Teaching GCSE Business Studies - Article 1: Courses and course planning

Teaching Business & Economics, Autumn 2003 by Corish, Andrew

1. INTRODUCTION

The last two years has seen the first cohort complete the new suite of GCSE subjects. Whatever changes and suggestions lie ahead it would seem reasonable to assume that the current specifications will be with us for a few years and therefore it would now be appropriate to reflect on issues revolving around improving the effectiveness of GCSE Business Studies teaching. In this series of three articles, topics such as improving exam performance, coursework, and using pre-released material will all be covered. Although these articles are aimed primarily at new and recently qualified teachers, it is hoped that there will also be something of use to the experienced teacher on the look out for suggestions and ideas.

2. ASSESSMENT OBJECTIVES

Whichever specification is being followed it will have a table at the front of the publication identifying how the four assessment objectives of Knowledge and Understanding, Application, Analysis, and Evaluation are to be addressed across the assessment components. Although the total mark allocation will be evenly spread across four objectives there can be substantial differences between the components. Edexcel, for example, test knowledge and understanding through coursework whereas for OCR and AQA the knowledge and understanding marks for coursework are substantially reduced, or zero. The questions set and the mark schemes applied are based on these weightings so it is important to know where the examiner is coming from if the correct guidance is to be given to pupils.

3. EXAMINATION FEEDBACK

Having just completed the first cycle of paper setting, marking and grade awarding there are certain lessons that can be learnt. Firstly the best candidates are those who have not only learnt their theory but can also empathise with the scenarios used as the basis for most examination questions. Having taught for a time in a popular tourist area, all the GCSE students had part time or seasonal jobs and my strong memory is of their vivid experiences in tackling the importance of induction training. Empathy will not come out of learning theories. It requires students to be placed within business situations, cither through case studies, tasks, or role-play type activities. The confidence gained in making and defending decisions will mean students are well prepared to argue particular courses of action in examination questions targeted at analysis and evaluation.

4. COMMAND WORDS AND MARK ALLOCATION

What is very clear from examining is that some schools pay a lot of attention to the command word contained in an examination question. It is very rare in business studies to find questions beginning with a question word. The majority of questions will therefore use command words such as "identify", "discuss", or "explain". The table above gives some examples of how these words might be applied to the assessment objective (although there will be some variation depending on the context given in the question).

ASSESSMENT OBJECTIVE

These words will show how the examiner is addressing the assessment objectives and pupils will quickly realise that in order to target the marks available they must follow the command given. Many schools encourage their pupils to highlight or underline these words and the best prepared schools are clearly very familiar as to the requirements of each command in terms of the expected answer.

A well prepared pupil can then often work out the mark scheme. "State and explain two different methods of paying workers" (4 marks) clearly requires a different style of answer to "list two different methods of paying workers" (2 marks). However it is not unusual to find candidates producing either simple lists for the former or over detailed explanations for the latter.

Most questions attracting 6 marks or more will generally be marked using levels of response. These can be clearly illustrated with the following 16 mark question:

"A local business has recently had to make several workers redundant. Advise the business how best to motivate the remaining workers."

Level 4 Marks 13-16

Comment: Considers more than one option and comes to a reasoned and justified conclusion in the context of a local business that has just had to make workers redundant, considering more than one option.

Levels Marks 9-12

Comment: Analyses one or more options as to their suitability in the context of a local business that has just had to make workers redundant e.g. advantages and disadvantages.

Level 2 Marks 5-8

Comment: Explains suitable local option(s) e.g. postcard in local shop, word of mouth in the context of a local business.

Level 1 Marks 1-4

Comment: identifies some advertising options, probably as a list.

5. SAMPLE ANSWERS

In order to illustrate how to answer and how not to answer level of response questions, examples are given below with a student's answers to two six mark questions, reproduced as written. In each case the mark scheme is based on a level of response scheme with Level 3 = 5-6 marks (evaluation), Level 2 = 3-4 marks (analysis) and Level 1 = 1-2 marks (knowledge/application)