Business Management. Senior Syllabus Queensland Studies Authority

Transcription

1 Business Management Senior Syllabus 2013 Queensland Studies Authority

2 ISBN Print version: Electronic version: Business Management Senior Syllabus 2013 The State of Queensland (Queensland Studies Authority) 2013 Queensland Studies Authority 154 Melbourne Street, South Brisbane PO Box 307 Spring Hill QLD 4004 Australia Phone: (07) Fax: (07) Website:

3 Contents 1 Rationale Dimensions and objectives Dimension 1: Knowing and understanding business management Dimension 2: Applying and analysing management strategies Dimension 3: Evaluating and communicating management strategies Course organisation Course overview Advice, guidelines and resources Assessment Principles of exit assessment Planning an assessment program Special provisions Authentication of student work Assessment techniques Verification folio requirements Exit standards Determining exit levels of achievement Glossary... 26

4

5 1 Rationale Businesses are complex and dynamic entities that continually change to meet the demands of consumer markets. Business managers work to meet market demands and reach business goals by formulating strategies concerning marketing, operations, human resources, finance, and business development activities. At the same time, business managers strive to develop ethical business strategies that consider the concerns of all stakeholders while achieving profitability. Business managers engage and communicate with all parties, including team members and stakeholders, when working to meet business objectives. Business Management builds students understandings of the important role that managers play in businesses that vary in size and nature. Students develop knowledge and understanding of business management as they explore the main functions of businesses. Learning through case studies in authentic local, national and global business contexts, students apply their knowledge to business situations in order to identify issues. Students analyse and interpret business information and management strategies, evaluating the success of these in meeting business outcomes. Simulating the role of business managers, students formulate and justify management strategies and recommendations that impact on business objectives. Students apply their knowledge and understanding of the main functions of businesses to practical and authentic situations as they develop innovative and creative feasibility studies or undertake business ventures. Working in teams, students develop communication and management strategies. By considering the views of a range of stakeholders, students determine the implications of business management strategies on individuals, businesses and society. A course of study in Business Management can establish a basis for further education and employment in the fields of small-to-medium enterprise, business management, human resource management, financial management, commerce, marketing and operations management and corporate systems management. Queensland Studies Authority 1

6 2 Dimensions and objectives The dimensions are the salient properties or characteristics of distinctive learning for this subject. The dimensions are described through their objectives and it is these that schools are required to teach and that students should have the opportunity to learn. The objectives describe what students should know and be able to do by the end of the course of study. Progress in a particular dimension may depend on the qualities and skills developed in other dimensions. Learning through each of the dimensions must increase in complexity to allow for greater independence of the learner over a four-semester course of study. Schools must assess how well students have achieved the objectives. The standards have a direct relationship with the objectives, and are described in the same dimensions as the objectives. The dimensions for a course of study in this subject are: Dimension 1: Knowing and understanding business management Dimension 2: Applying and analysing management strategies Dimension 3: Evaluating and communicating management strategies. 2.1 Dimension 1: Knowing and understanding business management The dimension Knowing and understanding business management involves the definition and use of business management terms, concepts and theories, and the explanation of management processes as students describe business situations Objectives By the conclusion of the course of study, students should: define and use business management terms, concepts and theories describe business situations using examples explain management processes and strategies. When students define and use business management terms, concepts and theories, they state the meaning of these and employ them in business situations. When students describe business situations, they use examples to provide an account of the features of these situations. Business situations may include case studies, examples or business ventures. Features of business situations may include internal and external environmental factors. When students explain management processes and strategies, they use their knowledge of business management to determine which processes and strategies are relevant to a business situation, and provide additional information about these that demonstrates a depth of understanding. Management processes and strategies include the underpinning practices of communication strategies and management strategies. 2 Business Management Senior Syllabus 2013

