GCE BUSINESS

Assessment
Classroom Practice
AUTUMN 2017
 AGENDA

09:30 Intro/outline and statistics

10:00 Summary of principal examiners reports – general comments and specific units

10:30 Refreshments

Issues arising from summer 2017

10:45 • TQM
• Budgets
Understanding skills requirement
11:30 • AO1/AO2 (the concept of small businesses)
• AO3/AO4 including time to consider how teachers deliver AO2/AO4
12:30 Lunch
Teaching AS content in time – which topics you could deliver outside of the
13:15
classroom?
13:30 Essay writing

13:45 Comparative judgements

14:45 Quantitative skills

15:15 Resources for Teachers

15:30 Finish
 GCE DATA

Entry 2017 Entry Total mark Mean mark

2016 per paper (2016 in brackets)

AS 2 429 1 480 60 34.2 (25.4)

Unit 1 (including 465 resitters)

AS 2 227 1 438 80 31.2 (39.7)

Unit 2 (including 286 resitters)

A2
910 80 49.7
Unit 3
A2
907 80 41.5
Unit 4
GRADE BOUNDARIES 2017

Grade Unit 1 Unit 2 Unit 3 Unit 4

(2016 in (2016 in
brackets) brackets)

A* 65 57
A 46 (42) 46 (53) 58 51
B 39 (35) 40 (46) 51 45
C 32 (29) 34 (39) 44 39
D 26 (23) 28 (33) 38 33
E 20 (17) 22 (27) 32 28
 CUMULATIVE PERCENTAGES 2017

A* A B C D E
AS 2016 7.9 25.8 49 70.1 84.2

AS 2017 9.6 28.4 50.4 72.4 87.5

A LEVEL 2017 2.6 16.2 45.5 73.2 90.6 98.4

 THE UNIFORM MARK SCALE (UMS)

Information is on page 34 of the specification:

    Unit grade
Unit Weightings Maximum unit uniform mark A B C D E
Unit 1 (15%) 75 60 53 45 38 30
Unit 2 (25%) 125 100 88 75 63 50
Unit 3 (30%) 150 120 105 90 75 60
Unit 4 (30%) 150 120 105 90 75 60

    Qualification grade
  Maximum uniform marks A B C D E
GCE AS 200 160 140 120 100 80
GCE A level 500 400 350 300 250 200
Uniform marks correspond to unit grades as follows:
The uniform marks obtained for each unit are added up and the subject grade is based on this total.

At A level, Grade A* will be awarded to candidates who have achieved a Grade A (400 uniform marks) in
the overall A level qualification and at least 90% of the total uniform marks for the A2 units (270 uniform
marks).
 EXAMINATION DATES FOR 2018

Examination of Unit 1 PM Friday 18th May 2018

Examination of Unit 2 PM Friday 25th May 2018

Examination of Unit 3 PM Thursday 7th June 2018

Examination of Unit 4 PM Monday 11th June 2018

2017 papers and mark schemes available on the secure website only –
moved to the open website 6 months after results day.
 REFLECTION ON SUMMER 2017 EXAMS:
Principal Examiner’s Report Summary (AS)

UNIT 1:
• There were some very impressive scripts which met all the assessment
objectives – all questions were accessible. The vast majority completed the
paper.
• There are a significant number of candidates unable to deal with tasks
involving straightforward quantitative skills. Poor presentation and
reluctance to write out formulae characterised far too many scripts.
• The need to fully understand the framework in which organisations operate is
an essential element in this paper. It was surprising that a considerable
number of candidates could not appreciate the differences between the
public and private sectors. (Q3b).
• The specific problems facing new start-up businesses must be appreciated in
order to address many of the tasks set in this paper. In Q2b far too many
candidates made no reference whatsoever to the financial issues that
hamper new businesses when trying to achieve their goals.
 REFLECTION ON SUMMER 2017 EXAMS:
Principal Examiner’s Report Summary (AS)

