STUDY SKILLS
ASSESSMENT IN BUSINESS STUDIES –
PREPARING FOR THE EXAMINATION
Chapter Objectives
- To
provide advice on note taking and time management with reference to
examination revision.
- To
describe the forms of assessment used for Business Studies.
- To
provide advice on the main forms of assessment used at A level.
- To
provide insight into dealing with the case studies that are a distinctive
feature of examinations in Business Studies.
- To
explore synoptic assessment.
- To
offer advice on the nature and format of coursework.
- To
offer some guidance on the suitability of particular topics and the way to
assess project titles.
Changes in terminology
Teachers and students have to get used to the new
terminology –syllabuses (or syllabi) are now subject specifications and subject
cores are now subject criteria. The change to criteria and specifications
emphasizes the importance at A level of testing what students can do rather than merely what they know. The word ‘syllabus’ suggests
factual content whereas ‘specification’ suggests what candidates will be
required to do in relation to the factual content. It will take time for the
new terms to be adopted naturally (especially by teachers used to the old
terms), but it is important to appreciate that the name-changing process had a
definite purpose.
Revising for the examinations
Your first task in preparing for the examinations is to be
clear about what you are required to do in them. This means looking again at
the specification and studying a part of the document that is much neglected by
candidates – namely, the assessment objectives. These state what the
examinations seek to test. The assessment objectives indicate the importance of
knowledge, analysis and evaluation. For example, one of them is that ‘candidates
will be expected to interpret data by distinguishing fact from opinion’. This
is something that you can expect to be asked to do in the examination.
You should also have access to
past examination papers, not to attempt to predict the questions, but, instead,
to understand the nature of the examination and the style of questions you will
be asked. Recent past papers can be purchased from the awarding bodies. Also
available are the examiners’ reports on past examinations and the mark schemes
used by examiners in previous years. These are useful documents to read, but
they should not be seen as a substitute for thorough and detailed revision
using notes made over the course of your A level studies.
NOTE TAKING
Most examination schemes in
Business Studies include a substantial proportion of compulsory questions. This
means that you cannot pick and choose between topics within the syllabus, but
must cover all aspects of the subject. This requires you to have made a
comprehensive set of notes in class and from your own reading of textbooks,
specialist books from the library and articles in quality newspapers and
magazines. A gap in your notes could cost you dearly in the examination, so you
should rectify any deficiency by checking topics off against the statement of
syllabus content.
The style of your notes is very
much a matter of personal choice. Some people prefer a linear style, while
others construct spider diagrams to try to summarize the main issues relating
to a particular topic. It is likely that notes acquired over the course will be
extensive and so require some editing in the run up to the examinations.
Pitfalls to avoid in making
notes
General layout Note structure Content
-Unsuitable paper -Absence
of labels -Patchy
coverage
-Variations in paper size -Insufficient
headings and -Omission of major
points
-Cramped notes
indentations -Too
much unnecessary
-Topics jumbled together -Disorganized
material detail
-Poor handwriting -Ambiguity
-Absence of page
numbering
-Insufficient use of
your own
words
-Photocopied
material
FORMS OF
ASSESSMENT
The awarding bodies
use a variety of methods to assess candidates’ knowledge, understanding and
ability in A and AS level Business Studies. Each scheme of assessment has unique
features, although most share the following common features;
- a
project or research assignment;
- data
response questions;
- case
study examinations.
The
traditional essay question (more correctly called a ‘free response question’)
has disappeared from many Business Studies schemes of assessment, but, given
the importance of formal essay writing in most forms of examination, it is
worth developing essay-writing skills. Another type of question used by some
boards is the short answer question. Before dealing with each form of
assessment, let us look at the skills that examination candidates are required
to demonstrate:
- knowledge what the candidate knows.
- comprehension what the candidate understands;
- application the use of an idea or technique in a given situation;
- analysis the ability to break down an idea or concept into its
essential components;
- evaluation the ability to determine the significance of
something.
In
addition, awarding bodies are required to include assessment of quality of
language. This is defined in terms of clarity of expression, the structure and
presentation of ideas, and grammar, punctuation and spelling.
