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1 Sourced from published in 2003 Qualifications and Curriculum Authority 2003 Reproduction, storage, adaptation or translation, in any form or by any means, of this publication isprohibited without prior written permission of the publisher, unless within the terms of licences issued by the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, privatestudy, criticism or review, or by educational institutions solely for educational purposes, withoutpermission, provided full acknowledgement is in Great Britain by the Qualifications and Curriculum Authority under the authority andsuperintendence of the Controller of Her Majesty s Stationery Office and Queen s Printer of Acts of Qualifications and Curriculum Authority is an exempt charity under Schedule 2 of the CharitiesAct and Curriculum Authority83 PiccadillyLondonW1J from the mathematics testsAs in 2002, external markers.

2 Employed by the external marking agencies undercontract to QCA, will mark the test papers. The markers will follow the mark schemesin this booklet, which is supplied to teachers for booklet contains the mark schemes for the levels 3 5 tests A, B and mentalmathematics. Level threshold tables will be available on the QCA website on 23 June2003 ( ).General guidanceThe structure of the mark schemesThe marking information for each question is set out in the form of tables, which starton page 6 of this booklet. The question column on the left-hand side of each tableprovides a quick reference to the question number and the question part.

3 The mark column indicates the total number of marks available for each question part. On someoccasions, the symbol or may be shown in the mark column. The U indicatesthat there is a Using and Applying Mathematics element in the question. The number,1 or 2, shows the number of marks attributed to using and applying mathematics inthis requirement column may include two types of information: a statement of the requirements for the award of each mark, with an indication ofwhether credit can be given for correct working; examples of some different types of correct additional guidance column indicates alternative acceptable responses, andprovides details of specific types of response which are unacceptable.

4 Other guidance,such as the range of acceptable answers, is provided as , for the mental mathematics test, general guidance on marking is given onpage 18, together with a quick reference mark scheme. Applying the mark schemesIn order to ensure consistency of marking, the most frequent procedural queries arelisted on pages 2 and 3 with the action the marker will take. This is followed by furtherguidance on pages 4 and 5 relating to the marking of questions that involve money,time and other measures. Unless otherwise specified in the mark scheme, markers willapply the following guidelines in all from from from from from from from from from from from from from from from from from scheme for the mentalmathematics testApplying the mark schemePlease note that children will not be penalised if they record any information given inthe question or show their working.

5 Markers will ignore any annotation, even if in theanswer space, and mark only the answer. Markers will accept an unambiguous answerwritten in the stimulus box, or elsewhere on the mark scheme information is given on page 20. In addition, a quick reference markscheme is provided on page 19. This is presented in a similar format to the children sanswer guidanceThe general guidance for marking the written tests also applies to marking the mentalmathematics test. In addition, the following principles Unless stated otherwise in the mark scheme, accept answers written in words, or acombination of words and Where units are specified, they are given on the answer sheet.

6 Children are notpenalised for writing in the units Where answers are required to be ringed, do not accept if more than one answer isringed, unless it is clear which is the child s intended answer. Accept also any otherway of indicating the correct answer, eg from from from from