1. AS Business 2015 Assessment support

2. AS assessment support
This presentation is designed to provide you with support for the new AS Business assessments.
It summarises information provided in the free support materials available on the Business subject pages of the website.
These materials include:
Getting Started Guide
AS Business Exemplars Booklet
Information and activities from our Getting Ready to Teach training events

3. Support for AS assessment
The Getting Started guide has detailed assessment guidance in Section 5, page 50
%20Studies/2015/teaching-materials/Getting-Started-Guide.pdf
Exemplar student work and examiner commentaries generated from work with AS level students and centres
%20Studies/2015/teaching-materials/AS-Business-exemplar-booklet.pdf
A detailed walkthrough of our Getting Ready to Teach events presentation and activities
levels/business-2015/training-and-events/training-materials.html

4. Support for AS assessment
Exam-style practice questions for AS for use in formative assessments, in-class or homework practice and mocks
Subject advisor Colin Leith

5. AS at a glance
Theme 1
Marketing and people
Theme 2
Managing business activities
Paper 1
Marketing and people
Paper 2
Managing business activities
Theme 1 and Theme 2 are assessed through two externally examined papers.
The final question in each paper will require students to make connections across both themes.

6. AS assessment overview
Paper 1
Marketing and people
80 marks, 1.5 hours, 50%
Section A: data response
Section B: data response
Section C: essay
Paper 2
Managing business activities
Sample essay question:

7. AO1: knowledge
Knowledge and understanding of a fact, a reason for something, a concept
Identification of key points

8. AO2: application Using knowledge and understanding in context
Use of data/extracts in answer
Use of examples to illustrate points
Manipulation of data e.g. calculations based on data
Use of supply and demand diagrams

9. AO3: analysis Selecting and applying the appropriate theories/concepts
Identifying and explaining possible causal factors
Identifying and explaining possible consequences
A chain of reasoning: may be exemplified by explaining causes or consequences

10. AO4: evaluation Showing a critical awareness
Recognising different viewpoints and balance
Questioning quality of the evidence: validity and reliability
Questioning validity of underlying assumptions (e.g. does correlation imply causation)
Making informed judgements
Proposing a solution and/or recommendations

11. Taxonomy for AS
Taxonomy relates to the command words used in assessments.
A taxonomy for Business has been defined and will be applied consistently to ensure students are rewarded for demonstrating the appropriate skills.
Careful consideration has been given to the taxonomies associated with particular question types to ensure that assessment objectives are targeted consistently across questions.
The variety of command words used has been reduced to provide clarity and consistency in the skills business students are expected to display in the assessments.

12. Taxonomy for AS What is meant by Calculate Construct… to illustrate
Explain
Assess two
Assess
Evaluate

13. AS sample assessment: Paper 1 and Paper 2
Section C
Evaluate
Section A and Section B 20
Assess 10
Assess two
Calculate/Construct/ Explain 8 4
Define 2

14. Writing practice questions
You can write practice questions by following the taxonomy for AS Business and the structure of the AS sample assessment papers.
You can adapt existing case studies from our bank of past papers.
These will give students practice of exam-style questions.

15. What is meant by
These questions assess factual information and require a definition or examples.
In this example the student provides a definition of a brand and understanding is evident through the description of differentiation.
This example achieved 2 marks.

16. Calculate These questions assess quantitative skills.
‘Calculate’ requires a calculation comprising at least four stages. For example, locating the data, identifying the formula, substituting the data in the formula and performing the calculation.
Students may be required to use the data in a given extract or diagram.
Students will gain marks for a correct answer but are advised to show their workings.

17. Calculate example
This student has included their workings and a correct response.
The correct answer is “-12%” so writing “12% fall in demand” is appropriate here. Students should be careful when expressing figures to include values and negative signs where appropriate.
This example achieved 4 marks.

18. Construct… to illustrate
These questions assess quantitative skills.
Students are required to draw a business diagram.
Students will gain marks for a correct answer but are advised to show their workings.
In the example on the next slide the student has:
accurately constructed the supply and demand curves
labelled the axes
interpreted the shift in supply to the right
showed the original and new equilibrium and consequences on the quantity and price axes
This example achieved 4 marks.

19. Construct example

20. Explain
These questions require a multi-stage definition relating to context and include analysis.
In terms of graphs, the questions require interpretation.
These questions require students to convey understanding by making a point and linking the point with a justification.

21. Explain example
In this example the student has given one entrepreneurial characteristic and includes contextualised examples which are explained in the final sentence.
This example achieved 4 marks.

