The 10-mark question in VCE Business Management is not just a longer question. It is a different kind of assessment task.
Across examiner reports, this question consistently functions as the point where VCAA distinguishes between students who can reproduce course knowledge and students who can sustain decision-making under constraint. Many capable students lose marks here not because they lack content, but because they misunderstand what the task is designed to measure.
Understanding how the 10-mark question works is essential for any student aiming for the top end.
The 10-mark question is always evaluative in nature
Although the wording varies, the 10-mark question always requires evaluation. Sometimes this is explicit through command terms such as evaluate or to what extent. Other times it is embedded through phrasing that asks students to assess effectiveness, justify decisions, or weigh competing considerations.
Examiner reports repeatedly note that responses which only explain or analyse ideas are capped well below full marks. At this level, explanation is assumed. What is being assessed is judgement.
Students must:
- reach a clear position
- justify that position using course concepts
- acknowledge limitations or counterarguments
Without this evaluative layer, even detailed responses plateau.
Why explanation-heavy answers are capped
A very common pattern in examiner commentary is praise for students’ knowledge, followed by a statement that the response lacked evaluation.
These answers often:
- describe multiple strategies accurately
- apply them to the case study
- use appropriate terminology
But they stop short of answering the deeper question: how effective is this, in this context, and why?
The 10-mark question is not asking students to show how much they know. It is asking them to decide which ideas matter most and to defend that decision.
The role of structure in score differentiation
Structure matters far more in the 10-mark question than in any other part of the paper.
Lower-scoring responses tend to:
- move between ideas without a clear line of argument
- repeat points across paragraphs
- introduce new concepts late without integrating them
Higher-scoring responses have a visible shape. They:
- establish a position early
- develop points that support that position
- return to the question consistently
Examiners do not reward rambling thoroughness. They reward controlled reasoning.
Using the case study as evidence, not decoration
In the 10-mark question, the case study is not background information. It is evidence.
A frequent error is students referencing the business without using its specifics to justify claims. Naming the business or restating the scenario does not constitute application at this level.
High-scoring responses:
- use details from the case study to support evaluation
- explain why a strategy suits this business and not another
- link decisions back to stated objectives or constraints
This is where many mid-range responses fall short. They are relevant, but not precise.
The difference between balance and indecision
Students are often told to “show balance” in evaluative questions. Many misinterpret this advice.
Balance does not mean neutrality. It does not mean listing advantages and disadvantages and stopping there.
Examiner reports consistently show that:
- balanced responses without a conclusion are capped
- stronger responses acknowledge limitations but still decide
Evaluation requires weighing considerations and then making a judgement. Avoiding judgement in order to appear safe almost always costs marks.
Integrating multiple areas of the course
The 10-mark question often allows, and sometimes expects, integration across Areas of Study.
Weaker responses tend to stay within a single topic area even when the scenario clearly invites broader thinking. Stronger responses:
- connect human resource decisions to objectives
- link operations strategies to performance outcomes
- consider stakeholder impact alongside strategic decisions
This integration does not need to be exhaustive. It needs to be purposeful.
Why length does not equal quality
Examiner reports repeatedly emphasise that length alone does not determine score.
Some long responses lose marks because they:
- repeat ideas
- include irrelevant theory
- lack a sustained argument
Some shorter responses score very highly because they are:
- tightly focused
- clearly evaluative
- consistently linked to the question
Students aiming for full marks should prioritise clarity and control over coverage.
What distinguishes top-band responses
Responses in the highest bands consistently demonstrate:
- a clear evaluative position
- accurate and selective use of theory
- sustained application to the case study
- awareness of limitations or trade-offs
- disciplined structure
These qualities reflect the core purpose of Business Management as a subject: assessing decision-making in context.
Why this question matters disproportionately
Because the 10-mark question carries so much weight, small improvements here have an outsized effect on the final score. Gaining even two additional marks can shift a student across a grade boundary.
This is why the question deserves explicit, targeted preparation rather than being treated as “just another long response”.
How ATAR STAR prepares students for the 10-mark question
At ATAR STAR, we treat the 10-mark question as its own skill set.
We work with students to:
- recognise evaluative prompts quickly
- plan a position before writing
- integrate evidence and judgement
- practise writing controlled, high-scoring responses
This approach supports students who are already strong and want consistency at the top end, as well as students who understand the content but struggle to translate it into marks under exam conditions.
If you want Business Management preparation that focuses on how VCAA actually differentiates students at the highest level, this is where that difference is most visible.