Transcript Document

AS-level Economics
Feedback on Units 1
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2013 Exam: The multiple choice section
Basic statistics
ECON1/1
Mean mark:
Standard deviation:
14.92
4.31
Three questions were answered correctly by fewer than 40% of the
candidates. The most difficult questions were 19 (31.52%), 21 (33.26%)
and 25 (37.35%).
Slide 8
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The multiple choice papers
Question 19 - The statistics
A product has a price elasticity of demand of – 0.5. If the price of this
product increases by 10%, then total revenue will
A
B
rise by more than 10%.
rise by less than 10%.
(17.12%)
(31.53%)
C
fall by more than 10%.
(11.29%)
D
fall by less than 10%.
(39.68%)
The answer (a.k.a. the key)
If the price rises by 10% and the quantity sold falls by 5%, revenue
will increase but by less than 10%
Slide 11
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Answer and statistics
Question 21
The table below indicates the average price of clothing in price index number form.
Year
2008
2009
2010
2011
2012
Price Index
100
105
120
110
125
Which one of the following can be deduced from the data above?
A
The price of clothing rose throughout the whole period 2008 to 2012.
(22.87%)
B
Compared with 2012, the price of clothing was 20% cheaper in 2008. (33.15%)
C
Revenue from the sale of clothing fell in 2011.
(25.41%)
D
Between 2010 and 2011, the price of clothing fell by 10%.
(18.26%)
The key is B: The change is 25 which is 20% of 125
Making a mistake when calculating the % change from index numbers is a
common error and needs to be taught
Slide 14
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The definitions
To achieve the full 5 marks for their answers to the definition questions,
parts [01] and [05], they are required to provide an accurate and
complete definition.
Part marks can be achieved if the candidate provides:
• A partial definition
• A definition which is not totally accurate but shows some
understanding
• A relevant example, or possibly a diagram, that shows some
understanding but is clearly not a ‘definition’ of the term
Slide 17
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ECON2 definitions exam statistics
Summary – Extract from the Principal Examiner’s Report
When answering Questions 01 and 05, most students demonstrated some
knowledge of the terms but in each case, the definitions were often either
incomplete or inaccurate in some respect. For example, some of those who
answered Context 1 were unable to provide a satisfactory definition of
‘income’ and many of those who attempted Context 2 did not provide an
adequate definition of the term ‘current account of the balance of payments’.
The table below indicates how the marks were spread for each of these
questions:
Slide 21
Mark
Part 01
Part 05
5
21.9%
11.7%
4
7.1%
28.9%
3
34.6%
47.2%
2
16.1%
2.5%
1
2.5%
1.5%
0
17.7%
8.1%
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ECON1 Context 2 definition
• Define the term ‘productive efficiency’ (Extract E, line 12).
• Look at the mark scheme for this question
• Note that the mark scheme includes a number of different definitions of
the term, each of which is worth 5 marks
• In this case, although it is possible to provide a stand-alone definition of
efficiency, it was not sensible to define ‘productive’ and ‘efficiency’
separately.
• Have a look at Exemplars 5, 6 and 7
• How many marks would you award to each of these Exemplars?
Slide 22
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ECON1 Context 2 definition: Exemplars
Slide 22
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ECON1 Context 2 definition
• Define the term ‘productive efficiency’ (Extract E, line 12).
• Exemplar 5 was awarded 0 marks – confusion between productive
and allocative efficiency
• Exemplar 6 was awarded 5 marks – this is an accurate definition
• Exemplar 7 was awarded 4 marks – this is a partial definition, it
doesn’t quite ‘nail it’
Slide 23
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Data Interpretation Questions – Key Issues
• Students did not follow the instructions in the question, for
example, they did not compare the correct data series.
• Some students just gave a feature of one data series and didn’t
make a valid comparison between the data series identified in the
question.
• A similar common error was to make comparisons within a single
data series instead between the two data series identified in the
question. For example, on ECON2 Part [02], comparing the highest
index of real GDP with the lowest index of real GDP.
• Their comparisons did not relate to the whole data period. Each
question asked for significant comparisons ‘over the period shown’.
• Many students did not include the units of measurement or quoted
the wrong units
Slide 24
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ECON1 Context 1 Data Interpretation Part [02]
Using Extract A, identify two significant points of comparison between
the number of students on full-time courses and those on part-time
courses over the period shown.
(8 marks)
• Look at Extract A on the ECON1 question paper
• Look at the relevant part of the mark scheme, ie Pages 8 & 9
• Have a look at Exemplars 8, 9 & 10
• How many marks would you award to each of these Exemplars?
