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OCR GCSE (9-1) Business (J204)

Understanding the Assessment: Exams Feedback

Trainer: Alan Williams

Autumn 2019

Outline of the day

9.45 Coffee and welcome

10.00 Introductions and housekeeping

10.10 Overview of assessment and question types

10.30 Multiple choice, calculation and short answer questions

11.15 Break

11.30 Analysis questions

12.15 Lunch

13.15 Extended answer questions

14.45 Break

15.00 Maximising candidate performance

15.30 Plenary

Housekeeping

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Aims for the day

• To feel confident in identifying the skills of application, analysis and evaluation in answers

• To consider challenging topics/skills in the GCSE course

• To understand how examiners mark candidate answers

• Provide you with the opportunity to network and discuss the qualification with colleagues.

Assessment overview

Business 1: business activity, marketing and people (01)

Business 2: operations, finance and influences on business (02)

50% of total GCSE 50% of total GCSE

1 hour 30 minutes 1 hour 30 minutes

Section A – MCQ (15 marks) Section A – MCQ (15 marks)

Section B – 3 concise case studieswith short, medium & extended answer (maximum tariff = 9 marks) (65 marks)

Section B – 3 concise case studieswith short, medium & extended answer (maximum tariff = 9 marks) including 2 part questions that meet the Ofqual synoptic requirement. (65 marks) 

80 marks in 90 

minutes

Number of questions and max tariff  balances the breadth and depth of 

assessment6

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The Three Assessment Objectives (AOs)

The assessment objectives are vital when understanding the assessment and are set by Ofqual. For GCSE (9-1) Business there are three Assessment Objectives.

35% of the qualification marks will be allocated to assessing students knowledge and understanding of the specification content (AO1)

35% of the qualification marks will be allocated to assessment of application of their knowledge and understanding(AO2)

30% of the qualification marks will be allocated to assessing students analysis (AO3a) and evaluation (AO3b) of business information and issues.

Types of question

1. Multiple Choice – 15 questions on each examination

2. Calculation questions

3. Short answer questions– State, Identify, Explain.

4. Analyse questions

5. Scaffolded questions

3+3+3, 2+7, 6+3

6. The nine mark question

The Mark Scheme

In the Guidance’ column there is information on how to award the different skills.

The ‘Indicative content’ part of the mark scheme shows some of the content which couldbe included in students answers. This is not an exhaustive list.

The max marks available for each AO are listed.

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Marking grids – level response questions

For longer questions (usually 6+ marks) a marking grid is used.These show how marks are to be awarded within a response.

They are split up into the skill areas that are rewardable in that question.

Multiple choice questions

• Gives an opportunity to ‘settle’ into the examination

• A mix of difficulty questions

• Most common issues

o Not fully reading the question

o Misunderstanding of key terms

• Should not be rushed – candidates should spend at least 15 minutes on Section A. Too much evidence that candidates rushed through Section A and did not fully read the questions

• Some candidates left answers blank – might as well ‘have a go’

MCQs – J204/01, Q2

Not fully reading/understanding the question

The most common wrong answer was D – Price skimming, which suggests candidates misread or misunderstood the question and thought it was about the new price.

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MCQs – J204/01, Q4

Not fully reading/understanding the question

Candidates often did not know what the word ‘procurement’ actually meant, which was a barrier to correctly answering this question. The wrong answers in this question were tempting distractors to candidates and no one wrong answer stood out as being more popular than the rest.

Calculation questions

• Some calculation questions within MCQs

• Two ‘multi-stage’ calculations, both on J204/02

o Question 17bii

o Question 17c

• Implicit use of a calculation in J204/01, Q18

Students are encouraged to show their working

Calculation questions – J204/02, Q17bii

Most common wrong answer was £1925 – this is one month’s wages.

Question asked for the whole year. Good example of how candidates did not fully read the question.

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Calculation questions – J204/02, Q17c

Question caused some queries from centres. See examiners report for a full explanation.

ARR is not a formula, but a step-by-step procedure. Some candidate tried to apply only the last step (which is a formula).

Required candidates to understand that the return that Stuart and Pippa would gain was the profit from the new business.

A fully correct answer – well structured.

An incorrect answer where the candidate just applied the last step of the ARR process.

Calculation questions – J204/02, Q17c

Implicit calculation – J204/01, Q18d

This question required the use of the numerical data given in the text (as indicated in the question by the phrase ‘with reference to the data in Text 3’). A mark was given (to a maximum of 2) each time a candidate made use of the numerical data in a calculation. Some calculations were relatively straightforward, e.g. number of workers pre- and post-change, others were more complex, e.g. costs pre- and post-change. All were awardable.

