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Title: Introduction to IB Economics Internal Assessment


1
IB DP Economics IA Portfolio
  • First Session May 2013

2
Introduction
  • What is IA in Economics?
  • Part 1
  • Internal assessment is an integral part of the
    economics course and it enables candidates to
    demonstrate the application of their knowledge of
    economic theory to real-world situations without
    the time constraints of written examinations. It
    can be used as a motivating factor, increasing
    the liveliness and relevance of economics
    classes.

3
Introduction
  • What is IA in Economics?
  • Part 2
  • The portfolio enables candidates to follow up
    aspects of economics in which they are
    particularly interested. It enables them either
    to focus on international issues to broaden their
    understanding of the global impact of economics,
    or to focus on issues particularly relevant to
    their own country or region.

4
Introduction
  • What is IA in Economics?
  • Part 3
  • 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

5
Rubric requirements
  • Requirements are necessary for the production of
    the commentaries.
  • If these requirements are not met students will
    lose marks under criterion F rubric requirements

6
Rubric requirements
  • 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
  • Labelsof 5 words or fewer
  • Headings on diagramsof 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.

7
Rubric requirements
  • 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.

8
Rubric requirements
  • 5. Contents
  • Each portfolio must contain
  • a summary portfolio coversheet
  • a commentary coversheet for each commentary
  • three commentaries, accompanied in each case by
    the relevant article.

9
Internal assessment criteria - HL SL
  • The internal assessment requirements are the same
    for both SL and HL students.
  • Overview
  • 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 AE) 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.

10
Internal assessment criteria 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.

11
Criterion B Terminology
  • This criterion assesses the extent to which the
    student uses appropriate economic terminology.
  • Level Descriptor
  • 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.

12
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.

13
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.

14
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.
  • 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.

15
Criterion F Rubric requirements
  • This criterion assesses the extent to which the
    student meets the five rubric requirements for
    the complete portfolio.
  • Each commentary does not exceed 750 words.
  • Each article is based on a different section of
    the syllabus.
  • Each article is taken from a different and
    appropriate source.
  • Each article was published no earlier than one
    year before the writing of the commentary.
  • 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.

16
Format of portfolio coversheet
  • PORTFOLIO
  • Higher Level / Standard Level Economics
    Internal Assessment Portfolio Coversheet
  • Candidate Name Candidate Session Number

Date of writing the commentary Title of the Article Source of the Article Date of the Article Section of syllabus linked to commentary Word Count



17
Format for commentarys coversheet
  • COMMENTARY COVERSHEET 

Economics commentary number
Title of the Article
Source of the Article
Date of the Article
Word Count
Sections of the syllabus the commentary relates to
Candidate Name
Candidate Session Number
18
Checklist for Students Part 1
S. N0 Checkpoints for individual commentaries 1 2 3
1 On each commentary, have you noted the title of the extract? source of the extract? date of the extract? word count of the commentary? date the commentary was written? section(s) of the syllabus to which the commentary relates? This is best done as a commentary coversheet.
2 Have you included the extract?
3 Is the commentary within the word limit (750 words maximum)?
4 Have you labelled your diagrams accurately?
19
Checklist for Students Part 2"
S. N0 Checkpoints for individual commentaries 1 2 3
5 Have you highlighted the relevant parts of the extract if it is lengthy?
6 If the extract is in a different language from the working language of the school, have you provided a translation of the relevant parts?
7 If you have used sources or references other than the extract, have you cited them correctly?
8 Have you checked that each extract is from a different source, that is, it is not taken from the same news media as ones you have used in other commentaries?
9 Have you kept a second copy of your extracts and commentaries for your file?
10 Have you put your portfolio in a suitable folder (not individual plastic wallets)?
20
How to choose an extract?
  • The nature of articles
  • The choice of an appropriate article is the most
    crucial aspect of writing a successful
    commentary. The article used does not have to be
    purely economic, as the application of economic
    theories and concepts can be observed in many
    areas. Articles without any obvious economics are
    sometimes the most effective, allowing students
    to introduce economic analysis where it is not
    immediately apparent.
  • Articles that include substantial economic
    analysis, such as in The Economist, while
    allowable as a source, may leave little
    opportunity for further analysis.

