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CONTENTS
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INTRODUCTION
Section 1
Section 2
Section 3
SECTION 1 - SETTING OF COURSEWORK TASKS
The Format of Coursework
Nature of the Coursework Assignments
Coursework Preparation
Examples of Suitable/ Unsuitable Assignment Tasks with Moderator's
comments
Examples of successful titles used by Centres in the past
Further Development of Coursework Tasks
SECTION 2 - COURSEWORK ADMINISTRATION
Coursework and the School curriculum - when should it be set?
Coursework Help Sheet for Students
Assessment Criteria
Summary of Coursework Hints for Teachers
SECTION 3 - ASSESSMENT OF COURSEWORK
Criteria for assessment
Assignment A
Assignment B
Assignment C
On completion of the Handbook
Assessment of the Work
Help
Assignment D
Assignment E
Assignment F
1
INTRODUCTION
This manual aims to provide a guide to the Coursework component of the IGCSE
Business Studies syllabus. It is divided into three sections after the introduction:
Section 1
This section will cover the setting of Coursework and making arrangements in the
Centre. It will concentrate on setting the Coursework tasks themselves and will
include examples of unsuitable and suitable assignment titles.
There will be
discussion of what makes a good assignment title. At the end of this section you
should have your own examples of suitable Coursework assignment titles.
Section 2
This will discuss how to administer the Coursework in the Centre. It will contain
consideration of how to help the candidate with their assignment. It will give advice
on how to give guidance without answering the task for the student.
Section 3
The assessment criteria will be made clear at the start of this section. The section will
then go on to cover examples of marked Coursework with teacher’s comments,
comments of the CIE moderator and the final marks awarded. Then there are
examples of unmarked Coursework for you to assess. The marks for these three
pieces of work should be submitted for accreditation purposes.
This Coursework training manual is based on the 2004 IGCSE Business Studies
syllabus. Please ensure that details relating to the scheme of assessment are checked
against the current syllabus in use.
2
INTRODUCTION
The syllabus covers all aspects of Business Studies and all areas of the syllabus are
suitable to use as Coursework. However, some topics are easier for your students to
be able to go out and gather primary research. Select areas that relate to local
situations or small local business, generally students have a better understanding of
something they come into contact with on a regular basis. Large business can be
difficult for them to comprehend how they are managed and the problems they
encounter. Coursework needs to be accessible for your weakest students not just your
most able. However, there must be enough scope for your most able students to
extend themselves and show initiative to research more widely than the rest of the
class.
Use Coursework to deliver some of the syllabus – it is not an ‘add on’!
When looking at your teaching syllabus, which you will do in more depth in Section 1
of this training manual, you must also consider the timing of Coursework – too early
and your students don’t have sufficient knowledge to bring other concepts into their
work, too late and your students are focusing on revision and their final examinations.
Coursework tends to be undertaken towards the end of the first year of a two-year
course or at the beginning of the second year. You will need to look at your teaching
syllabus to see which topics you will be teaching then. Will they be the most suitable
topics for your students to undertake Coursework in or will you need to change
around your teaching syllabus to use Coursework with a different topic? There are
issues you will need to consider before deciding any answers to this - work through
Section 1 to see what areas of the syllabus you think would be most suitable for your
students.
When deciding whether to do Coursework as part of your students' assessment you
must ask yourself the following questions:
•
Do my students perform to a better standard in examinations or in class work?
•
Do I have time to carry out Coursework in lesson time? Remember it is not an
‘add on’ to the teaching syllabus but delivers part of it.
•
Do my students have access to different forms of secondary research e.g.
newspapers, Internet, textbooks, etc.?
•
Could my students carry out different forms of primary research e.g.
questionnaires, interviews, observations etc.?
•
How many other subjects in school do Coursework and when?
In considering these questions you are deciding if Coursework will benefit your
students, if you can fit it into your teaching syllabus, if your students have the
resourses to carry out the secondary research, if they can go out and carry out the
primary research and finally does Coursework fit into your school’s curriculum.
3
SECTION 1 - SETTING OF COURSEWORK TASKS
The Format of Coursework
Each candidate will be required to produce ONE piece of Coursework.
The assignment should be approximately 3000-4000 words long. Diagrams, Maps,
Charts, Appendix, etc. are NOT to be counted in the number of words used.
Assignments should be written on A4 paper. Ring binders should be avoided as they
cause postal difficulties. The cover must be clearly marked with the candidate name,
candidate number, Centre name and Centre number.
Assignments should include:
i)
ii)
iii)
iv)
v)
vi)
the title, making clear the question to be answered
a table of contents
sub-headings (not an essay form of written work)
graphs, diagrams, questionnaires, etc., where appropriate
conclusion
a 'sources of information'/ bibliography and appendix where
appropriate.
Candidates will be given credit for tables of statistics, maps, graphs, illustrations,
photographs, etc., provided they are pertinent to the question being answered and
clearly support some part of the text. They should not be included merely to make the
Coursework look more attractive.
Candidates whose work is little more than scrap book collections or long extracts
from reference books or other sources, without comment, analysis or interpretation
will be given little credit.
Quotations from textbooks, etc. must be clearly indicated and their sources stated.
4
SETTING OF COURSEWORK TASKS
Nature of the Coursework Assignments
Title:
The Coursework must take the form of a response to a clearly formulated
QUESTION. This can come from any part of the syllabus but some
areas tend to provide more opportunities for investigation than others
and therefore are more suitable. This will be discussed again later in this
section.
