The Paper 1 Case Study Assessment:
Higher Level & Standard Level
Higher Level & Standard Level
Paper 1 is the same for SL and HL students. Three months prior to the examination the IB will release a statement with two elements. The first element will be a small number of topics that provide context to the case study. These topics will not be topics that are in the guide but ones that students are asked to research for approximately five hours. Topics in the pre-released statement will build on topics contained in the syllabus. The aim is to assess students’ knowledge around important contemporary business topics that could not have been anticipated when the guide was written.
The second element will be the first 200 words, approximately, of the case study itself. The release of this portion of the case study will provide additional context and will reduce the number of words to be read during the examination period. The aim of the paper is to assess students’ knowledge of the business management syllabus. The examination is based upon one case study, of approximately 800 to 1,000 words, that students do not see before the examination. Most questions will be qualitative, although some minor calculations could be part of the assessment.
The second element will be the first 200 words, approximately, of the case study itself. The release of this portion of the case study will provide additional context and will reduce the number of words to be read during the examination period. The aim of the paper is to assess students’ knowledge of the business management syllabus. The examination is based upon one case study, of approximately 800 to 1,000 words, that students do not see before the examination. Most questions will be qualitative, although some minor calculations could be part of the assessment.
Paper 1 Pre-Released Statement
Paper 1 Assessment HL & SL
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Markscheme for Paper 1 Assessment
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Time
1 hour 30 minutes
Weighting
Standard level: 35%; higher level 25%
Structure
Content
Questions in this paper can be drawn from the five units of the syllabus.
Note: Section A includes several questions, which can be drawn from any of the five units of the syllabus. Thus, in Section A, students will typically answer structured questions that, in aggregate, cover multiple units. 10-mark questions in Section B will often, though not necessarily, address material from multiple units of the syllabus.
Examination advice
Overall advice for writing answers: Paper 1
Specific writing advice for section A
1 hour 30 minutes
Weighting
Standard level: 35%; higher level 25%
Structure
- Section A: students answer all structured questions in this section based on the case study (20 marks)
- Section B: students answer one out of two extended-response questions based on the case study (10 marks)
Content
Questions in this paper can be drawn from the five units of the syllabus.
Note: Section A includes several questions, which can be drawn from any of the five units of the syllabus. Thus, in Section A, students will typically answer structured questions that, in aggregate, cover multiple units. 10-mark questions in Section B will often, though not necessarily, address material from multiple units of the syllabus.
Examination advice
- Students should spend roughly 60% of the allocated time on section A and 40% on section B. Though section A is worth twice as many marks as Section B (20 marks versus 10 marks), the 10-mark question in section B needs more thought and planning than other responses in the examination.
- Students should look at the command terms, which indicate the depth required, in each part.
- Command terms that are likely (but not limited) to appear in paper 1 are shown below.
- Students need to learn the introduction to the case study and the related information, provided on the pre-released statement, before the examination. An exemplar paper 1 pre-released statement and case study are provided in the “Specimen assessments” section under “Business management (first assessment 2024)”on the programme resource centre. The focus of this case study is on a very new approach to agribusiness known as precision agriculture. Students should learn the basics of precision agriculture and the related terminology, which the pre-released statement provides. Students should also learn the context, which in the case study is agribusiness in the Midwest of the United States, where many extremely large commercial farms operate. By knowing this terminology and these contexts before the examination, students will more easily read and absorb the new information from the full case study presented during the actual examination than if they had not studied the pre-released statement and related information earlier.
- Students should not memorize responses to predicted questions provided by their teachers (or other sources) before sitting the examination. When students memorize answers in advance, they often appear to want to reproduce those responses and, thus, do not precisely address the actual examination questions that they are asked.
- During the course, students need to study several real businesses and current real-world examples as part of the inquiry-based approach to teaching and learning. Teachers must relate all theories to what is happening in the actual business world so that students understand how concepts and models are actually applied. Useful sources of information and data about specific businesses and case study examples are reputable non-academic business publications.
- Although students should learn how to carry out a full evaluation, they should not adopt a generic approach. Students’ evaluations often follow predictable patterns, which on the one hand is a sign that they have been preparing for the examination. For example, when evaluating an option, students should provide both advantages and disadvantages. However, sometimes students memorize lists of theoretical advantages and disadvantages, for example, of small versus large organizations or of a joint venture, without considering how those advantages or disadvantages apply to the case study. For a 10-mark question, even the best of responses, when it is purely theoretical, will typically earn 4 marks or fewer.
- In the conclusion of the 10-mark responses in section B, the student should display original thinking about the evaluation. For example, when evaluating two options, a student might conclude “The best of the two options for business XYZ depends on their time horizon. Option 1 seems favorable in the short term, option 2 for the long term.” Or “Company XYZ should pursue a path that combines the best elements of option 1 and option 2, such as …”.
Overall advice for writing answers: Paper 1
- Students should answer the question asked (and focus on it) and not the question that they would like to have been asked.
- Avoid irrelevance. Students should not repeat old essays or sets of notes—no matter how well they have been memorized.
- Do not repeat the question.
- Draw diagrams and tables with a dark pencil and use a ruler where required. Label diagrams and tables fully, providing titles where appropriate (for example, for a statement of financial position or statement of profit or loss).
- With longer responses, A02 or A03 or questions worth more than two marks, explain or justify every point where required.
- Qualify statements, where appropriate (for example, with “usually”, “probably” or “perhaps”).
- Avoid colloquial or emotive language. Students should write as though they are business analysts.
- Avoid numbered lists or bullet points. Students should answer with proper sentences and paragraphs.
- Read the question again once the answer is written. Sometimes one line needs to be added to present a clear answer to the question asked.
Specific writing advice for section A
- Answer questions fully, but do not write more than the demands of the command term. The command term “state,” for example, requires no explanation or description.
- For questions with an A02 command term, the response must be applied to the stimulus, which is the case study. Responses without appropriate application are typically limited to 50% of the potential marks.
Specific writing advice for section B
Some questions will ask students to evaluate one option or to choose between two options. If asked to evaluate one option, students should provide at least two arguments for the option and two arguments against. If asked to choose between two options, students should provide at least one argument for and one argument against each option.
In addition, students should:
To meet the highest markband for the 10-mark response in section B, students should show the following.
Some questions will ask students to evaluate one option or to choose between two options. If asked to evaluate one option, students should provide at least two arguments for the option and two arguments against. If asked to choose between two options, students should provide at least one argument for and one argument against each option.
In addition, students should:
- provide more arguments, where appropriate
- apply the response to the stimulus
- use appropriate business terminology
- provide a conclusion that is more than a simple restatement of points already made, this should also address potential future action or further implications
- use appropriate paragraphing. If more than one point is made in a paragraph, a topic sentence should be the first sentence of the paragraph and should frame the paragraph so that all points within it fit. For example, “Option one has many advantages”.
To meet the highest markband for the 10-mark response in section B, students should show the following.
- Clear focus on addressing the demands of the question.
- Relevant and accurate use of business managements tools and theories.
- Relevant information from the stimulus material is integrated effectively to support the argument.
- Arguments are substantiated and balanced, with acknowledgment of the limitation(s) of the stimulus material.