IAL Business: assessment support

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

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

This pre-recorded training is designed for teachers wishing to receive feedback on the performance of candidates on papers 1 and 2 from the summer 2019 examination series.

These booklets of exemplar answers from the May 2019 Unit 1 and 2 papers show how examiners have applied the mark scheme to candidate responses:

Do not spend too much time on a two-mark question, and ensure you don't simply repeat the term given.

This question will always have two marks available for a definition so ensure that your response is fully developed and is not a vague attempt at explaining the term.

Keep the definition reasonably short and to the point and do not simply repeat the words given in the term.

There are no marks available for using an example, so do not rely on an example to lift an imprecise definition.

Tip: Unlike with higher mark tariff questions, reference to information in the extract(s) is not required for define questions.

Quantitative skills are an important part of the specification. Candidates will be expected to be able to apply a range of quantitative skills. If the question asks for a percentage or to two decimal places, then full marks can only be gained by using a percentage sign and two decimal places! Make sure you know how to round up or down correctly.

Knowledge – one mark for the correct formula; Application - two marks for selecting the correct data; Analysis – one mark for the calculation.

Although full marks can be achieved by just stating a correct answer, it is strongly advised to show full workings. It may be possible to pick up marks if an incorrect final answer is given. Full marks can only be achieved by using the correct units.

Always write out the formula and do not forget to include x 100 otherwise you cannot be awarded the knowledge mark if this is missing.
Show your workings and always give your answer to two decimal places.
Check you have used the correct units – % sign or it could be a monetary value such as £ or $.
 

If the question asks for a percentage or an answer to two decimal places, then full marks can only be achieved by using a percentage and to two decimal places! Make sure you know how to round up or down correctly. Ensure percentage calculations show a percentage sign to gain full marks

PED is always a minus figure as price and demand for goods/services have a negative correlation. It is important that centres teach their students to include this in the workings and the final answer.

Tip: In many cases the answer requires units, for example a ‘$’, meaning that full marks can only be achieved by using the correct units.  Centres should remind students to always add the currency or units to any calculation answer.

Explain one

Knowledge – one mark for identifying a reason/factor (a definition is not rewarded)
Application - two marks for a contextualised answer (using the information from the extracts). Always try to use two separate pieces of Application in your response
Analysis – one mark for reason/causes/consequences

'Explain' questions require two points of application.

Do not define the key term in the ‘Explain’ questions. The Knowledge mark is for the reason, the benefit, the impact or the aim.

Supply and demand diagrams are an essential part of the course and candidates are still incorrectly labelling the axes: only Price and Quantity (or P and Q) is accepted for the x axis and y axis. The equilibrium price and quantity must be clearly labelled on the x axis and y axis.  Simply showing a dotted line to indicate changes in price and quantity will not be rewarded.  Demand and supply diagrams should only show one shift. Answers that show both a shift to demand and supply will not be rewarded.

Quantitative skills assessed:
QS3: Construct and interpret a range of standard graphical forms

It would be helpful if rulers were used to draw the diagram rather than free hand.

Knowledge

1 mark for correctly constructing a supply and demand diagram with correctly labelled axes as ‘price’ and ‘quantity’ (1)

The axes should always be labelled'Price and Quantity' or 'P and Q'. Do not use 'Quantity Demanded' or 'QD' or 'QS' as these are incorrect.

Application
Up to 2 marks for: Showing supply and demand curves correctly labelled and original equilibrium price and quantity correctly labelled (1)
Shifting a curve correctly (1)

Analysis
1 mark for showing the new equilibrium price and quantity (1)

Always redraw the new equilibrium and make sure you label this on the axes and not just at the market clearing point.

Knowledge – definition or identification of factors. Although a definition is acceptable for the knowledge marks, it is better to give advantages/reasons/disadvantages as required by the question.  The way/reason/advantage can come in any part of the response but must be provided in order to secure the marks.

Application – contextualised answers. Some candidates miss marks for not applying their knowledge to the business.

Analysis – reasons/causes/consequences. There are always 2 marks for analysis on the ‘analyse’ questions so make sure you provide the examiner with a developed reason/benefit/problem/way etc. to achieve these marks.

For six-mark questions, it is a good idea to briefly plan a response. Think about how the marks can be achieved and what is required before starting to write the response. This helps to make sure that the question set is being answered and that you are making two distinct points before developing them.

The analysis question requires two factors and so giving only one will not allow access to all the marks.

Tip: There are 2 knowledge marks, 2 application marks and 2 analysis marks for analyse questions. Although the knowledge marks can be given for an appropriate definition instead of stating ways/advantages/reasons etc., it is not possible to apply or analyse this and so marks would be limited with this approach.

