{"id":45531,"date":"2026-09-03T10:50:48","date_gmt":"2026-09-03T03:50:48","guid":{"rendered":"https:\/\/times.edu.vn\/?p=45531"},"modified":"2026-09-03T10:51:28","modified_gmt":"2026-09-03T03:51:28","slug":"igcse-physics-assessment-objectives","status":"publish","type":"post","link":"https:\/\/times.edu.vn\/en\/igcse\/igcse-physics-assessment-objectives\/","title":{"rendered":"IGCSE Physics assessment objectives 2026: What Cambridge tests and how marks are awarded"},"content":{"rendered":"<p>IGCSE Physics assessment objectives are the official skill categories Cambridge uses to design questions and allocate marks across the 0625 examination. They are divided into AO1 for knowledge and understanding, AO2 for handling information and problem solving, and AO3 for experimental skills and investigations. Each objective tests a different aspect of Physics, from recalling definitions and formulas to applying concepts, interpreting data, and evaluating experiments.<\/p>\n<p>This guide explains how the three assessment objectives are weighted across Cambridge IGCSE Physics 0625 and how students can prepare effectively for each one.<\/p>\n<h2>What are assessment objectives in IGCSE Physics and why do they matter?<\/h2>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/times.edu.vn\/wp-content\/uploads\/2026\/09\/IGCSE-Physics-assessment-objectives.webp\" alt=\"IGCSE Physics assessment objectives\" width=\"1000\" height=\"667\" \/><\/p>\n<p>Assessment objectives are the official categories of skill that Cambridge uses to design every question and allocate every mark in the <a href=\"https:\/\/times.edu.vn\/en\/igcse\/ultimate-igcse-physics-0625-revision-guide\/\">IGCSE Physics<\/a> syllabus <sup><a href=\"#tooltip-ref-1\" class=\"tooltip-link\" data-tooltip=\"https:\/\/www.cambridgeinternational.org\/programmes-and-qualifications\/view\/cambridge-igcse-physics-0625\/\">[1]<\/a><\/sup>. They are published in the Cambridge 0625 specification and form the backbone of the Cambridge assessment framework for Physics.<\/p>\n<p>Most students study Physics content in isolation: Forces, waves, electricity, thermal physics. What they miss is that Cambridge does not simply test whether you know the content. Cambridge tests how you can use that content across three distinct skill domains, each carrying a different weight in your final grade.<\/p>\n<blockquote><p>A student who scores 90% on content recall but neglects the problem-solving and practical domains will not achieve an A*. In our experience working with international students across Asia, Europe, and the Middle East, this mismatch between content effort and objective-aligned effort is the most consistent reason capable students fall short of their target grade.<\/p><\/blockquote>\n\n\t<button class='btn-dang-ky' onclick=\"openPopup('popup1')\">\n\t\t<span class='text-effect-1'>\n\t\t\t<svg\n\t\t\t\txmlns='http:\/\/www.w3.org\/2000\/svg'\n\t\t\t\tviewBox='0 0 64 64'\n\t\t\t\twidth='24'\n\t\t\t\theight='24'\n\t\t\t\taria-label='Calendar icon'\n\t\t\t>\n\t\t\t\t<rect width='64' height='64' rx='6' fill='#caa15a'\/>\n\t\t\t\t<rect x='10' y='14' width='44' height='40' rx='4'\n\t\t\t\t\tfill='none' stroke='#ffffff' stroke-width='4'\/>\n\t\t\t\t<line x1='10' y1='24' x2='54' y2='24'\n\t\t\t\t\tstroke='#ffffff' stroke-width='4'\/>\n\t\t\t\t<line x1='22' y1='6' x2='22' y2='18'\n\t\t\t\t\tstroke='#ffffff' stroke-width='4' stroke-linecap='round'\/>\n\t\t\t\t<line x1='42' y1='6' x2='42' y2='18'\n\t\t\t\t\tstroke='#ffffff' stroke-width='4' stroke-linecap='round'\/>\n\t\t\t<\/svg>\n\t\t\tBook a