New Command Terms For B&M

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New Command Terms For B&M

  1. 1. Business and Management: For first exams 2009 New command terms: Guidance for teachers Introduction It is the intention to move towards using a standard paper structure so students will expect question papers to form a consistent pattern from year to year. Where there is a choice of questions, students can be assured that there will not be “easier” or “more difficult” questions ensuring that all areas of the syllabus, where choices are available, are examined with the same degree of rigour. Command terms Command terms provide the student with an indication of the way they should approach answering the question as well as a guide to its complexity. The examples of command terms in the table below are taken from pages 74–76 of the Diploma Programme Business and management guide (March 2007). Level and description Examples Calculate, classify, comment, compare, Lower Knowledge and complete, construct, contrast, describe, define, order comprehension distinguish, explain, formulate, identify, outline, prepare Advise, analyse, apply, discuss, evaluate, Higher Application, analysis, examine, interpret, justify, recommend, to what order synthesis and evaluation extent Each command term has been assigned a level. It can be assumed that answering a question with a lower order command term will be less demanding than one where a higher order command term is used. Questions are designed with lower order tasks at the start to provide relatively easy entry and higher order tasks at the end. The order of task is closely linked to Bloom’s Taxonomy. The following websites are useful sources of information. http://www.officeport.com/edu/blooms.htm http://faculty.washington.edu/krumme/guides/bloom1.html http://www.teachers.ash.org.au/researchskills/dalton.htm http://www.nwlink.com/~donclark/hrd/bloom.html P:New_command_terms_busm.doc
  2. 2. Gradation of questions The following examples are all taken from the specimen papers published with the teacher support material (TSM) in September 2007. Questions will be designed so that the lower order tasks are at the start so students may be required, for example, to define a word relevant to a topic within that question. The command term has been underlined. 1. (a) Describe one advantage and one disadvantage of SunGen Ltd recruiting a significant proportion of their staff internally from [4 marks] Electrical Solutions Plc (line 102). HL paper 1 (a) Define the terms economies of scale and franchisee. [4 marks] HL paper 2 The question will then develop with students being asked, for example, to explain the effects of a policy or by performing a calculation. (b) Explain the effect on motivation of offering high performing staff significant financial bonuses (line 122). [4 marks] HL paper 1 (b) (i) Construct a decision tree and calculate the predicted outcome for each expansion option. (Show all your working.) [7 marks] HL paper 2 (iii)Explain two possible effects on Mrs Chen’s Chinese medicine business resulting from worsening economic conditions in [6 marks] China. HL paper 2 P:New_command_terms_busm.doc
  3. 3. The final part(s) of the question will focus on the students’ ability to use higher order skills. This could be, for example, to analyse the effects of a policy, to recommend/justify a possible future course of action or to evaluate the relative merits/demerits of a range of options. (c) Analyse the costs and benefits of changing the organizational structure of SunGen Ltd to a flatter structure (line 105). [7 marks] HL paper 1 (d) Using the Ansoff matrix, evaluate the strategic growth options available to Yum! [9 marks] HL paper 2 There will be a roughly equal split between the percentages for the use of higher order and lower order skills over the paper as a whole. In some questions where there is no element of choice the command terms used may not be as balanced, providing the percentages of higher order and lower order skills across the whole paper are balanced. P:New_command_terms_busm.doc

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