UNIT 2:
• There were some very impressive scripts which met all the assessment
objectives – all questions were accessible. The vast majority completed the
paper.
• Knowledge of two areas of the specification was somewhat disappointing – the
limitations of the Boston Matrix and Budgeting.
• Marks were lost by many candidates because they failed to apply their
responses to the specific scenario in which the tasks were set. This was
particularly the case in relation to the distribution channels used by Heinz (Q1:4)
and the business environment at Carlton plc’s new distribution operation (Q3:4).
• The inability of candidates to reach the top bands in relation to evaluation was
significant. Conclusions offered were often mere repetition of points
already made and not an overall statement that made a judgement or said
something of significance.
• The ability to plan longer responses and communicate them effectively was
lacking in many scripts. As an idea sprung to mind, so it would be included,
leading to disjointed and poorly presented responses.
 REFLECTION ON SUMMER 2017 EXAMS:
Principal Examiner’s Report Summary (A2)

UNIT 3:
• Good knowledge on section (a) type questions. Candidates were able to
demonstrate technical ability during calculation work leading to many
scoring full marks.

• Section (b) style questions were completed effectively. Candidates made

good use of the case study data and were able to develop ideas of how
the business may be affected by the scenario.

• Evaluation was often missed by candidates or carried out in a manner

which led to repetition of earlier work rather than the creation of a
judgement.
 REFLECTION ON SUMMER 2017 EXAMS:
Principal Examiner’s Report Summary (A2)

UNIT 4 (Section A):

• Many candidates demonstrated good knowledge. However, in some
questions there was little application to the case study. Candidates
should use the case study consistently in order to pick up AO2 marks.
• Evaluation was the weakest skill demonstrated by candidates.
Evaluation was often a 1-2 line judgement which often did not link to the
conditions within the case study.
UNIT 4 (Section B):
• The quality of responses varied during this section. The most popular and
also best answered question was the finance question. Most
candidates made good use of the scenario in the 10 mark part (a).
However, some candidates ignored the scenario and in doing so
limited their marks.
• Part (b) was often well analysed. However, evaluation was often limited.
As 8 of the 20 marks are for evaluation this must be seen throughout the
response with a substantial justified conclusion.
 ISSUES ARISING FROM SUMMER 2017

AS A
Boston Matrix Mission Statements
Lean Production Outsourcing
Total Quality Management Change
Marketing technology Capital Employed
Workforce planning Interpreting Balance Sheets
Budgets PED/YED
 ISSUES ARISING FROM SUMMER 2017:
Total Quality Management (TQM)

WJEC Specification (Unit 2):

• Explain the concept of total quality management (TQM) and the ways
that it can be achieved including quality chains, empowerment,
monitoring, teamwork, zero defects, quality circles and benchmarking.

• Evaluate the importance of quality for a business and its stakeholders.

 ISSUES ARISING FROM SUMMER 2017:
Total Quality Management (TQM) (cont.)

WJEC 2017 (Unit 2) Q3:4

Explain the concept of Total Quality Management and illustrate the ways in which it
can be achieved at Carlton plc’s new distribution operation at the former Cross
Roads Transport Ltd.

Candidates’ Performance:

Question Candidates Mean SD Max Mark FF Attempt %

3:4 1739 2.2 2.0 8 27.2 86.3

The Facility Factor (FF) for an item expresses the Mean Mark as a percentage of
the Maximum Mark. It indicates the accessibility of the question to the candidates.
The FF for this question was the lowest of all the questions in Unit 2, indicating that
candidates found this area of the specification particularly challenging. Whilst some
candidates were able to offer suggestions as to how TQM might be achieved within
an organisation, the overall appreciation of the concept was weak.
 ISSUES ARISING FROM SUMMER 2017:
Total Quality Management (TQM) (cont.)

• It is a way of thinking - a philosophy – that must be adopted by

everyone, whatever their role or status

• Focus on customer satisfaction to achieve long-term success

• Everyone must adopt the TQM culture – everyone must be involved in

attempting to improve the products, services and processes in their
organisation, whether it be a manufacturer or a service provider

• Must be achieved in full – not in part

• It is an on-going process and continuous improvement is the key to

success
ISSUES ARISING FROM SUMMER 2017:
Total Quality Management (TQM) (cont.)

