Examination Guidance for ABE Learners

Examination Guidance for ABE Learners v5

QCF Examination Guidance for ABE Learners

The purpose of this guidance is to advise ABE learners on how to prepare for ABE QCF examinations so that you can maximise your potential in the exam. Study and Revision Tips ABE’s QCF examinations are assessed by a three-hour examination. Study Tips for individual units are available on the members area of the ABE website. Please make sure you look at these. It is also important that you are fully prepared for the examination by following the additional tips below: What do I need to revise? Visit the ABE website and look at the syllabus for the unit you are taking. You will see that the syllabus is made up of learning outcomes (there are usually between four and eight learning outcomes). You will have to answer at least one question on each of these learning outcomes. Each learning outcome is made up of several assessment criteria and the questions will draw on one or more of these assessment criteria. The indicative content explains and expands on the assessment criteria. You need to revise every part of the syllabus thoroughly as questions can be set on any part of the syllabus. ABE also produces lecture guides that are intended for use by students and colleges. The lecture guides expand on the information in the syllabuses and also feature tips from the subject examiner (the person who writes the question paper) and often have details of further recommended reading. In addition, ABE produces study manuals for many of its more popular units and these are available to download from the ABE website. These provide thorough coverage of all the areas of the syllabus and guide you through the various topics you will need to understand. It is important that you have access to the study manuals for your units as these Finally, examiners’ reports and past question papers and markschemes are available to download from the members area of the ABE website. The examiners’ reports are where the subject examiner reports back on learners’ performance for the unit during an exam session, on a question by question basis, giving recommendations for the future. The question papers show you the types of questions that have been asked before and which may come up again. The markschemes show you how the answers were marked by the markers and how marks were allocated, as well as providing suggested answers. It is vital that you spend some time, either with your tutor or on your own, studying these documents. Test yourself using the past papers from the Members Area. Then check the examiners’ reports and markschemes to see where you did well and where you need to do further revision. Make sure you do this early enough to allow plenty time to develop any weaker areas. All of the documents referred to above can be downloaded from the members area of the ABE website.


Key points for exam day Read the instructions carefully – the question paper will be divided into sections; in some sections all the questions will be compulsory; in others, you will be offered a choice between questions. You should already be aware of the structure of the paper from studying past papers. Plan your time effectively – think about how long you should spend on each question to ensure that you complete the paper within the three hours. The question paper shows the total marks available for each question and you should plan your time on this basis (e.g. if a question is worth 25 marks out of a 100, you should spend approximately a quarter of the exam time on the question), but you should also ensure you have left enough time to check your answers at the end of the exam. See the essay-writing tips at the end of this guidance for more advice on this. Your answers should be concise but not superficial. You must make all the necessary points, but avoid giving information that is not required by the question. Think carefully about the command words - these are the ‘instruction’ words or ‘action words’ telling you what you need to do, and they give you a big clue to the type of answer the examiner is expecting. They are explained below. Command Words Command words are the ‘instruction’ or ‘action’ words in a question that are designed to indicate to you the type of response the examiner is looking for. They are words such as ‘explain’, ‘describe’ or ‘discuss’. It is important that you understand what the command words expect you to do. The command words are related to the type of thinking and the type of activity required for each QCF qualification level.

On the next few pages, you will find a table listing command words associated with different categories of

thinking, the QCF Level at which they are introduced and the type of answer that should be expected in

response to the command word. The list is not exhaustive, but it presents the most frequently-used

commands.

Hints for understanding command words

Read the question carefully.

Underline all the command words in the question.

Ask yourself ‘What does the examiner want me to do?’ and make sure you write the kind of answer the examiner is looking for.

Plan how you are going to answer the question and tick off each item when you have completed it.

Make sure that your answer covers all the command words used in the question.


Command words used at QCF Level 4

At this level you are expected to show your knowledge of the subject, but also to be able to show some

analysis and application of theory.

Command Word Type of Answer

Apply Your answer should show how something (e.g. a theory) could be used in the world of work or business, or that relates knowledge to a specific situation.

Calculate/Solve A mathematical process resulting in a solution.

Define Straightforward definition giving the precise meaning of a given word, term or phrase.

Describe Description representing something in words; does not entail any explanation or reasoning.

Differentiate The answer should show how two or more things differ.

Discuss You should consider a subject/issue, giving both the advantages and disadvantages, and giving possible solutions/approaches/methods in your answers.

Distinguish between The answer should draw out the differences between two or more items.

Draw/Illustrate A diagram or pictorial representation. This command should generally mean that a diagram or picture is required, although it may occasionally be used to ask to show your reasoning.

Examine The answer should look at, consider or inspect something in detail. It will probably involve both description and explanation.

Explain The answer should give an account of the relevant structure/operation/circumstances etc., addressing the issues of ‘why’ or ‘how’.

Give examples You should support your answers to the main question with relevant examples, usually from the business/management world in general or a specific organisation.

Identify A list of single words or phrases with no further elaboration, naming items, characteristics, etc.

Identify the steps The answer should break down a procedure into a number of distinct steps, probably in sequence.

List A list of single words or phrases with no elaboration.