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Short answer questions

• Command words; state, identify, explain

• State and Identify used for one mark responses

o Quick responses

o Answers are right or wrong – no explanation required

• Explain used for two and three mark responses

• Usually requires knowledge (AO1a) or understanding (AO1b) and application (AO2)

• Therefore must apply knowledge/understanding to the text

State questions – J204/01, Q17ci

Answer requires a simple response, No need for explanation.

A simple answer such as ‘bonus’ was enough to gain the mark.

Identify questions – J204/02, Q17a

Again a simple answer is enough – no explanation required.

The most common answer was rent.

Some mis-understanding here with variable costs and the most common wrong answer was wages. This had been listed in the pie chart above as a ‘variable cost’.

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Explain questions – J204/02, Q17bi

This is an example of a non-applied explain question.

The name of the business (or a stakeholder) has not been used in the question, so this question only requires knowledge.

A ‘textbook’ explanation that has been learned can be given to gain both marks.

Explain questions – J204/02, Q16d

This is an example of an applied explain question.

The name of the business has been used in the question, so the answer must be applied to Ford Motors to gain both marks.

When an answer must be applied, candidates must use the data they have been given (in this case the data from Text 1) to help explain their answer.

Explain questions – J204/01, Q17a

Email, text messages and walkie talkies were the three most common, correct answers. Answers such as a PowerPoint presentation or a letter were deemed inappropriate and were not given.

To gain the 2 marks available for explanation the reason needed to be specific to the method suggested and showed evidence of applied understanding. Candidates had most difficulty with the former – answers were all too often too vague. Answers such as ‘quicker’, ‘easier’, ‘convenient’ were not awardable. Take as an example ‘email’ – ‘fast and easy to send’ is too vague but ‘can be received instantly’ or ‘can be sent to multiple recipients at once’ or ‘can be referred back to’ were excellent answers.

Again this response must be applied to the data.

The format attempts to aid candidates by prompting the ‘method’ followed by a space for the explanation of that method.

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Marking activity 1

See marking activity J204/02 – Question 16b

BREAK

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Total marks = 4/4

This question has two AO1b (understanding) marks and two AO2 (application marks).

In this response the candidate has identified two valid reasons (AO1b marks) and then contextualised each of these reasons (AO2 marks).

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Total marks = 2/4

In this response the candidate gains both of the understanding marks, but there is no application to the context, so a maximum of two.

Total marks = 1/4

The first reason does not answer the question. Although the candidate probably meant that if Costa did not buy from Rainforest Alliance certified suppliers customers might not buy it, that is not what they wrote. Examiners can only mark what is there, not what we think was meant!

The second reason is fine, but not applied to the context. Simply using the name of a product or business is never enough for context.

Analyse questions

• Analysis is about impact, effect, reaction and consequence.

• On J204 it will always be a skill that is asked in context – in other words, the answer must be applied to the data given.

• The focus of the analysis should be obvious from the question.

• The answer will often need to be ‘built up’ to through the lower assessment objective skills.

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Analysis questions – J204/01, Q17f

There can be no marks awarded unless understanding has been shown –in this case understanding of apprenticeships (through a benefit).

The response then needs to be applied to Redrow Homes (AO2).

Lastly is a mark for analysis. To be awardable the analytical point needs to be an impact on the business (rather than an impact on the apprentice).

This question requires understanding (AO1b, application (AO2) and analysis (AO3a).

Analysis questions – J204/02, Q16aii

This is a good example of a candidate who has done exactly what the examiner wants.

There is clear understanding of what it means to be a sustainable business (‘using renewable resources’), analysis of an impact on the business (‘leads to more customers…and become the number 1 coffeehouse chain’) and application (‘beat Starbucks’) which is taken form the text.

A different analysis question, but the same requirements

Analyse questions – common issues• Candidates sometimes did not show any understanding (AO1b) and

therefore could not gain any marks.

o For example J204/02 -Q16aii, no matter how good the attempt at analysis was, if the candidate did not explicitly show understanding of what it meant to be ‘a sustainable business’ then no marks were awarded.

• Many candidate did not apply their answers, therefore only gaining 2/3 marks. Analysis questions will always require application.

• Candidates sometimes attempted analysis without showing a clear effect/impact on the business.

o For example J204/02 -Q16aii, if a candidate stated that it might give Costa a ‘better reputation’ then this is not a clear impact. The response would need to go and show how this would impact the business, perhaps through increased sales.

