The Paper 2 Assessment:
HL & SL
HL & SL
Paper 2 will be based on stimulus material. SL and HL students will sit different examinations, but these will be similar in intent and form. The aim of the examination is to assess students’ knowledge of the business management syllabus. Most questions will be quantitative, though some questions may not have a quantitative element. Students will receive an examination booklet with questions based on the stimulus material seen for the first time during the examination. The stimulus material will be presented in parts. Each part has a question; students will read each part and answer the question before reading the next part and answering the question, and so on. The stimulus material will be a combination of written and diagrammatic stimulus such as charts and infographics. For SL only, one of the stimulus options in section B
of the examination may be on a social enterprise. HL students will be assessed on a social enterprise in paper 3. Section A will be assessed against AO1, AO2 and AO4 levels whereas Section B will be assessed against all four levels including AO3.
of the examination may be on a social enterprise. HL students will be assessed on a social enterprise in paper 3. Section A will be assessed against AO1, AO2 and AO4 levels whereas Section B will be assessed against all four levels including AO3.
Paper 2 Assessment HL
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Markscheme for Paper 2 Assessment HL
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Paper 2 Assessment SL
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Markscheme for Paper 2 Assessment SL
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Time
SL: 1 hour 30 minutes
HL: 1 hour 45 minutes
Weighting
Standard level: 35%; higher level 30%
Structure
Content
Questions in this paper are drawn from the five units of the syllabus. Section A of the paper has a primarily quantitative focus. For SL students, questions in this paper are drawn from units 1 to 5 excluding the HL extension material and topics studied at HL only. For HL students, questions in this paper are drawn from units 1 to 5 including extension material and topics studied at HL only.
Examination advice
Specific writing advice for section A
SL: 1 hour 30 minutes
HL: 1 hour 45 minutes
Weighting
Standard level: 35%; higher level 30%
Structure
- The structures of SL paper 2 and HL paper 2 are similar. The questions on the SL and HL papers may be the same, or different from each other.
- In section A, both SL and HL students answer all structured questions in this section based on the stimulus material. However, SL students answer fewer questions than HL students. Section A is worth 20 marks for SL and 30 marks for HL.
- In section B, both SL and HL students answer one question based on the stimulus material from a choice of two. For both SL and HL, section B is worth 20 marks.
- Students may use a calculator. A scientific calculator is sufficient.
Content
Questions in this paper are drawn from the five units of the syllabus. Section A of the paper has a primarily quantitative focus. For SL students, questions in this paper are drawn from units 1 to 5 excluding the HL extension material and topics studied at HL only. For HL students, questions in this paper are drawn from units 1 to 5 including extension material and topics studied at HL only.
Examination advice
- Look at the command terms, which indicate the depth required, in each question. The marks allocated also indicate the depth required. See the list of command terms below.
- Draw and fully label the tables, charts and graphs. Use a ruler or straight edge, where appropriate.
- References to the stimulus or data must be made where appropriate.
- In section B, where students have a choice, they should carefully select one stimulus question and answer all required questions fully. Students should avoid answering more than the required number of questions, for example, answering two stimulus questions instead of one. This usually results in shallow responses to all questions as time is not well spent.
- When drawing tables, charts and cashflows students’ responses should be neat and, where appropriate, drawn with a ruler or straight edge. Where neatness is not specifically marked, a lack of neatness often leads to inadvertent errors (for example, dropping digits).
- Students must manage their time, which is a skill that can be developed. Students should make judgements about time allocation based upon the potential number of marks of a question, the command term, and the space allotted. If a student is struggling with a question, they should learn to leave it and go back to it only after they have completed the remainder of the examination. Students need to be sure to have enough time devoted to the 10-mark extended response question.
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 material. Responses without appropriate application are typically limited to 50% of the potential marks.
- Whenever answering quantitative questions requiring calculations, make sure to record the workings. Sometimes, showing working is required for full marks (the examination paper will indicate this). In addition, examiners apply the “own figure rule”, which works to the students’ benefit but which can only be applied when workings are shown.
- Attempt all required questions. Examiners follow the principle of positive marking, which means examiners are focusing on what students say that is correct, not what is incorrect. Even if a student is unsure, any attempt might have sufficient evidence of understanding to earn some 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 evaluate or choose between two options, students should provide at least one argument for and one argument against each option. The guide contains a business management toolkit. Various tools from it could be used in section B. Note that some of the tools are common for SL and HL students, while others are for HL students only.
In addition, students should:
To meet the highest markband for the 10-mark extended response question 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 evaluate or choose between two options, students should provide at least one argument for and one argument against each option. The guide contains a business management toolkit. Various tools from it could be used in section B. Note that some of the tools are common for SL and HL students, while others are for HL students only.
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 extended response question 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.