Trial Class\n\t\t<\/span>\n\t<\/button>\n<p><strong style=\"color: #f00;\">&gt;&gt;&gt; Read more:<\/strong> <a class=\"xem-them-link\" href=\"https:\/\/times.edu.vn\/en\/igcse\/igcse-physics-one-month-revision-plan\/\">IGCSE Physics one-month revision plan<\/a> 2026: A complete week-by-week guide<\/p>\n<h2>Assessment objective 1: Knowledge and understanding in IGCSE Physics<\/h2>\n<p><strong>AO1 definition:<\/strong> Knowledge with understanding covers your ability to recall facts accurately, state definitions using precise scientific language, reproduce formulas, name and describe apparatus, and outline scientific processes.<\/p>\n<p>AO1 accounts for approximately <strong>30% of the total marks<\/strong> available across the Cambridge <a href=\"https:\/\/times.edu.vn\/en\/igcse\/what-is-igcse-a-comprehensive-guide-for-students\/\">IGCSE<\/a> Physics papers. On theory papers (Papers 3 and 4), the proportion drops to around 37% of those paper marks, while on multiple-choice papers (Papers 1 and 2), AO1 questions constitute closer to 63% of the paper.<\/p>\n<p><strong>What AO1 questions look like in practice:<\/strong><\/p>\n<ul>\n<li>&#8220;State the unit of electrical resistance.&#8221;<\/li>\n<li>&#8220;Define the term gravitational potential energy.&#8221;<\/li>\n<li>&#8220;Label the parts of a cathode ray tube on the diagram below.&#8221;<\/li>\n<li>&#8220;Outline the conditions required for a body to be in equilibrium.&#8221;<\/li>\n<\/ul>\n<p>The command words here are the clearest signal: State, Define, Label, Name, Outline, and List are all AO1 triggers.<\/p>\n<p><strong>The critical grading trap most students walk into:<\/strong><\/p>\n<p>Drawing on years of experience at <a href=\"https:\/\/times.edu.vn\/\">Times Edu<\/a> reviewing mark schemes alongside student scripts, one detail stands out repeatedly. Cambridge mark schemes for AO1 questions use underlined or emboldened keywords. If a student omits that exact keyword, the mark is not awarded, regardless of how much surrounding explanation is provided.<\/p>\n<p>A classic example: When defining the moment of a force, the mark scheme requires the phrase perpendicular distance. A student who writes &#8220;the force multiplied by the distance from the pivot&#8221; earns zero, because perpendicular is the keyword that signals scientific precision. This is not examiner harshness \u2014 it is how AO1 is designed to distinguish between surface recall and genuine understanding of physical principles.<\/p>\n<p><strong>Revision approach for AO1:<\/strong><\/p>\n<ul>\n<li>Build a vocabulary index card for every definition in the syllabus, using the exact Cambridge-approved wording.<\/li>\n<li>Test yourself with cover-and-recall, not re-reading.<\/li>\n<li>For formulas, write them in both symbol and word form, then verify against the 0625 specification.<\/li>\n<\/ul>\n<p><strong style=\"color: #f00;\">&gt;&gt;&gt; Read more:<\/strong> <a class=\"xem-them-link\" href=\"https:\/\/times.edu.vn\/en\/igcse\/igcse-physics-specimen-vs-past-paper\/\">IGCSE Physics specimen vs past paper<\/a> 2026: The complete strategy guide for smarter revision<\/p>\n<h2>Assessment objective 2: Handling information and solving problems in IGCSE Physics<\/h2>\n<p><strong>AO2 definition:<\/strong> Handling information and problem solving tests whether you can apply your knowledge to unfamiliar situations, interpret data from tables and graphs, manipulate equations algebraically, perform multi-step calculations, make predictions, and draw scientific conclusions.