7 2.2 Dimension 2: Applying and analysing management strategies The dimension Applying and analysing management strategies involves students using their knowledge to identify issues in business situations, and analyse business information and management strategies to interpret trends, patterns and relationships Objectives By the conclusion of the course of study, students should: select and organise business information from primary and secondary sources apply knowledge to identify issues in business situations analyse business information and management strategies, and interpret trends, patterns and relationships. When students select business information, they determine the relevance of information gathered from primary sources (e.g. surveys, questionnaires, interviews) and secondary sources (e.g. texts, publications). When students organise, they sequence business information in an order that helps analysis. When students apply their knowledge to business situations, they relate management terms, concepts, theories, processes and strategies to these situations to identify the key issues impacting upon businesses. When students analyse business information, they examine it to identify trends, patterns and relationships. When students interpret these trends, patterns and relationships, they make meaning of the effects of these on business outcomes. Students may analyse and interpret strategies that they enact when running business ventures. 2.3 Dimension 3: Evaluating and communicating management strategies The dimension Evaluating and communicating management strategies involves students evaluating the effectiveness of management strategies to formulate and communicate recommendations Objectives By the conclusion of the course of study, students should: evaluate management strategies to formulate recommendations justify recommendations using evidence communicate using language conventions to suit audiences and purposes. When students evaluate management strategies, they make judgments about the strategies employed by existing businesses or competitors, including whether or not they align with the objectives of the business. Students use these judgments to formulate recommendations, which provide advice on the most suitable options for future success. Recommendations include future management strategies or a determination of the feasibility of a business idea. When students justify recommendations, they use evidence to support these. Evidence may be drawn from the analysis, interpretation or evaluation of business information and management strategies. When students communicate, they select and use language conventions to convey meaning to audiences for a particular purpose. Language conventions include spelling, punctuation, grammar, pitch, pace, timing, paragraphing, genre and referencing conventions. Queensland Studies Authority 3

8 3 Course organisation 3.1 Course overview The minimum number of hours of timetabled school time, including assessment, for a course of study developed from this syllabus is 55 hours per semester. A course of study will usually be completed over four semesters (220 hours). Business Management involves learning experiences that enable students to apply management understandings to authentic business management contexts. A four-semester course of study includes: four to eight units of work, ranging from 20 to 55 hours in duration the development of the two underpinning practices through learning experiences (see Section 3.1.1) coverage of the six areas of study (see Section 3.1.2) at least two contextualised units of work, each of which draws on at least two areas of study (see Section 3.1.3) Underpinning practices The underpinning practices of Business Management can be developed through teaching and learning experiences in units of work. The underpinning practices of this syllabus are: communication strategies management strategies. Communication strategies Effective communication between team members, and between team members and external parties, is essential for the implementation and achievement of business goals and plans. Learning in partnerships, small groups and teams enables students of Business Management to develop communication strategies. Communication strategies include those employed when listening, writing, speaking and presenting. Teaching and learning experiences that foster the development of communication strategies may include students working in partnerships, groups and teams to: negotiate group membership and ground rules support and contribute to achieve outcomes negotiate mutually beneficial outcomes learn and use conflict management actively listen to others work effectively with others, share ideas and encourage participation speak persuasively to express views research the ideas and views of others accept responsibility and experience different roles within a group understand diversity and show tolerance/empathy to other points of view. 4 Business Management Senior Syllabus 2013

9 Management strategies Effective management involves decision making that integrates goals, team views, stakeholders views, ethical implications of business activities, and the strategic management of businesses. Participating in short- and long-term individual and team projects enables students of Business Management to develop management strategies. Teaching and learning experiences that foster the development of management strategies may include students working individually or in groups to: set, implement and monitor goals identify strengths, weaknesses, opportunities and threats to the achievement of goals determine task allocation and resource requirements develop and manage time frames and plans identify and test alternative strategies practise making decisions by considering the effect of management strategies (social, environmental, political and human) on stakeholders Areas of study There are six areas of study in Business Management (see Table 1): Management practices Marketing management Operations management Human resource management Financial management Business development. Each area of study has a focus. The focus of each area of study is core to Business Management and is taught through suggested subject matter. Suggested subject matter is neither prescriptive nor exhaustive. Queensland Studies Authority 5

