GCE Business: assessment support

18 December 2019

The purpose of this page is to help you understand our assessment of GCE Business.

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There is a sister page to help you in the delivery of this qualification.

Exam materials

Past question papers, mark schemes and examiners' reports are available on the qualification page.

These are kept locked for the first 9 months after an examination series and you will require an Edexcel Online username and password to be able to gain access.

Exam feedback

There is a recording of exam feedback on Papers 1 and 2 from the summer 2019 exam series.

examWizard

examWizard is an online resource containing past paper questions, mark schemes and examiners' reports to help you create your own mock exam papers, topic tests, homework or revision activities.

You will need your Edexcel Online username and password to be able to log in.

Examiners' reports

Examiners' reports are a useful way of understanding the standard that has been applied. You can see exemplar student answers to each question with examiner comments and tips. Combining a reading of the examiners' reports with the mark schemes can provide useful insights.

There are extracts from the examiners' reports as they relate to the different command verbs below:

The examiners' reports emphasize the need to contextualize answers:

• 'Explain' questions require good use of the extract to provide examples.

• There are 2 AO2 marks available for application/contextualization. Thus, accurate generic answers will fail to score above 2 marks due to the lack of appropriate application. Therefore, the 'explain' questions must include two different distinct elements of application to allow 4 marks to be scored.

• 4 mark ‘explain’ questions contain 2 application marks which can be gained by using 2 relevant examples from the context.

• Use the context effectively to support your points, so make sure there is evidence from the extract, or your own understanding, that can support your answer and make it relevant to that business.

• If the question asks for one factor (e.g. a limitation), only spend time explaining one. While you will not lose marks for explaining more than one, you will not gain reward for the second factor, and this uses valuable time. Where there is reference to an extract in the question, make sure you support your answer with examples from this.

You will find examples of answers awarded full marks for 'Explain’ questions in the following examiners’ reports:
• 2017 Paper 2 question 1a
• 2018 Paper 2 Question 1a
• 2018 Paper 2 Question 2a
• 2019 Paper 1 Question 1b
• 2019 Paper 2 question 1a
 

The examiners' reports state:

• ‘Calculate’ requires a calculation comprising four stages. For example, identifying the formula (for the one AO1 mark), locating the data, substituting the data in the formula and performing the calculation (for the three AO2 marks).

• In quantitative questions examiners have been instructed to award 4 marks if the correct answer is seen. However, not providing any formulae or workings would result in 0 marks being awarded if the candidate made a small arithmetic 'slip'. So, show all working. There is an example in the 2019 Paper 1 Examiner's Report of a candidate who would have lost all marks on a question had they not done so.

• Answers must be given to 2 decimal places.

• For break-even, a firm cannot break-even at a fraction of a unit of output. Therefore if the break-even point is 5.55, it must be rounded up to a next whole number up i.e. 6. This issue was highlighted in the Sample Assessment Materials (SAMs).
 

The 2019 Paper 1 Principal Examiner's Report is a reminder that these questions assess quantitative skills:

QS3 is 'construct and interpret a range of graphical forms'. In theme 1, demand and supply diagrams are an important example of these graphical forms. Candidates can increase their chances of gaining marks for this type of question by remembering and applying the acronym 'ACE', which stands for Axes, Curve, Equilibrium - the basics of drawing a demand and supply diagram. If you are not confident about the correct shift in the curves, make sure you accurately label these, along with the axes of your diagram. You will still achieve some marks for such a response.

The last point made by the Principal Examiner in the extract above can be illustrated by looking at the mark scheme which shows that to demonstrate knowledge and understanding (for the two AO1 marks) students are required to draw the supply and demand curves, label them correctly, and ensure that the axes are also labelled correctly.  For application (the AO2 mark) candidates must manipulate the diagram showing the shift in demand or supply and the analysis mark (AO3) is gained by identifying the consequences of the manipulation, the new equilibrium to indicate a new price and sales volume (consequence).

The examiners' reports state:

• Succinct appropriate definitions at the start of an answer can be useful but they are not always necessary.

• Candidates need to provide balance for both options. Both points should be balanced. Evaluation may be attempted by suggesting the opposite of a factor.

• The stumbling blocks tend to be lack of evaluation and lack of context which means many answers find themselves in Level 2.

• When presenting two lines of argument, always provide balance to each for 8-mark questions. No overall judgement is necessary.