Examples of full mark answers in examiners' reports:

Examiners read the whole response and decide which level is the best match. There are three levels in an eight-mark question. If a response is lacking certain characteristics, examiners move towards the bottom of the level. If it is a strong match, they will move towards the top and this approach is used for all levels of response questions on the paper.

The command word 'discuss' requires a two-sided argument. If candidates only look at one side, full marks are unlikely to be gained because the response will not fully match the level descriptors in the mark scheme. Candidates should always provide counterbalance / competing arguments.

You do not need to start of with a definition and you can still gain full marks without providing a definition for the levels-based questions.

When stating that something will happen, it is important to explain 'how' or 'why'.  Without this development it remains an assertion.

Try to write a balanced answer with context throughout. The marks are awarded for the quality and depth of the response rather than for the number of points being made.

A conclusion is not required for an eight-mark 'discuss' question but a balanced response is required.

Examples of Level 3 responses in examiners' reports:

This is a 10-mark question with four levels of response.

The command word 'assess' will always require a more in-depth development and some evaluation of the arguments compared to the command word 'discuss'.

To gain the top-level marks, students need to show thorough knowledge and logical chains of reasoning. There should also be a balanced and contextualised answer which leads to a supported judgement. Remember, the 'assess' command word requires a full and balanced awareness of the validity and significance of competing arguments.

Candidates are encouraged to use a range of relevant evidence throughout their response to highlight their chains of reasoning. A supported judgement is also required.

To improve on analysis of points, candidates should justify the reasons given and explain the consequence of the action/behaviour

For a high Level 4 response, examiners need to see evaluation as well as a balanced awareness of competing arguments, leading to a supported judgement. It is really important that the student focusses on a balanced argument. Where possible balance the advantages and disadvantagesof the topic. The students should consider these points to examine the significance of the competing arguments presented.

With the level of response questions, it is a good idea to read through your response and try and decide if the examiner could determine the question set from reading the essay. If this is not the case, then it is unlikely that the question has been fully answered. Generic answers are not going to score high marks!

Some questions encourage candidates to include examples of businesses studied in the classroom. If questions state ' businesses such as', then you are able to refer to other businesses studied if you wish.

Examples of Level 4 responses in examiners' reports:

The command word 'assess' will always require a more in-depth development and some evaluation of the arguments compared to the command word 'discuss'.

You are not required to define key terms in order to score full marks so do not waste time doing this and instead get straight to the point in your response.

Data is a very useful way to incorporate context and can be used on both sides of an argument and often it is ignored or not used in answers. Use the data from the extracts to help support your evaluations. Always use examples to support your arguments. Use the source material but don't just copy it out.  

When you make a point, be sure to develop it and show chains of reasoning.

Remember to use the conditional when appropriate such as 'this may happen' or 'it is likely that'. It is rare that there is a ever a certain link or outcome in this subject.  Avoid making unsupported assertions, the examiner wants to know why or how something might happen.  If you can ask why or how after a sentence, then this is likely to mean the statement is not fully developed.

There are many ways to evaluate and some candidates prefer to write the advantages and then consider the disadvantages with a final conclusion.  Others prefer to integrate their advantages and disadvantages and the mark scheme is applied holistically, so it does not matter how you evaluate or structure your answer.

A conclusion/judgement is required for 12-mark question. Don't just repeat the points you have already made. Try to add something extra and reach a supported judgement. Evaluation must provide a balanced assessment and an awareness of competing arguments to access the higher levels.

Examples of Level 4 responses in examiners' reports:

This is the highest mark question on the paper, worth 20 marks and with four levels.

This question is worth 25% of the marks, so it is essential to ensure enough time is spent on it.
It is important for candidates to remember that examiners are looking for an awareness of how significant competing arguments are. It is advisable to look at the descriptor table in the mark scheme when practising essays.

It is always worthwhile creating a brief plan for the essay before starting to write the response. The essay needs to be balanced to achieve the top level.

Knowledge

Often, the responses for the 20-mark questions lack business theories and are largely descriptive in nature.  Candidates should:

• show the examiner their knowledge and understanding of business theories and concepts rather than just copying out large chunks of the extracts
• try to incorporate as many business concepts as possible rather than answer from a common sense approach
• use their own knowledge and bring in outside examples to broaden the scope of arguments and make a more convincing response.

Application

The information in the extracts is there for a reason so use this to contextualise your response rather than just copying out large chunks of it. Data can be used in a variety of ways and often can be used as evidence on both sides of an argument.

