IB ECONOMICS HIGHER/STANDARDInternal Assessment - Guidance 2016-2018

THE PURPOSE OF INTERNAL ASSESSMENT

Commentaries on real world issues encourage us to look at the real world effects of what we study in the classroom. Provides another method of assessment and allows students who cope less well with exams to gain essential marks.

WHAT SHOULD BE PRODUCED?

Economics students at SL and HL produce a portfolio of three commentaries based on articles from published news media. Each article must be based on a different section of the syllabus (Microeconomics/Macroeconomics/International economics/Development economics).

WHAT ARTICLES SHOULD I USE?

The nature of articlesThe choice of an appropriate article is the most crucial aspect of writing a successful commentary. When choosing your article make sure it is on a topic that relates well to the syllabus. A bad article could prevent you from demonstrating relevant economic knowledge and therefore gaining a good mark. You must include graphs in your commentaries so choose articles which will allow you to do this.

Suitable articlesArticles must be chosen from the news media: newspapers, magazines or the internet. Students need to look for articles relating to current events, and these must be published no earlier than one year before the writing of the commentary. The internet is a good source of articles. However, news media websites are the only appropriate sources. Avoid the use of editorial/opinion pieces in newspaper, blogs, industry websites, market watch websites . Students must take care not to choose articles where there is little room for their own analysis and evaluation. Articles that include substantial economic analysis, such as in The Economist, will leave little opportunity for further analysis so should not be used. Students must take care to record correctly the actual date the article was published, not just when it was posted on the internet.

Length of articlesShorter articles are often a good choice as they tend to be focused on just one or two economic theories/concepts – should be 1-2 pages printed out. It is important to note that moderators (external examiners) will not read beyond two sides of text. Articles that are too short will not usually provide enough interesting issues for students to analyse. If students wish to use a long article, they must include the original article in its entirety, with the selected part(s) highlighted. This helps students to stay focused. Students must remember that the teacher and moderator will only read the highlighted section(s) and it is crucial, therefore, to highlight all the relevant sections in the article.

Individual work on the articles and commentariesStudents must select their own articles to analyse. The teacher must not give the articles to the class or even a single extract to a group of students. It can happen that students select the same articles by chance. This may be acceptable, provided the teacher is confident that each of the students involved came up with the article independently. However, the teacher may require students to find alternative articles. The production of the commentary must also be each student’s individual work and must not be prepared collaboratively with any other members of the class. Commentaries must not be based on any articles used for class activities.

WHAT SHOULD MY COMMENTARY TRY TO DO?

You should apply economic theory to an article in order to express your understanding of the subject. You may be trying to explain why something has occurred or explain why something has happened that contrasts or contradicts what we have covered in lessons. You should be using/applying economic terms and using graphs to explain.

Marks are awarded (see mark scheme) for evaluations and judgements you make within your commentaries.

HOW SHOULD MY WORK BE PRESENTED?

Use the same format for each of your commentaries, i.e. the same font, the same size and set it out in the same way. Back up each of your commentaries on your Google Drive to keep them safe in case you lose the hard copies.

You must include a word count on the cover page. The word count (maximum 750 words) includes the commentary only. It does not include the article or cover sheet, labels of five words or fewer, or titles of ten words or less.

You must reference your source in a specific way. See page 8 for a guide on referencing sources. If you use an article from the Internet you must include the full URL when you write the source of the extract on the coversheet

Each commentary should follow the following format: Coversheet (included in the appendices), Copy of the article, Commentary

GETTING STARTED

Make three copies of the article – one for the draft, one for the final commentary and one to use in the following process. Read through the entire article. If the article is very long you must highlight the relevant sections. Read through the article again this time thinking and jotting down ideas about the following:

What theories or models can I apply?

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What linkages (cause and effect) can I follow? What diagrams can I use? What words need defining? What other economic terms could I use and define in the commentary? Tackle the whole article or concentrate on certain aspects of the article (highlight these parts)? How could I apply the Evaluation criteria? “Evaluation” implies a judgment of a theory and an application of the

theory to a given situation, with awareness that the theory may not provide an accurate description. This is the hardest of the criteria to address effectively. You have to think specifically about this criterion. Some suggestions are included in the Frequently Asked Questions section of this booklet.

Write your commentary (maximum 750 words). Do not simply paraphrase or summarise the article (a common fault). You should be applying economic theory to the article. Make sure you have carefully read the marking criteria before you start.

All commentaries should contain at least one appropriate diagram. The diagrams should be explained and made relevant to the discussion. Whenever numerical data is provided in an extract, it should be incorporated into the diagram

HOW MUCH HELP WILL I GET?

You will bring a copy of your article AND a completed Proposal Form to the teacher by the agreed deadline. You will explain to the teacher what the article is about and what theories/diagrams you will use. Your teacher will feed thoughts and suggestions back to you… and let you know if another article may be more appropriate. You will then write a draft commentary, submit it by the due date and receive written feedback from the teacher. A final copy will then be handed to the teacher by the due date for formal marking.

HOW WILL MY WORK BE MARKED?

There are five internal assessment criteria for each commentary.