The choice of task should not pre-determine the performance of the
candidate. Assignment tasks should be open-ended, capable of being
tackled in the way that the student wishes. Thus one can assess the
candidates in terms of what has been achieved, rather than in terms of
the teacher's expectations. Open-ended tasks can fulfil the requirement
to differentiate. The teacher's role will be to ensure that no student is
attempting an impossible or unmotivating task.
The tasks set need to be carefully thought out to allow the candidate to
show what they know, understand and can do, i.e. not what they cannot
do. The task needs to be open-ended enough to allow the most able
candidates to show their full capability as well as the least able
candidates being able to attempt the task, i.e. care should be taken so as
not to set assignments that are too difficult for the least able candidates
and consequently prohibit them from showing what they know,
understand and can do.
The assignment should relate to a realistic business problem/situation.
Assignments should not contain a series of highly structured tasks as this
fails to discriminate candidates at either end of the ability range,
consequently bunching candidates in the middle mark range. This does
not allow candidates, particularly at the higher ability range, to fulfil
their potential.
The question posed at the beginning of the assignment should be
researched in order to draw valid conclusions and answer the question
posed.
Research: The Coursework should include a variety of forms of investigation ideally
both primary and secondary sources, examples could include:
questionnaires, interviews, library research, pedestrian and traffic counts,
personal observation, mapping, visit to government offices - planning
regulations, visits to factory or offices.
Assignments should not be capable of being carried out by desk-bound
research alone, although this may form a part, and the teacher could also
build up an Information Bank of useful material and sources of
information which the students can follow up. While the information
can be gathered collectively by students working in groups, the writing
up of the assignment has to be done individually, with the teacher giving
5
SETTING OF COURSEWORK TASKS
support as needed. The assignments do not have to be entirely written;
other forms of presentation are possible. When the work is completed, it
would be valuable for students to share what they have found out, either
in groups or with the whole class.
The location of the school may affect the Coursework choice and the
teacher has to make use of their particular circumstances. Some Centres
are in areas/countries where sending students out for primary research
proves difficult or impossible. With some thought, alternative ways of
gathering data can be found e.g. asking family friends, fellow students,
telephone, magazines.
If school/industry links exist then use should be made of these.
Presentation: The information gathered should be presented in different, alternative
forms of presentation. This means that the results from a questionnaire
should not just be included as a tally chart but converted in to
appropriate graphs or charts to display the information clearly. An
interview carried out should not just be included word for word, with no
understanding being shown, a summary of the interview or a table of
comments where several people have been interviewed could be
included. Sub-headings should be used to organise the work.
Coursework may take other forms than written. Ideally Coursework will
contain written, numerical, graphical forms and also possibly charts,
maps, photographs, etc. - but where other forms of presentation are used
they must be used to answer the question and made reference to - they
should not just be a way of making the assignment look more colourful
or interesting.
Analysis and interpretation: Candidates should be encouraged to use correct
business terminology, as appropriate, in their written work. They should
discuss what the information collected means and how it relates to the
question in the title. For example students should be encouraged to not
just describe the answers to questionnaires or interviews but also discuss
the significance of their answers to the question they are trying to
answer.
Evaluation: A detailed conclusion should be included which answers the question
and uses the information gathered to justify their conclusion.
Coursework is a fundamental part of the IGCSE process. It encourages skills of
comprehension, application and judgement, which are central to the aims of Business
Studies, and it should form a natural part of the teaching method adopted alongside
other student-centred activities.
6
SETTING OF COURSEWORK TASKS
Coursework Preparation
The following activities are to help you focus on areas that you might use for
Coursework. You will go on to develop possible assignment titles to use with your
students. This section does NOT need to be sent in as part of your accreditation for
CIE.
TEACHER ACTIVITY ONE
Look at the curriculum content from the current IGCSE Business Studies syllabus.
List down the different areas that might be suitable as the basis for a piece of
Coursework.
Syllabus areas for investigation:
1.
2.
3.
N.B. You could add more areas if you wish
7
SETTING OF COURSEWORK TASKS
Coursework Preparation
Activity One
Take each one and think of types of research the students might undertake. The
research should be varied, preferably not just desk-bound research. If leaving the
classroom is difficult could students carry out questionnaires on their family and
friends, other students or teachers? Interviews could be undertaken by telephone.
Newspapers, magazines etc., could also be used. Maps, photographs - taken by the
students, diagrams etc., can all be included. Don't forget that the students' parents and
relatives are valuable sources of information and may help to organise a visit to a
business or an interview.
For example
Curriculum Content – People in Business
(Human needs and rewards)
School/ Educational
Video
Family
Textbook theories why work? Types of
jobs, leadership etc.
TV programmes
Questionnaires
Magazines
People in a particular
business you/ they
have visited
Teachers
What is
work like?
Work in the
family business
Friends
Fellow
students
Personal
experience
Work
experience
Interviews
Newspaper
articles
Holiday
job
Business
people
Family
- parents
- aunts/
uncles
- brothers/
sisters
- cousins
Internet
Part-time
job
8
SETTING OF COURSEWORK TASKS
Coursework Preparation
- Teacher Activity One
AREA 1
AREA 2
9
SETTING OF COURSEWORK TASKS
AREA 3
NB
Remember Coursework will ideally cover more than one area of the syllabus.
What you have done so far is look at the feasibility of using these areas as a basis for
a piece of Coursework.
An assignment title will need to be developed. This should be a business problem or
situation. It should be an open-ended question so that students can investigate the
problem, produce findings and then conclude the assignment by putting forward
answers/suggestions, as to how the problem can be solved.
An open-ended
question/task should allow effective differentiation. Coursework tasks designed in
this way should allow candidates to perform to the best of their ability.
10
SETTING OF COURSEWORK TASKS
Coursework Preparation
TEACHER ACTIVITY TWO
Look back at your three areas for Coursework assignments.