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Marking activity 2

See marking activity J204/02 – Question 16aii

Total marks = 0/3This question has • One AO1b (understanding) mark for the understanding of being a sustainable business• One AO2 (application) mark for application to Costa using the data given• One AO3a (analysis) mark for showing the impact/effect on Costa of being a sustainable 

business

This candidate has shown no understanding of being a sustainable business as an environmental consideration (which is the meaning in terms of the specification).  Because there is no understanding no further marks can be awarded.

Total marks = 3/3This candidate has shown understanding of being a sustainable business (AO1b). This is followed by analysis of the effect of this on Costa (‘attract more customers’) which is AO3a.  At this point the answer has 2/3 marks.

However the candidate goes on to place this in the context of Costa by referring to their biggest competitor, Starbucks. This gains the application (AO2) mark.

It does not matter what order the candidate demonstrates their skills.

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Total marks = 2/3

Understanding (AO1b) is shown at the end of the response (‘environmentally friendly’) which then means that the earlier analysis (AO3a) can be rewarded (‘may cause customers to switch’).

Scaffolded questions

A scaffolded question is one where a 9 mark extended response question has been broken down into two more parts to help candidates respond in a more focussed way.

This is an example of a 3+3+3 scaffolded question from J204/01, Q17e

Scaffolded questions

Candidates should not need to repeat skills in a scaffolded question.

• For example on J204/02, Q16di. Candidates were asked for two factors which influence the location of a business. This was knowledge for two marks.

• The following question (Q16dii) asked candidates to discuss the factors that may have influenced Costs Coffee’s decision to locate a new branch in Welshpool. There were no AO1 knowledge/understanding marks in this question, only AO2, AO3a and AO3b marks. Therefore candidates did not need to name any more factors that could affect location.

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Scaffolded questions

3 mark evaluation questions

• One of the newer aspects of scaffolded questions are 3 mark questions where the only skill involved is evaluation.

• J204/01, Q17eiii

• J204/02. Q1717diii

The three marks come from:

1. Judgement/recommendation – this can be a judgement either way

2. Justification of that judgement – this is not more analysis, but some attempt to weigh up the analytical factors already analysed in the previous question

3. Use of the data/text in the justification

Scaffolded questionsThis 3 mark evaluation question fromJ204/02, Q17diii shows the three elements of a good response

The candidate has made a clear, explicit judgement (‘I think that SP should buy Fast-Stitch’), justified this judgement by weighing up the analytical points and used context in their justification from the given data.

Marking activity 3

See marking activity J204/02 – Question 18di and 18 dii

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Total marks = 6/6This question has:• 2 x AO1b (understanding) marks for 

understanding of an advantage and a disadvantage of flow production

• 2 x AO2 (application) marks for putting the advantage and the disadvantage into context

• 2 x AO3a (analysis) marks for analysing the effect on Montana bakery of the advantage and disadvantage

The advantage is in context because ‘continuous assembly line’ is linked to the automation of the flow production mentioned in the data.

The disadvantage is in context because the candidate has realised that M&S is Montana’s customer which is again mentioned din the data.

Total marks = 4/6

The advantage (‘produce more products faster’) shows understanding and allows the earlier application to be rewarded. However there is no analysis of the effect on Montana Bakery.

The disadvantage (‘lose variation in their product range’) shows understanding but does not have any application. However, there is analysis here (‘could potentially reduce output if retailers…don’t want just one product’). The use of the name ‘M&S’ is not enough to reward application and, unlike the previous response, does show understanding that M&S is Montana’s customer.

Total marks = 1/6

Most of this answer is not showing any understating of flow production. However there is a brief piece of understanding in the middle of the response (‘become easier and quicker’).

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Total marks = 3/3

Three mark ‘recommend’ questions have only got evaluation (AO3b) marks to be awarded. They follow on from analysis questions – so no analysis is required. The first evaluation mark is for making a judgement, the second for justification of that judgement and the third for contextualising the justification.

This response has a clear judgement, application to Montana (‘opportunity to use automation’) and justification (‘their range of products is also not too large so flow production would not be too complex’). There is also some analysis in this response, but this is not rewardable and is therefore ignored.

Total marks = 1/3

A clear judgement but no justification (with or without context). The candidate has attempted some more analysis, but this cannot be rewarded.

These questions really do show those candidates who know how to evaluate and those who do not!

Total marks = 3/3

A clear judgement. It did not matter which judgement the candidate chose to make as long as it was clear. The justification is also clear and in context (wide range of breads) and weighs up batch against flow.