<\/p>\n<p>AO2 is the heaviest single objective across the Cambridge 0625 assessment, carrying approximately <strong>50% of total marks<\/strong>. On theory papers, AO2 questions account for roughly 63% of available marks, making it the dominant skill tested in Papers 3 and 4.<\/p>\n<p><strong>What AO2 questions look like in practice:<\/strong><\/p>\n<ul>\n<li>&#8220;Calculate the resistance of the wire, showing your working clearly.&#8221;<\/li>\n<li>&#8220;Explain why the current through the component decreases as temperature increases.&#8221;<\/li>\n<li>&#8220;Deduce from the graph the half-life of the radioactive source.&#8221;<\/li>\n<li>&#8220;Predict the effect on the magnetic field strength if the current is doubled.&#8221;<\/li>\n<\/ul>\n<p>Command words for AO2 include: Calculate, Explain, Predict, Deduce, Determine, Show that, Compare, and Suggest.<\/p>\n<p><strong>The F-S-S-U method for calculation questions:<\/strong><\/p>\n<p>A common mistake we see is students launching straight into arithmetic without writing down the formula. Cambridge mark schemes for AO2 calculation questions award method marks at multiple stages, meaning a student who writes the correct formula but makes an arithmetic error can still earn 2 out of 3 marks.<\/p>\n<p><strong>The structured approach that works is:<\/strong><\/p>\n<ol start=\"1\">\n<li><strong>Formula:<\/strong> Write the algebraic equation first (e.g., V = IR).<\/li>\n<li><strong>Substitution:<\/strong> Insert the values with their units (e.g., V = 3.0 x 4.7).<\/li>\n<li><strong>Solve:<\/strong> Perform the arithmetic.<\/li>\n<li><strong>Unit:<\/strong> State the unit of your final answer explicitly.<\/li>\n<\/ol>\n<p>This four-step layout guarantees maximum partial credit under the AO2 marking framework, even when the arithmetic step fails.<\/p>\n<p><strong>Handling graph-based AO2 questions:<\/strong><\/p>\n<p>Graph interpretation is a consistent AO2 strand across papers. Students should practice identifying gradient calculations, area-under-curve interpretations, and anomalous data points. When a question asks you to &#8220;describe the relationship shown,&#8221; your answer must reference the shape of the curve, the direction of change, and where relevant, whether the relationship is proportional or linear through the origin.<\/p>\n\n\t<button class='btn-dang-ky' onclick=\"openPopup('popup1')\">\n\t\t<span class='text-effect-1'>\n\t\t\t<svg\n\t\t\t\txmlns='http:\/\/www.w3.org\/2000\/svg'\n\t\t\t\tviewBox='0 0 64 64'\n\t\t\t\twidth='24'\n\t\t\t\theight='24'\n\t\t\t\taria-label='Calendar icon'\n\t\t\t>\n\t\t\t\t<rect width='64' height='64' rx='6' fill='#caa15a'\/>\n\t\t\t\t<rect x='10' y='14' width='44' height='40' rx='4'\n\t\t\t\t\tfill='none' stroke='#ffffff' stroke-width='4'\/>\n\t\t\t\t<line x1='10' y1='24' x2='54' y2='24'\n\t\t\t\t\tstroke='#ffffff' stroke-width='4'\/>\n\t\t\t\t<line x1='22' y1='6' x2='22' y2='18'\n\t\t\t\t\tstroke='#ffffff' stroke-width='4' stroke-linecap='round'\/>\n\t\t\t\t<line x1='42' y1='6' x2='42' y2='18'\n\t\t\t\t\tstroke='#ffffff' stroke-width='4' stroke-linecap='round'\/>\n\t\t\t<\/svg>\n\t\t\tBook a Trial Class\n\t\t<\/span>\n\t<\/button>\n<p><strong style=\"color: #f00;\">&gt;&gt;&gt; Read more:<\/strong> <a class=\"xem-them-link\" href=\"https:\/\/times.edu.vn\/en\/igcse\/igcse-physics-self-marking-past-papers\/\">IGCSE Physics self-marking past papers<\/a> 2026: The complete guide to revising smarter and scoring higher<\/p>\n<h2>Assessment objective 3: Experimental skills and investigation in IGCSE Physics<\/h2>\n<p><strong>AO3 definition:<\/strong> Experimental skills and investigations test your competency as a practical scientist. This includes using apparatus correctly, recording readings with appropriate precision, planning experiments, identifying sources of error, evaluating experimental limitations, and proposing scientifically valid improvements.