4. Evaluation - So what? and Twist!

So you are targeting an A*or A grade but you keep hitting the B grade boundary (C at AS or A2).  What's the problem?

Let me assume that you've done the graft, you know the material.  You identify issues clearly and you expand issues with unbroken chains of analysis.

You've the advantages and disadvantages; or the costs and benefits; or the influencing factors.  The next bit is "So what?"

Evaluation is about judgement.  You have to assess which part of your analysis is strongest or most important and explain why in the particular circumstances this is the case.

So it's "So What?" Your phrase would be something like "So on balance, it is likely the business went bankrupt due to its poor management of its cash flow."

Building a chain of evaluation will boost the grade further "It it is a little unfair to blame everything on the business though, if the economy had not gone into recession, their houses would have sold for more."  This sort of evaluation would push you into the A grade as you are backing up your assessment.

At AS or A2, you may also have to say how it might be different if the circumstances vary - you have to generate this alternative reality.  These TWIST factors are one way to move across the A/A* boundary. 

So we could add "Perhaps, if the firm had employed a specialist accountant, it would have had the skills to more effectively manage the problems it faced".  Hence you solve the problem.

The key issue in evaluation is that you tackle the turning point identified in the question.  In AS/A2 Business or Economics this is often a generalisation that doesn't hold as much as the question suggests. 

At GCSE it tends to be a simpler problem.  Use the case study; make reference to the particulars of the case to solve the problem.

Examples to follow.

3. Analysis

Serious marks (30-50%) are scored in Exams for analysis.  It is a high level skill and with a practice you will get better at it. 

The most frequent forms include:

1. The strengths and weaknesses (or perhaps a SWOT ana lysis strengths, weaknesses, opportunities and threats)
2. explaining why something is significant e.g. the variance, the mean, the colour, the tone, the tempo the mood, the speed, the strength
3. Costs and benefit - the financial and non-financial costs v the benefits
4. Compare - identify and explain the similarities between two factors
5. Contrast - identify and explain the differences between two factors
6. The effect of missing elements on a pattern
7. The stages in a process
8. How something is done
9. The impact of one factor on another, including the magnitude of the effect

Check the value of the question and the structure expected. 

Eg. "Identify and explain one advantage and one disadvantage of the decision to move to larger premises (4)"

In this question, the examiner expects you you write two short paragraphs.  Each should start by identifying an issue (i.e. an advantage, then a disadvantage), which you then explain with at least three levels of analysis, one mark per level.

(Issue) Larger premises would allow the business to sell a wider range of items (one mark), this would allow the firm to attract a wider range of cutsomers (analysis - level one, one mark), these customers may spend more money increasing the firms revenue (analysis - level two, one mark) and potentally profits (analysis - level three, one mark).

So the answer has one sequence of analysis, advantages, all flowing from the one issue.

Potentially, the examination might ask for a similar series as a disadvantage.  eg.  (Issue identified) A larger premises probably means a higher rent (one mark),  raising fixed costs (analysis - level one, one mark), this would adversely affect monthly cashflow (analysis - level two, one mark) which increases the level of risk undertaken by the firm (analysis - level three, one mark).

In both these answers the issue is identified first and scores the first mark, the expansion of the analysis provides you access to points scored according to the levels of analysis you develop. 

Note that the answer is one chain of events.

Evaluation next!

2. Application - about 20%

Literally this is the way that we apply knowledge in real or imagined situations.  Most obviously examples would include being asked to work out a calculation, draw a relevant diagram with all relevant labels) or being asked to provide appropriate examples.

A good answer would typically show the full detail of any calculation rather than just the result as there are often many marks available for formulating the calculation, even if you make amistake in the calculation.

You need to assess from the marks allocated how much detail is required. 

Application sections are often included with other skills e.g.

• "Provide an example and explain how it is relevant" application and analysis
• "State and provide an example" application and knowledge

Additionally, as part of extended answers, examples are often the details that score you the extra marks.  They can also provide an opportunity to analyse the relevance of the example. 

In many subjects, application allows the student to make assessments by making contrasts, this means it helps you secure the marks in higher scoring questions.

I will discuss analysis next, followed by evaluation.

1. Command Words - Knowledge

These are the instruction words for questions.  They target the skills the exam is testing for.

There are four main skills that exams test: Knowledge; application; analysis; evaluation

1. Knowledge - usually 25-40% of your GCSEs test for this, less at AS and A2 (if you don't believe me ask your teacher!)

Command words include:

Identify; state; define; which; what

Answers to this section should be short! 

Lists and short bullet points are often expected.  The number of marks often indicates the number of points, though this is generally expressed directly in the question.

This skill may be linked to questions asking for application and analysis - more on these soon!

Two guaranteed ways to improve exam grades - really!!

The average student scores about 70% of the marks they COULD get in an exam, I don't mean those part you don't know 'cause you didn't revise some fact or other, I mean of the questions YOU could do, you could on average do 30% better.

The not so secret TWO ways (ask your teachers (and your mates) to confirm this):

1. Students do not FULLY understand the "command words" used in the papers they sit.
2. Students do NOT follow the instructions on their paper.

Review of Revision Guides

http://www.thestudentroom.co.uk/wiki/GCSE_Revision_Guide_Guide

Memory strategies

Some useful strategies include:

1. Putting the information to music. Try singing it.
2. Using colour. Colour code information, or use different highlighter pens for different purposes.
3. Walking to new places as you try to remember something.
4. Linking the information to other things that are relevant to you.
5. Working with the information: write it out, say it, draw it, colour it in, discuss it, argue against it, summarise it, organise it into the best order.
6. Numbering the different aspects.
7. Organising the information into a smaller number of pieces, each with its own heading, name or label.
8. Finding out something else about it.
9. Remembering things in groups of three or five items.
10. Using several of these approaches for the same item.

Activity
Select something that you find difficult to remember. Choose at least two ways of remembering this from the ‘useful memory strategies’ list. If this works, you have gained a memory strategy. If not, try again with different strategies. Note which ones work best for you.

Reflection

• What use would it be for you to improve your memory?
• What could you do to improve your own memory?

Palgrave: Study Skills as before.