Greater
empowerment

Customer
Communication
orientation

TQM
A Philosophy

Continual Monitoring
Improvement Performance

Strategic
Planning
 ISSUES ARISING FROM SUMMER 2017:
Budgets

WJEC Specification (Unit 2):

• Explain what is meant by a budget

• Explain the purpose of budgets

• Evaluate the use of budgets to a business and its stakeholders

 ISSUES ARISING FROM SUMMER 2017:
Budgets (cont.)

WJEC 2017 (Unit 2) Q3:3

To what extent do you agree that setting budgets is crucial to success when running
a business such as Cross Roads Transport Limited?

Candidates’ Performance:

Question Candidates Mean SD Max Mark FF Attempt %

3:3 2168 2.0 1.4 6 32.7 96.8

The Facility Factor for an item expresses the Mean Mark as a percentage of the
Maximum Mark. It indicates the accessibility of the question to the candidates. The
FF for this question was low, indicating that candidates found this area of the
specification particularly challenging. Whilst some candidates were able to analyse
and evaluate the impact of setting budgets in relation to the success of an
organisation, generally responses were brief and failed to address the task in
hand.
 ISSUES ARISING FROM SUMMER 2017:
Budgets (cont.)
Pros
Prioritises and controls spending
Monitoring - changes must be
explained and reactions made
Allocates responsibilities and improves
accountability
Efficient use of resources in relation
to achieving objectives
Motivates staff by setting targets that
need to be met
Communication is likely to improve
as budgets cannot be set in isolation
Cons
Everyone must be involved or lack of
commitment and demotivation may
result.
Poor quality information must be
avoided - managers must not
overstate their needs.
Inflexible budgets do not allow for
change in the marketplace -
competitors activities need to be
countered.
 UNDERSTANDING SKILLS REQUIREMENTS

“All principal examiners agreed that during

the Summer 2017 exams in AS and A
Level Business, many candidates lost
significant marks due to a lack of
understanding of the requirements of
questions rather than the candidates
subject knowledge.”
 WHICH AO’S ARE BEING ASSESSED?

Question: Calculate the contribution per Suntrap which would be

made if Summer Sun Ltd’s order was to be accepted. [2]
(Summer 2017 WJEC unit 3)

AO1: Knowledge
AO2: Application

AO3: Analysis
AO4: Evaluation
 WHICH AO’S ARE BEING ASSESSED?

Question: Calculate the contribution per Suntrap which would be

made if Summer Sun Ltd’s order was to be accepted. [2]
(Summer 2017 WJEC unit 3)

AO1: Knowledge
AO2: Application

AO3: Analysis
AO4: Evaluation
 WHICH AO’S ARE BEING ASSESSED?

Question: Explain the ways in which Officequip plc could have benefitted
from internal economies of scale as a result of increasing its output. [6]
(Summer 2017 Eduqas AS Component 2)

AO1: Knowledge
AO2: Application

AO3: Analysis
AO4: Evaluation
 WHICH AO’S ARE BEING ASSESSED?

Question: Explain the ways in which Officequip plc could have benefitted
from internal economies of scale as a result of increasing its output. [6]
(Summer 2017 Eduqas AS Component 2)

AO1: Knowledge
AO2: Application

AO3: Analysis
AO4: Evaluation
 WHICH AO’S ARE BEING ASSESSED?

Question: To what extent do the benefits of cash flow forecasting to

businesses outweigh its limitations? [9]
(Summer 2017 Eduqas AS Component 2)

AO1: Knowledge
AO2: Application

AO3: Analysis
AO4: Evaluation
 WHICH AO’S ARE BEING ASSESSED?

Question: To what extent do the benefits of cash flow forecasting to

businesses outweigh its limitations? [9]
(Summer 2017 Eduqas AS Component 2)

AO1: Knowledge
AO2: Application
Evaluative questions will

AO3: Analysis have analysis marks 99%

of the time. Its hard to
make an effective
judgement without

AO4: Evaluation analysing the impact of

both sides.
 WHICH AO’S ARE BEING ASSESSED?