10 Suggested subject matter Suggested subject matter Table 1: Areas of study Area of study: Management practices Focus Management practices involve business structures, the impact of internal or external environments on businesses, and the roles of business managers who plan, organise and lead businesses. Business managers plan, organise, lead and communicate to achieve business objectives. Strategic business management includes the analysis of marketing, operations, finance and human resources to ensure the effective and efficient use of human and physical resources. Production efficiency and the creation of profit are primary goals of business managers, but they are not the only criteria of business success. Business managers consider the views of stakeholders, risks, resources, and the internal and external environment as they make decisions to achieve business goals and objectives. Different levels of management fulfil specific roles and functions, with communication between managers and professional networks being crucial to business success. Business management decisions and behaviour often involve ethical considerations, which may conflict with profit considerations and corporate culture. Businesses must comply with legal and registration requirements appropriate to legal structures pertaining to the business. Businesses undertake audits to determine corporate social responsibility and develop codes of conduct. Area of study: Marketing management Focus Marketing management involves businesses researching consumer markets and tailoring products, ideas or services to satisfy the changing needs or wants of consumers and society. Marketing involves activities designed to identify and satisfy consumer wants and needs, responding to changes in consumer behaviour. Business managers select an appropriate marketing orientation suitable to their target market. Management decisions in marketing are impacted by legislation, societal and ethical considerations. Effective marketing is a competitive advantage that business managers use to achieve objectives. The marketing mix is a generally accepted set of marketing variables price, product, promotion and place. The marketing strategy involves analysis, selecting a target market and creating an appropriate marketing mix. Marketing planning is a systematic way of assessing marketing opportunities and determining marketing strategies. Marketing research follows a process that provides primary and secondary data to help identify marketing opportunities. Changing technologies provide alternative marketing opportunities and affect marketing strategies. 6 Business Management Senior Syllabus 2013

11 Suggested subject matter Suggested subject matter Area of study: Operations management Focus Operations management involves businesses efficiently and effectively converting inputs into quality products or services desired by customers. Operations managers make strategic decisions involving planning, developing and controlling the activities required to create a product and supply a service. Operations management includes strategic and operational planning. Operations decisions are made based on purchasing, dispatching, inventory control, scheduling, maintenance (corrective and preventative) and quality control. Operations management is influenced by production philosophies and scheduling techniques that ensure materials are in the right place at the right time (e.g. justin-time, total quality management). Organisational tools, such as Gantt charts, are useful for planning and scheduling operations. Technology plays an increasing role in operations and impacts on the nature of work with issues such as outsourcing and deskilling arising. Ethical issues such as conservation, environmental concerns and offshore production affect operations management decisions. Area of study: Financial management Focus Financial management occurs through the analysis and interpretation of financial records and is necessary when achieving business goals. The role of financial management is to ensure that financial decisions allow the business to survive, grow and achieve its goals and objectives. The objectives of financial management are liquidity, profitability, risk minimisation and growth, which may conflict at times. Financial management is influenced by the legal structure of the business, ethics and the external environment in which it operates. Financial management involves sourcing and managing the risks of finance. Finance can be short term, long term, internal, external, local or global. Financial managers use tools such as financial ratio analyses to make financial management decisions and for information disclosure. Financial management involves the analysis and interpretation of financial statements in decision making. Financial managers develop investment strategies based on the evaluation of financial risk in order to meet business goals. Queensland Studies Authority 7

12 Suggested subject matter Suggested subject matter Area of study: Human resource management Focus Human resource management involves using the principles of job design, and managing people and employment cycles. Human resource management involves attracting, motivating, developing, training and retaining the appropriate mix of human resources. Human resource managers design and implement strategies to manage the employment cycle, including performance appraisal, to achieve business objectives. The effective management of human resources requires an understanding of the theories of management and leadership. The relative bargaining power of a human resource manager or business is affected by various factors such as the extent of unionisation, government regulation, and supply and demand. Human resource managers facilitate communication and cooperation between management and employees to achieve personal and business goals, which may differ at times. Human resource managers work within ethical and legal boundaries to achieve business, individual and societal goals and objectives. Understanding individual and cultural diversity, showing tolerance to other points of view, and encouraging consensus and collaboration enables the negotiation of mutually beneficial outcomes. Forming strategic alliances, supporting others and contributing to team efforts enables employees to achieve personal and business goals. Area of study: Business development Focus Business development involves entrepreneurship as students develop and test ideas, preparing feasibility studies to determine the viability of those ideas. Entrepreneurship requires innovation, creativity, initiative and an understanding of processes for testing the viability and ethical nature of new ideas. Intrapreneurship is encouraged in business through building a flexible and supportive environment that encourages free thinking and the sharing of ideas. Entrepreneurial ideas use evolving technologies to generate ideas, increase market share and achieve business goals. Entrepreneurial ideas come to fruition through the development of clear business feasibility studies. Business proposals consist of a business profile, competition analysis, recommendations and an evaluation of the proposal to determine the viability of the proposed business idea. A competition analysis should incorporate marketing, human resources, financial and operational considerations. Analysing and comparing competitors are useful techniques for formulating recommendations for a proposed business. An evaluation of the business proposal provides a test of feasibility and viability of the proposed business allowing decisions for future action to be made. 8 Business Management Senior Syllabus 2013