DATA
RESPONSE QUESTIONS
The
term ‘data response’ covers two types of question. First, there is the
quantitative type of question, which requires candidates to analyze figures in
order to produce a solution. Second, there are questions based on a passage of
writing.
Quantitative questions
For
the less mathematically minded students it should provide some comfort to
realize that A level Business Studies tests comprehension and application of
business concepts and techniques of analysis. The quantitative aspects of the
syllabus are present not for their own sake, but for their usefulness in
analyzing business problems and in the search for a solution. Usually, the
concept involved in the quantitative method is intellectually demanding, but
the actual mechanics of calculation are relatively easy. For example,
discounted cash flow is a challenging concept, but the questions on it are often
straightforward in terms of the calculations involved. The same principle
applies to questions based on statistical theory or operations research (such
as network analysis).
When
approaching quantitative questions, you should set down all your workings.
Calculators are usually permitted and are very useful, but do not neglect to
set out the calculation stage by stage. Students who tap a few numbers into
their calculator and simply write down their answer do themselves a great
disservice. First, it is easy to make a mistake – even with a calculator.
Second, the incorrect answer with no workings set out will result in a zero
mark as there is no evidence of the method used. Third, examiners are looking
for the process used to reach the answer. In Business Studies, this is more
important than the answer itself.
‘Comprehension’ questions
Some
papers include questions based on a passage of writing – for example, a
newspaper article. These are designed to ‘test comprehension and application
with some analysis and synthesis’. If the answers are contained in the
passages, they are properly called data response questions. As an examination
candidate, you are being asked to demonstrate understanding by extracting and
the explaining relevant points from the passage. If the question instructs you
to answer ‘from the information in the passage’, you are confined to the
material printed on your question paper. In such situations, there are no marks
for bringing in additional material.
In some data response questions, the
answer is not in the passage. The purpose of these questions is to generate
interest or stimulate the candidate. These questions are more properly called
‘stimulus response questions’. As the answer is not in the passage, you are
required to call on the knowledge and skills you have acquired during the
course. Typical data response questions are subdivided, with a range of data
response and stimulus response sub-questions.
When
approaching a data response or stimulus response question, you should:
- take account of the marks
available for each part of the question – this reveals the relative
importance of each part of the question and this should be reflected in
the length of your answer and the time devoted to it;
- answer the question fully and in
the manner required – failure to answer the question as set is one of the
major causes of disappointing examination results;
- answer the question in your words
– you must avoid the temptation to copy out phrases or sentences from the
question as repetition or even paraphrasing of the wording does not
demonstrate understanding and so it is not sufficient to answer the
question;
- extract ‘evidence’ from the
passage – these questions should not be seen as stand alone questions as
the passage is included to provide evidence and stimulate interest so it
should be used as such.
The
last two points above suggest that there is an optimum degree of detachment
from the passage when answering this type of question. You should extract
relevant points from the passages, but express them in your own words.
FREE
RESPONSE (ESSAY) QUESTIONS
When
approaching essays (and other forms of question), it is important to analyze
the question in order to identify what it is getting at. Key words in the
question should be identified and thought about very carefully. You should work
on the basis that examiners choose their words with great care and that each
word has significance in the question. For instance, a ‘why’ question (‘Why
advertise?’) is very different from a ‘how’ question (‘How would you
advertise?’). You should always answer
the question as set and not attempt to provide an answer that is to a question
that you wee hoping for.
Examiners only give credit for relevant points, so, irrespective of the quality
of an idea or the way in which it is expressed, if it does not answer the
question as set, you will not gain
any marks.
It is always a good idea to open with
definitions of key concepts in the question, even if they are not expressly
requested. The first paragraph should set the scene, explaining the overall
direction of your answer. However, be careful not to give away too many ideas
in the opening paragraph as repetition does not make for a good answer. The
scene-setting opening paragraph should be kept brief and to the point.