Question: Suggest two appropriate sources of finance and outline

why they might be suitable for Andrew's business. [4]
(Summer 2017 Eduqas AS Component 1)

AO1: Knowledge
AO2: Application

AO3: Analysis
AO4: Evaluation
 WHICH AO’S ARE BEING ASSESSED?

Question: Suggest two appropriate sources of finance and outline

why they might be suitable for Andrew's business. [4]
(Summer 2017 Eduqas AS Component 1)

AO1: Knowledge
AO2: Application

AO3: Analysis
AO4: Evaluation
 WHICH AO’S ARE BEING ASSESSED?

Question: Evaluate the strategy of expanding in overseas markets for

a business such as JD Sports Fashion Plc. [10]
(Summer 2017 Eduqas A Level Component 1)

AO1: Knowledge
AO2: Application

AO3: Analysis
AO4: Evaluation
 WHICH AO’S ARE BEING ASSESSED?

Question: Evaluate the strategy of expanding in overseas markets

for a business such as JD Sports Fashion Plc. [10]
(Summer 2017 Eduqas A Level Component 1)

AO1: Knowledge
“Such as” does not
indicate you have to use

AO2: Application the case study.

Evaluative questions will

AO3: Analysis have analysis marks 99%

of the time. Its hard to
make an effective
judgement without

AO4: Evaluation analysing the impact of

both sides.
 WHICH AO’S ARE BEING ASSESSED?

Question: With reference to Porter’s Five Forces Framework and the

information in the passage, discuss the present situation for Greggs. [10]
(Summer 2017 WJEC A Level Unit 3)

AO1: Knowledge
AO2: Application

AO3: Analysis
AO4: Evaluation
 WHICH AO’S ARE BEING ASSESSED?

Question: With reference to Porter’s Five Forces Framework and the

information in the passage, discuss the present situation for Greggs.
[10]
(Summer 2017 WJEC A Level Unit 3)

AO1: Knowledge
AO2: Application

AO3: Analysis
AO4: Evaluation
 UNDERSTANDING SKILLS REQUIREMENT:
AO3/AO4

Discussion:
• How confident are you at sharing what skills are
needed with your students in exam questions?
• How would you help students decide on the
skills to demonstrate in answers?
 UNDERSTANDING SKILLS REQUIREMENT:
AO3/AO4

WJEC Unit 1 Specification:

• Explain the importance of entrepreneurs and SMEs to the primary, secondary and tertiary
sectors of the UK economy
• Evaluate the impact of entrepreneurs and SMEs on businesses and the economy

Summer 2017 Eduqas AS Component 1: Q2(b):

Ranjit Singh owns a business selling British made motorbikes, parts and accessories. He
has a number of shops in the UK. He also sells his products over the internet in the UK
and overseas. His business is an example of a successful SME.

Evaluate the importance of SMEs such as Ranjit’s business to the UK economy. [6]

'Such as' does not

Also includes analysis
mean application! Refer to
AO3! No resource in
AO2! CPD pack for
No need to define SME further AO3
No 'With reference to' and AO4
means application!
AO1! guidance
AO2!
 ASSESSMENT OBJECTIVES AND COMMAND WORDS

• Assessment objectives document (click here)

• Link to interactive glossary on the website:
http://resource.download.wjec.co.uk.s3.amazonaws.com/vtc/2016-17/16-17
_3-18/eng/command-word-glossary.html

These links can help prepare your students to understand

the requirements of the exam questions.
 LUNCH

Over lunch:

• Can you think of your own questions and / or case

studies that could assess different AO’s across the
specification?

• Have you got any resource ideas to share that could cut
down delivery time in the content-heavy AS
specification?
 TEACHING AS CONTENT IN TIME TO EACH OF
THE ASSESSMENT OBJECTIVES

A level weightings:

Time should be given in lessons to teach across

all AO’s and not just spent on knowledge (AO1)
 HOW TO TEACH AO’S AT AS

Example of how to teach AO’s across one topic and to save time
when delivering the large AS specification:

The content of much of AS is at GCSE level. More time is advised within

lessons to spend on other assessment objectives rather than knowledge
(AO1).