<\/p>\n<p>AO3 carries approximately <strong>20% of the total mark allocation<\/strong> across the full IGCSE Physics assessment. Critically, this objective is assessed exclusively through Paper 5 (Practical Test, where available) or Paper 6 (Alternative to Practical), and these papers contribute 100% of their marks to AO3.<\/p>\n<p><strong>What AO3 tasks involve:<\/strong><\/p>\n<ul>\n<li>Setting up a circuit from a diagram and recording current and voltage readings.<\/li>\n<li>Measuring the focal length of a convex lens using a standard lamp and screen method.<\/li>\n<li>Identifying the independent, dependent, and control variables in an investigation.<\/li>\n<li>Evaluating a given experimental method and suggesting two specific improvements.<\/li>\n<\/ul>\n<p><strong>The language trap that costs students easy marks:<\/strong><\/p>\n<p>One critical detail often overlooked is the vocabulary students use when describing experimental errors and limitations. Cambridge examiners are trained to reject vague, conversational language. Writing &#8220;human error&#8221; as a source of error earns zero marks every single time.<\/p>\n<p>The language that earns AO3 marks is precise and technical:<\/p>\n<table>\n<tbody>\n<tr>\n<th colspan=\"1\" rowspan=\"1\">Unacceptable (vague)<\/th>\n<th colspan=\"1\" rowspan=\"1\">Acceptable (AO3 language)<\/th>\n<\/tr>\n<tr>\n<td colspan=\"1\" rowspan=\"1\">Human error<\/td>\n<td colspan=\"1\" rowspan=\"1\">Parallax error when reading the ruler<\/td>\n<\/tr>\n<tr>\n<td colspan=\"1\" rowspan=\"1\">Inaccurate equipment<\/td>\n<td colspan=\"1\" rowspan=\"1\">Zero error in the ammeter<\/td>\n<\/tr>\n<tr>\n<td colspan=\"1\" rowspan=\"1\">The experiment was not fair<\/td>\n<td colspan=\"1\" rowspan=\"1\">The room temperature was not controlled<\/td>\n<\/tr>\n<tr>\n<td colspan=\"1\" rowspan=\"1\">We made mistakes<\/td>\n<td colspan=\"1\" rowspan=\"1\">Heat loss to the surroundings affected the result<\/td>\n<\/tr>\n<tr>\n<td colspan=\"1\" rowspan=\"1\">The equipment was old<\/td>\n<td colspan=\"1\" rowspan=\"1\">Friction in the pulley system was not accounted for<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Training yourself to describe errors with specific, engineering-level vocabulary is the single highest-return investment for AO3 performance.<\/p>\n<p><strong style=\"color: #f00;\">&gt;&gt;&gt; Read more:<\/strong> <a class=\"xem-them-link\" href=\"https:\/\/times.edu.vn\/en\/igcse\/igcse-physics-question-types\/\">IGCSE Physics question types<\/a> 2026: A complete guide to every format you will face<\/p>\n<h2>How assessment objectives are weighted across IGCSE Physics papers<\/h2>\n<p>Understanding the Cambridge assessment framework at the paper level allows students to calibrate their preparation time strategically. The table below maps each paper to its AO weighting based on the Cambridge 0625 specification.