Develop assignment questions for each of these areas.
Title 1:
Title 2:
Title 3:
Now ask yourself
-
are they open-ended?
will the research be varied?
are various forms of presentation and conversion of
data possible?
will it encourage description or analysis?
can a detailed conclusion be drawn which answers the
question posed in the title?
You may want to make your Coursework instructions brief - this is sometimes helpful
for more able candidates and allows them to bring in their own ideas which you may
not have considered! Weaker candidates, however, often need to structure their
research and written work. You may decide to give all candidates, or only a few of
them, a more detailed brief .
You may decide to give different titles from which candidates can choose. However
this is often more demanding on the teacher - a greater variety of materials may be
required to support the candidates. It is often easier for the teacher if the assignment
is the same title and given to all the candidates.
11
SETTING OF COURSEWORK TASKS
Examples of Suitable/Unsuitable Assignment Tasks with Moderator's comments
1.
Task: Does the induction programme of a firm known to you meet its
objectives?
Comment: This is clearly a question but it is rather a narrow question. It
may be answered well by more able candidates but weaker candidates will
struggle to find enough to write about and will find the analysis required very
difficult to fulfil. It also depends on good links with a local company.
2.
Task: Take any local issue which has business implications and pose a
question relating to it, choosing the point of view of any or all of the
participants. Examples of typical issues are:
-
limitations of parking in the town centre
provision of free parking in the town centre
the closing of a local facility
pedestrianisation
a by-pass/new road
Comment: This has the makings of a suitable assignment. Choose a local
issue and then let the students investigate its effects on local business; this
could involve manufacturing or retailing businesses. There is plenty of
opportunity for students to investigate a number of aspects to the question, in
an original way, using a variety of research methods i.e. questionnaires, traffic
counts, interviews, library research. Differentiation can be effective in this
type of assignment. A clear conclusion could be drawn with a detailed
justification.
12
SETTING OF COURSEWORK TASKS
3.
Task: Discover the organisational structure of a local firm. Explain it,
comment upon its strengths and weaknesses. Bearing in mind the firm within
which the organisational structure exists, decide on any changes you would
recommend.
Comment: This needs changing into a question and will tend to produce a
descriptive piece of work from weaker candidates. However, there is potential
for this topic area if a suitable and helpful business is nearby and willing to
take visits. You could also broaden the question to include other areas of the
business and widen the appropriate research.
4.
Task: Choose two or more local businesses which appear to be in direct
competition with each other in your area. Show how they compete with each
other and decide which one of them might be able to survive, if competition
increased, and how this might be achieved.
5.
Task: Why is job satisfaction important? Choose one or more jobs known to
you and recommend ways in which job satisfaction may be increased.
6.
Task: Choose any vacant business premises in your area and after careful
consideration of the needs of the population decide what sort of business you
would attempt to start.
Comment: Each of 4 - 6 above have the markings of suitable assignments.
They could be developed into questions which involve varied research
accessible to the full ability range of candidates.
Examples of successful titles used by centres in the past
•
Is money the main motivator?
•
What would be effective ways to motivate the workers in XYZ company to work
harder?
•
How could the marketing mix for product X be improved?
•
Is there scope for a new .........business in ............(town/city)?
•
Is personal service the main reason why small shops survive?
•
What are the strengths and weaknesses of the organisation structure of XYZ
company? Are there any changes you would recommend?
•
To what extent does the government influence business X in industry Y?
•
XYZ company wants to expand and there is no room at the present site. Analyse
three possible new locations. Which new site would be the best one to move to
and why?
13
SETTING OF COURSEWORK TASKS
•
How do small companies compete with large ones?
•
Are Trade Unions useful to workers today?
•
Are the lines of communication in XYZ plc effective?
•
Is packaging the most important item in the marketing mix?
Further Development of Coursework Tasks
The following are some examples of Coursework assignments that have been further
developed into student briefs. These are only suggestions but could be used to
develop assignments based on opportunities in a particular locality and according to
the needs of the student(s).
Example A
What new business venture is likely to be successful in (place)?
(You are free to choose any area convenient for you to study.)
Questions for you to consider in answering this could be:
What retail outlet/amenity/financial organisation is missing from your chosen area?
(Your opinion/opinions of family etc.).
How can you be sure there is a real need for this?
(Market Research questionnaire - think carefully about the design of this).
What market would this business have?
(That is who would buy from/use this service? (Specialist/age/male-female).
Where would the best location be?
(Availability of site/cost of purchase/rent/Local Government taxes/availability of
employees/communications etc.).
What resources will the owner of the business require?
(Type of premises/amount of stock/vehicles for deliveries/employees/finance).
What costs is the business likely to have to meet?
(Fixed/variable). How many will it need to sell to break-even?
How will the business need to plan in order to try to be certain of success?
(Perhaps consider a cash-flow forecast)
What are the best methods the business could use to try to persuade people to buy?
(Consider the Marketing Mix)
Conclusion- What makes you think the business would be likely to succeed?
14
SETTING OF COURSEWORK TASKS
Example B
What are the strengths and weaknesses of the organisation structure of a local firm?
Are there any changes in the organisation you would recommend?
To get good marks you must include:
-
An aim
Background information
Evidence of research
Results
Analysis of results
Conclusions
A suggested way of tackling this Coursework is as follows. You must not do all this
in the set order. It is not a worksheet but a starting place for ideas for you. The more
original you are the higher the mark.
Aim
-
Background The Visit
-
Results
-
Explain what you are trying to do.
Name some positions in the organisation you might expect to
find.
Why people need to be organised.