Criterion A Diagrams 3 marks

Criterion B Terminology 2 marks

Criterion C Application 2 marks

Criterion D Analysis 3 marks

Criterion E Evaluation 4 marks

Total 14 marks

There is one internal assessment criterion for the whole portfolio.

Criterion F Rubric requirements 3 marks

Each commentary is assessed individually for the first five assessment criteria (criteria A–E) and then criterion F is applied to the whole portfolio. The maximum for the portfolio is 45 marks: (14 marks x 3 commentaries) + 3 marks = 42 + 3 marks.

Criterion A: Diagrams

This criterion assesses the extent to which the student is able to construct and use diagrams.

Level Descriptor

0 The work does not reach a standard described by the descriptors below.

1 Relevant diagrams are included but not explained, or the explanations are incorrect.

2 Relevant, accurate and correctly labelled diagrams are included, with a limited explanation.

3 Relevant, accurate and correctly labelled diagrams are included, with a full explanation.

Criterion B: Terminology

This criterion assesses the extent to which the student uses appropriate economic terminology.

Level Descriptor

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0 The work does not reach a standard described by the descriptors below.

1 Terminology relevant to the article is included in the commentary.

2 Terminology relevant to the article is used appropriately throughout the commentary.

Criterion C: Application

This criterion assesses the extent to which the student recognizes, understands and applies economic information in the context of the article.

Level Descriptor

0 The work does not reach a standard described by the descriptors below.

1 Relevant economic concepts and/or theories are applied to the article.

2 Relevant economic concepts and/or theories are applied to the article appropriately throughout the commentary.

Criterion D: Analysis

This criterion assesses the extent to which the student can explain and develop appropriate economic theories and/or concepts in the context of the article.

Level Descriptor

0 The work does not reach a standard described by the descriptors below.

1 There is limited economic analysis relating to the article.

2 There is appropriate economic analysis relating to the article.

3 There is effective economic analysis relating to the article.

Criterion E: Evaluation

This criterion assesses the extent to which the student synthesizes his or her analysis in order to make judgments that are supported by reasoned arguments.

Level Descriptor

0 The work does not reach a standard described by the descriptors below.document.doc

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1 Judgments are made that are unsupported, or supported, by incorrect reasoning.

2 Judgments are made that are supported by limited reasoning.

3 Judgments are made that are supported by appropriate reasoning.

4 Judgments are made that are supported by effective and balanced reasoning.

Criterion F: Rubric requirements

This criterion assesses the extent to which the student meets the five rubric requirements for the complete portfolio.

o Each commentary does not exceed 750 words.

o Each article is based on a different section of the syllabus.

o Each article is taken from a different and appropriate source.

o Each article was published no earlier than one year before the writing of the commentary.

o The summary portfolio coversheet, three commentary coversheets and the article for each commentary are included.

Level Descriptor

0 The work does not reach a standard described by the descriptors below.

1 Three rubric requirements are met.

2 Four rubric requirements are met.

3 All five rubric requirements are met.

FREQUENTLY ASKED QUESTIONS

Criterion A: Diagrams (3 marks)

Do diagrams have to be constructed using a computer?

No. These can be completed by hand, as can the whole commentary, although the use of a computer is recommended. There is an excellent video on how to use the drawing function within Google Docs to create your graphs here https://www.youtube.com/watch?v=HSGB3nhH83A.

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Can complete diagrams be cut and pasted into commentaries?

Yes. If a student chooses to include a diagram not drawn by the student, he or she must reference it clearly. However, generic diagrams not specifically adapted to the commentary may mean that the student cannot reach the higher levels of criterion A… so this is NOT recommended.

What is meant by “correctly labelled”?

Students should pay attention to axis labels. These should be labelled price of “something” and quantity of “something”. Labelling these “p” and “q” does not count. A graph title is recommended but not compulsory for full marks. If a complete title is provided for the graph—for example, “Market for bananas”—price and quantity alone are sufficient as it is clear what the market is for.

Should all diagrams be dynamic, showing shifts from one situation to another?

Dynamic diagrams that clearly illustrate the changes taking place (either by arrows or labelling) are effective. There are certain situations where a static diagram, without any changes, may be effective, but these are limited.

What is the difference between a “full” and a “limited” explanation?

A limited explanation is one that may not refer to dynamic changes in the article. A limited explanation may also indicate that the diagram has not been explained in adequate detail to make it relevant, for example, by making no reference to specific points on the diagram.

Criterion B: Terminology (2 marks)

Should all terms be defined?

As with responses in external examinations, the key terms should be defined. However, there is no need to define all economic terms within the commentary. This criterion is concerned with using the relevant terminology appropriately throughout the commentary, not definitions.

Criterion C: Application (2 marks)

How does this differ from analysis?

Analysis of an economic problem can take place without the links to the article being effective. Application is how well the analysis links to the specific article. Questions that students should be asking themselves must focus on the relevance of their analysis to the actual article included.

Is it possible to get a level zero for “application” and a high level for “analysis”?