<\/p>\n<table>\n<tbody>\n<tr>\n<th colspan=\"1\" rowspan=\"1\">Paper<\/th>\n<th colspan=\"1\" rowspan=\"1\">Content level<\/th>\n<th colspan=\"1\" rowspan=\"1\">AO1 (Knowledge)<\/th>\n<th colspan=\"1\" rowspan=\"1\">AO2 (Problem Solving)<\/th>\n<th colspan=\"1\" rowspan=\"1\">AO3 (Practical)<\/th>\n<\/tr>\n<tr>\n<td colspan=\"1\" rowspan=\"1\">Paper 1 (Multiple Choice)<\/td>\n<td colspan=\"1\" rowspan=\"1\">Core<\/td>\n<td colspan=\"1\" rowspan=\"1\">~63%<\/td>\n<td colspan=\"1\" rowspan=\"1\">~37%<\/td>\n<td colspan=\"1\" rowspan=\"1\">0%<\/td>\n<\/tr>\n<tr>\n<td colspan=\"1\" rowspan=\"1\">Paper 2 (Multiple Choice)<\/td>\n<td colspan=\"1\" rowspan=\"1\">Extended<\/td>\n<td colspan=\"1\" rowspan=\"1\">~63%<\/td>\n<td colspan=\"1\" rowspan=\"1\">~37%<\/td>\n<td colspan=\"1\" rowspan=\"1\">0%<\/td>\n<\/tr>\n<tr>\n<td colspan=\"1\" rowspan=\"1\">Paper 3 (Theory)<\/td>\n<td colspan=\"1\" rowspan=\"1\">Core<\/td>\n<td colspan=\"1\" rowspan=\"1\">~37%<\/td>\n<td colspan=\"1\" rowspan=\"1\">~63%<\/td>\n<td colspan=\"1\" rowspan=\"1\">0%<\/td>\n<\/tr>\n<tr>\n<td colspan=\"1\" rowspan=\"1\">Paper 4 (Theory)<\/td>\n<td colspan=\"1\" rowspan=\"1\">Extended<\/td>\n<td colspan=\"1\" rowspan=\"1\">~37%<\/td>\n<td colspan=\"1\" rowspan=\"1\">~63%<\/td>\n<td colspan=\"1\" rowspan=\"1\">0%<\/td>\n<\/tr>\n<tr>\n<td colspan=\"1\" rowspan=\"1\">Paper 5 (Practical Test)<\/td>\n<td colspan=\"1\" rowspan=\"1\">Extended<\/td>\n<td colspan=\"1\" rowspan=\"1\">0%<\/td>\n<td colspan=\"1\" rowspan=\"1\">0%<\/td>\n<td colspan=\"1\" rowspan=\"1\">100%<\/td>\n<\/tr>\n<tr>\n<td colspan=\"1\" rowspan=\"1\">Paper 6 (Alternative to Practical)<\/td>\n<td colspan=\"1\" rowspan=\"1\">Core and Extended<\/td>\n<td colspan=\"1\" rowspan=\"1\">0%<\/td>\n<td colspan=\"1\" rowspan=\"1\">0%<\/td>\n<td colspan=\"1\" rowspan=\"1\">100%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Key strategic observations from this table:<\/strong><\/p>\n<ul>\n<li>Students sitting Papers 2 and 4 (Extended) face a paper combination where AO2 problem-solving dominates. Extended candidates must invest proportionally more revision time in applied physics and mathematical manipulation.<\/li>\n<li>Core candidates (Papers 1 and 3) face a slightly higher AO1 weighting, but AO2 still represents the majority of marks on theory papers.<\/li>\n<li>Both Core and Extended candidates complete either Paper 5 or Paper 6, meaning AO3 practical language and technique cannot be deprioritized regardless of tier.<\/li>\n<\/ul>\n<p><strong>Core versus Extended: <\/strong><strong>D<\/strong><strong>oes the objective structure change?<\/strong><\/p>\n<p>The three AOs remain identical across Core and Extended assessment Physics. What differs is the complexity and depth of the questions within each AO. Extended Paper 4 AO2 questions may require multi-step equation manipulation or interpretation of complex I-V characteristic graphs, while Core Paper 3 AO2 questions may apply the same skills to more familiar scenarios with fewer steps.<\/p>\n\n\t<button class='btn-dang-ky' onclick=\"openPopup('popup1')\">\n\t\t<span class='text-effect-1'>\n\t\t\t<svg\n\t\t\t\txmlns='http:\/\/www.w3.org\/2000\/svg'\n\t\t\t\tviewBox='0 0 64 64'\n\t\t\t\twidth='24'\n\t\t\t\theight='24'\n\t\t\t\taria-label='Calendar icon'\n\t\t\t>\n\t\t\t\t<rect width='64' height='64' rx='6' fill='#caa15a'\/>\n\t\t\t\t<rect x='10' y='14' width='44' height='40' rx='4'\n\t\t\t\t\tfill='none' stroke='#ffffff' stroke-width='4'\/>\n\t\t\t\t<line x1='10' y1='24' x2='54' y2='24'\n\t\t\t\t\tstroke='#ffffff' stroke-width='4'\/>\n\t\t\t\t<line x1='22' y1='6' x2='22' y2='18'\n\t\t\t\t\tstroke='#ffffff' stroke-width='4' stroke-linecap='round'\/>\n\t\t\t\t<line x1='42' y1='6' x2='42' y2='18'\n\t\t\t\t\tstroke='#ffffff' stroke-width='4' stroke-linecap='round'\/>\n\t\t\t<\/svg>\n\t\t\tBook a Trial Class\n\t\t<\/span>\n\t<\/button>\n<p><strong style=\"color: #f00;\">&gt;&gt;&gt; Read more:<\/strong> <a class=\"xem-them-link\" href=\"https:\/\/times.edu.vn\/en\/igcse\/igcse-physics-how-to-get-full-marks\/\">IGCSE Physics how to get full marks<\/a> 2026: The complete strategy guide<\/p>\n<h2>How to target each assessment objective in your IGCSE Physics revision<\/h2>\n<p>Knowing the objectives is only useful if your revision is structured to address them. The following approach reflects what our consultants at Times Edu recommend for students working toward the A to A* grade range.