There is no reason why AO1 cannot be given as a research homework

task for easier topics for students to understand prior to coming to class.

Refer to CPD pack for resource:

Marketing and Technology: 1 hour plus homework
 ESSAY WRITING

Plan the following essay:

“The ability to manage change successfully is the most important aspect of
management in today’s business world.” Discuss. [20]
(Summer 2017 Eduqas A Level Component 3: Q3(b))

1. INTRODUCTION
2. ARGUMENT – managing change is important
Point Evidence  Explain
Overcome employee resistance
Improve financial performance
Gain market share

3. COUNTERARGUMENT – other factors are important

Point Evidence Explain
Managing marketing
Managing product innovation
Managing staff

4. CONCLUSION
 COMPARATIVE JUDGEMENTS

Task
Delegates to refer to Specimen Answers booklet in CPD pack.

• Read the scripts and make a judgement on which one is best.

• Rank the answers in order of highest to lowest.

• Why have you ranked them in that order? Why were marks
awarded for each AO. Discuss.
 QUANTITATIVE SKILLS:
Specification Expectations

• At least 10% of marks across the the overall A level marks

• This equates to at least 30 marks (14 AS 16 A2)

What the specification states:

• calculate, use and understand ratios, averages and fractions
• calculate, use and understand percentages and percentage changes
• construct and interpret a range of standard graphical forms
• interpret index numbers
• calculate cost, revenue, profit and break-even
• calculate investment appraisal outcomes and interpret results
• interpret values of price and income elasticity of demand
• use and interpret quantitative and non-quantitative information in order to make
decisions
• interpret, apply and analyse information in written, graphical and numerical
forms.
 QUANTITATIVE SKILLS:
Spotting specification points and topics that are
quantitative

• Specification points start with ‘calculate’, such as:

– Calculate revenue, costs and profit
– Calculate gross profit and net profit
– Calculate added value
• Interpretation of data
– Interpret revenue, costs and profit calculations
– Present, interpret and analyse data, including pie charts,
histograms and index numbers
• Construction and interpretation of graphs, tables and charts
• Construct and interpret break-even charts, including the
margin of safety
• Construct and interpretation of demand and supply diagrams
 QUANTITATIVE SKILLS:
Resources

Hodder - Click on me Quantitative Skills Resource - Click on me

These resources:
• Explain what students might be expected to calculate (and what they don’t need
to calculate e.g. index numbers)
• Explains in detail the method for each calculation along with a worked example
• Provides practice questions
• Provides the answers to questions
 QUANTITATIVE SKILLS:
Common pitfalls and mistakes

1. Stating a final incorrect answer without any workings and thus gaining 0
marks
Advice: show workings for calculations – method marks could be gained even if
final answer is incorrect

2. Not labelling or incorrect labelling of results e.g. not including ‘£’, not
providing correct ‘units’ (e.g. using £ sign for breakeven quantity), not realising
elasticity is a unit free measure (e.g. including a £ or % sign)
Advice: label fully and be aware of different labels for different measures

3. Not realising amount of monetary units in data (e.g. £000’s, £m, £bn) and
interpreting figures incorrectly e.g. JD sports net profit being £92 and
interpreting this as being very low, without realising that in the table all figures
were in £m).
Advice: Advice: ensure all data is read fully, accurately and in context.
 QUANTITATIVE SKILLS:
Common pitfalls and mistakes (cont.)

• PED / YED formulas used upside down

• Not being able to read index numbers from a graph or table and being able to
interpret it correctly (practice using the quantitative skills resources on WJEC)

• Not being able to label a critical path correctly – ensure students label CP correctly
with //
– Better for student to be able to construct instead of just completing so they have
the depth of knowledge (same for other topics e.g. cash flow)

• Not using the data rather than overlooking it (being confident in what it shows). Using
numbers from text (reading data carefully to extract information)

• Being clear on how to calculate formulas e.g. capital employed being shareholders’
funds + long term liabilities

Discussion: Any others you are aware of in your centres?

QUANTITATIVE SKILLS:
Common pitfalls and mistakes (cont.)

