MARK SCHEME – A-LEVEL BUSINESS – 7132/3 – JUNE
2023
AQA
A-level
BUSINESS
7132/3
Paper 3 Business 3
Mark scheme
June 2023
2
, MARK SCHEME – A-LEVEL BUSINESS – 7132/3 – JUNE
2023
Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a descriptor. The
descriptor for the level shows the average performance for the level. There are marks in each level.
Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as
instructed) to show the qualities that are being looked for. You can then apply the mark scheme.
Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in
the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.
When assigning a level you should look at the overall quality of the answer and not look to pick holes in
small and specific parts of the answer where the student has not performed quite as well as the rest. If
the answer covers different aspects of different levels of the mark scheme you should use a best fit
approach for defining the level and then use the variability of the response to help decide the mark within
the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be
placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.
Step 2 Determine a mark
Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate
marks can help with this. The exemplar materials used during standardisation will help. There will be an
answer in the standardising materials which will correspond with each level of the mark scheme. This
answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer
with the example to determine if it is the same standard, better or worse than the example. You can then
use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.
Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be
exhaustive and you must credit other valid points. Students do not have to cover all of the points
mentioned in the Indicative content to reach the highest level of the mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
3
, MARK SCHEME – A-LEVEL BUSINESS – 7132/3 – JUNE
2023
Marking guidance
Be clear on the focus of the question.
Read the response as a whole; follow the flow of the argument as a whole.
Remember that the indicative content provides possible lines of argument but there may be others
that are equally valid. Be willing to credit other lines of argument.
Annotate the script as you read in accordance with the instructions given at standardisation.
Consider what it all adds up to, eg is this a limited response? A reasonable one? A good one? Refer
back to the standardisation scripts and guidance to help you benchmark. You are marking to the
standard agreed at standardisation. Be careful of the standard you are marking at; refer back to
standardisation scripts regularly.
Summarise your findings briefly at the end of the response. This will help you decide on the overall
level and is helpful for others to understand the mark given, eg for an extended response ‘well-argued’
but does not focus fully on the issue of ‘long term’ feels as if it might be good rather than excellent.
Make sure the comments fit with the level awarded: ‘unbalanced and not comparing with alternative
solutions’ does not sound as if it is ‘good’.
Next to your comment put the level awarded, eg L4.
If in doubt about an approach contact your Team Leader, do not make up your own rules because
we must have a standardised approach across all marking.
Be positive in your marking. Look to reward what is there.
KU Knowledge and understanding – used to credit knowledge of the specification and
also to acknowledge ‘points’ made in relation to the question, perhaps
explained, but once the point has some analytical dev, annotate AN or R
AN Analytical but lacks context, ie a theoretical line of argument
R Argument (analysis in context) (Ignore re-telling on the screen)
G Do not use
DP Developed argument (well-developed analysis in context)
EVAL Judgement with support
Q? Losing/lost focus – not fully focused on the demands of the question
Bal Balanced response eg both sides acknowledged
BD Benefit of doubt – though there is some uncertainty over the student’s meaning,
the point or aspect of the argument will be accepted as creditworthy
NR Not relevant – ie not answering the question – response has drifted from answering
the question set. When using, be sure to read the whole response carefully –
students will often drift back to answering the question later in their response –
normal annotation should resume whenever they come back to addressing the
demands of the question
O Own figure rule – to be annotated where a valid argument develops following a
miscalculation (ie a wrong answer is used correctly) (Ignore overview/ collation)
SEEN Tear Used to show work has been read but contains nothing creditworthy – please check
drop Icon carefully (See NR)
ONLY used to show a correct calculation – please use KU when annotating valid
points
To show an incorrect calculation or a clearly incorrect link in a chain of logic – if in
doubt, do not cross, use BD
Txt Box Comments must be made at the end of a response with level and
mark with explanation of why it has been awarded. Level to be included.