The subsequent paragraphs should deal with
the main points of the question in detail. Many students have difficulty
constructing paragraphs well, choosing either the one-sentence paragraph,
reminiscent of a tabloid newspaper, or the continuous stream, which becomes
difficult to read. The key point about a paragraph is that there is an
essential unity within it. Paragraphs should deal with one idea or a
combination of related ideas on a single theme. That theme should be exhausted
before you move on to the next theme by starting a new paragraph.
Ensure that you have tackled all aspects
and parts of the question. A common fault is excessive concentration on the
first part of the question with only a brief reference (if any) to the second
part. When you remember that questions are typically based on an incline of
difficulty, with marks weighted towards the later components, you can
appreciate the folly of this approach.
The final paragraph should be a
conclusion. It should not attempt to sum up everything that has been written in
previous paragraphs, but, instead, directly address the question as set.
Examiners will be looking for a direct answer to the question in this
concluding paragraph. Table 49.2 sums up the dos and don’ts of writing an essay.
Remember
the 7Cs of Essay writing:
- Concise
- Coherent
- Convincing
- Cases (examples)
- Content (points)
- Critical understanding
- Conclusion
The dos and don’ts of essay writing
Do Don’t
-Answer the question
as set -Ignore
the instructional words
-Analyze the question -Jump
straight into your answer
-Plan your answer -Give
too many ideas away in your first
-Include an
introduction
paragraph
-Define all key terms -Write a
list
-Divide your answer
into logically -Ignore
the later parts of questions
arranged paragraphs -Use colloquialisms
-Develop points in
full -Try
to summarize everything in your
-Include a conclusion
that directly conclusion
addresses the question
-Provide examples and
illustrations where
appropriate
-Answer
all parts of the question
-Write
legibly
-Ensure
that each ‘sentence’ really is a
sentence
-Discriminate
between relevant and
Irrelevant points
A
typical Mark Allocation Model for an Essay marked out of 20 could be like:
MARK
|
COMMENT
|
0
|
Answer
is wholly irrelevant or totally unsound
|
1-4
|
Answer
is largely irrelevant but contains a few valid points, or is very short
|
5-6
|
Answer
is fairly substantial (two sided) but is poorly written and is disorganized,
containing some useful material but also many errors and a lot of general
understanding
|
7-8
|
‘O’
Level standard; simple in expression
|
9-10
|
Minimum
accepted for A Level. Contains basic textbook material but is presented in a
routine, unimaginative and sometimes unnecessarily long-winded fashion
|
10-11
|
A
basic pass with a few extra examples and facts
|
12-13
|
Substantial
pass with some well-worked examples, good organization and presentation of
reasonable material
|
14-15
|
Good
or well above average with good knowledge and understanding of facts and
ideas; reflects a genuine attempt to answer the question rather than
regurgitate learned material
|
16-17
|
Answer
is clearly very good with clarity and economy of expression and precision in
using materials with sensible and organization exemplification.
|
18-20
|
It
ranks above the very best, and not capable of improvement by a student aged
18 years in an exam condition. It can qualify to be considered when designing
a model answer
|
CASE
STUDIES
Case
studies are a distinctive feature of Business Studies courses. All schemes of
assessment use case studies either as a whole examination or as a substantial
part of an examination in which there are other elements. In addition, case
studies are an important tool of learning. Tony Newby (in Cost-effective Training, Kogan Page, 1992) says that ‘Case studies
are a useful training tool to assist people to learn about the process of
problem solving; whether or not people get the ‘right’ answer is neither here
nor there.’
The strengths of the case study as a
training technique are that it enables people to identify hidden elements of
the problem-solving skills, in particular:
- to recognize (and challenge)
unquestioned assumptions, values and attitudes in the parties to the
process;
- to analyze the available
information and draw out conclusions and implications from the facts;
- to arrive – by one means or
another – at decisions.
Geoff
Easton writes (in Learning from Case
Studies, Prentice Hall, 1982) that a case study or case history (‘case’ for
short) ‘is a description of a situation. The typical case consists of a few
pages of written description of an actual situation facing an organization. It
will usually describe how the current position developed and what problem a key
personality in the case is currently facing.’
As
an aid to learning, Easton
identifies six skills developed by the case study method.