Explain the main aim of a firm and how organisation of people
and factory space is important.
Mention/draw any branches of the organisation you already
know.
Possibly explain/draw a chart to show the importance of
organisation.
Possibly explain some terms such as hierarchy, chain of
command, delegation, responsibility, authority.
Possibly mention why some people earn more than others.
Introduce the factory - location, product, size, etc. (Perhaps
include a map of the area.)
Explain where you went and what you saw - perhaps include a
map of different buildings and what happens in them.
Write about the different departments you saw and try to
indicate the numbers of people seen.
Explain who has responsibility in the departments/in the factory
as a whole.
Draw an organisational chart - this must not be copied from
anyone else. Note there is no one correct plan.
Possibly do a table listing different jobs, the numbers involved
and what they do.
Map of the factory layout and comments.
15
SETTING OF COURSEWORK TASKS
Bar charts could also be used to see the numbers in each
department.
Analysis
Conclusion
-
Is the chart typical with what you have learned so far in
business studies?
-
Anything surprising should be added, comment on the layout of
the factory.
-
Is the layout of the factory ideal?
Are the people organised properly?
Should certain buildings be used for something else?
Are some people under employed or seem to work too hard?
Would you shift people to other departments? If so why?
Are there any departments that should be staffed more or new
ones set up?
What management styles are used? Are these the most effective
for these departments?
Anything you would change with the general organisation of
the firm for greater efficiency/profit.
-
Etc. Your ideas mean better marks.
Example C
Is there scope for another fast food shop in the area?
Aims
What are you trying to do?
The type of questions you will be attempting to answer are:
-
Is there a demand for another shop?
Where should it be located?
What will be the problems associated with opening such a
shop?
What will be the requirements in terms of finance?
What sources of finance are possible?
How should the shop advertise?
Background -
Explain any terms you feel need mentioning.
Method
-
Explain the ways you went about researching the data. What
you actually did.
Results
-
Present your findings, including questionnaire results, graphs,
interviews, photographs, maps, etc.
16
SETTING OF COURSEWORK TASKS
Analysis
-
What have you found out about opening a shop? What
problems will be encountered? Advantages and disadvantages?
Conclusion
-
Answer the question - Is there scope for another fast food shop
in the chosen area? Remember to substantiate your statements.
Example D
Where should a particular retail outlet/factory be relocated as its present site is now
too small ?
This assignment involves choosing a site which may be suitable for a retail
outlet/factory such as a small shop, superstore, market stall, tool hire business or
factory making a specific product. Choose a business in which you are interested. It
will be helpful if you know somebody with some expertise in the particular business.
Having chosen your example, think about the essential requirements for a site.
Consider issues such as:
*
*
*
*
*
*
The goods or service to be sold/made.
The space needed for display, storage, parking, production, etc.
Whether the site should be in a particular type of area, e.g., in the town centre
or on a main road.
Will customers be prepared to travel to the outlet, e.g. specialist hobby shop,
or is local and passing trade important, e.g. newsagents?/How easy will it be to
make deliveries?
The type of customer, e.g. people with children; OAPs; teenagers; other
businesses.
How much competition is there in the area?
Draw up a list of the requirements for the ideal site. Choose three or four local sites
which look suitable and investigate them in more detail. Information can be obtained
from sources such as estate agents, newspaper advertisements, Local Government
Planning Departments, census statistics, local retailers and personal observation.
When writing your assignment use maps and tables to show the important features of
the alternative sites such as costs (rent/local government taxes/capital), people and
traffic flows and the position of competitors. Describe the advantages and
disadvantages of each potential site, using the criteria that you have set for the ideal
site. Conclude by saying which site would be the most suitable and why.
17
SETTING OF COURSEWORK TASKS
Example E
What would be effective ways to motivate the work force to work harder?
1.
Investigate how a selection of your family and their friends are motivated in
their work: Divide your question into:
i)
ii)
iii)
iv)
Pay
Conditions at work
Satisfaction
Fringe benefits
2.
Find out by which method they are paid: piece rate, time rate or standard rate?
3.
What do they see as an advantage or disadvantage of their method of pay?
4.
Are they members of any profit sharing or bonus schemes? What are the
advantages or disadvantages of such a scheme?
5.
Questioning on factors which they feel affect their job satisfaction. Do you
agree or disagree?
6.
Are there any other influences on job satisfaction?
7.
Are there any fringe benefits, obtained with their job? If so what are they?
Are they a major factor in job satisfaction and motivation? Use any
illustrations and examples you feel are relevant.
8.
Conclusion - Do these findings agree with Business Studies theories of
motivation?
Example F
How could the marketing mix for product X be improved?
What is meant by the marketing mix?
Look at the existing marketing mix for the chosen product and ask:
* How does the product compare with its competitor’s products? Design, Target
market.
* How does the product's price compare with its competitors? What type of pricing
strategies are being used?
* Where is the product sold? Through what sort of retail outlets and what
distribution chain is used? How does this compare with its competitors?
18
SETTING OF COURSEWORK TASKS
* What methods of advertising and promotion are used? How do these compare with
its competitors? Packaging?
To help you answer these questions you could used some of the following methods of
research:
* questionnaires to find out about the product and its competitors' products. Who
buys the products?
* newspapers, magazines and television to analyse the types of advertising used.
* visits to retail outlets to find out prices and promotions for the product and its
competitors' products.
* published information on company sales.
* interviews with people who work for the company which produces the product.
Suggest how you would improve the marketing mix for product X and why.
These are only some suggestions you may be able to think of more of your own.
