Paper 2

Time and instructions

Structure

Markschemes

Section A (example)

Question a) [2]:

• Award [1] for stating an appropriate feature and [1] for an appropriate description [2] (application not required), up to a maximum of [2].

Question bi) [2]:

• Award [1] for working and [1] for the correct answer.
• Do not credit candidates for just presenting the formula as it is given.
• Do not fully credit a figure that is not expressed in the correct unit.

Question bii) [2]:

• Award [1] for working and [1] for the correct answer.

Question biii) [2]:

• Full marks can be awarded if there is some evidence of calculation if it is clear that the candidate understands the method.
• Allow candidate own figure rule (OFR)
• Award [1] for working and [1] for the correct answer.
• Do not credit candidates for just presenting the formula as it is given.

Question c) [2]:

• Award [1] for a relevant and correct disadvantage identified and [1] for a relevant and correct explanation with application to the case study company, up to a maximum of [2].

Section B (example)

Question a) [2]:

• Candidates are not expected to word their definition exactly as the IB definition.
• Award [1] for a basic definition that conveys partial knowledge and understanding.
• Award [2] for a full, clear definition that conveys knowledge and understanding similar to the IB definition.

Question b) [2+2]:

• Award [1] for each correct advantage identified and [1] for a relevant explanation with application to TH.
• Award up to a maximum of [2] per advantage explained.
• [2] cannot be awarded per advantage/disadvantage if the response lacks either explanation and / or application.
• For an identification/ description of an advantage/ disadvantage with or without application [1].
• For explanation of an advantage/disadvantage with no application [1].
• For explanation of an advantage/disadvantage and application [2].

Question c) [2+2]:

• Award [1] for a correct benefit / negative consequence identified and [1] for a relevant explanation with application to case study company.
• Award up to a maximum of [2] per benefit / negative consequence explained.
• [2] cannot be awarded per benefit / negative consequence if the response lacks either explanation and / or application.
• For an identification/description of a benefit / negative consequence with or without application [1].
• For explanation of a benefit /negative consequence with no application [1].
• For explanation of benefit /negative consequence and application [2].

Recommendation for how to do well

General

• Students must know the meaning and expectations for the command words, must know how to have balance in their responses, and know how to do quantitative questions precisely, including how to label charts and tables.
• Students need to know both clear precise meanings of the concepts and clear understandings of the expectations.
• Students should answer questions directly as asked (and not just regurgitate memorised responses on certain topics).
• Students are expected to know all elements of the course syllabus. If a topic has not been asked in some years, students should not assume that they do not need to know a topic.

Sections A and B

• Students must ensure application throughout, apart from when answering level 1 questions.
• If the question asks for one advantage and one disadvantage, students should save time and provide the required number only.
• A balanced response must cover at least one argument for and one argument against the options provided in the stimulus material.
• Students must pay attention to the requirement of level 3 command words and provide substantiated judgments/conclusions.
• A balanced response is one that provides at least two arguments for and two arguments against the option. (This would be 1+1 arguments if there are two options.)
• Students should use some issues in the stimuli but expand on the significance of the issues discussed using theories and subject terms in a concise and relevant manner.

Section C

• Students should be prepared, by their teachers, to answer Section C questions by referring to one organisation of their choice.
• Students should not rely on pre-prepared answers. It was evident that many centres concentrated on a very few well known multinational companies like Apple, McDonald’s and Starbucks. While there is nothing essentially wrong with such a narrow concentration, it was clear to see that candidates who in essence were over prepared, were not able to be flexible and adjust their responses to specific questions.
• Students should have a portfolio of organisations as different organisations are likely to be better suited to different questions in term of concepts and perhaps also in terms of content.
• Students should follow a precise protocol or plan when answering Section C, something along the lines as follows:
  • Paragraph 1: Introduce essay
  • Paragraph 2: Define and explain theoretically concepts and any specific Business Management content required by the question
  • Paragraph 3 and possibly 4: Apply the concepts to the company
  • Paragraph 4 (or 5): Consideration of stakeholders
  • Final paragraph: Conclusion
• Definitions of the two concepts should be provided in the respective paragraphs that discuss those concepts.
• You do not have to learn definitions to score full marks. A definition can be viewed as a really good, detailed explanation.
• Present one argument per paragraph if possible.
• Remember you will have to link the arguments to the question so do not invent ideas you cannot back up.
• Use words like ‘Firstly,’ and ‘Secondly,’ to start paragraphs.
• Leave a line between paragraphs so the arguments are visually obvious.
• For each paragraph use the structure SEL (State the argument, Explain it fully and Link to the question).
• If you can still ask ‘Why?’ at certain places in the paragraph, then you have not fully explained your argument.
• The explanation needs to be detailed and show real understanding of the concepts and the syllabus and of how those apply to the organisation in question.
• Focus on the concepts in question and plan your answer in advance by making notes or a quick mind map of the relationship between the concepts and the organisation you have in mind.
• Quickly brainstorm and write down phrases/key words/examples to remind you what you should include in your answer. Later on you can arrange those in clear and balanced paragraphs.

How to tackle the question

1. Understanding the Q

• What are the key concepts of the question – there are always two concepts in each question
• Think of the key features of each of the concepts identified
• Think how the concepts relate to a real-world organisation you have investigated
• You cannot score full marks if you do not provide specific examples for each of the arguments you are making.

2. Use of tools/techniques/theories

• Just stating a theory or a business tool is not enough; it has to be used appropriately. This means that an example (for a certain company) you give should be analysed or evaluated, using business theories, tools or techniques.
• You are expected to apply relevant syllabus content in your answer.

3. BM terminology: use appropriately throughout

4. Use of examples: use purposefully and clearly to strengthen the response

5. Balanced response: use clear ‘for’ and ‘against’ arguments to support a conclusion; weigh strengths and weaknesses of certain practices; compare and contrast certain practices, consider the implications of certain practices on the organisation and/or individuals and society.

6. Judgements: make these clear and well-supported

Advice on timing

• You have about 30-40 minutes to answer.
• On IB answer paper (a bit narrower than normal A4) the average person with average-sized writing can write nearly 4-5 sides of paper.

Recommended structure for Section C - CUEGIS Essay

Example Section C questions

With reference to an organisation of your choice, ...

Assessment practice