- The analytical skills of handling information ‘You learn to
classify, organize and evaluate information. You learn to recognize when
vital information is missing and how it might be obtained. Using this
information, you attempt to understand the situation as described. In
doing so you practice thinking clearly and logically.’
- Application skills Case studies provide you ‘with practice at
applying concepts, techniques and principles’ and the opportunity to judge
when various techniques of analysis are appropriate.
- Creativity skills ‘Creativity is particularly important in
generating alternative solutions to the problems uncovered by logical
analysis.’ A and AS level students must adopt a creative, imaginative
approach to solving the problem highlighted in the case study. Although
rational and quantitative analysis are essential, it is important not to
ignore imaginative insight.
- Communication skills Students are required to communicate
their solutions to the problem that has been identified. In an
examination, this takes the form of written, numerical and graphical forms
of communication. When case studies are used as a learning aid,
communication can be by other means (such as oral presentations).
- Social skills ‘Case discussions are essentially social
processes. You can learn to communicate, listen, support, argue, guide and
control yourself.’
- Self-analysis
The
skills referred to by Easton
are required in A level case study examinations. The underlying question is
always ‘What action would you take to solve the problem?’ However, the question
is never asked in such a bold and open-ended manner.
The practice of awarding bodies in
relation to the release of case study material varies.
The
purpose of the advance issue of the material (but not the questions) is to
provide students with sufficient time to read, digest and discuss the material,
and to conduct further investigation. In the case of a lengthy case study, it
is difficult t o absorb and comprehend the material in a short time in the
tense atmosphere of the examination room. Prior issue enables candidates to
study the material calmly, but there are particular problems associated with
the pre-issued case study. There is a great temptation to believe that:
- knowledge of the case study is,
of itself, sufficient;
- ‘question spotting’ is the key to
examination success.
Obviously,
a case study will provide clues about the areas of the subject that are likely to feature in the
questions. Where students go wrong is,
first, in ignoring the theoretical studies undertaken during the course and,
second, in ignoring the
interrelationship between case study material and other areas of the syllabus.
In addition, A level examiners are quite capable of setting a great variety of
questions based on, or inspired by, the case study material (some of which
might be ‘distracters’ to test powers of evaluation).
Handling a case study
This
section deals specifically with the pre-issued case study, but it is also
relevant when case studies are used as a learning tool. On receipt of a case
study, you should do the following:
- Read and comprehend the material Early readings will be
concerned with familiarization with the content of the material. Later
readings will help you to fully appreciate the subtle nuances in a
well-written case study. It is a good idea to use a highlighter pen to
mark all significant words and check their definitions in a good
dictionary (for general words) or a specialist dictionary.
- Analyze the situation in the case For this you should conduct
a SWOT analysis (in so far as this is possible) on the firm in the case
study. Make notes on the situation described in terms of finance,
production, personnel and the relationship with the external environment.
By careful analysis, you should identify the problems facing the firm (take care to
distinguish between problems and symptoms) and the main opportunities
presented to them.
- Collect relevant information At this stage, you are advised to
link the case study with general revision. The pre-issued case study
indicates those syllabus areas that are likely to feature in the
questions. You should undertake intensive revision of these topics,
remedying any deficiencies in your notes. You should not, however, neglect
general revision of other topics.
It is
also advisable to investigate general features of the relevant industry. For
instance, if the case study deals with production and personnel issues in a
bakery, it is advisable to have some general background knowledge of this industry.
If the case study deals with the marketing of double-glazing, find out about
how these products are marketed. This is not to say that you will be required
to demonstrate specialist knowledge of industries, but the knowledge you
acquire will give you an advantage in tackling questions in which you are asked
to make appropriate suggestions to solve a problem in the firm featured in the
case study.
- Identify the analytical techniques that may be of use These
techniques will include decision trees, investment appraisal, break-even
analysis, SWOT analysis, statistical techniques and ration analysis. For
instance, a set of accounts will possibly generate a question on ratio
analysis. It is foolish not to investigate ratios in advance, but it is
equally foolish to use them inappropriately in your answer.