22. Levels based mark schemes
Levels based mark schemes focus on the skills being assessed.
Skills based mark schemes have been developed for 8, 10 and 20 mark questions (assess and evaluate).
These mark schemes provide a consistent understanding of the skills and connections between these skills for each question type and relate directly to the taxonomies (command words) used in the assessments.
The bands within each mark scheme clearly show the progression of these skills from the lower bands to the higher bands.

23. How to use the mark schemes
The mark schemes focus on the quality of student answers rather than the quantity of points made.
This means they do not state the ‘number’ of points students should make in their responses.
To guide teachers and markers, the breakdown of marks allocated to each Assessment Objective is given within the levels based mark schemes to identify the emphasis of each Assessment Objective within each question type.
There are four assessment objectives: knowledge and understanding; application; analysis and evaluation.

24. Applying the mark schemes
On the next slides is the mark scheme for a 10 mark ‘assess’ question.
The skills outlined in the Assessment Objectives (knowledge and understanding, application, analysis and evaluation) are connected and evidenced throughout the levels.
Level 1
1–2
Isolated elements of knowledge and understanding – recall based.
Weak or no relevant application to business examples.
Generic assertions may be presented.
Level 2
3–4
Elements of knowledge and understanding, which are applied to the business example.
Chains of reasoning are presented, but may be assertions or incomplete.
A generic or superficial assessment is presented.

25. Applying the mark schemes
Level 3
5–6
Accurate and thorough knowledge and understanding, supported throughout by use of relevant and effective use of the business behaviour/context.
Analytical perspectives are presented, with developed chains of reasoning, showing cause(s) and/or effect(s).
An attempt at an assessment is presented, using quantitative and/or qualitative information, though unlikely to show the significance of competing arguments.
Level 4
7–10
A coherent and logical chain of reasoning, showing cause(s) and/or effect(s).
Assessment is balanced, wide-ranging and well contextualised, using quantitative and/or qualitative information, and shows an awareness of competing arguments/factors leading to a supported judgement.

26. Assess two
These questions require a contextualised and balanced answer with connectives.
Students should carefully consider two factors or events that apply (awareness of competing arguments).
To show balance a student could:
identify and explain factor X and analyse its relevant importance (why and why not important)
identify and explain factor Y and analyse its relevant importance (why and why not important).
In the example on the next slide the student has some balance in their response and this is just enough to show an awareness of competing arguments.
This example achieved 6 marks.

27. Assess two example

28. Assess
These questions require a contextualised and balanced answer with connectives.
Students should carefully consider factors or events that apply (awareness of competing arguments) and identify which are the most important or relevant.
These questions require students to make an informed judgement on the importance of something.
In the example on the next slide the student has considered one type of internal finance, retained profit, and considers the advantages and disadvantages of this, providing balance in the response.
There are chains of reasoning but the analysis is not strong.
This example achieved 6 marks.

29. Assess example

30. Evaluate
These questions require students to make connections across both themes.
Evaluate questions may identify two options/methods for students to evaluate and ask them to recommend which option should be chosen in a given scenario.
These questions require an informed judgement and supported conclusion.
Students should review information then bring it together to form a conclusion, drawing on evidence including strengths, weaknesses, alternative actions, relevant data or information.
These questions require students to come to a supported judgement of a subject’s qualities in relation to its context.

31. Writing practice 20-mark questions
The question should link a Theme 1 concept/idea and a Theme 2 concept/idea
There should be a choice of possible actions which the business can do in the context of the case study
You can also use ‘such as’ so that the answer can be about a similar business in a similar scenario.

32. Evaluate example
The example in the next slide initially appears to be a strong response, with clear knowledge of pricing strategies, coherent chains of reasoning and contextual awareness in the early part of the response.
However, beyond the second paragraph the student has not focused sufficiently on the impact on the finances of the business.
This means the student response does not show full awareness of the validity and significance of competing arguments and does not lead to “balanced comparisons, judgements and an effective conclusion that proposes a solution and/or recommendations”.
This example achieved 15 marks.

33. Evaluate example

34. Evaluate example

35. Quantitative skills Calculate and illustrate questions.
Will include at least Level 2 mathematical skills.
Will account for a minimum of 10% of the overall marks.
See Appendix 3 on page 37 of the AS specification for more information.
See Questions 1c (page 8), 2c (page 13) in Paper 1 and 1c (page 39) and 2b (page 43) in Paper 2 in the AS sample assessment materials for examples.
Further guidance can be found in Section 6 on page 55 of the Getting Started Guide.

36. If you have any questions, contact Colin: E-mail:
If you have any questions, contact Colin: Phone: Twitter: twitter.com/PearsonEconBus #theme1, #theme2… Website: edexcel-a-levels/business-2015.html