Slide 25
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ECON1 Context 1 Data Interpretation Part [02]: Exemplars
Slide 25
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ECON1 Context 1 Data Interpretation Part [02]
Using Extract A, identify two significant points of comparison between
the number of students on full-time courses and those on part-time
courses over the period shown.
(8 marks)
• The main problem with the responses to this question was that many
candidates did not compare ‘full-time and part-time’ students. For
example, they might, incorrectly, have compared the number of
undergraduate students with the number of postgraduate students.
• This error is illustrated by Exemplar 8 which wasn’t awarded any
marks.
• Exemplar 9 was awarded 4 marks – one significant comparisons but
inaccurate data (3 marks) & a second comparison that doesn’t
compare ‘over the period shown’ (1 mark)
• Exemplar 10 was awarded 6 marks – two significant comparisons
with supporting data, but the units are wrong!!!!
Slide 26
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Data Interpretation - Guidance for students
If students want to be confident of achieving high marks for these questions,
they should:
1.
Use a separate paragraph for each feature/comparison
2.
State the point made at the start of the paragraph
3.
Features/comparisons should relate to the whole data series
4.
Use figures to support the point
5.
Make sure that your figures do support the point
6.
Make sure that your figures are accurate
7.
Make sure that you quote the units of measurement correctly
8.
If a comparison is required, supporting figures must be quoted from each
data series
Slide 28
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Parts [03] and [07] – Some Key Issues
Introductory definitions:
• Many students didn’t include relevant definitions in their answers
• Some students include random definitions that aren’t related to the
question. Marks are only awarded for relevant definitions.
• Definitions were sometimes inaccurate, eg it is not correct to define
unemployment as ‘those who are not working’.
Use of diagrams:
• Diagrams are often labelled incorrectly
• Not all students make use of the diagrams they have drawn; they
should be referred to in the text and used to support the written
explanation
• Diagrams be relevant, i.e. they must help to answer the question
Slide 29
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ECON1 - Part [03] - First example
With the help of an appropriate diagram, explain the view of education as
a ‘…service which markets tend to under-provide’ (Extract C, line 18).
• Look at the relevant part of the mark scheme, i.e. Pages 10, 11 & 12
• Have a look at Exemplar 13
• How many marks would you award to this Exemplar?
Slide 30
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ECON1 - Part [03] First example
Slide 30
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ECON1 - Part [03] - Second example
With the help of an appropriate diagram, explain the view of education as
a ‘…service which markets tend to under-provide’ (Extract C, line 18).
• Read Exemplar 14
• How many marks would you award to this Exemplar?
Slide 31
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ECON1 - Part
[03] - Second
example
Slide 31
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ECON1 - Part [03] – The marks
With the help of an appropriate diagram, explain the view of education as
a ‘…service which markets tend to under-provide’ (Extract C, line 18).
• Exemplar 13 was awarded 7 marks
• Exemplar 14 was awarded 12 marks
• Look at the commentary for each response
• Copies of these commentaries are in the Post-event Handbook
Slide 32
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The 25 mark questions
Introduction
• Students’ answers are marked using a Levels of Response Mark Scheme
• Students are assessed on the overall quality of their answer, taking into
account their ability to demonstrate four skills: knowledge and
understanding, application, analysis and evaluation.
• This is the only part of the exam in which evaluation is assessed and, to
conform to the weighting of the assessment objectives, students who do not
include any evaluation in their answers cannot be awarded more than 13
marks.
• However, sound analysis is the key to a good answer. Unless the analysis is
sound, the evaluation is invariably weak and unsupported.
• The examiner uses the Levels of Response Mark Scheme and, when
awarding the mark, selects the best fit for student’s answer
Slide 38
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What qualities characterise an A grade response?
This is difficult because the mark required to achieve an A grade also depends
upon the mark achieved elsewhere on the paper. However, if we assume that a
typical A grade student is likely to:
• achieve around 20 marks for multiple choice
• at least 20 marks for the first 3 parts of the data response question
they are likely to have to achieve a low Level 4 on the 25 mark question.
The skills students are required to demonstrate to achieve Level 4 are
summarised as either:
• Good analysis but limited evaluation
or
• Reasonable analysis and reasonable evaluation
Slide 39
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What qualities characterise a typical mid-L4 response?
1.
The student will demonstrate good knowledge and understanding of
relevant economic concepts and theories throughout their answer but
there may be the occasional error
2.
The answer will be well-focused on the question set and economic
principles will be applied appropriately
3.
The answer will have a clear, logical structure
4.
There is likely to be at some appropriate use of diagrams to support the
written analysis
5.
Some use will be made of the Extracts
6.
Most, if not all, of the analysis will be sound and there will be extended
analysis of some of the issues raised by the question
7.
There will be some supported evaluation
8.