13 3.1.3 Developing units of work using areas of study When developing units of work, areas of study may be taught discretely or in combination. Units of work are developed by selecting relevant areas of study and devising learning experiences that involve a range of business situations. These learning experiences are developed by drawing together: objectives from the dimensions relevant subject matter that develops understanding of the focuses of the selected areas of study a range of business situations, such as case studies, examples or business ventures underpinning practices: communication strategies and management strategies. For example, a unit of work devised to teach the focus of operations management may include local and international business case studies from small-to-medium enterprises and large businesses Developing contextualised units of work Contextualised units of work involve students engaging with the areas of study through authentic and relevant business situations. Each contextualised unit of work integrates at least two areas of study. Schools devise contexts suited to student interests, school location, resource availability and teacher expertise. A school could devise a course of study that delivers all areas of study through contextualised units of work. A context may include: business types (e.g. local, national and international businesses, small-to-medium enterprises, large businesses) organisations and institutions (e.g. not-for-profit organisations, governments, universities) industries (e.g. sports, agriculture, marine, hospitality, tourism) a specific business (e.g. an extended case study of Dick Smith Electronics) a business venture issues affecting businesses (e.g. global financial crisis, change, technological developments). To develop a contextualised unit of work, schools identify: a suitable context at least two relevant areas of study and their focuses relevant subject matter from selected areas of study suitable learning experiences which draw together objectives, contextualised subject matter and underpinning practices. For example, small-to-medium enterprise management may be developed as a contextualised unit of work. The focuses of management practices, human resource management and business development are taught in the context of small-to-medium enterprise management. A specific small-to-medium enterprise could be selected provided sufficient information is accessible. Queensland Studies Authority 9

14 3.2 Advice, guidelines and resources The following advice, guidelines and resources support the implementation of the syllabus. Where indicated further information may be obtained from the Business Management subject page of the QSA website < Aboriginal and Torres Strait Islander perspectives The Queensland Government has a vision that Aboriginal and Torres Strait Islander Queenslanders have their cultures affirmed, heritage sustained and the same prospects for health, prosperity and quality of life as other Queenslanders. The QSA is committed to helping achieve this vision and encourages teachers to include Aboriginal and Torres Strait Islander perspectives in the curriculum. The Queensland Studies Authority (QSA) recognises Aboriginal and Torres Strait Islander peoples, their traditions, histories and experiences from before European settlement and colonisation through to the present time. To strengthen students appreciation and understanding of the first peoples of the land, opportunities exist in the syllabus to encourage engagement with Aboriginal and Torres Strait Islander: frameworks of knowledge and ways of learning contexts in which Aboriginal and Torres Strait Islander peoples live contributions to Australian society and cultures. Aboriginal and Torres Strait Islander businesses operate around Australia, with small-to-medium enterprises and large businesses engaged in a variety of activities (e.g. making, selling, exhibiting and exporting artefacts, conducting tourism operations and providing services, both paid and not-for-profit). The components of business management could be considered in relation to Aboriginal and Torres Strait Islander businesses. Subject-specific resources are available on the Business Management subject page of the QSA website < In addition, guidelines about Aboriginal and Torres Strait Islander perspectives and resources for teaching are available on the QSA website < Composite classes This syllabus enables teachers to develop a course of study that caters for a variety of ways to organise learning, such as combined Years 11 and 12 classes, combined campuses, or modes of delivery involving periods of student-managed study. This resource provides guidelines about composite classes Embedding educational equity in the course of study Equity means fair treatment of all. In developing work programs from this syllabus, schools need to provide opportunities for all students to demonstrate what they know and what they can do. All students, therefore, should have equitable access to educational programs and human and material resources. In addition to the subject-specific resources available on the Business Management subject page, guidelines about educational equity and resources for devising an inclusive work program are available on the QSA website < 10 Business Management Senior Syllabus 2013

