This unit is externally assessed.
Sample assessment materials for the unit may be obtained from Edexcel.
Students should be encouraged to use these materials to assist them in preparing for the external assessment.
The result of the external assessment of student evidence is an overall mark for the unit.
This is then used to generate a unit grade.
It also contributes to the total mark for the qualification which in turn is used to generate a qualification grade.
The mark awarded will take into account the extent to which the evidence matches both the
unit pass standards, represented by the set of criteria in the grade E column of the grid, and
the grading standards, represented progressively by the criteria in the grade C and grade A
columns.
Thus the overall mark determined for a particular student is based on best-fit
judgements of the evidence against successive sets of criteria presented as cumulative grade
descriptions for grades E, C and A.
When grading student evidence you should consider the following general qualities that
distinguish between the three grades:
- Increasing depth and breadth of understanding
- Increasing coherence, evaluation and analysis
- Increasing independence and originality
- Increasing objectivity and critical understanding
At the end of this section there is a scheme which may be used as a guide to the marking of
students’ evidence based on best-fit judgements.
It is intended both to support overall qualitative judgements and to provide a structure for making the results of such judgements
accountable.
It can be used as a basis for dialogue between teacher and student during the
development of the student’s work.
It can also provide the basis for dialogue about assessment decisions between centre-based assessors and external markers.
However, it is important that it should not be used in a way that undermines the coherence of the student’s
work for the unit through fragmented targeting of particular criteria or an undue focus on
piecemeal acquisition of marks.
The scheme reproduces the text in the grid but brings together the two sets of criteria
concerned with grading standards beyond the pass requirements.
It suggests a maximum mark value against each criterion, with pass and grading columns each adding to 21.
It also defines a relationship between the total mark achieved and the grade awarded for the unit.
Grade E
To achieve an E grade, students should aim to provide evidence that covers all the
requirements stated in the E grade criteria of the assessment grid.
It may be, however, that a student demonstrates considerable effort and skill in some areas at the expense of
precise detail in another.
Professional judgement should be used to decide what is a reasonable expectation of students and whether the stated quality and sufficiency requirements
have, on balance, been met.
Students’ case studies must describe clearly the main function of the organisation and
its associated customers or clients and suppliers.
They will need to describe and explain what each department in the organisation does and should include an organisation chart
that shows the structure of the organisation and relationships between departments and
outsiders.
Students will need to describe the ICT equipment used by the organisation and specify
the ICT provision for each department, including a detailed description of an important ICT
application, such as order processing, stock management, production scheduling,
financial forecasting and e-commerce activities.
They must also identify possible improvements that could be made.
Suggestions such as using a more up-to-date processor or a colour printer are
inappropriate on their own.
The suggestions should be based on the purpose, nature and needs of the organisation and related to the efficiency of acquiring data, processing it
and providing more suitable output.
Students must show clearly how information that is essential to the success of the
organisation is acquired from outside and how it is processed.
They must also be able to describe the advantages and disadvantages of using ICT systems within the
organisation.
Proof-reading and correction of most errors in documents is essential.
Proof-reading must be more than just correcting spelling errors – students should find and correct repeated or
incorrectly used words.
Complete freedom from errors is not essential, but most obvious errors should be removed.
Grade C
To produce a well-structured case study to achieve a C grade, students must produce
a plan showing in detail the intended contents and the information sources they intend to
use.
Students must explain in some detail, using diagrams and definitions of the data, how
some of the information used in the organisation is processed, including details of the
data-capture techniques, any calculations involved and the specification and style of data output.
They should work independently to meet a given deadline once they have acquired the
necessary knowledge and understanding.
This requirement does not mean without teacher intervention or assistance but that students should not display undue dependence.
The agreed deadline may be re-negotiated between the student and teacher to take into account
unforeseen circumstances.
Grade A
To achieve an A grade, students’ case studies will be comprehensive and will be
coherent and easy to read.
Their recommendations to improve ICT systems will be supported by clearly defined
examples.
Their recommendations and descriptions of communications technology and management
information systems will show appropriate and fluent use of technical language.