? Meaning unclear
Highlighter Highlighter
4
2023
AQA
A-level
BUSINESS
7132/3
Paper 3 Business 3
Mark scheme
June 2023
2
, MARK SCHEME – A-LEVEL BUSINESS – 7132/3 – JUNE
2023
Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a descriptor. The
descriptor for the level shows the average performance for the level. There are marks in each level.
Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as
instructed) to show the qualities that are being looked for. You can then apply the mark scheme.
Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in
the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.
When assigning a level you should look at the overall quality of the answer and not look to pick holes in
small and specific parts of the answer where the student has not performed quite as well as the rest. If
the answer covers different aspects of different levels of the mark scheme you should use a best fit
approach for defining the level and then use the variability of the response to help decide the mark within
the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be
placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.
Step 2 Determine a mark
Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate
marks can help with this. The exemplar materials used during standardisation will help. There will be an
answer in the standardising materials which will correspond with each level of the mark scheme. This
answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer
with the example to determine if it is the same standard, better or worse than the example. You can then
use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.
Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be
exhaustive and you must credit other valid points. Students do not have to cover all of the points
mentioned in the Indicative content to reach the highest level of the mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
3
, MARK SCHEME – A-LEVEL BUSINESS – 7132/3 – JUNE
2023
Marking guidance
Be clear on the focus of the question.
Read the response as a whole; follow the flow of the argument as a whole.
Remember that the indicative content provides possible lines of argument but there may be others
that are equally valid. Be willing to credit other lines of argument.
Annotate the script as you read in accordance with the instructions given at standardisation.
Consider what it all adds up to, eg is this a limited response? A reasonable one? A good one? Refer
back to the standardisation scripts and guidance to help you benchmark. You are marking to the
standard agreed at standardisation. Be careful of the standard you are marking at; refer back to
standardisation scripts regularly.
Summarise your findings briefly at the end of the response. This will help you decide on the overall
level and is helpful for others to understand the mark given, eg for an extended response ‘well-argued’
but does not focus fully on the issue of ‘long term’ feels as if it might be good rather than excellent.
Make sure the comments fit with the level awarded: ‘unbalanced and not comparing with alternative
solutions’ does not sound as if it is ‘good’.
Next to your comment put the level awarded, eg L4.
If in doubt about an approach contact your Team Leader, do not make up your own rules because
we must have a standardised approach across all marking.
Be positive in your marking. Look to reward what is there.
KU Knowledge and understanding – used to credit knowledge of the specification and
also to acknowledge ‘points’ made in relation to the question, perhaps
explained, but once the point has some analytical dev, annotate AN or R
AN Analytical but lacks context, ie a theoretical line of argument
R Argument (analysis in context) (Ignore re-telling on the screen)
G Do not use
DP Developed argument (well-developed analysis in context)
EVAL Judgement with support
Q? Losing/lost focus – not fully focused on the demands of the question
Bal Balanced response eg both sides acknowledged
BD Benefit of doubt – though there is some uncertainty over the student’s meaning,
the point or aspect of the argument will be accepted as creditworthy
NR Not relevant – ie not answering the question – response has drifted from answering
the question set. When using, be sure to read the whole response carefully –
students will often drift back to answering the question later in their response –
normal annotation should resume whenever they come back to addressing the
demands of the question
O Own figure rule – to be annotated where a valid argument develops following a
miscalculation (ie a wrong answer is used correctly) (Ignore overview/ collation)
SEEN Tear Used to show work has been read but contains nothing creditworthy – please check
drop Icon carefully (See NR)
ONLY used to show a correct calculation – please use KU when annotating valid
points
To show an incorrect calculation or a clearly incorrect link in a chain of logic – if in
doubt, do not cross, use BD
Txt Box Comments must be made at the end of a response with level and
mark with explanation of why it has been awarded. Level to be included.
? Meaning unclear
Highlighter Highlighter
4