15 3.2.4 Language education in Business Management It is the responsibility of teachers to develop and monitor students abilities to use the forms of language appropriate to their own subject areas. This involves providing opportunities for the development of students abilities in: selection and sequencing of information required in various forms (such as reports, essays, interviews and seminar presentations) use of technical terms and their definitions use of correct grammar, spelling, punctuation and layout Learning experiences and sample resources This resource provides guidelines for learning experiences and sample resources, which may include unit/s of work Mathematical concepts in Business Management It is the responsibility of teachers to develop and monitor students abilities to use mathematical concepts appropriate to their own subject areas. This involves providing opportunities for the development of students abilities to: comprehend basic concepts and terms underpinning the areas of number, space, probability and statistics, and measurement extract, convert or translate information given in numerical forms, or as diagrams, maps, graphs or tables calculate and apply procedures use skills or apply concepts from one problem or one subject to another Reference materials This resource provides links to reference materials, text and reference books, websites, newspaper reports, periodicals, electronic media and learning technology, and organisations and community resources for the subject Work program requirements A work program is the school s plan of how the course of study will be delivered and assessed, based on the school s interpretation of the syllabus. It allows for the special characteristics of the individual school and its students. Work program requirements are available on the Business Management subject page of the QSA website < Instructions for online submission of work programs are available from < Queensland Studies Authority 11

16 4 Assessment Assessment is an integral part of the teaching and learning process. For Years 11 and 12 it is the purposeful, systematic and ongoing collection of information about student learning outlined in the senior syllabuses. In Queensland, assessment is standards based. The standards for each subject are described in dimensions, which identify the valued features of the subject about which evidence of student learning is collected and assessed. The standards describe the characteristics of student work. The major purposes of assessment in senior Authority subjects are to: promote, assist and improve learning inform programs of teaching and learning advise students about their own progress to help them achieve as well as they are able give information to parents, carers and teachers about the progress and achievements of individual students to help them achieve as well as they are able provide comparable levels of achievement in each Authority subject which may contribute credit towards a Queensland Certificate of Education provide base data for tertiary entrance purposes provide information about how well groups of students are achieving for school authorities and the State Minister responsible for Education. 4.1 Principles of exit assessment All the principles of exit assessment must be used when planning an assessment program and must be applied when making decisions about exit levels of achievement. A standards-based assessment program for the four-semester course of study requires application of the following interdependent principles: information is gathered through a process of continuous assessment, i.e. continuous assessment balance of assessment is a balance over the course of study and not necessarily a balance over a semester or between semesters, i.e. balance exit levels of achievement are devised from student achievement in all areas identified in the syllabus as being mandatory, i.e. mandatory aspects of the syllabus assessment of a student s achievement is in the significant aspects of the course of study identified in the syllabus and the school s work program, i.e. significant aspects of the course of study selective updating of a student s achievement is undertaken over the course of study, i.e. selective updating exit assessment is devised to provide the fullest and latest information on a student s achievement in the course of study, i.e. fullest and latest information Continuous assessment Judgments about student achievement made at exit from a course of study must be based on an assessment program of continuous assessment. 12 Business Management Senior Syllabus 2013

17 Continuous assessment involves gathering information on student achievement using assessment instruments administered at suitable intervals over the developmental four-semester course of study. In continuous assessment, all assessment instruments have a formative purpose to improve teaching and student learning and achievement. When students exit the course of study, teachers make a summative judgment about their levels of achievement in accordance with the standards matrix. The process of continuous assessment provides the framework in which the other five principles of exit assessment operate: balance, mandatory aspects of the syllabus, significant aspects of the course of study, selective updating, and fullest and latest information Balance Judgments about student achievement made at exit from a course of study must be based on a balance of assessments over the course of study. Balance of assessment is a balance over the course of study and not a balance within a semester or between semesters. Balance of assessment means judgments about students achievements of the dimensions and objectives are made a number of times using a variety of assessment techniques and a range of assessment conditions over the developmental four-semester course of study. See also Section 4.6, Verification folio requirements Mandatory aspects of the syllabus Judgments about student achievement made at exit from a course of study must be based on mandatory aspects of the syllabus. The mandatory aspects are: the dimensions Knowing and understanding business management, Applying and analysing management strategies and Evaluating and communicating management strategies the focus of each area of study covered in Year 12. To ensure that the judgment of student achievement at exit from a four-semester course of study is based on the mandatory aspects, the exit standards for the dimensions stated in the standards matrix must be used (see Section 4.8.2, Awarding exit levels of achievement) Significant aspects of the course of study Judgments about student achievement made at exit from a course of study must be based on significant aspects of the course of study. Significant aspects are those areas described in the school s work program that have been selected from the choices permitted by the syllabus to meet local needs. The significant aspects must be consistent with the objectives of the syllabus and complement the developmental nature of learning in the course of study over four semesters Selective updating Judgments about student achievement made at exit from a course of study must be selectively updated throughout the course of study. Selective updating is related to the developmental nature of the course of study and works in conjunction with the principle of fullest and latest information. As subject matter is treated at increasing levels of complexity, assessment information gathered at earlier stages of the course of study may no longer be representative of student achievement. Queensland Studies Authority 13

