ASSESSMENT OBJECTIVES OF EXAMS

Students are often assessed on the following basis: 1. Demonstrate Knowledge and Understanding of the specified content, 2. Interpret the information presented in verbal, numerical or graphical form, 3. Explain and Analyse issues and arguments, using relevant economic concepts, theories and information, 4. Evaluate information, arguments, proposals and policies, taking into consideration relevant information and theory, and distinguishing facts from hypothetical statements and value judgements, 5. Organise, Present And Communicate ideas and informed judgements in a clear, logical and appropriate form. One of the most important skills required of any student is the ability to correctly identify what the question is asking or in other words what answer is required from you in order to obtain the necessary marks. 1. KNOWLEDGE and critical UNDERSTANDING of the subject content This skill is essentially a foundation skill and will probably be tested by the use of command words such as: (a) Classify (b) Define the following (c) Explain (d) Give (e) Identify (f) List the advantages (g) List (h) Name (i) Outline (j) State The main features of such questions are: (a) they normally carry a relatively low mark allocation, though in certain high mark questions this should be carefully monitored; (b) they normally call for a specific number of facts to be responded to; (c) unless specifically asked the candidate will not have to offer a detailed explanation of the subject matter. Examiners also expect candidates to demonstrate a basic KNOWLEDGE of all relevant terms and ideas common to the subject area.

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2. APPLICATION of KNOWLEDGE and CRITICAL UNDERSTANDING The second objective is APPLICATION. Here candidates must show an ability to apply basic terms, concepts, theories and methods relevant to the problem(s) being addressed. Examples of command words commonly used to identify such a skill are: (a) Apply... (b) Calculate... (c) Explain (relevant to the circumstances outlined) ... (d) Give an example of... (e) How... (f) Predict... (g) Show how... (h) Use... (i) What is meant by... (j) What would be the advantages of... (k) Which... (l) Why... The main features of questions using these command words are: (a) candidates will be expected to give some detail; (b) a decision may be called for; (c) the required knowledge may have to be shown in context. This assessment objective calls for the candidate to demonstrate a clear UNDERSTANDING through APPLICATION of the relevant knowledge to the set problem or situation. 3. ANALYSIS The third assessment objective is ANALYSIS. This calls for the candidate to demonstrate an ability to SELECT, organise and interpret the information from the sources given. The skill is normally expected when command words such as the following are used: (a) Analyse (b) Calculate (c) Compare (d) Explain the advantages / disadvantages (e) From the given (f) How (g) Identify (h) Organise (i) Select (j) Show how (k) Which The main features of such questions are: (a) They usually require the candidate to carefully read and respond to data / text that relates to several elements and provide a sensible answer, with supporting reasons.

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Examiners are therefore looking for candidates to be able to carry out SELECTION and INTERPRETATION and ANALYSE their findings against whatever stimulus they have been given. 4. EVALUATION The final and most advanced skill is that of EVALUATION. This requires the candidate to make reasoned JUDGEMENTS and present a CONCLUSION / OPINION that is supported. Questions calling for this skill normally carry the highest marks available. The command words that accompany this skill include: (a) Advise... (b) Analyse (and come to a decision) ... (c) Assess... (d) Compare... (e) Consider... (f) Decide... (g) Discuss... (h) Evaluate... (i) Recommend... (j) To what extent... (k) Which... (l) Why... The main features of such questions are: (a) they tend to be more open-ended; (b) they will require a decision, with reasons / support; (c) detailed responses will be needed, involving a decision, again with relevant support / justification; (d) they often require some form of comparison. The candidate must therefore provide an evaluative reaction that forms a reasoned judgement and concludes with evidence of an opinion being supported. Most questions carry high mark allocation, but there may be exceptions.

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EXAM TERMINOLOGY
The following is a list of those small but crucially important words whose occurrence in any exam question requires an appropriate response - failure to notice these words, or provide the required response, generally resulting in an expensive examination mistake. Advise/Recommend Present information or recommendations to someone to enable that recipient to take action. An example would be advice on the strategy a business might adopt when undertaking market research. Amplify Expand or enlarge upon the constituent parts. This may involve explaining statements of varying length, for example in data response questions. Analysis of statistical or financial data could also be required. Analyse Determine and explain the constituent part of. This may involve explaining statements of varying length, for example in data response questions. Analysis of statistical or financial data could also be required. Appraise/Assess/Evaluate Judge the importance of/value of. This may involve considering both the advantages and the disadvantages. Briefly Discuss in a short and concise way. Clarify Explain the meaning of, make clear. Comment (Critically) Explain in detail. Using arguments for and against or advantages and disadvantages. Compare (With) Describe what is similar and what is different, or show the advantages and disadvantages. It may be appropriate to end with conclusions and recommendations. Contrast Place in opposite to bring out the difference(s). The emphasis is on the differences rather than on similarities. Highlight the differences between the subjects. Criticize Quote the accepted theory or model and then say what is good or bad about it. Give evidence / examples if you can.

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Define Set down the precise meaning of the word or phrase. Show that the distinctions implied in the definition are necessary Demonstrate Show by reasoning the truth of; this may involve identifying and clearly stating the steps in an argument. Describe Present the details and characteristics of an argument, a theory, or a real world phenomenon. Discuss Give the arguments for and against, and examine the implications. Follow this with a conclusion. Distinguish Specify the differences between. This will involve identifying those features which make two arguments, theories or business decisions different. Evaluate Show the value of, appraise, weigh things up, say whether you think it's useful / useless. Explain/Interpret Give reasons for why something has happened. Set out in details the meaning of a statement of theory. Make clear give details, in your own words. Illustrate Make things clear by giving examples so that you make the arguments explicit. Use an example-chart, diagram, graph or figure as appropriate-to explain something. To substantiate and give support to what you are saying. Justify State adequate grounds for a claim to prove right or true, normally about the decisions made by a business. List/Explain Itemise (and details the meaning of). Outline Omit detail and provide the overall structure. Prove Establish the truth or accuracy Relate Show how things are connected to each other, demonstrate the extent to which they are alike and how they affect each other.

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State Express in your own words. Summarize Omit details and give a brief account of the main points.

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