It is fine to take information from the extract but it must be used to support the arguments being made.

Evaluation

The quality of the evaluation is key to accessing the higher levels on the 20 mark questions. Some of the better responses are much more selective in their approach, focusing on the depth of evaluation rather than breadth. Better candidates use the information in the Extracts to help contextualise responses rather than copy out large chunks. Responses in level 4 are able to provide an effective conclusion that suggests a solution and/or recommendation.

Whist some candidates achieve a level 4 score; many are failing to reach high level 4 due to lack of the ability to weigh up competing arguments to propose a solution or recommendation to their answer.

In an 'evaluate' question, ideas need to be developed and presented with an understanding of the significance of competing arguments rather than simply stated as separate points and a generic list.

An effective conclusion that proposes a solution and/or recommendations is required.  Often this is not seen or if there is a conclusion, it is just a repetition of earlier points. A conclusion should not just repeat previous points. It should reach some kind of judgement, perhaps as to whether the advantages outweigh the disadvantages, or the extent to which something might happen. 

A good conclusion which should weigh up the arguments presented and provide justification for the recommendations.  A good conclusion should add something extra, refining the judgements or pulling together the strands of the argument to a satisfactory end.  Students should practise writing conclusions which do not simply rely on repeating their points but demonstrate the ability to weigh up competing arguments to propose a solution or recommendation.

Candidates should make their conclusion count and answer the question. Do not just repeat or summarise your previous points but add some sort of judgement. There is no 'right' answer, but we are looking for the ability to come to a judgement based on the evidence available.

Examples of Level 4 answers in examiners' reports:

Quantitative skills are an important part of the specification. Candidates will be expected to be able to apply a range of quantitative skills.

Quantitative Skills will be tested throughout the paper. These may be in the form of diagrams/graphs, calculations or using the data in the Extracts to provide the application in the questions.

Context is crucial to gain the top marks. The extracts provide evidence that students can utilise to support their answers. However, candidates should not simply rewrite large sections of the extracts. The evidence should be used to support the knowledge and development of the points.

The use of relevant evidence is required throughout and this can be from the Extracts provided or, often, from candidates’ own knowledge. The Extracts are there for a reason – so please use them!

The Extracts are there for a reason but do not copy out large sections of the Extracts. For Application to be rewarded, it must be used and integrated into the response rather than separate to the response.

It is always advised that you use the examples and evidence from the source booklet to illustrate your argument. However, it is not good practice to simply copy evidence from the source booklet without using this information to explain your points. Stand-alone evidence will not be rewarded if it does not support the points being made.

Application marks will not be awarded for simply repeating evidence in the extracts. The evidence needs to be used in the response.  Responses focusing on the repeat of large parts of the extract, do not answer the question, nor provide applied understanding or analysis/assessment. These types of response, therefore, are unlikely to progress through the levels.

Attainment of higher levels requires developed chains of reasoning, in context, in order to assess the points made. Without this, the higher-level descriptors are not matched, meaning only a low-level mark is likely to be achieved. For applied responses, examiners are looking for evidence from the extract to be used and not simply be stated without being relevant to the point(s) being made.

The IAL specification uses marking descriptors for all levels-based questions. It is essential that centres look at these and understand how these are applied. The levels-based mark schemes are applied in a holistic way instead of looking for individual Assessment Objectives. This means that a candidate who attempts evaluation with some context will not necessarily be placed in the top levels and may only achieve Level 2 if the evaluation is weak. Far too many candidates are still simply copying out large sections of the Extracts with a limited attempt at evaluation; this will only ever achieve lower levels.

For discuss, analyse and evaluation questions students must always provide a balanced assessment. Failing to provide a counterbalance means it is extremely unlikely the candidate can reach the top level in the mark scheme. The counterbalance should be as equally developed as the points of analysis.

The specification for WBS12 states that questions may require students to draw on their knowledge from WBS11.

The specification for WBS13 states that questions may require students to draw on their knowledge from WBS11 and WBS12.

The specification for WBS14 states that questions may require students to draw on their knowledge from WBS11, WBS12, and WBS13.

The IAL specification continues to use marking descriptors for all levels-based questions. It is essential that centres look at these and understand how these are used to mark responses. The levels-based mark schemes are applied in a holistic way rather than looking for individual Assessment Objectives. This means that a candidate who attempts evaluation with some context will not necessarily be placed in the top levels and may only achieve Level 2 if the evaluation is weak. Far too many candidates are still simply copying out large sections of the Extracts with a limited attempt at evaluation; this will only achieve lower levels.