Feedback on Units 1 Copyright AQA and its licensors All rights reserved 2013 Exam The multiple choice section Slide 8 Copyright AQA and its licensors All rights reserved Basic statistics ID: 217123
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Slide1
AS-level EconomicsFeedback on Units 1
Copyright © AQA and its licensors. All rights reserved.Slide2
2013 Exam: The multiple choice section
Slide
8
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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%).Slide3
The multiple choice papers
Slide
11
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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
rise
by more than 10
%. (17.12%)
B
rise
by less than 10
%. (31.53%)
The
answer (a.k.a. the key)
C
fall
by more than 10
%. (11.29%)
D
fall
by less than 10
%. (39.68%)
If
the price rises by 10% and the quantity sold falls by 5%, revenue will increase but by less than 10%Slide4
Answer and statistics
Slide
14
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Question 21
The
table below indicates the average price of clothing in price index number form.
Year Price
Index
2008 100
2009 105
2010 120
2011 110
2012 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
taughtSlide5
The definitions
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17
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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 termSlide6
ECON2 definitions exam statistics
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21
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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:
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%Slide7
ECON1 Context 2 definition
Slide
22
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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?Slide8
ECON1 Context 2 definition: Exemplars
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22
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ECON1 Context 2 definition
Slide
23
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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’Slide10
Data Interpretation Questions – Key Issues
Slide
24
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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 unitsSlide11
ECON1 Context 1 Data Interpretation Part [02]
Slide
25
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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
?Slide12
ECON1 Context 1 Data Interpretation Part [02]: Exemplars
Slide
25
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ECON1 Context 1 Data Interpretation Part [02]
Slide
26
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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!!!!Slide14
Data Interpretation - Guidance for students
Slide
28
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If students want to be confident of achieving high marks for these questions, they should:
Use
a separate paragraph for each feature/comparison
State the point made at the start of the
paragraph
Features/comparisons should relate to the whole data series
Use
figures to support the point
Make sure that your figures do
support
the point
Make sure that your figures are accurate
Make sure that you quote the units of measurement correctly
If a comparison is required, supporting figures must be quoted from each data seriesSlide15
Parts [03] and [07] – Some Key Issues
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29
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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 questionSlide16
ECON1 - Part [03] - First
example
Slide
30
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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?Slide17
ECON1 - Part [03] - First
example
Slide
30
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ECON1 - Part [03] - Second example
Slide
31
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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?Slide19
ECON1 - Part [03] - Second example
Slide
31
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ECON1 - Part [03] – The marks
Slide
32
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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 HandbookSlide21
The 25 mark questions
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38
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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.
U
nless 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 answerSlide22
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 orReasonable analysis and reasonable evaluation
Slide
39
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What qualities characterise a typical mid-L4 response?
The student will demonstrate good knowledge and understanding of relevant economic concepts and theories throughout their answer
but
there may be the occasional errorThe answer will be well-focused on the question set and economic principles will be applied appropriatelyThe answer will have a clear, logical structure
There is likely to be at some appropriate use of diagrams to support the written analysisSome use will be made of the ExtractsMost, if not all, of the analysis will be sound and there will be extended analysis of some of the issues raised by the questionThere will be some supported evaluationThere 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:
Relevant application of economic theory to the question
An answer that is poorly focused is not demonstrating ‘application’ effectivelyUse of data to support the answer, for example, they might
make use of the data in the Extractsuse their own knowledge of recent developments in the UK economy or other facts relating to the question
Slide
41
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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 19Look at the commentary on this answer below;
Slide
43
Copyright © AQA and its licensors. All rights reserved.Slide26
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
Copyright © AQA and its licensors. All rights reserved.Slide28
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
Copyright © AQA and its licensors. All rights reserved.Slide29
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
Copyright © AQA and its licensors. All rights reserved.Slide30
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
Copyright © AQA and its licensors. All rights reserved.Slide31
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
Copyright © AQA and its licensors. All rights reserved.Slide32
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
Copyright © AQA and its licensors. All rights reserved.Slide33
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 34This answer was awarded the full 25 marks, i.e. top of Level 5What 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.Slide34
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 34This answer was awarded the full 25 marks, i.e. top of Level 5What 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.Slide35
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 34This answer was awarded the full 25 marks, i.e. top of Level 5What 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.Slide36
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 34This answer was awarded the full 25 marks, i.e. top of Level 5What 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.