19
SECTION 2 – COURSEWORK ADMINISTRATION
Coursework and the School curriculum- when should it be set? Think carefully
about the timing of the Coursework, it should not come too early in the course as it
has to be assessed as if it were completed in the last term of the course. This means
the teacher should not make allowances for the work being completed early in the
course and the teacher should ensure that Coursework follows the relevant work in
class.
When determining the timing of Coursework, allowance should also be made for all
subjects and ideally should be planned by the school.
Coursework should be used to reinforce class work. For example, you should
introduce a new topic in class and then use Coursework for further investigation.
When you have decided the topic for Coursework and you have written your
assignment brief you will need to introduce this to the class.
Once the assignment brief has been given out, also give out ‘Coursework help sheet
for students’ (see below). Emphasise what the students will be rewarded for – it is
important your students understand right from the beginning what will gain them
marks.
Set a deadline for handing in the Coursework.
If you have given out a general assignment brief the students need to choose their own
title and produce a summary of how they will carry out the investigation. You will
need to approve the title and use the following questions to see if you think the title
will be suitable to use:
 Is the title a question?
 Is the question analytical and not descriptive? For example ‘How can XYZ Ltd
motivate its employees?’ is a question but will encourage a descriptive answer
and therefore reduce marks. ‘Is money the main motivator at XYZ Ltd?’ is a
question that needs similar concepts to be covered but requires analysis and
evaluation to be able to answer the question.
 Can your students research this topic using both secondary and primary sources of
information? Use teacher activity 1 (Section 1 of this manual) to help your
students plan out their investigation before they start.
 Is the topic not too broad and preferably local in nature? That is, is it a topic to
which the students can relate and have some knowledge? Remember remote
national issues can be very difficult for students to both research and relate to and
therefore find it difficult to bring in their own analysis and evaluation of the topic.
 Check their plan – have they thought through the research and their write up?
 Can it be achieved by the deadline you have set? For example a topic which
requires lots of letters to be posted and the replies needed to answer the question
often means it is a long time before the student can get started.
20
COURSEWORK ADMINISTRATION
A student plan might look something like this:
Week 1
Decide on assignment title – get this approved by teacher. Start
research – produce a questionnaire and get this approved by teacher.
Week 2
Carry out questionnaire in groups. Carry out other research.
Week 3
Put group questionnaire results together. Graph the results.
Week 4
Write up the results and the other information collected.
Week 5
Analyse the results and write a conclusion.
Week 6
After discussion with teacher change and rewrite any sections needed.
Complete a 'sources of information' section.
When results are being collected and when they are being collated the teacher and
student should discuss the issues and findings as they go through the assignment.
Carry this out with each student.
If your students are using a questionnaire then before carrying it out you should do the
following:
 Use the IGCSE textbook to give the students guidance on how to design a
questionnaire
 Check questionnaire questions – don’t write it for them but check to see that
the questions are appropriate and will find out what the students need to
know. It is useful to get students to write down what they want to find out
from the questionnaire first and then write the questions. Most of the
questions will probably need to be closed for ease of collation. The students
could carry out a trial of the questionnaire first on friends and family to see if
it works and then amend the questions in the light of what they found from
the trial.
 Emphasise that the students must take care and be safe at all times. If they are
to carry out the questionnaire in the street then they must be at least in pairs.
They should rehearse in class how to approach people and ask them the
questions. They should not crowd round the respondents or they might make
them feel uncomfortable. Local customs and culture will need to be taken
into account when practicing carrying out the questionnaire. If a street
questionnaire causes difficulties then your students could complete the
questionnaire amongst their friends, family and their family friends. The
questionnaire could be carried out by telephone or post and needn’t be faceto-face.
 Do you need to have parental permission to let your students be out of school
during lesson time? You will need to check your school policy on this. Also
are there problems in allowing your students to carry out investigations in
their own time as homework. Again check your school policy and inform
21
COURSEWORK ADMINISTRATION
parents what their children will be doing. If students are carrying out research in
their own time check that you know what they are doing and that it is safe for
your local conditions.
Near to the end of the Coursework when your students think they have finished, have
a preliminary look at their work and discuss it with them on an individual basis. This
will usually be in class when you have designated class time to Coursework. The
student should have already gone through the ‘Coursework help sheet for students’ to
check that they have completed all the relevant sections.
Do not formally mark the assignment but talk through with each student what he or
she has done. Keep checking that they have explained what they mean and given
reasons, if they haven’t then keep asking why. Check they have included a
conclusion and discuss this with them. Have they justified their conclusion in terms of
the information they gathered? Does it answer the question posed in the title?
The students should then go away and make the final changes to their work and
finally hand it in for assessment!
22
COURSEWORK ADMINISTRATION
Coursework Help Sheet for Students
Does your assignment:
-
Have a title that poses a question?
-
Relate to an identifiable part(s) of the syllabus?
-
Help integrate/bring together different topics from the syllabus?
-
Allow the opportunity for all assessment criteria to be met? See below.
-
End with a conclusion?
-
Have a 'sources of information' sheet i.e. where have materials/resources come
from? This could be put at the end of your work as a list of where you went,
how you carried out your research, what other sources you used, e.g. Internet
(web addresses), textbooks (and authors), newspapers (dated).
Assessment Criteria
Knowledge with understanding – Does you assignment show good knowledge and
understanding of business concepts as they apply to your question under
investigation?
Collection of data – Have you used a variety of forms of research methods – primary
and secondary sources as appropriate to the question? They should be clearly related
to your question and then presented in a variety of forms of presentation methods.
The data should be displayed in alternative forms of presentation, i.e. Questionnaire
results in a table are not as clear as graphs and charts, and interviews should be
summarised not just included as the written answers to the interview questions
because this does not show your understanding of what was said.