18 Therefore, the information should be selectively and continually updated (and not averaged) to accurately represent student achievement. Schools may apply the principle of selective updating to the whole subject group or to individual students. Whole subject-group A school develops an assessment program so that, in accordance with the developmental nature of the course of study, later assessment information based on the same groups of objectives replaces earlier assessment information. Individual student A school determines the assessment folio for verification or exit (post-verification). The student s assessment folio must be representative of the student s achievements over the course of study. The assessment folio does not have to be the same for all students; however, the folio must conform to the syllabus requirements and the school s approved work program. Selective updating must not involve students reworking and resubmitting previously graded responses to assessment instruments Fullest and latest information Judgments about student achievement made at exit from a course of study must be based on the fullest and latest information available. Fullest refers to information about student achievement gathered across the range of objectives. Latest refers to information about student achievement gathered from the most recent period in which achievement of the objectives is assessed. As the assessment program is developmental, fullest and latest information will most likely come from Year 12 for those students who complete four semesters of the course of study. The fullest and latest assessment information on mandatory and significant aspects of the course of study is recorded on a student profile. 4.2 Planning an assessment program To achieve the purposes of assessment listed at the beginning of this section, schools must consider the following when planning a standards-based assessment program: dimensions and objectives (see Section 2) course organisation (see Section 3) principles of exit assessment (see Section 4.1) variety in assessment techniques and conditions over the four-semester course of study (see Section 4.5) verification folio requirements, i.e. the range and mix of assessment instruments necessary to reach valid judgments of students standards of achievement (see Section 4.6) post-verification assessment (see Section 4.6.1) exit standards (see Section 4.7). In keeping with the principle of continuous assessment, students should have opportunities to become familiar with the assessment techniques that will be used to make summative judgments. Further information can be found on the Business Management subject page of the QSA website < 14 Business Management Senior Syllabus 2013

19 4.3 Special provisions Guidance about the nature and appropriateness of special provisions for particular students are described in QSA s Policy on Special Provisions for School-based Assessments in Authority and Authority-registered Subjects (2009), < This statement provides guidance on responsibilities, principles and strategies that schools may need to consider in their school settings. Reasonable adjustments to students with specific educational needs must be planned and negotiated as early as possible so that students can be provided with appropriate support in order to commence, participate and complete course of study requirements. The special provisions might involve alternative teaching approaches, assessment plans and learning experiences. 4.4 Authentication of student work It is essential that judgments of student achievement be made on genuine student assessment responses. Teachers should ensure that students work is their own, particularly where students have access to electronic resources or when they are preparing collaborative tasks. The QSA s A Z of Senior Moderation contains a strategy on authenticating student work < This provides information about various methods teachers can use to monitor that students work is their own. Particular methods outlined include: teachers seeing plans and drafts of student work student production and maintenance of evidence for the development of responses student acknowledgment of resources used. Teachers must ensure students use consistent accepted conventions of in-text citation and referencing, where appropriate. Further advice on drafting of student assessment responses is available on the Business Management subject page of the QSA website < 4.5 Assessment techniques The assessment techniques relevant to this syllabus are identified in Figure 1 below, and described in detail in Sections 4.5.3, and Figure 1: Business Management assessment techniques Queensland Studies Authority 15