<\/p>\n<p><strong>Targeting AO1 (Knowledge, 30%):<\/strong><\/p>\n<ul>\n<li>Produce a definition glossary organized by topic, not by objective. During revision, tag each definition with &#8220;AO1&#8221; to build awareness.<\/li>\n<li>Use the Cambridge 0625 specification checklist as your master list. Every bullet point in the &#8220;What you need to know&#8221; column of the specification is a potential AO1 question.<\/li>\n<li>Practice writing definitions under timed conditions. Aim for accuracy over length \u2014 AO1 rewards precision, not elaboration.<\/li>\n<\/ul>\n<p><strong>Targeting AO2 (Problem Solving, 50%):<\/strong><\/p>\n<ul>\n<li>Solve past paper questions sorted by command word. Grouping all &#8220;Explain&#8221; questions from 10 years of papers builds pattern recognition quickly.<\/li>\n<li>When you make an arithmetic error in a calculation, do not simply correct it. Go back and check whether you wrote the formula first \u2014 if not, that habit is costing you method marks.<\/li>\n<li>For graph questions, practice narrating your answer aloud as you write it. If you cannot explain what the graph shows in plain language, your written answer will lack the scientific logic examiners look for.<\/li>\n<\/ul>\n<p><strong>Targeting AO3 (Experimental Skills, 20%):<\/strong><\/p>\n<ul>\n<li>Work through Paper 6 past papers under timed conditions even if you are sitting Paper 5. The question structures are consistent and the AO3 vocabulary expected is identical.<\/li>\n<li>Build a personal &#8220;error vocabulary&#8221; bank: Ten specific, named experimental errors relevant to Physics investigations, each with a precise description and a scientifically valid improvement.<\/li>\n<li>Practice drawing results tables before filling them in. AO3 marks are awarded for correct column headings, correct units in the header row (not in data cells), and appropriate significant figures.<\/li>\n<\/ul>\n<p><strong style=\"color: #f00;\">&gt;&gt;&gt; Read more:<\/strong> <a class=\"xem-them-link\" href=\"https:\/\/times.edu.vn\/en\/igcse\/igcse-books\/\">IGCSE books<\/a> 2026: The complete guide to choosing the right study materials<\/p>\n<h2>Frequently asked questions<\/h2>\n<p><strong>What are the three assessment objectives in IGCSE Physics 0625?<\/strong><\/p>\n<p>The three assessment objectives in Cambridge IGCSE Physics (0625) are AO1: Knowledge with Understanding, AO2: Handling Information and Problem Solving, and AO3: Experimental Skills and Investigations. These objectives apply to all candidates regardless of whether they are entered for Core or Extended papers.<\/p>\n<p><strong>Which assessment objective carries the most marks in IGCSE Physics?<\/strong><\/p>\n<p>AO2 (Handling Information and Problem Solving) carries the highest weighting, accounting for approximately 50% of total marks across the assessment. On theory papers specifically, AO2 questions represent around 63% of the available marks, making applied problem-solving the dominant skill in the Cambridge 0625 assessment.<\/p>\n<p><strong>How does Cambridge test experimental skills in IGCSE Physics?