Analysis and Interpretation – Is your assignment clear and well planned and in a
logical order? Are the business ideas well applied to the question posed in your title?
Have you described the results of your research and have you explained what your
results mean in relation to the question?
Evaluation – Have you ended the assignment with a conclusion? Does it answer the
question posed in the title? Is it justified, i.e. Does it explain why you came up with
your conclusion and is it based upon the evidence you collected from your research?
23
COURSEWORK ADMINISTRATION
Summary of Coursework Hints for Teachers
The assignment title should be an analytical question.
Work sheets including a high degree of teacher direction must be avoided.
Think carefully about the possibilities for primary research for your students to
undertake in your local area. Is it safe for them to go out in your local area? You will
need to give them advice on how to carry out a questionnaire.
Make sure suitable secondary sources are available to the students. Encourage them
to include business studies theory as found in textbooks as long as they don’t just
include sections from the textbook. Textbook information should be related to their
findings.
Although the same starting point may be used for the whole of a class, the work must
be individual, i.e., each candidate must show his/her own work.
The personal contribution of the candidate must be clear, particularly where there has
been group work.
Investigations must be genuine investigations and not a series of exercises.
Assessment can be carried out at any time during the course. It is probably best
undertaken towards the end of the first year or the beginning of the second year of a
two-year course. However, at whatever stage assessments are done, the standard
applied must be that expected at the end of the course as exemplified in the criteria for
the skills.
Work should have a beginning, middle and an end, i.e., a question for the title,
research and presentation of the findings, analysis of the findings, and conclusion
answering the question.
Teacher guidance – you should monitor and discuss the progress of the Coursework
with your students and question them as to what they should be doing. You must not
tell them what to include but through questions you can prompt them to consider
alternative points to consider. Question, stimulate their thoughts, get them to question
their own work and to be critical of their own work.
24
SECTION 3 – ASSESSMENT OF COURSEWORK
This section will cover the assessment criteria for Coursework as laid out in the
syllabus. Below is the assessment criteria grid followed by three examples of pieces
of Coursework (A, B, C) with teacher’s comments, CIE moderator's comments and
the final mark for each piece of work.
There are then 3 unmarked pieces of Coursework (D, E, F) for you to assess. There
are blank mark sheets for you to fill in and it is these sheets that need to be sent to CIE
for approval.
Criteria for assessment
The assignment will be assessed as follows:
Knowledge and Understanding
Collection of data
Analysis and interpretation
Evaluation
15 marks
10 marks
15 marks
10 marks
Levels of achievement will be recognised within the mark bands indicated below for
knowledge and understanding, collection of relevant data, analysis, interpretation and
evaluation of the topic.
The maximum mark available is 50 marks for the Coursework.
Knowledge and Understanding
15 marks
Excellent knowledge and critical understanding
13-15 marks
Sound knowledge and critical understanding
10-12 marks
Knowledge used to recognise business concepts related to the
situation or problem
7-9 marks
Basic knowledge shown, with business aims and objectives stated
4-6 marks
Very limited knowledge and understanding, poorly applied
1-3 marks
Collection of Data
10 marks
Well designed research carried out effectively, fully investigating
the business problem/ situation and collecting all the relevant
information
9-10 marks
Information is clearly linked to the topic set and an appropriate
range of research methods are used throughout
7-8 marks
Information collected is relevant to the business problem and
5-6 marks
25
appropriate research methods used
Attempt made to gather some relevant information but only limited
sources used
3-4 marks
Attempt made to gather information from at least one source.
Sources unrelated to the business problem/ situation
1-2 marks
Analysis and Interpretation
15 marks
Evidence of original and clear analysis of the topic with relevant
and accurate use of business ideas
13-15 marks
Work planned in a logical manner, business ideas well applied to
the topic
10-12 marks
Work planned in a logical manner with an attempt to break down
the material in a clear and sensible way to try to answer the
question posed in the title
7-9 marks
Limited attempt to organise material in a logical manner but no
comments, just an acceptance of others' views
4-6 marks
Limited attempt to organise material into parts
1-3 marks
Evaluation
10 marks
A reasoned and justified conclusion based on the evidence collected 9-10 marks
and a clear answer to the question posed in the title
Personal and justified conclusion related to the question in the title
and drawn from the evidence collected
7-8 marks
Conclusion drawn from the evidence but is not an answer to the
question posed in the title
5-6 marks
Brief conclusion drawn, personal opinions have some connection
with the information gathered
3-4 marks
Very limited conclusion drawn, makes unsupported personal
opinions not related to the data
1-2 marks
26
SECTION 3 - ASSESSMENT OF COURSEWORK
When applying the mark scheme to assignments it is useful to ask the following
questions:
Knowledge and Understanding
What business concepts were included?
Was there a range of business concepts appropriate to the topic set in the title?
Was good knowledge of business concepts shown?
Was good understanding of the business concepts shown when applied to the business
problem?
Collection of Data
How many sources were used?
Were primary and secondary sources used?
Were the sources appropriate to answering the question posed in the title and was the
range of sources used appropriate?
Analysis and Interpretation of the Topic
Was the Coursework well organised? (introduction, etc.)
Was the data that had been gathered used in a clear way to answer the question posed
in the title?
Were the candidate's own opinions included or were they other peoples' views?
Were business ideas effectively applied to the topic?
Were the ideas analysed and discussed in answer to the question posed?
Evaluation of the Topic
Was a conclusion present?
Was the conclusion related to the data gathered?
Did the conclusion answer the question posed in the title?
Was there evaluation in the main part of the Coursework?
Coursework Assignments - marked examples
On the following pages are to be found 3 marked examples of Coursework (A, B, and
C) together with teacher's and Moderator's comments.