Name Items required will simply be named with no outline, description or explanation.

Outline A brief answer that gives the main features or general idea of something. It will involve a brief description and probably no explanation.

Prepare It might be anything from notes for a speech to a Trial Balance in accounting. The exact type of answer will depend on the remainder of the question.


Show An answer that reveals or demonstrates something.

State A straightforward statement; does not imply any further comment.

Summarise The answer should give the key points of an argument, theory etc.


Command words introduced at QCF Level 5

At this level you are expected to provide more developed, analytical answers and this is where higher order

skills such as evaluation and assessment are introduced.


Analyse An answer that examines something in detail in order to discover its meaning, essential features, characteristics.

Appraise An answer that makes a judgment about the worth or significance of something.

Assess A judgment on the worth, rank or importance of something based on evidence.

Compare and contrast A presentation of the similarities and differences between two or more things.

Compose A piece of writing on a particular topic based on the your own thoughts and ideas, e.g. a letter.

Determine You should decide or make a judgment on the best response/course of action/solution to a given situation OR provide a solution to a mathematical problem.

Demonstrate An answer that shows how something is the case, possibly by giving real-life examples.

Devise The answer should be something put together by you, e.g. a plan of action.

Evaluate An analysis/assessment of the worth or importance of something. May also be used with regard to mathematical problems.

Indicate The answer should show whatever is required in the question; probably does not imply a long or complicated answer.

Justify The answer should be supported by reasons or evidence.

Produce The answer should produce something new using the data available to you; e.g., a plan or specification.

Propose An answer that puts forward a solution to a particular problem or an argument in favour of something. Rationale for the proposal probably needs to be elicited separately, e.g. propose and justify/give reasons.

Suggest The answer should put forward or recommend a solution, a course of action etc. You may be prompted to give reasons for your suggestions.


Command words introduced at QCF Levels 6 and 7

At these levels you will be asked to introduce the top order skills of critical analysis and assessment where

you will be expected to make detailed judgments and proposals based on the evidence and your own

knowledge.


Assess the extent An answer that examines, for instance, how far a statement is true.

Assess the relative

importance of

An answer that examines factors or theories or approaches to a situation, to

determine how important they are in relation to each other.

Critically appraise An answer that makes a judgment about the worth or significance of something, bearing in mind a variety of factors and considering any arguments for or against the writer’s own views.

Critically analyse A detailed examination, weighting or weighing up of a particular topic based on evidence, that should consider various angles and come to a conclusion.

Critically assess A detailed examination, weighting or weighing up of a particular topic that should consider various angles and come to a conclusion.

Critically evaluate A detailed examination or weighing up of a particular topic that should consider various angles, making judgements regarding their validity and relative worth, and coming to a conclusion.

Defend A discursive answer that supports the theory or argument proposed, also refuting contrary points or arguments.

Judge An answer that makes a decision between two or more possibilities, giving reasons for the decision.


Essay-writing tips

Engage with the question When sitting an examination it is essential that you identify the key command words in the question (e.g. explain, describe, analyse, compare, etc.) and respond accordingly. See above for guidance on this. You may find it helpful to highlight key words and phrases in the question during examinations to ensure that you deal with each aspect of the question. Plan The key to writing a good essay lies in creating a detailed plan before you begin. Take time to think through your ideas and write a structured and logical plan featuring an argument with a clear list of main points that build towards a conclusion. It is best to jot down the references you wish to use in each section, and to ensure that each point leads on logically from the one before. Writing a well-structured argument with an introduction and conclusion, which refers to relevant theorists and authors you have studied, will allow you to achieve a better performance. Many students make the mistake of neglecting to plan their answers in exams, believing that they are wasting valuable time. Taking five minutes to write a plan before you begin an essay-type answer could be the difference between a pass and a fail. Badly-organised answers will score much lower than those which feature a clearly defined line of argument, or those which cover a clear number of topic areas in a logical way. Introduction Always include a brief introductory paragraph that concisely outlines the line of argument you will follow and the points you will make. The introduction is designed to help the examiner follow your argument, and a clear, well-structured introduction will not only focus your own and the examiner’s mind, but should improve your grade. Many students find it hard to know where to begin, especially when writing a longer, essay-type answer. Remember, there is no need to write your introduction first, and if you find it easier to begin with the main body of your essay you can always come back to the introduction later. Conclusion Your conclusion is the last thing the examiner will read, and it is vital that you leave him/her with a positive impression. Sum up the main points of your argument in a clear and concise way – this is not a time to introduce new ideas or to repeat yourself, but simply to summarise your key point in an clear and convincing fashion. Final checks During examinations always leave 5 to 10 minutes spare to read over your work, as it is vital to avoid any unnecessary spelling/grammatical mistakes, and to ensure that all your arguments are clear and well structured. Check that all your paragraphs are direct and relevant, and that each point is properly explained. When writing an essay this final check is all the more important, and you should read through your essay more than once if possible. In summary:

Always read the question carefully.

Respond to each command word in the appropriate way.

Keep in mind the amount of time you need to allocate to a question .

Plan your answer.

Answer all parts of the question.

Good luck!

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Examination Guidance for ABE Learners