<\/strong><\/p>\n<p>AO3 experimental skills are assessed entirely through Paper 5 (the Practical Test, offered at selected centers) or Paper 6 (Alternative to Practical, a written paper). Both papers focus exclusively on AO3 and carry 100% of their marks against this objective. Students are assessed on planning, measurement, error identification, and evaluation skills.<\/p>\n<p><strong>How do assessment objectives shape the question types in IGCSE Physics papers?<\/strong><\/p>\n<p>Each question in Cambridge IGCSE Physics is designed to target a specific AO. Questions using command words like State or Define are AO1. Questions using Calculate, Explain, Deduce, or Predict are AO2. Questions asking students to identify errors, suggest improvements, or plan an experiment are AO3. Recognizing the AO behind a question allows students to calibrate both the depth and the language of their response.<\/p>\n<p><strong>How do assessment objectives differ between Core and Extended IGCSE Physics?<\/strong><\/p>\n<p>The three AOs and their approximate weightings are identical across Core and Extended. The difference lies in the cognitive demand of the questions. Extended paper questions within AO2, for example, will typically require more algebraic steps, more nuanced graph analysis, or application of content to less familiar contexts. The AO framework itself does not change between tiers.<\/p>\n<p><strong>Where can I find the official assessment objectives for IGCSE Physics 0625?<\/strong><\/p>\n<p>The official IGCSE Physics assessment objectives are published in the <a href=\"https:\/\/times.edu.vn\/en\/cambridge\/cambridge-assessment-international-education-caie\/\">Cambridge Assessment International Education<\/a> syllabus document for Physics (0625), available on the Cambridge International website. The syllabus document includes the full specification, AO definitions, weightings, and paper structures for the current examination cycle.<\/p>\n<p><strong>How do IGCSE Physics assessment objectives compare to those in <a href=\"https:\/\/times.edu.vn\/en\/igcse\/igcse-chemistry-study-plan\/\">IGCSE Chemistry<\/a> and Biology?<\/strong><\/p>\n<p>All three Cambridge IGCSE sciences use the same three-AO framework with the same labels. The approximate weightings (AO1 at 30%, AO2 at 50%, AO3 at 20%) are consistent across Physics, Chemistry, and Biology, as is the paper structure with separate practical or alternative-to-practical papers for AO3. The content domain differs, but the assessment logic and the command word system operate identically across the three subjects.<\/p>\n<p><strong>Conclusion\u00a0<\/strong><\/p>\n<p>At Times Edu, our 1-on-1 IGCSE Physics tutoring programs are built around exactly this kind of objective-aligned preparation. Our consultants analyze each student&#8217;s past paper performance by AO, identify the specific skill gaps behind lost marks, and design a targeted plan that addresses the right objectives with the right intensity at the right stage of the revision cycle.<\/p>\n<p>If you would like a personalized academic roadmap for IGCSE Physics or a broader international curriculum strategy, reach out to the Times Edu team to schedule a consultation. The clearer your understanding of how Cambridge awards marks, the more deliberately you can prepare to earn them.