20 Schools design assessment instruments from the assessment techniques relevant to this syllabus. For each assessment instrument, schools develop an instrument-specific standards matrix by selecting the syllabus standards descriptors for the dimension/s to be assessed. The matrix is used as a tool for making judgments about the quality of students responses to the instrument and is informed by the syllabus standards descriptors. Assessment is designed to allow students to demonstrate the range of standards (see Section 4.8.2, Awarding exit levels of achievement). Teachers give students an instrument-specific standards matrix for each assessment instrument. Where students undertake assessment in a group or team, instruments must be designed so that teachers can validly assess the work of individual students and not apply a judgment of the group product and processes to all individuals. The assessment instruments students respond to in a Year 11 assessment program should support those included in Year 12. The conditions of assessment, possible modes for assessment and supporting evidence are identified and described below Conditions of assessment Over a four-semester course of study, students are required to complete assessment under a range of conditions (see Section 4.1.2, Balance). Conditions may vary according to assessment. Conditions should be stated clearly on assessment instruments and may include: whether supervised or unsupervised indicating individual, group or team stating time allowed (with perusal time as needed) stating length required using seen or unseen questions using sources or technologies. Where support materials or technologies (e.g. notes, calculators or computers) are used under supervised conditions, schools must ensure that the purpose of supervised conditions (i.e. to authenticate student work) is maintained Modes of assessment Assessment techniques may be presented in a variety of modes, e.g. written, spoken/signed and multimodal. An assessment response is communicated to an audience for a particular purpose which may influence the type of text, language features and other textual features used in the response. Purposes may include analysing; persuading; arguing; informing; presenting investigative, experimental or field-based findings; creating; performing; showcasing; reviewing a text or situation; completing calculations or solving problems. Referencing conventions must be followed regardless of the mode of assessment. Written responses Written responses require students to communicate a written assessment response to an audience for a particular purpose. Spoken responses Spoken responses require students to present a spoken assessment response to a live or virtual audience (i.e. through the use of technology) for a particular purpose. 16 Business Management Senior Syllabus 2013

21 Multimodal responses A multimodal response uses a combination of at least two modes to communicate an assessment response to a live or virtual audience for a particular purpose. Modes include: written spoken/signed nonverbal, e.g. physical, visual, auditory. Each of the selected modes contributes significantly to the multimodal response. Different technologies may be used in the creation or presentation of the response. Replication of a written document into an electronic or digital format does not constitute a multimodal response. When making judgments about multimodal responses, teachers apply the standards to the entire response that is to all modes used to communicate the response. Supporting evidence Supporting evidence is required to substantiate decisions made on spoken and multimodal responses for monitoring, verification and exit purposes. Evidence to support spoken or multimodal responses may include: research notes or annotations summary of findings seminar brief or conference paper a recording of the response (as appropriate). When students present feasibility studies as a spoken or multimodal response, supporting evidence must be provided to substantiate teacher judgments. Supporting evidence should demonstrate students : selection and organisation of business information analysis and interpretation of business information and management strategies evaluation of management strategies formulation and justification of recommendations. Queensland Studies Authority 17

22 4.5.3 Feasibility study Assessment technique: Feasibility study Purpose This technique assesses the application of higher order cognition (analysis, evaluation, and formulation and justification of recommendations) to a feasibility study of an existing (real or simulated) business or start-up business. Through the analysis of existing or competing businesses, feasibility studies seek to determine the viability of a business idea or the viability of a start-up business. Dimensions to be assessed The dimensions to be assessed should be clearly stated on assessment instruments. This assessment technique is best used to determine student achievement in objectives from the dimensions: Knowing and understanding business management Applying and analysing management strategies Evaluating and communicating management strategies. Feasibility studies Feasibility studies are central to the strategic management of existing businesses or the strategic development of a start-up business. Developing feasibility studies may involve the: use of business management terms, concepts and theories description of the business situation explanation of management processes and strategies selection and organisation of business information identification of issues in the business situation analysis and interpretation of business information and management strategies evaluation of management strategies in the existing business and/or competitor s business formulation and justification of recommendations for the existing or start-up business. Feasibility studies may use bullet points and diagrams/charts as appropriate. It is not appropriate for terms to be defined within this technique or for appendices to be included. Where one area of study is included in an assessment instrument, the feasibility study should be named accordingly (e.g. Marketing feasibility study). Business feasibility studies include two or more relevant areas of study. The task should be designed to allow students to complete all aspects within the assessment conditions. Possible assessment instruments Assessment instruments that may be developed to assess the assessment technique feasibility study include: marketing feasibility study operations feasibility study finance feasibility study human resources feasibility study business feasibility study (including two or more areas of study). Assessment conditions Year 11 Year 12 Written: words words Spoken: 3 4 minutes 4 5 minutes Multimodal: 3 5 minutes 5 7 minutes Further guidance When a feasibility study is presented as a spoken or multimodal response, supporting evidence must be provided. Evidence gathered from each feasibility study may only contribute once to the student profile. 18 Business Management Senior Syllabus 2013

