The 20 mark questions should allow candidates to take advantage of the wide-ranging data provided to them as well as to use prior-learning to produce balanced and coherent answers. Candidates who fail to use the data provided to them and give generic answers are unable to access the high levels in the mark scheme. The 20 mark questions are designed to be open ended with no 'correct' answer as such. Examiners are looking for the ability to construct a logical argument either using the information provided or from wider reading. It is often very disappointing to see the current economic climate not being used to support chains of reasoning.
Try to organise 20-mark responses around arguments and counter-arguments. Use paragraphs to structure these arguments, so that competing arguments are linked. This can then help to construct a conclusion based on the significance of these competing arguments rather than repetition of earlier points.
Candidates are still providing generic and assertive responses for the 20 mark questions. The exam paper provides many extracts to enable the candidates to provide a contextualised response. Many candidates are not using this data well and are producing generic responses. Always ensure that examples used to support arguments are related to the context.
Always provide a conclusion for the 12 mark questions but do not simply repeat your previous points. The conclusion must add something to your response and this could be in the form of a judgement as to whether you think there are more positive or negative implications from a particular economic situation.
A conclusion is required and often this was just a repetition of previous points made rather than any solid final judgement. As with all the 20-mark questions, there is no 'correct' answer and the question was specifically designed to invite a range of arguments for and against employee protection.
Conclusions are important and are the last thing the examiner reads, so make them count. Do not just repeat previous points or summarise your response. Come to a final judgement that answers the question set.
The conclusion should show awareness of the validity and significance of competing arguments leading to a judgment. It should not simply repeat or summarise points previously given in the answer. As with many of the longer levels of response questions, there is a tendency to make unsupported assertions or offer lots of unexplained points rather than following through coherent chains of reasoning. Make sure your evaluation is balanced and uses the information given rather than copying or paraphrasing information from the extracts.
Conclusions do not have to cover every point made in the essay. A judgement should be made about the main or key arguments. For example, what is most important? How might this change in the future?
In the Section B and C questions, the essays can be supported by candidates' own examples arising from their study of the subject. However, if a question asks for a response relating to a specific context, then it is expected that the answer will attempt to do this. Purely generic essays are unlikely to achieve Level 3, let alone Level 4 for these more extended question.
Examiners are looking for relevant evidence in terms of using the information in the extract or by candidates bringing in their own examples. Examiners do see many responses with ‘flawed’ or ‘incorrect’ economic understanding which does restrict the level an answer could access. Responses with accurate knowledge, supported by use of relevant evidence and an awareness of competing arguments with correct chains of reasoning, are able to access Level 3.
In order to access the highest marks, examiners are looking for a ‘nuanced and balanced conclusion’ which could include references to things such as the impact may depend upon PED, the state of the economy, the magnitude of any change, and time lags.
Candidates should think about how to write a balanced conclusion and base a conclusion upon previous analysis and evaluation. There may not be a single, 'correct' final conclusion. Perhaps more data may be needed or the time period in question may be too short. In any case, do not conclude an essay with simple, unsupported assertions. Read essays published in magazines and journals and take note of how conclusions are constructed in such articles.
For 20 marks response it is a good idea to create a simple plan at the top of the available space. This can help to ensure that the response is equally balanced and is not one-sided.