After these come three more assignments D, E and F and these are the
assignments you are required to assess. Send the completed mark sheets for
these three assignments to CIE.
27
ASSIGNMENT A
28
SECTION 3 - ASSESSMENT OF COURSEWORK
COURSEWORK ASSIGNMENT A - CIE MODERATOR'S COMMENTS
Knowledge and Understanding
Excellent Knowledge of business terms and concepts was shown. However, there
was the error of calling the profit/ loss account a cash flow forecast, which I think was
probably a typing error, but otherwise the assignment showed a good understanding
of the terminology.
13 marks
Collection of Data
An appropriate range of research methods were used. There was evidence of both
primary and secondary research having been undertaken. The data collected was an
appropriate answer to the question posed in the title.
8 marks
Analysis and Interpretation of the Topic
The assignment was well organised and logical. Business Studies theories were
included and used effectively. The theories were applied to the real world situation
that was being considered. There was evidence of original and clear analysis of the
topic and overall an accurate use of business ideas.
13 marks
Evaluation of the Topic
A good clear conclusion included that answered the question posed in the title. There
was also evidence of evaluation in the main part of the coursework as well as in the
conclusion.
9 marks
Total marks awarded were - 43
This is an example of a good grade A piece of work
To achieve a grade A it would be expected that a minimum of two of the assessment
criteria would be in the top levels. For an A grade then normally two of the following
would be met:
•
•
•
•
Excellent knowledge and critical understanding 13-15 marks
Well designed research carried out effectively, fully investigating the business
problem/ situation and collecting all the relevant information 9-10 marks
Evidence of original and clear analysis of the topic with relevant and accurate use
of business ideas 13-15 marks
A reasoned and justified conclusion based on the evidence collected and a clear
answer to the question posed in the title 9-10 marks
ASSIGNMENT B
SECTION 3 - ASSESSMENT OF COURSEWORK
COURSEWORK ASSIGNMENT B - CIE MODERATOR'S COMMENTS
Knowledge and Understanding
Sound knowledge and critical understanding was shown. However there were some
areas of weakness such as diseconomies of scale were unlikely to set in at this size of
business and the student thought it was quite a large business, but overall the concepts
were well used.
11 marks
Collection of Data
An appropriate range of research methods were used. There was evidence of both
primary and secondary research having been undertaken. The data collected was
appropriate to answer the title of the assignment. (800 questionnaires, 95% male
seemed a bit unrealistic.) Additional research might have been included such as
location maps and additional data on the competition.
7 marks
Analysis and Interpretation of the Topic
The assignment was well organised and logical. Business Studies theories were
included and used effectively. The theories were applied to the real world situation
that was being considered. Analysis of the financial information and questionnaire
results was well applied to the topic.
10 marks
Evaluation of the Topic
There was no conclusion, which was a shame. However, there was evidence of
evaluation in the main part of the coursework and it was clearly applied to the
question of the viability of this business. There was no direct question posed at the
beginning of the assignment to actually answer, which was also a disappointing
omission and reduced the candidate's marks.
5 marks
Total marks awarded were - 33
This is an example of a good grade C piece of work
This candidate could have very easily achieved more marks if a question had been
posed in the title, a bit more information on the competition and marketing had been
gathered and used and a conclusion had been included. To achieve a grade C it would
be expected that at least two of the following would have been awarded if two lower
levels were present:
• Sound knowledge and critical understanding 10-12 marks
• Information is clearly linked to the topic set and an appropriate range of research
methods are used throughout 7-8 marks
•
•
Work planned in a logical manner, business ideas well applied to the topic 10-12
marks
Personal and justified conclusion related to the question in the title and drawn
from the evidence collected 7-8 marks
ASSIGNMENT C
SECTION 3 - ASSESSMENT OF COURSEWORK
COURSEWORK ASSIGNMENT C - CIE MODERATOR'S COMMENTS
Knowledge and Understanding
Knowledge is used to recognise the business concepts related to marketing. No
particular products are discussed individually but the company's products in general
are considered.
7 marks
Collection of Data
Some relevant information was gathered but only limited sources were used. There
was limited evidence of both primary and secondary research having been undertaken.
3 marks
Analysis and Interpretation of the Topic
There was some attempt to organise the material into a logical order but the comments
were generally an acceptance of others views or were not based on evidence gathered.
5 marks
Evaluation of the Topic
Although the conclusion is not particularly brief it talks in general terms about the
marketing of the company's products and the conclusions are not clearly based on
information collected. The candidate's personal opinions have some connection with
the information gathered.
3 marks
Total marks awarded were - 18
This is an example of a good grade F piece of work
The main problem with this assignment is that it is too brief and discusses the
company's products in general terms. Little evidence is provided to support the
statements that are made. Clearly more research and particularly primary research on
some of the actual products themselves would have improved this work.
To achieve a grade F usually all of the following should be awarded unless higher
levels were gained for some of the criteria:
• Basic knowledge shown, with business aims and objectives stated 4-6 marks
• Attempt made to gather some relevant information but only limited sources used
3-4 marks
• Limited attempt to organise material in a logical manner but no comments, just an
acceptance of others' views 4-6 marks
• Brief conclusion drawn, personal opinions have some connection with the
information gathered 3-4 marks
On Completion of the Handbook
Teachers are now in a position to assess the following assignments and submit the
marks for accreditation purposes. A charge of £20 is payable for submitting marks
and comments for assessment. Any number of teachers can complete the assessments
in this Coursework Training Handbook, however each teacher must pay £20 for the
assessment of their work. This charge covers the fee of the Coursework Consultant
who will examine the marks and the comments that the teachers give for the
unmarked exemplar Coursework, write to comment on marking problems if
necessary, and recommend the issue of a certificate stating that the teacher may now
assess the students' coursework for IGCSE.