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LUNCH

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The nine mark questions

• One on each examination paper

o J204/01, Q18d

o J204/02, Q18e

• Only question on each examination where all FIVE skill areas have been examined together.

The nine mark questions

• 1 X AO1a (knowledge) mark

• 1 x AO1b (understanding) mark

• 2 x AO2 (application) marks

• 2 x AO3a (analysis) marks

• 3 x AO3b (evaluation) marks

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The nine mark question J204/01, Q18d

• For the knowledge mark, examiners were looking for evidence of the accurate use of business terminology relating to organisational structure.

• For the understanding mark, examiners were looking for one or more benefits or drawbacks of a tall/ flat organisational structure or of delayering.

• For the application marks, examiners were looking for the use of the numerical data given in the text (as indicated in the question by the phrase ‘with reference to the data in Text 3’). A mark was given (to a maximum of 2) each time a candidate made use of the numerical data in a calculation. Some calculations were relatively straightforward, e.g. number of workers pre- and post-change, others were more complex, e.g. costs pre- and post-change. All were awardable.

The nine mark question J204/01, Q18d

• For the analysis marks, examiners were looking for a logical chain of reasoning which culminated in the impact of this change in organisational structure on Beautiful Buds. Examiners saw lots of reasoning that linked to impacts on sales revenue, profit and reputation; less so (but equally valid) impacts on cash flow, productivity and quality. It should be noted that impacts on employees or customers could not be rewarded as analysis unless the impact on the business was also made clear. As an example, a response that said ‘employees may disagree with the changes and may lose job satisfaction’ could not be given as analysis because the impact on the business is not clearly stated. On the other hand, a response such as ‘employees may be worried about the proposed changes, causing levels of productivity to fall’ would be given since the impact on the business is clearly stated.

The nine mark question J204/01, Q18d

• For the evaluation marks, examiners were looking for a clear decision coupled with justification of this decision. There was no right or wrong answer here, all candidates were required to do for the first of the 3 available marks was to make clear their decision as to whether Beautiful Buds should or should not go ahead with the plan to change its organisational structure.

• The other 2 marks available for evaluation were given for the quality of the candidate’s justification of their decision.

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The nine mark question J204/02, Q18e

• For the knowledge mark, examiners were looking for knowledge of ethics. It was rare for candidates to give explicit knowledge and this mark was often not awarded.

• For the understanding mark, examiners were looking for examples of ethical behaviour.

• For the application marks, examiners were looking for the application of J204/02 content (ethics) to J204/01 content (motivation and retention). This is synoptic assessment and will always for the basis of at least one question on J204/02.

The nine mark question J204/02, Q18e

• Candidates who achieved full marks usually started with a simple definition of ethics or ethical treatment, followed by an example. This attracted the knowledge mark (AO1a) and the understanding mark (AO1b). Application of ethical treatment to motivation and then retention gained both application (AO2) marks with subsequent analysis of the effect of both on the business gaining another 2 marks (AO3a). Most good answers concluded with a judgement over the level of impact that ethical treatment would have with a justification of the impact on both motivation and retention required for all 3 evaluative marks (AO3b). Although the skills could have been demonstrated in any order, a logical path through the skills, such as the one described, meant that candidates could quickly and effectively gain their marks in the time and space available in the examination paper.

Marking activity 4

See marking activity J204/01 – Question 18d

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J204/01 – Question 18d

Script A – maximum 9 marks awarded Script B – 5 marks awarded

See separate handout for feedback plus J204/02 question 18e candidate exemplars and examiner commentary.

BREAK

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Grade boundaries – summer 2019

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Only one session to base grade boundaries upon 

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Maximising candidate performance

• Need to emphasise the importance of application and explicitly giving a contextual response

• Need to develop the skills of analysis and evaluation

• Need to develop the skills of responding to unseen data and qualitative information

• Case study based delivery can be extremely valuable

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OCR assessment resources

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ExamBuilder

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• A question building platform

• Produce tests & homework to reflect the topics covered

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Further support• Subject adviser support. OCR subject advisers are experienced

teachers and can provide advice on the qualification.

Deborah Malpas & Elisabeth Ring

business@ocr.org.uk 01223 553998

• Active Results – a free analysis service allowing you to review the performance of individual students or your whole class.

• Twitter @OCR_BusEcon

• Sign up for email updates

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Any questions

Delegate feedback forms

Please complete the feedback form.

This is your opportunity to:

• comment on today’s delivery and outcomes

• communicate requests for further training events

• request support materials

• offer any other relevant comments.

Forms should be handed to the trainer at the end of the

event. Any additional comments can be emailed in

confidence to training@ocr.org.uk

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