On Sat, 25 Jan 1997 13:30:09 GMT siverwright c b <[log in to unmask]> wrote:
> Re: A level
Business Studies
>
> I think the subject would have alot better chance of being academically
> acceptable if :
>
> a. There was only one board - perhaps with a linear/non-linear option
>
> b. The numerical (and application) side was stepped up to include more
> accounts/qa and also economics but less on business formation, types of
> business unit, human resource theory etc.
>
> c. Projects had an oral component element and the length was 5000 words.
>
> If people think this is raising the standards too much then one only has to
> look at Cambridge Board in the 1980s. SCAA refused to accept that the
> Cambridge Board was harder than others so, by definition, by suggestions above
> are not raising standards - simply making the subject more acceptable to those
> who want higher standards.....
>
> I also happen to think (though this is not really to do with the acceptability
> of the subject) that there should be fewer commercial courses where Chief
> Examiners are the key speakers (this applies to the sale of tapes, marking
> schemes with student essays etc) and more of the Inset days (as done by the
> AEB for example) on a local basis. There is no way my school will pay for a
> L100 course run by a commerciual organisation where the key teacher is a
> Chief Examiner - though they would pay if the course was run by an examining
> board.
>
> On the subject of marking and re-marks.....
>
> I know it could be very expensive but would it not be better (for all subjects
> - see press comment on Ox & C and English exams) if the sampling of examiners
> marks was higher -say 50% to avoid the wrong allocation of grades? In November
> 1995 75% of the students I entered for a re-mark had their marks changed - and
> in two cases the grade.
>
> This discuussion on the suitability etc. of Business Studies is, I hope,
> accessed by all the Boards so why not broaden it to include all aspects of the
> syllabus, its delivery, its evaluation....
>
> Chris Sivewright
>
>
>
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