<\/p>\n\n\n<div class=\"kk-star-ratings kksr-auto kksr-align-right kksr-valign-bottom\"\n    data-payload='{&quot;align&quot;:&quot;right&quot;,&quot;id&quot;:&quot;45531&quot;,&quot;slug&quot;:&quot;default&quot;,&quot;valign&quot;:&quot;bottom&quot;,&quot;ignore&quot;:&quot;&quot;,&quot;reference&quot;:&quot;auto&quot;,&quot;class&quot;:&quot;&quot;,&quot;count&quot;:&quot;0&quot;,&quot;legendonly&quot;:&quot;&quot;,&quot;readonly&quot;:&quot;&quot;,&quot;score&quot;:&quot;0&quot;,&quot;starsonly&quot;:&quot;&quot;,&quot;best&quot;:&quot;5&quot;,&quot;gap&quot;:&quot;5&quot;,&quot;greet&quot;:&quot;\u0110\u00e1nh gi\u00e1 b\u00e0i vi\u1ebft&quot;,&quot;legend&quot;:&quot;0\\\/5 - (0 votes)&quot;,&quot;size&quot;:&quot;24&quot;,&quot;title&quot;:&quot;IGCSE Physics assessment objectives 2026: What Cambridge tests and how marks are awarded&quot;,&quot;width&quot;:&quot;0&quot;,&quot;_legend&quot;:&quot;{score}\\\/{best} - ({count} {votes})&quot;,&quot;font_factor&quot;:&quot;1.25&quot;}'>\n            \n<div class=\"kksr-stars\">\n    \n<div class=\"kksr-stars-inactive\">\n            <div class=\"kksr-star\" data-star=\"1\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"2\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"3\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"4\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" data-star=\"5\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n    <\/div>\n    \n<div class=\"kksr-stars-active\" style=\"width: 0px;\">\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n            <div class=\"kksr-star\" style=\"padding-right: 5px\">\n            \n\n<div class=\"kksr-icon\" style=\"width: 24px; height: 24px;\"><\/div>\n        <\/div>\n    <\/div>\n<\/div>\n                \n\n<div class=\"kksr-legend\" style=\"font-size: 19.2px;\">\n            <span class=\"kksr-muted\">\u0110\u00e1nh gi\u00e1 b\u00e0i vi\u1ebft<\/span>\n    <\/div>\n    <\/div>\n","protected":false},"excerpt":{"rendered":"<p>IGCSE Physics assessment objectives are the official skill categories Cambridge uses to design questions and allocate marks across the 0625 examination. They are divided into AO1 for knowledge and understanding, AO2 for handling information and problem solving, and AO3 for experimental skills and investigations. Each objective tests a different aspect of Physics, from recalling definitions &#8230; <a title=\"IGCSE Physics assessment objectives 2026: What Cambridge tests and how marks are awarded\" class=\"read-more\" href=\"https:\/\/times.edu.vn\/en\/igcse\/igcse-physics-assessment-objectives\/\" aria-label=\"Read more about IGCSE Physics assessment objectives 2026: What Cambridge tests and how marks are awarded\">Read more<\/a><\/p>\n","protected":false},"author":8,"featured_media":45521,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"content-type":"","rank_math_title":"","rank_math_description":"","footnotes":""},"categories":[166],"tags":[],"class_list":["post-45531","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-igcse"],"_links":{"self":[{"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/posts\/45531","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/comments?post=45531"}],"version-history":[{"count":3,"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/posts\/45531\/revisions"}],"predecessor-version":[{"id":45552,"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/posts\/45531\/revisions\/45552"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/media\/45521"}],"wp:attachment":[{"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/media?parent=45531"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/categories?post=45531"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/times.edu.vn\/en\/wp-json\/wp\/v2\/tags?post=45531"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}