- Generate and select alternative courses of action Implicitly
or explicitly, the questions will revolve around solutions to problems
mentioned in the case study material. As an examination candidate you are
being asked to generate alternative solutions, evaluate the alternatives
and communicate your recommendations. The generation of alternative
solutions requires knowledge and imagination. The evaluation of
alternatives requires analytical skills. A particular feature of case
study examinations is that they involve alternative solutions about which
people can legitimately disagree. There is, therefore, no ‘right’ answer.
Examination candidates are required to argue and defend their proposed
solution and assessment is based on the quality of the argument advanced.
The emphasis is on the process by which the candidate formulates a
proposed solution rather than the solution itself. As mentioned earlier,
in relation to quantitative questions, this underlines the importance of
communicating your thought processes as well as the final answer. It is,
therefore, essential to argue the case in full, explaining all points in
detail, stating both sides of the argument where appropriate and
identifying the assumptions on which the answer is based. Examiners are
looking for demonstration of the various intellectual skills identified in
the assessment objectives and you should seek to show your understanding
and ability to the fullest extent.
- Communicate your answer Your answers (to the questions that
the examiners have set) should combine some theory with evidence from the
case study. It is equally a mistake to answer the question as a free
response, essay question, believing that theory is sufficient. Use the
case study like a coal mine from which you extract the evidence you need
to back up your argument.
The dos and
don’ts of pre-issued case studies
Do Don’t
-Read and
comprehend the case study -Neglect
general revision
-Identify
the main issues -Ignore
the theoretical background
-Be ready
to define all relevant terms -Rely
on question spotting
-Collect
relevant background information and -Overlook
apparently
theory
inconsequential evidence
-Decide
on appropriate techniques of analysis -Assume
that there is a single answer
-Combine
theory with case study evidence
to the question
-Answer
the questions in full -Answer
the (non existent) question
-Answer
the questions set
that you hoped to see
-Remember
that the process of analyzing
the material is as important as the
‘solution’
A framework
for approaching case studies
External Environment Accounting Marketing Production HRM
-SWOT -Accounting -Marketing -Location -Personnel
-PEST
system - organization -Production
organization
-Demand -Finance -Products methods -Human
-Competition -Gearing -Product life- -Production resource
-Legislation -Profitability cycle
planning/ planning
-Government
policies -Liquidity -New product control -Recruitment
-External
costs -Budgeting development -Maintenance -Pay policy
-Investment -Buyer -Purchasing -Training/
appraisal
behavior -Stock control development
-Asset
-Market -Quality -Welfare,
control
structure control health and
-Employee -Pricing -Work
study safety
motivation
policy -Employee -Industrial
-Promotion motivation relations
-Distribution -Worker
-Market
and democracy
marketing -Employee
research
motivation
-Employee
motivation
Synoptic
assessment
Synoptic
assessment is a compulsory part of GCE A level. The Qualifications and
Assessment Authority has imposed a
minimum for synoptic assessment of 15% of overall assessment, although it is
probable that awarding bodies will raise the synoptic element beyond 15%.
Before exploring this further, let us consider the meaning of the word
‘synoptic’. A dictionary definition of synoptic is ‘taking or affording a
comprehensive mental view’ (Oxford English Dictionary). In other words, it is
holistic rather than fragmented. The Qualifications and Assessment Authority
subject criteria states that:
·
synoptic assessment should address the
requirement that A level Business Studies specifications should encourage
students to see the relationship between different aspects of the subject;
·
synoptic assessment involves the explicit
integration of knowledge; understanding and skills learned in different parts
of the A level course;
·
synoptic assessment relates to all the
assessment objectives, but a single examination paper would not necessarily examine
candidates’ understanding of the connections between all parts of the course –
rather, it would sample candidates’ understanding of connections between some
parts of the course;
·
where a specification contains options, synoptic
assessment should focus on the elements contained within the compulsory
content.