Common errors
• Incorrect formulas
• Incorrect calculations
• Incorrect/no labelling (e.g. no £ sign)

Worksheets to support the teaching

of quantitative skills:
http://
resources.wjec.co.uk/Pages/Resou
rceSingle.aspx?rIid=2230
 QUANTITATIVE SKILLS:
Discussion

• What ideas and resources do you have to teach

quantitative skills in Business and to help
students overcome the barriers of dealing with
the quantitative elements of the course?

• Is there anything more that you want from WJEC

in terms of quantitative resources?
RESOURCES FOR TEACHERS:
Supporting teaching and learning
RESOURCES FOR TEACHERS:
Supporting teaching and learning
 RESOURCES FOR TEACHERS:
Supporting teaching and learning

Free digital notes and activities:

RESOURCES FOR TEACHERS:
Supporting teaching and learning
 RESOURCES FOR TEACHERS:
Supporting teaching and learning

• Secure website: https://www.wjecservices.co.uk/

(You will need the username and password provided

by your exams officer to access the site.)

Will have digital copies of materials used at CPD

including exemplar material.

• Item level data, which is useful to analyse the performance

of centre cohorts and individuals in examinations.
 ITEM LEVEL DATA:
What is it?

• A detailed breakdown of performance on each

‘item’ (usually questions or part questions within
a script).

• Item Level Data is available for most subjects

(where marks are submitted via EMI or there is
electronic script marking ESM).
 ITEM LEVEL DATA:
What is it for?

For centres, it can be used to:

• Evaluate their own performance against specification
norms.
• Identify strengths and weaknesses for a candidate
cohort and suggest areas of improvement.
• Assist individual candidates in improving their own
performance.
 ITEM LEVEL DATA:
How to access it

Access to this data is gained via WJEC secure website (

www.wjecservices.co.uk or from a link on the public website), via
the Results tab.

There are two levels of data that are available…

 ITEM LEVEL DATA:
1. Item Level Summary (Candidates)

For each unit a candidate has sat, the mark achieved on each item is given.
 ITEM LEVEL DATA:
1. Item Level Summary (Candidates)

You can select a subject from the drop-down menu.

 ITEM LEVEL DATA:
1. Item Level Summary (Candidates)

Click the candidate’s name to compare his/her performance with other candidates in the centre and overall as a
report.
ITEM LEVEL DATA:
1. Item Level Summary (Candidates)

The report shows:

•Mark achieved by candidate

•Average mark achieved by centre

• Average mark achieved for all

candidates entered with WJEC
 ITEM LEVEL DATA:
1. Item Level Summary (Candidates)

Click the ‘DOWNLOAD DATA’ icon for a complete set of candidate data that
can be viewed and manipulated as a spread sheet.
 ITEM LEVEL DATA:
2. Centre Performance in Context

This is used to see how your centre performed, relative to other centres with
WJEC and is accessed via the Results tab.

View Centre Performance

 ITEM LEVEL DATA:
2. Centre Performance in Context
This is used to see how your centre performed, relative to other centres with WJEC.

This gives (for each item) the mean, facility factor and attempt %, for all candidates
as well as males and females separately.
 ITEM LEVEL DATA:
Using the Item Level Data

• Take ownership – it’s YOUR data.

• Understand what your data is telling you about
  your centre.
• Make decisions or recommendations within your
centres based on the data evidence.
• Identify the accessible and challenging questions
for your centre and address them.
 RESOURCES FOR TEACHERS:
Supporting teaching and learning

Free subject specific resources available for all to download from our website:
http://www.wjec.co.uk/qualifications/business-studies/r-business-gce-as-a/

Free digital resources to support the teaching and learning:

http://resources.wjec.co.uk/

Our free Online Exam Review allows teachers to analyse item level data,
critically assess sample question papers and receive examiner feedback:
http://oer.wjec.co.uk/

A range of resources material only available to teachers:

https://www.wjecservices.co.uk/
Any Questions?
Stephen Oliver - Subject Officer
stephen.oliver@wjec.co.uk

Laura Borley – Assistant Subject Officer

Laura.borley@wjec.co.uk

Clare Williams- Subject Support Officer

clare.williams@wjec.co.uk