STUDY SKILLS
ASSESSMENT IN BUSINESS STUDIES – PREPARING FOR THE
EXAMINATION
Chapter Objectives
1. To provide advice on note taking and time management with reference to
examination revision.
2. To describe the forms of assessment used for Business Studies.
3. To provide advice on the main forms of assessment used at A level.
4. To provide insight into dealing with the case studies that are a distinctive feature
of examinations in Business Studies.
5. To explore synoptic assessment.
6. To offer advice on the nature and format of coursework.
7. 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
-Unsuitable paper
-Variations in paper size
-Cramped notes
-Topics jumbled together
-Poor handwriting
-Absence of page numbering
Note structure
-Absence of labels
-Insufficient headings and
indentations
-Disorganized material
Content
-Patchy coverage
-Omission of major points
-Too much unnecessary
detail
-Ambiguity
-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:
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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 scenesetting 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 onesentence 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:
1. Concise
2. Coherent
3. Convincing
4. Cases (examples)
5. Content (points)
6. Critical understanding
7. Conclusion
The dos and don’ts of essay writing
Do
-Answer the question as set
-Analyze the question
-Plan your answer
-Include an introduction
-Define all key terms
-Divide your answer into logically
arranged paragraphs
-Develop points in full
-Include a conclusion that directly
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
Don’t
-Ignore the instructional words
-Jump straight into your answer
-Give too many ideas away in your first
paragraph
-Write a list
-Ignore the later parts of questions
-Use colloquialisms
-Try to summarize everything in your
conclusion
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 longwinded 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;
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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.
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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 Easton writes that ‘cases provide a useful forum for analyzing your
values.’ He is mainly referring to ethical and moral issues raised by case studies at
A and AS level, but are by no means absent from the scene.
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:
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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.
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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
-Read and comprehend the case study
-Identify the main issues
-Be ready to define all relevant terms
-Collect relevant background information and
theory
-Decide on appropriate techniques of analysis
-Combine theory with case study evidence
-Answer the questions in full
-Answer the questions set
-Remember that the process of analyzing
the material is as important as the
‘solution’
Don’t
-Neglect general revision
-Ignore the theoretical background
-Rely on question spotting
-Overlook apparently
inconsequential evidence
-Assume that there is a single answer
to the question
-Answer the (non existent) question
that you hoped to see
A framework for approaching case studies
External Environment
-SWOT
-PEST
Accounting Marketing Production
-Accounting -Marketing
-Location
system
- organization -Production
HRM
-Personnel
organization
-Demand
-Competition
-Legislation
-Government policies
-External costs
-Finance
-Products
-Gearing
-Product life-Profitability cycle
-Liquidity -New product
-Budgeting development
-Investment -Buyer
appraisal
behavior
-Asset
-Market
control
structure
-Employee -Pricing
motivation policy
-Promotion
-Distribution
-Market and
marketing
research
-Employee
motivation
methods
-Production
planning/
control
-Maintenance
-Purchasing
-Stock control
-Quality
control
-Work study
-Employee
motivation
-Human
resource
planning
-Recruitment
-Pay policy
-Training/
development
-Welfare,
health and
safety
-Industrial
relations
-Worker
democracy
-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:
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‘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:
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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
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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.