For each assignment it is suggested that:
1
Teachers read and apply the assessment criteria to decide the level of
achievement of the candidate.
2
A decision should then be made as to the position within that level.
Candidates do not necessarily stay within the same level for each criterion.
3
Photocopy and complete the mark sheet and the comments sheet included in
the Handbook to record your judgements of Assignments D, E and F.
4
Return the completed mark sheets and comments sheets to:
IGCSE Accreditation Coordinator (EDM)
Cambridge International Examinations
Cambridge Local Examinations Syndicate
1 Hills Road
Cambridge
CB1 2EU
United Kingdom
Assessment of the Work
Please allow between four and six weeks for the Moderator to assess the work that is
submitted and for CIE to inform of an outcome. The usual period of time for the
assessment of a piece of work is approximately two weeks, however this will depend
on the Moderator’s availability at the time.
You will be informed of the Moderator’s decision regarding accreditation (the
outcome) by post. This will take the form of a Certificate in instances where
accreditation is awarded, or in the cases where accreditation cannot be awarded, a
letter informing of this. A Moderator's Report may also be enclosed which will give
guidance in the cases of accreditation failure and useful comments in the event that
accreditation is awarded.
Please note it is not usual practice for CIE to inform teachers or Centres of
accreditation outcomes over the telephone or by email.
If accreditation is not awarded by the Moderator on one particular occasion this does
not mean a teacher cannot continue to teach, it simply restricts their ability to
moderate Coursework until accreditation is awarded. Teachers may re-submit work
for assessment as many times as is necessary for accreditation to be awarded, however
there is a charge each time for doing so.
Help
We hope that this Training Handbook will provide a thorough introduction to the
requirements and criteria for Coursework Assessment in IGCSE Business Studies.
However, if you have any further questions or difficulties, please do not hesitate to
contact Cambridge International Examinations and we will do our best to help.
The address to which your queries should be sent is:
Customer Services
Cambridge International Examinations
University of Cambridge Local Examinations Syndicate
1 Hills Road
Cambridge
CB1 2EU
UK
Telephone:
Fax:
E-mail:
Website:
+ 44 1223 553554
+44 1223 553558
international@ucles.org.uk
www.cie.org.uk
SECTION 3 - ASSESSMENT OF COURSEWORK
COURSEWORK ASSIGNMENT D
Comments on the suitability of the assignment and the student's work
Knowledge and Understanding - Comments
Collection of Data - Comments
Analysis and Interpretation of the Topic - Comments
Evaluation of the Topic - Comments
BUSINESS STUDIES
Individual Candidate Record
Card
IGCSE
Please read the instructions printed overleaf and the General Coursework Regulations before completing this form.
Centre Number
Centre Name
June/November
Candidate Number
Candidate Name
Teaching Group/Set
2 0 0 4
Title of Coursework
Is personal service the main reason why small shops survive?
Criterion 1
Knowledge and
Understanding
Criterion 2
Collection of Data
Criterion 3
Analysis and Interpretation
Criterion 4
Evaluation
TOTAL
*(max 15)
*(max 10)
Amount of scaling if
relevant
*(max 15)
*(max 10)
*(max 50)
* Indicates mark to be
transferred to Coursework
Assessment Summary Form
Internally Moderated
Mark
*(max 50)
ASSIGNMENT D
SECTION 3 - ASSESSMENT OF COURSEWORK
COURSEWORK ASSIGNMENT E
Comments on the suitability of the assignment and the student's work
Knowledge and Understanding - Comments
Collection of Data - Comments
Analysis and Interpretation of the Topic - Comments
Evaluation of the Topic - Comments
BUSINESS STUDIES
Individual Candidate Record
Card
IGCSE
Please read the instructions printed overleaf and the General Coursework Regulations before completing this form.
Centre Number
Centre Name
June/November
Candidate Number
Candidate Name
Teaching Group/Set
2 0 0 4
Title of Coursework
Business Studies Coursework - Location
Criterion 1
Knowledge and
Understanding
Criterion 2
Collection of Data
Criterion 3
Analysis and Interpretation
Criterion 4
Evaluation
TOTAL
*(max 15)
*(max 10)
Amount of scaling if
relevant
*(max 15)
*(max 10)
*(max 50)
* Indicates mark to be
transferred to Coursework
Assessment Summary Form
Internally Moderated
Mark
*(max 50)
ASSIGNMENT E
SECTION 3 - ASSESSMENT OF COURSEWORK
COURSEWORK ASSIGNMENT F
Comments on the suitability of the assignment and the student's work
Knowledge and Understanding - Comments
Collection of Data - Comments
Analysis and Interpretation of the Topic - Comments
Evaluation of the Topic - Comments
BUSINESS STUDIES
Individual Candidate Record
Card
IGCSE
Please read the instructions printed overleaf and the General Coursework Regulations before completing this form.
Centre Number
Centre Name
June/November
Candidate Number
Candidate Name
Teaching Group/Set
2 0 0 4
Title of Coursework
Motivation Coursework - Does money motivate employees to work harder?
Criterion 1
Knowledge and
Understanding
Criterion 2
Collection of Data
Criterion 3
Analysis and Interpretation
Criterion 4
Evaluation
TOTAL
*(max 15)
*(max 10)
Amount of scaling if
relevant
*(max 15)
*(max 10)
*(max 50)
* Indicates mark to be
transferred to Coursework
Assessment Summary Form
Internally Moderated
Mark
*(max 50)
ASSIGNMENT F