Examples of high scoring answers in the following examiners’ reports
• 8/8 Paper 3 2018
• 7/8 Paper 3 2019

 

The examiners' reports include the following advice:

• The question's command word is "assess", which invites candidates to present a balanced argument. A simple judgement would be expected in order to secure the higher marks.

• Candidates are encouraged to use the relevant evidence from the Extracts to score beyond Level 2.

• Use the evidence as much as possible. There is no expectation that you will know about the business beyond the information you are presented with, but you may find that you have your own background knowledge to bring and add to your answer. Remember that the higher mark questions demand balance and you need to be framing answers to provide this.

• When there is some attempt at analysis but incomplete chains of reasoning, candidates will score at best the lower end of level 3.

• Overall judgement is required to access Level 4, 9-10 marks.

• Judgements are required for 10 mark and 12 mark assess questions. These judgements should not simply be a repeat summary of the preceding arguments for and against. They should bring in an overall decision which relates to the specific business situation, objectives, market or the nature of its products/service (MOPS)

• Avoid repeating arguments in an attempt to make a judgement.


Examples of high scoring answers in the following examiners’ reports:

• 8/10 Paper 2 2017
• 9/10 Paper 2 2017
• 8/10 Paper 3 2017
• 10/10 Paper 1 2018
• 9/10 Paper 2 2018
• 10/10 Paper 2 2018
• 9/10 Paper 3 2018
• 10/10 Paper 3 2018
• 10/10 Paper 1 2019
• 10/10 Paper 2 2019
 

The following advice is taken from examiners' reports:

• With 12 marks available, we would expect analysis and evaluation to be slightly more wide-ranging than the 10 mark question.

• Try to match the concept in the question to what is presented in the evidence. It is good practice to define the key term in the question as this shows you are confident in the subject material.

• Candidates are advised to start their responses to assessment questions by identifying the issues/factors first, then assessing each one in turn before providing a judgement.

• Check all extracts to ensure you are including as much relevant context as possible. When thinking about likely impacts, consider who these impacts might be on? Workers? Owners? Local community? This can help to provide a structure to your answer, and give you a framework for writing analytical and evaluative answers.

• Look at the examples of judgement in the mark scheme. Something new rather than a summary repeat of previous arguments is what is required.

• Candidates are advised to make their overall judgements clear (see published mark scheme examples) and in doing so do not simply summarise preceding arguments.

• Chains of reasoning need to be fully developed, especially with 12 mark questions where more depth or breadth is expected than with 10 mark questions.

• Make use of connectives to enhance your analytical writing. For example: 'one implication
might be... this could mean that...however, it should also be considered...' However, make sure there is sufficient business content and application to fully show your analytical and evaluative skills.

• Complete chains of reasoning for both sides of an argument, select relevant evidence from the extract and use appropriate business terminology.


Examples of high scoring answers in the following examiners’ reports:
• 9/12 Paper 2 2017
• 11/12 Paper 2 2017
• 11/12 Paper 1 2018
• 12/12 Paper 1 2018
• 11/12 Paper 2 2018
• 11/12 Paper 3 2018
• 12/12 Paper 1 2019
• 10/12 Paper 3 2019

The examiners' reports suggest the following:

• The top marks are achieved by those candidates able to make a full recommendation of what is most suitable based on the evidence and their own understanding of the context and specification area.

• In preparing candidates for 20 mark questions, the key lessons centres need to learn are:

- Focus upon the exact wording of the question.

- Quality rather than quantity – selective arguments that are well developed will always be rewarded higher than identifying several arguments with limited explanation.

- Each argument must relate to the context of the business/industry featured, it is important to avoid generic responses.

- Write concisely and avoid extended answers which often contain too much waffle.

- Make a justified recommendation that is based upon prior arguments.

• ensure all options are fully evaluated in the context of the business. Use these longer responses as an opportunity to bring in your knowledge and understanding from other specification areas that are relevant to the question.

• Theory alone will rarely enable a candidate to access above the middle mark of Level 2.

• Application is key to the best answers. Use of the extracts to support your argument shows a real understanding of the subject material, that has been adjusted and moulded to suit a particular line of argument.

• Candidates are encouraged to develop chains of reasoning before starting a new point.

• Candidates should aim to provide developed recommendations, that use the evidence to support the overall decision. This should not simply be a repeat of the previous argument, but an explanation of the defining features of the business involved.

