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2018 - Examination - Guidance - For - ABE - Learners 1 PDF
2018 - Examination - Guidance - For - ABE - Learners 1 PDF
The purpose of this guidance is to advise ABE learners on how to prepare for ABE QCF examinations so
that you can maximise your potential in the exam.
Study Tips for individual units are available on the members area of the ABE website. Please make sure you
look at these.
It is also important that you are fully prepared for the examination by following the additional tips below:
Visit the ABE website and look at the syllabus for the unit you are taking. You will see that the syllabus is
made up of learning outcomes (there are usually between four and eight learning outcomes). You will have
to answer at least one question on each of these learning outcomes.
Each learning outcome is made up of several assessment criteria and the questions will draw on one or
more of these assessment criteria.
You need to revise every part of the syllabus thoroughly as questions can be set on any part of the syllabus.
ABE also produces lecture guides that are intended for use by students and colleges. The lecture guides
expand on the information in the syllabuses and also feature tips from the subject examiner (the person who
writes the question paper) and often have details of further recommended reading.
In addition, ABE produces study manuals for many of its more popular units and these are available to
download from the ABE website. These provide thorough coverage of all the areas of the syllabus and guide
you through the various topics you will need to understand. It is important that you have access to the study
manuals for your units as these
Finally, examiners’ reports and past question papers and markschemes are available to download from
the members area of the ABE website.
The examiners’ reports are where the subject examiner reports back on learners’ performance for the unit
during an exam session, on a question by question basis, giving recommendations for the future.
The question papers show you the types of questions that have been asked before and which may come up
again.
The markschemes show you how the answers were marked by the markers and how marks were allocated,
as well as providing suggested answers.
It is vital that you spend some time, either with your tutor or on your own, studying these documents. Test
yourself using the past papers from the Members Area. Then check the examiners’ reports and
markschemes to see where you did well and where you need to do further revision. Make sure you do this
early enough to allow plenty time to develop any weaker areas.
All of the documents referred to above can be downloaded from the members area of the ABE website.
Read the instructions carefully – the question paper will be divided into sections; in some sections all the
questions will be compulsory; in others, you will be offered a choice between questions. You should already
be aware of the structure of the paper from studying past papers.
Plan your time effectively – think about how long you should spend on each question to ensure that you
complete the paper within the three hours. The question paper shows the total marks available for each
question and you should plan your time on this basis (e.g. if a question is worth 25 marks out of a 100, you
should spend approximately a quarter of the exam time on the question), but you should also ensure you
have left enough time to check your answers at the end of the exam. See the essay-writing tips at the end of
this guidance for more advice on this.
Your answers should be concise but not superficial. You must make all the necessary points, but avoid
giving information that is not required by the question.
Think carefully about the command words - these are the ‘instruction’ words or ‘action words’ telling you
what you need to do, and they give you a big clue to the type of answer the examiner is expecting. They are
explained below.
Command Words
Command words are the ‘instruction’ or ‘action’ words in a question that are designed to indicate to you the
type of response the examiner is looking for. They are words such as ‘explain’, ‘describe’ or ‘discuss’.
It is important that you understand what the command words expect you to do.
The command words are related to the type of thinking and the type of activity required for each QCF
qualification level.
On the next few pages, you will find a table listing command words associated with different categories of
thinking, the QCF Level at which they are introduced and the type of answer that should be expected in
response to the command word. The list is not exhaustive, but it presents the most frequently-used
commands.
Ask yourself ‘What does the examiner want me to do?’ and make sure you write the kind of
answer the examiner is looking for.
Plan how you are going to answer the question and tick off each item when you have completed it.
Make sure that your answer covers all the command words used in the question.
At this level you are expected to show your knowledge of the subject, but also to be able to show some
analysis and application of theory.
Your answer should show how something (e.g. a theory) could be used in the
Apply
world of work or business, or that relates knowledge to a specific situation.
Differentiate The answer should show how two or more things differ.
Distinguish between The answer should draw out the differences between two or more items.
The answer should break down a procedure into a number of distinct steps,
Identify the steps
probably in sequence.
Name Items required will simply be named with no outline, description or explanation.
A brief answer that gives the main features or general idea of something. It will
Outline
involve a brief description and probably no explanation.
Summarise The answer should give the key points of an argument, theory etc.
At this level you are expected to provide more developed, analytical answers and this is where higher order
skills such as evaluation and assessment are introduced.
Appraise An answer that makes a judgment about the worth or significance of something.
Compare and contrast A presentation of the similarities and differences between two or more things.
A piece of writing on a particular topic based on the your own thoughts and
Compose
ideas, e.g. a letter.
An answer that shows how something is the case, possibly by giving real-life
Demonstrate
examples.
Devise The answer should be something put together by you, e.g. a plan of action.
The answer should show whatever is required in the question; probably does not
Indicate
imply a long or complicated answer.
The answer should produce something new using the data available to you; e.g.,
Produce
a plan or specification.
The answer should put forward or recommend a solution, a course of action etc.
Suggest
You may be prompted to give reasons for your suggestions.
At these levels you will be asked to introduce the top order skills of critical analysis and assessment where
you will be expected to make detailed judgments and proposals based on the evidence and your own
knowledge.
Assess the extent An answer that examines, for instance, how far a statement is true.
Assess the relative An answer that examines factors or theories or approaches to a situation, to
importance of determine how important they are in relation to each other.
When sitting an examination it is essential that you identify the key command words in the question (e.g.
explain, describe, analyse, compare, etc.) and respond accordingly. See above for guidance on this.
You may find it helpful to highlight key words and phrases in the question during examinations to ensure
that you deal with each aspect of the question.
Plan
The key to writing a good essay lies in creating a detailed plan before you begin. Take time to think through
your ideas and write a structured and logical plan featuring an argument with a clear list of main points that
build towards a conclusion. It is best to jot down the references you wish to use in each section, and to
ensure that each point leads on logically from the one before. Writing a well-structured argument with an
introduction and conclusion, which refers to relevant theorists and authors you have studied, will allow you to
achieve a better performance.
Many students make the mistake of neglecting to plan their answers in exams, believing that they are
wasting valuable time. Taking five minutes to write a plan before you begin an essay-type answer could be
the difference between a pass and a fail. Badly-organised answers will score much lower than those which
feature a clearly defined line of argument, or those which cover a clear number of topic areas in a logical
way.
Introduction
Always include a brief introductory paragraph that concisely outlines the line of argument you will follow and
the points you will make. The introduction is designed to help the examiner follow your argument, and a
clear, well-structured introduction will not only focus your own and the examiner’s mind, but should improve
your grade. Many students find it hard to know where to begin, especially when writing a longer, essay-type
answer. Remember, there is no need to write your introduction first, and if you find it easier to begin with the
main body of your essay you can always come back to the introduction later.
Conclusion
Your conclusion is the last thing the examiner will read, and it is vital that you leave him/her with a positive
impression. Sum up the main points of your argument in a clear and concise way – this is not a time to
introduce new ideas or to repeat yourself, but simply to summarise your key point in an clear and convincing
fashion.
Final checks
During examinations always leave 5 to 10 minutes spare to read over your work, as it is vital to avoid any
unnecessary spelling/grammatical mistakes, and to ensure that all your arguments are clear and well
structured. Check that all your paragraphs are direct and relevant, and that each point is properly explained.
When writing an essay this final check is all the more important, and you should read through your essay
more than once if possible.
In summary:
Good luck!
Examination Guidance for ABE Learners v5