There is likely to be some attempt at a conclusion but it may be fairly
superficial or possibly repetitive
Slide 40
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Application
There are two elements to this:
1.
Relevant application of economic theory to the question
An answer that is poorly focused is not demonstrating ‘application’ effectively
2.
Slide 41
Use of data to support the answer, for example, they might
•
make use of the data in the Extracts
•
use their own knowledge of recent developments in the UK
economy or other facts relating to the question
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A complete answer to part 08 of ECON1
Before moving on to look at the skill of analysis, we are going to have a look at
a student’s complete answer to ECON1 part 08
Using the information in the data and your own economic knowledge, evaluate
the economic case for and against governments attempting to influence how
mobile phones are manufactured and used.
•
Read Exemplar 19
•
Look at the commentary on this answer below;
Slide 43
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Slide 43
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Analysis
Look at the 3 exemplars for
the analysis section of their
answers;
•
•
Ask yourself in what
ways is the analysis
demonstrated in
Example 2 better than
in Example 1.
Ask yourself in what
ways is the analysis
demonstrated in
Example 3 better than
in Example 2.
Slide 44
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Analysis
Look at the 3 exemplars for
the analysis section of their
answers;
•
•
Ask yourself in what
ways is the analysis
demonstrated in
Example 2 better than
in Example 1.
Ask yourself in what
ways is the analysis
demonstrated in
Example 3 better than
in Example 2.
Slide 44
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Analysis
Look at the 3 exemplars for
the analysis section of their
answers;
•
•
Ask yourself in what
ways is the analysis
demonstrated in
Example 2 better than
in Example 1.
Ask yourself in what
ways is the analysis
demonstrated in
Example 3 better than
in Example 2.
Slide 44
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Evaluation - Conclusions
ECON1 Context 1 Part [08]
Using the information in the
data and your own economic
knowledge, evaluate the
economic case for and
against governments
attempting to influence how
mobile phones are
manufactured and used.
•
Candidates find it hard to
write good conclusion,
even many of the better
candidates finish with a
single sentence or just
repeat arguments that
they have already
presented
•
Look at the exemplars;
each one is better than
the last
Slide 49
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Evaluation - Conclusions
ECON1 Context 1 Part [08]
Using the information in the
data and your own economic
knowledge, evaluate the
economic case for and
against governments
attempting to influence how
mobile phones are
manufactured and used.
•
Candidates find it hard to
write good conclusion,
even many of the better
candidates finish with a
single sentence or just
repeat arguments that
they have already
presented
•
Look at the exemplars;
each one is better than
the last
Slide 49
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Evaluation - Conclusions
ECON1 Context 1 Part [08]
Using the information in the
data and your own economic
knowledge, evaluate the
economic case for and
against governments
attempting to influence how
mobile phones are
manufactured and used.
•
Candidates find it hard to
write good conclusion,
even many of the better
candidates finish with a
single sentence or just
repeat arguments that
they have already
presented
•
Look at the exemplars;
each one is better than
the last
Slide 49
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An answer to ECON1
Context 1 Part [08]
Using the information in the
data and your own economic
knowledge, evaluate the
economic case for and
against governments
attempting to influence how
mobile phones are
manufactured and used.
•
Look at Exemplar 34
•
This answer was
awarded the full 25
marks, i.e. top of Level 5
•
What are the strengths
of this answer?
•
Are there any
weaknesses?
•
Now look at the
commentary opposite;
Slide 50
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An answer to ECON1
Context 1 Part [08]
Using the information in the
data and your own economic
knowledge, evaluate the
economic case for and
against governments
attempting to influence how
mobile phones are
manufactured and used.
•
Look at Exemplar 34
•
This answer was
awarded the full 25
marks, i.e. top of Level 5
•
What are the strengths
of this answer?
•
Are there any
weaknesses?
•
Now look at the
commentary opposite;
Slide 50
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An answer to ECON1
Context 1 Part [08]
Using the information in the
data and your own economic
knowledge, evaluate the
economic case for and
against governments
attempting to influence how
mobile phones are
manufactured and used.
•
Look at Exemplar 34
•
This answer was
awarded the full 25
marks, i.e. top of Level 5
•
What are the strengths
of this answer?
•
Are there any
weaknesses?
•
Now look at the
commentary opposite;
Slide 50
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An answer to ECON1
Context 1 Part [08]
Using the information in the
data and your own economic
knowledge, evaluate the
economic case for and
against governments
attempting to influence how
mobile phones are
manufactured and used.
•
Look at Exemplar 34
•
This answer was
awarded the full 25
marks, i.e. top of Level 5
•
What are the strengths
of this answer?
•
Are there any
weaknesses?
•
Now look at the
commentary opposite;
Slide 50
Copyright © AQA and its licensors. All rights reserved.