Yes, although this would be rare. These two criteria are designed to separate the two areas. “Application” refers uniquely to the links between the commentary and the article. When deciding which mark is the most appropriate for “application”, teachers should be trying to decide whether students have managed to choose appropriate concepts and theories relating to the article.

Criterion D: Analysis (3 marks)

What is meant by “analysis”?

In the context of an internal assessment commentary, analysis means using economics to express economic understanding. Students must be able to address essential elements or the structure of a specific economic issue using economic theory.

Criterion E: Evaluation (4 marks)

What is “evaluation”?

This is the highest order skill and is one of the key differentiators between stronger and weaker students. Students are expected to synthesize their analysis of the argument, and then support this with reasoned arguments and justifications.

What are some examples of areas that could be included in “evaluation” of an article?

“Evaluation” implies a judgment of a theory and an application of the theory to a given situation, with awareness that the theory may not provide an accurate description.

Evaluation can take many forms.

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Students could identify the most important reasons or factors relating to an economic issue, and support this with reasoned arguments and justifications for their choice.

When advantages and disadvantages are relevant, students could attempt to identify the most important advantage (or disadvantage) and then justify the reason for the choice.

When strategies are presented, students could attempt to assess the short-term and long-term implications.

When data is present, students may question its validity, in terms of whether it is appropriate, reliable or relevant.

When considering a theory, students may question its validity, in terms of whether it is appropriate, reliable or relevant.

Judgments about real-world effectiveness of policies could include limitations of non-economic constraints upon specific economic theory in reality.

Criterion F: Rubric requirements (3 marks)

What are the rubric requirements?

The following requirements are necessary for the production of the commentaries. If these requirements are not met students will lose marks under criterion F: rubric requirements.

1. Word limit

Students must produce a portfolio of three commentaries. Each commentary must not exceed 750 words.

Note: Moderators will not read beyond 750 words for each commentary.

The following are not included in the word count.

Acknowledgments

Contents page

Diagrams

Labels—of 5 words or fewer

Headings on diagrams—of 10 words or fewer

Tables of statistical data

Equations, formulae and calculations

Citations (which, if used, must be in the body of the commentary)

References (which, if used, must be in the footnotes/endnotes)

Please note that footnotes/endnotes may be used for references only. Definitions of economic terms and quotations, if used, must be in the body of the work and are included in the word count. Please note that a citation is a shorthand method of making a reference in the body of the commentary, which is then linked to the full reference in the footnotes/endnotes.

2. Articles

Each article must be based on a different section of the syllabus.

3. Sources

Students must use a different source for each commentary.

4. Contemporary articles

Students need to look for articles relating to current events and these must be published no earlier than one year before the writing of the commentary.

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Each portfolio must contain:

a summary portfolio coversheet

a commentary coversheet for each commentary

three commentaries, accompanied in each case by the relevant article.

IB ECONOMICS

COURSEWORK - COMMENTARIES

Student Guidance

REFERENCING

The following information does not require referencing: information and analysis based on standard economic theory

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Appendix

quotations from the article upon which the commentary is based (see below).

Anything that does not fall into the above categories must be cited consistently by the student using the recognized academic reference system.

Students may use quotations from the articles but students must be careful not to include too many quotations, leaving little room for their own analysis. Quotations from the article do not need to be referenced, although these must be identified clearly by using inverted commas and by, for example, giving a line or paragraph number.

References from the internet must be cited fully, including the full web address and the date the site was accessed.

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INTERNAL ASSSESSMENT : COMMENTARY PROPOSAL

TOPIC SOURCE

Draft due: Final due:

Use this proposal form (handwritten), with a copy of the article attached, to talk to me about your article before ______________. This step is not compulsory but is strongly advised!

TERMS for inclusion/definition [at least 3]

Proposed DIAGRAMS [at least 2]

APPLICATION : What economic concepts or theories will I apply?

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ANALYSIS : How will I apply those concepts to this article? What further insights into the events/info can I develop? Can I use the theory to investigate other possibilities & outcomes? Are there different outcomes if I make different assumptions about the situation?

EVALUATION : What WEE STEPS arguments can I discuss in this article? [at least 2]

“WEE STEPS” to WRITING better EVALUATION

W Wider context : think about the big picture; broaden your perspective to develop arguments

E Efficiency : does this situation represent efficiency in allocation of resources?

E Equality : do some people benefit / suffer more than others? (contrast the effects on various stakeholders)

S Scope : how many people / groups are effected by the argument or idea? does it have a wide or narrow reach?

T Time : are the effects immediate (short run) or long term or both?

E Effectiveness : how well does the idea/argument solve the issue it was intended to address? (consider the advantages/disadvantages of policy/solutions)

P Priority : which points are the most important in the context of the question?

S Scale : how strong is the effect on the people or groups impacted?

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IB Economics—internal assessment summary portfolio coversheetSchool code Name of school

Candidate number Name of candidate

Commentary number

Date article published

Date commentary

writtenSource of article

Section of the syllabus the article relates to

Number of words

1

2

3

Examiner comments – sample portfolio… the articles and student commentaries are posted in the Admin section of e-conomics.weebly.com

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