• Clear judgements, possibly based on MOPS (Market, Objectives, Product and Situation).and recommendations are required to gain a good Level 4 mark, i.e. 17-20 marks

• Provided each option is discussed, a conclusion is offered and a candidate makes a recommendation, then candidates should expect to be awarded a Level 4 mark. The specific mark within that level can be determined by how well the candidate expresses their ideas and, in particular, how well they make use of the business context.

• Be prepared to bring in relevant specification content, even if it is not mentioned in the question. Also, remember that these questions are encouraging you to make a judgement/recommendation. Think of this as being nearly 1/3 of your answer if you wish to gain the top Level 4 marks. When making this judgement, try to bring in a new reason or defining point for your judgement.

• When constructing judgements for 20 mark questions, avoid repeating arguments used previously in your answer. Try to think about the key factors or reasons for your overall judgement, that are in the context of the business in question. The extracts will give you pointers, think about how this information can be used effectively. 5 minutes reading all extracts carefully and being aware of the main features of the business and its context, will be hugely valuable for adding specifics to your answers.

• Make sure you leave time and space for a developed recommendation in these 20 mark questions. This should be more than a simple conclusion, but should explain how and why the option you have chosen is best in your view, and how the business might implement the changes you have suggested. Also, identify what your recommendation depends on.

• Make sure your points are developed beyond assertions. Explanation is important: after a statement, explain how or why this is the case.

• When asked to calculate data values in an 'assess' or 'evaluate' question it is vital that the results are included in the report. They should not stand alone.

• Conclusions really ought to make a new point.

• To achieve a level 4 mark in an evaluation question, candidates are advised that responses should include accurate and thorough knowledge and understanding. Any opportunity to introduce this in an assessment should be encouraged.

• Candidates should be prepared to plan 20 mark answers and take time to read back through them to ensure that chains of reasoning are complete.

• It is not necessary to write lengthy answers to 20 mark questions. The space provided in the answer booklet should be sufficient.

Examples of high scoring answers in the following examiners’ reports:

• 18/20 Paper 2 2017
• 17/20 Paper 2 2017
• 18/20 Paper 1 2018
• 20/20 Paper 1 2018
• 18/20 Paper 2 2018
• 20/20 Paper 3 2018
• 19/20 Paper 1 2019
• 18/20 Paper 2 2019
• 17/20 Paper 3 2019
 

Grade boundaries

The A level maximum mark is 335 as this reflects the different weightings of the three A level papers. All three papers are out of 100 but Papers 1 and 2 have a 35% weighting whereas Paper 3 has a 30% weighting. This means that the marks you see are adjusted marks and not raw marks.

The conversion works by multiplying Paper 1 and 2 marks by 1.1725 and the Paper 3 mark by 1.005.

Notional grade boundaries

Notional grade performance at component level plays no part in the determination of a qualification grade.  

For teachers, the notional component grade boundaries can be useful as an indicator of grade performance when, for example, an examination paper is used as a future mock examination.

  Maximum mark A* A B C D E U
2017 335 243 222 193 165 137 109 0
2018 335 242 222 194 167 140 113 0
2019 335 247 225 197 169 142 115 0
  Paper 1 A* A B C D E U
2017 100 73
67 58 50 42 34 0
2018 100
74 68 59 51 43 35 0
2019 100
75
68
59
51
43
35
0
  Paper 2 A* A B C D E U
2017 100 75 68 59 50 42 34 0
2018 100
71 65 56 48 40 32 0
2019 100
72
66
57
49
41
33
0
  Paper 3 A* A B C D E U
2017 100 69 63 54 45 37 29 0
2018 100
72 66 58 50 42 34 0
2019 100
74
67
59
51
43
35
0

Grade statistics

The grade statistics in the table below show:
• The total number of candidates
• The cumulative percentage of candidates at each grade boundary as a percentage of the total cohort

  Number of candidates A* A B C D E U
2017 9111 3.6% 15.3% 46.8% 77.1% 92.8% 98% 100%
2018 10801 3.5% 15.3% 47% 77.2% 92.5% 97.9% 100%
2019 11933
3.2%
14.7%
46%
75.4%
91.7%
97.4%
100%

ResultsPlus

ResultsPlus is a free online results analysis tool that gives you a detailed breakdown of your students’ performance in their exams.

You can see the actual scores for each exam question for a student, class or group and understand how your students’ performance compares with class and Edexcel national averages.

ResultsPlus can also help you to identify potential topics, skills and types of question where students may need to develop their learning further.

You will need your Edexcel Online username and password to log into ResultsPlus.

Subject advisor

Colin Leith

Business
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Colin Leith, Business and Economics subject advisor
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