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A Level · Cambridge (CIE) · 9694

Assess challenges to inferences

Challenge the exact step from evidence to claim and judge whether a response actually repairs it.

Section 26-5.2 · 2026–2027 · 5.2 · Explain, infer and judge using evidence

Cambridge AS & A Level Thinking Skills 9694 · Critical thinking / 26-5.2 / 28-5.3.4 / 28-5.3.5

Original StudyForA scenarios and formative model answers; no Cambridge marks, predicted grades or certified mastery. Alternative reasoned answers may be valid. Full-length unseen papers, a wider mixed-problem bank and calibrated specialist teacher marking remain outstanding.

Before you begin

  • Read an English passage closely
  • Distinguish a statement from its supporting reason

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

Before evaluating support, what should you identify?

What you will learn

  • Suggest a relevant challenge to an inference
  • Assess the force and limits of a reply

Target the inferential bridge

An effective challenge identifies what the evidence fails to establish: representativeness, causation, sufficiency or the scope of a conclusion. Attacking a person’s character is not a response to the logical step. A reply must address the identified gap, rather than offer unrelated positive information.

An app-only survey is used to claim all residents support online booking. A challenge points to exclusion of non-app users. ‘We received many responses’ does not answer that concern; it addresses size rather than the selection mechanism.

A challenge can weaken without reversing

A challenge can make an inference less secure without establishing its opposite. A reply can partially repair a weakness without settling every issue. Assess exactly which uncertainty remains after considering the response.

When proposing a challenge, connect it to the given source and conclusion. General scepticism that ‘all surveys are flawed’ ignores the actual design and may be unsupported. A counterexample is decisive against an unqualified universal claim, but not necessarily against a cautious average claim.

Sources for this lesson

Pause and explain

Which reply addresses app-only exclusion?

Put the idea to work

Worked example

Does doubling app-only responses answer the exclusion challenge?

Show the worked solution
  1. The concern is missing non-app users.
  2. The same app-only recruitment remains.
  3. More of the same respondents does not repair that gap.

Answer No. The larger sample may improve precision within app respondents but does not address exclusion of non-app users. The all-resident conclusion remains insufficiently supported.

Try a topic test

Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.

Test this topic →

From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Guided: Form a precise challenge to the all-resident booking inference.

Give me a hint

Name the missing group and why it matters.

Compare my reasoning
  1. Recruitment occurs only on the app.
  2. Non-app residents may have different access needs.
  3. Their preferences are not established.

The sample excludes residents unable or unwilling to use the app, whose booking preferences may differ. Therefore app responses cannot establish support across all residents without additional representative evidence.

Look for these in your work

  • Identifies the mechanism
  • Links it to preferences
  • Targets the conclusion
2 · Independent

Independent: A claim says every student can reach school by bus. One student lives beyond the bus network. What does this evidence challenge?

Give me a hint

Focus on the universal quantifier.

Compare my reasoning
  1. The claim covers every student.
  2. The student is within the population but lacks a route.
  3. One valid exception defeats the universal claim.

The case challenges the unqualified ‘every student’ claim. It does not show buses are useless for most students; it shows an exception that requires a narrower statement or an alternative arrangement.

Look for these in your work

  • Uses the universal scope
  • Explains the counterexample
  • Avoids overgeneralising the challenge
3 · Transfer

Application: After the app survey challenge, a random address-based survey with accessible paper responses finds similar support. Assess the reply while noting remaining checks.

Give me a hint

Identify which gap has been addressed.

Compare my reasoning
  1. Recruitment now reaches beyond app users.
  2. The similar result provides additional support.
  3. Check coverage, non-response and question wording.

The reply directly addresses the exclusion concern and strengthens the all-resident inference if the address frame and response process are representative. Similar findings alone do not remove every issue; non-response and wording still need assessment.

Look for these in your work

  • Recognises the targeted repair
  • Explains its force
  • States remaining limits

Common mistakes

  • Answering a selection criticism with sample size
  • Making an unrelated personal attack
  • Assuming any challenge proves the opposite
Recall without your notes

What can you explain now?

Which reply addresses app-only exclusion?

Compare with the explanation

Recruiting relevant offline users too

The reply must change the selection mechanism that caused the criticism.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Which reply addresses app-only exclusion?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Thinking Skills

Course scope and assessment

Thirty-four original lessons include 102 guided, independent and application tasks. All 15 earlier section entries and 39 revised skill entries link to teaching; a linked map is not proof of full exam readiness. Both AS and A Level study the whole content, with more demanding combined tasks at A Level. Original StudyForA scenarios and formative model answers; no Cambridge marks, predicted grades or certified mastery. Alternative reasoned answers may be valid. Full-length unseen papers, a wider mixed-problem bank and calibrated specialist teacher marking remain outstanding. June and November entries are available, including private candidates. Confirm the exam year, administrative-zone timetable and centre entry with your exams officer. AS uses Papers 1 and 2 in the same series; full A Level uses all four papers, either together or through an authorised staged route. Carry-forward rules and time limits must be checked for the relevant series.

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