The synoptic element in
subject specifications focuses on business strategies. In AQA’s scheme, the
objectives and strategies unit draws together all the subject content areas in
terms of ‘integrating themes which emphasize the interactive nature of the
business world.’ ‘Candidates are required to recognize the interrelationships
between objectives and an uncertain business environment, and to devise and
evaluate strategies which aim to anticipate, respond and manage change.’ The
emphasis is placed on ‘strategy, its nature, development, implementation and
critical evaluation in the context of specific organizational and business
situations.’ The unit builds on material from previous units, raising understanding
from AS to A2 level, but candidates are required to use concepts, conventions,
theories and techniques across the functional areas of business – namely,
marketing, production, accounting and human resource management.
Synoptic assessment (which
must, of necessity, be at the end of a course of study), is more than a case
study examination containing a series of self-contained questions on discrete
areas of the syllabus. The questions themselves must be synoptic and invite
candidates to explore interrelationships. It will be easy to spot a synoptic
question if it is written in terms of ‘Analyze the impact of X on the:
(a) marketing department;
(b) human resources
department;
(c) production department;
and
(d) finance department of a
manufacturing firm.’
However, at A level, it is
unlikely that there will be an explicit statement of the synoptic nature of a
question. Instead, candidates will have to interpret the question and explore
the possible linkages. The following are intended as examples of synoptic
questions where there is no explicit mention of their synoptic nature:
- ‘Analyze
the possible impact of a rise in interest rates on a manufacturing
company.’
- ‘Analyze
the possible sources of competitive advantage for a company.’
- ‘Analyze
the problems associated with, and the solutions to, seasonal variations in
the pattern of sales.’
- ‘Suggest
and evaluate strategies to improve cash flow.’
- ‘Evaluate
the appropriateness of a company’s marketing strategies.’
In each of the above cases,
a good candidate will take the answer into areas beyond the ostensible topic of
the question. Let us explore examples of topics that can be answered in this
way. A question on just-in-time methods, for example, is located in the
production part of the specification. The answer is likely to include reference
to ‘production’ topics, such as inventory/stock levels, plant layout, quality
and production runs. A good answer will also take the topic into the other
functional areas of:
- HRM
– motivation, empowerment, organizational structure;
- Marketing
– quality, customer satisfaction, product variety and responding to
customers’ needs;
- Accounting
– investment in working capital, cash flow, impact on final accounts;
- External
environment – relationship with suppliers.
Consider a synoptic
question inviting candidates to analyze the consequences of changing the price
of a product. Ostensibly, this is a marketing question and requires candidates
to set pricing policy within the context of the marketing mix. Strong students
will link price changes with quantity demanded using the concept of price
elasticity of demand. According to this rule, when demand is inelastic, price
and sales revenue changes move in the same direction. On the other hand, when
demand is elastic, they move in opposite directions. This opens up other areas
of the syllabus. A change in revenue is likely to mean a change in
profitability and cash flow. The price change will be reflected in a company’s
profit and loss account and in its balance sheet. The price change could be analyzed
using break-even charts, thus linking a change in marketing strategy with both
financial and cost accounting.
However, there are other
links. Any change in demand for a product will have implications for the
production or operations department. Changes may need to be made to the size of
production runs and to the scheduling of production. This will have a knock-on
effect on the production of other goods. In the long run, the company may need
to look at making changes to its capacity, bringing in issues related to new
investment, such as sources of finance and methods of investment appraisal.
Any change in output levels
will have implications for the human resource function. The company may need to
change the number of people it employs, its balance of skills or the way in
which labor is organized.
The company operates in a
competitive environment, not in a vacuum. Competitors can be relied on to react
to any changes in a rival company’s pricing policy. This, in turn, leads to an
analysis of market structure and the behavior of companies. There will also be
implications for suppliers.
Levels of response
In the past, examiners
awarded marks on the basis of one mark for a valid point plus a further mark or
two for a development of the point. There were clear merits in this approach to
marking, but it tended to reward knowledge and encourage a simple listing of
points. Logically, the point by point approach could result in full marks for
mere lists of facts, none of which were explained or developed. To prevent this
situation, a ceiling was placed on marks for ‘list-type answers’, but this
could still result in exam success where there was little or no evidence of the
higher-order skills of application, analysis and evaluation.
