • Warteliste 2
• Internat
• existiert schonn seit 20 Jahren
(any 2 of 3)

4(b) • sozial-emotionale Entwicklung 2

• besserer Teamgeist

4(c) • Viel für ihr tӓgliches Leben 3

• Findet Zusammensein mit Behinderten natürlich
• Suchen nach Lösungen
• Umgang mit anderen Menschen
(any 3 of 4)

4(d) • Sie fühlt sich nicht/weniger behindert 2

• Nicht ihre Behinderung ist wichtig, sondern ihr
Charakter

4(e) • Einige Schüler stören 2

• Einige Dinge dauern länger bei Gruppenarbeit

4(f) • keiner wird ausgeschlosssen 4

• Behinderte werden nicht bevorzugt
• Es gibt immer 2 Lehrer in der Klasse
• Schüler werden nicht als Behinderte gesehen,
sondern als Personen
• Klassenklima besser
(any 4 of 5)

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Quality of Language – Accuracy (Questions 3, 4 and 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.

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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 Reduce Quality of Language mark by:

questions where a candidate scores 0

2–3 1

4–5 2

6–7 3

8–14 4

15 5

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

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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.

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):

Gründe

Bessere Berufsperspektiven/bessere Leistungen

Gut für die Entwicklung der Schüler (emotional/akademisch)

Gut für den Alltag/Umgang mit Menschen

Behinderte fühlen sich weniger behindert/mehr Selbstständigkeit

Keiner wird ausgeschlossen

Alle werden gleich behandelt/keine Bevorzugung

Lehrer finden Konzept gut

Hindernisse

Schlechte Unterrichtsbedingungen

Es ist teuer

Lehrer überfordert

Kein gutes Fortbildungsangebot für Lehrer/Mangel an Fachkrӓften

Viele praktische Hindernisse/barrierefrei

Unterricht wird gestört

Gruppenarbeit dauert länger

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Content marks: Response to the Text/ Persönlicher Standpunkt

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.

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Quality of Language – Accuracy (Questions 3, 4 and 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.

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