23 4.5.4 Examination Assessment technique: Examination Purpose This technique assesses the application of a range of cognition (knowledge, understanding, application, analysis, evaluation and formulation and justification of recommendations) to responses completed under supervised conditions. Dimensions to be assessed The dimensions to be assessed should be clearly stated on assessment instruments. This assessment technique is best used to determine student achievement in objectives from the dimensions: Knowing and understanding business management Applying and analysing management strategies Evaluating and communicating management strategies. Types of examination Short response test Short response tests typically consist of a number of items, which involve students responding to questions or business situations. Short response tests occur under supervised conditions as students produce work individually and in a set time to ensure authenticity. Items will be in response to questions or statements which are typically unseen. If seen, teachers must ensure the purpose of this technique is not compromised. Stimulus materials may also be used and may be seen or unseen. Unseen questions, statements or stimulus materials should not be copied from information or texts that students have previously been exposed to or have directly used in class. Items may include activities that require: explanations longer than one sentence ideas maintained, developed and justified full-sentence responses, constructing a piece of prose that may have one or several paragraphs. Items may require students to construct, use, interpret or analyse primary or secondary data, graphs, tables, diagrams or financial information. Items may include multiple-choice and sentence answers. These types of questions, while useful for assessing content knowledge, are difficult to construct if trying to elicit meaningful higher order cognitive responses. Extended response test Extended response tests require students to demonstrate sustained analysis, interpretation and evaluation to answer a question fully or deal with issues in a business situation. Extended response tests occur under supervised conditions where students produce work individually in a set time to ensure authenticity. Students respond to stimulus (e.g. case studies, scenarios, sources) that may be seen or unseen, and a seen or unseen question or statement. Assessment conditions Year 11 Year 12 Recommended duration: hours hours Short response test: words per response words per response Extended response test: words per response words per response Further guidance Teachers who wish to offer an extended response but not as a test (i.e. not under supervised conditions) should refer to the assessment technique: Extended response (see Section 4.5.5). Queensland Studies Authority 19

24 4.5.5 Extended response Assessment technique: Extended response Purpose This technique assesses the sustained application of higher order cognition (analysis, evaluation, and formulation and justification of recommendations) in responding to research or stimulus materials. Students may respond to business situations and analyse, interpret and evaluate business information and management strategies to formulate and justify recommendations. Students may apply knowledge to the development of a business venture to formulate, enact and evaluate the impact of management strategies in business situations. Dimensions to be assessed The dimensions to be assessed should be clearly stated on assessment instruments. This assessment technique is best used to determine student achievement in objectives from the dimensions: Knowing and understanding business management Applying and analysing management strategies Evaluating and communicating management strategies. Types of extended response Extended research response An extended research response involves students collecting, selecting, organising and using information that goes beyond the data students have been given and the knowledge they currently possess. An extended research response occurs over a set period of time. Students may use class time and their own time to conduct research and develop a response. An action research (business venture) is a specialised extended research response used to demonstrate the practical application of business management strategies to a business venture. Action research may involve students: planning a course of action for running a business venture, enacting and evaluating the management strategies developing the underpinning practices of communication strategies and management strategies through working in partnerships, groups or teams to enact the business venture defining and/or using business management terms, concepts and theories relevant to the business venture describing the business venture explaining the management processes and strategies implemented in the business venture selecting and organising business information gathered through the business venture identifying issues relevant to the business venture analysing and interpreting business information and management strategies relevant to the business venture formulating and justifying recommendations for the business venture evaluating management strategies enacted in the business venture. Extended response to stimulus An extended response to stimulus involves students in applying management understandings to case studies and issues. Stimulus materials are known or provided materials/sources and concepts. This may include case studies, scenarios, media articles, statistics, financial accounts or images/diagrams. An extended response to stimulus occurs over a set period of time. Students may use class time and their own time to develop a response. While research may occur in the writing of the extended response to stimulus, it is not the focus of this technique. Students respond to a seen question or statement using data, researched information, primary and/or secondary sources. 20 Business Management Senior Syllabus 2013