Modern marking schemes
(which can be purchased from awarding bodies) are based on the ‘levels of
response’ approach. When using this method, examiners are required to make a judgment
as to the quality of an answer in terms of levels. Typically these are as
follows;
- Level 1 (L1) Knowledge In this
answer the candidate demonstrates that he or she knows the material, but
is unable to go beyond the mere facts. The marks available for such an
answer will place it below E grade. In other words, it is not possible to
gain an A level by a series of answers at Level 1. This does not mean that
knowledge is unimportant. In fact, it must be realized that it is
impossible to proceed to higher levels without a sound foundation of
knowledge.
- Level 2 (L2) Application This is
the ability to apply basic terms, concepts, theories and methods to the
problem being addressed. An example to illustrate the difference between
L1 and L2 relates to Herzberg’s theory of motivation. A clear statement of
the theory would attract a high mark in L1, but does not constitute
application. To get into L2, it is necessary to apply Herzberg to issues
such as job design in a work situation.
- Level (L3) Analysis Analysis is
defined as breaking down information into component parts and identifying
the assumptions on which a particular line of reasoning depends. Analysis
will include presenting the advantages and disadvantages of a particular
issue, suggesting causes and consequences and commenting on decisions or
situations. To demonstrate analysis, an examination candidate has to be
able to select, organize and interpret the information. A series of good
analytical answers will ensure success at AS and A level, but, to secure
the highest marks, it is necessary to produce answers of L4 standard.
- Level 4 (L4) Evaluation To
demonstrate this skill, the candidate has to demonstrate their ability to
make reasoned judgments. This is not just a conclusion, but a conclusion
based on the material presented. Evaluation includes the following;
-presenting a balanced argument
resulting in a conclusion;
-assessing and appraising the value or
worth of information;
-prioritizing form a range of
strategies;
-recognizing the limitations of
information given;
-judgment after comparing and
contrasting.
To illustrate how the
examiners use the levels approach, consider a 20-mark question, where mark
bands are 0-5, 6-10. 11-15, 16-20 for each of the levels. Examiners will first
make a judgment as whether or not the answer exhibits evaluation. If it does,
then a mark between 16 and 20 will be awarded (and this will be sufficient to
secure a grade A if replicated over the whole assessment). If there is no
evaluation, the examiner will look to see if analysis has been demonstrated. If
this is absent, then is there evidence of applying theory to the situation in
the question? If not, the answer is, at best, based on knowledge, for which a
maximum of 5 is possible (5 out of 20 replicated over the whole assessment
means failure in the examination).
The advice offered to
candidates is to know and apply the material, but also to make sure your answer
contains analysis and a judgment. Knowledge is a necessary, but not sufficient,
condition for exam success.
Command words
Command words are the
instructions contained in an examination question. They state what the
candidate is required to do in relation to the topic. To secure good marks, it
is important to understand what is meant by the command words.
Account for To give reasons for or explain.
Analyze To break a topic down into its component parts.
Assess Weigh up and evaluate options or arguments. Determine the
importance of something.
Comment-Draw conclusions from the evidence in the form of a stated
opinion.
Compare-Identify similarities and differences.
Consider-weigh up the options.
Critically analyze-Look in depth at an issue from the perspective
of a critic.
Define -give the exact meaning of a term.
Describe-Give an account of.
Discuss-Put forward both sides of a case before coming to a
conclusion.
Discuss critically-Discuss, but there is a hint that there may be a
reason to be skeptical of the theory being discussed.
Distinguish between-Demonstrate an understanding of the differences
between two concepts.
Evaluate-Make a reasoned judgment about the validity of a
particular argument or statement.
Examine-Inspect closely, investigate.
Explain make clear and give reasons.
How-Show details of how something is achieved and so on.
Justify-Give evidence for a particular point of view.
Outline-describe without detail. Give the main feature of.
State your assumptions-State the factors you assume before reaching
your conclusion.
Suggest-Put forward an idea.
To what extent -requires candidates to make a judgment about the
degree to which a statement, theory, evidence is true.
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