21
How to choose an extract?
  • Suitable articles
  • Articles 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 World Wide Web is a good source of articles.
    However, news media websites are the only
    appropriate sources. The use of blogs is not
    allowed for internal assessment unless these are
    associated with recognized news organizations.
    Students must take care to record correctly the
    actual date the article was published, not just
    when it was posted on the internet.
  • Graphic sources (for example, pictures, cartoons
    and advertisements) are not to be used as source
    articles these do not qualify as articles for
    the purpose of this internal assessment.
  • Students must take care not to choose articles
    where there is little room for their own analysis
    and evaluation.

22
How to choose an extract?
  • Time period of articles
  • It is advisable for the students to collect
    articles for their commentaries throughout the
    course. However, commentaries must be written
    within a year of the published date of the
    article.

23
How to choose an extract?
  • Language of articles
  • In most cases the article chosen will be in the
    same language as the commentary. If an article in
    another language is used, the student must
    provide an accurate translation of the whole
    article. Students must also include the original
    article in their portfolio.
  • If students wish to use a long article, the
    selected part(s) must be highlighted, both on the
    translation and the original. (See Length of
    articles.)

24
How long should an extract be?
  • Shorter articles are often a good choice as they
    tend to be focused on just one or two economic
    theories/concepts. A rough guide is approximately
    one full side of A4/letter-size paper (in font
    1012 with normal line spacing) and no longer
    than two sides of A4/letter-size paper. 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 commentary.

25
Who should choose the extracts?
  • Students must select their own extracts. Teachers
    should not give a single extract to a group of
    students. It may be that two or more students
    choose the same extract. If this is the case,
    teachers may permit this but should ensure that
    the commentaries are the work of the individual
    student and are not group work.
  • Commentaries must not be based on any material
    used for class activitiesthat is, students must
    not consider class material eligible for their
    commentary.

26
What information should the teacher provide at
the start of the course?
  • The teacher should explain the requirements of
    the assessment criteria and the portfolio to
    highlight the required procedures. All students
    should have an individual copy of the assessment
    criteria. This helps when students are writing
    their commentaries and the criteria act as a
    guide to how marks will be allocated.

27
How much feedback can the teacher give?
  • Teachers should set internal deadlines for the
    submission of each commentary. In each case
    teachers may give advice on both the choice of
    extract and the commentary (written or oral) up
    to the date of the internal deadline. After this
    point commentaries must be collected and should
    not be available to students for any alterations.

28
How many commentaries may a student write?
  • In terms of best practice students may write one
    or two practice commentaries and then they should
    write the required three commentaries at regular
    intervals throughout the rest of the course.
    Teachers should not be part of the selection
    process if more than four commentaries are
    written. It is not in the best interests of
    students to write large numbers of commentaries
    as this will detract from their other course
    activities.

29
Is it essential that the commentaries are word
processed?
  • Tidy presentation and legibility are important
    qualities that are easier to achieve through word
    processing.

How important is it to meet the word limit
requirements?
  • The word limit requirement is exact. Each
    commentary must be no more than 750 words. If any
    single commentary is outside of the word limit
    requirement then marks will be lost. There is no
    flexibility on this limit.

30
How does the student reference the source of the
extract?
  • All that is required is the title, source and
    date of the extract. The source should be on the
    printed article as well as the date, not just
    written on the cover sheet or honesty is
    compromised.

How specific do the references to sections in the
syllabus have to be?
  • Students do not need to make very detailed
    references to sections in the syllabus. They can
    be very simple references, for example, section
    3 rather than section 3.1.1

31
Should every criterion be demonstrated in every
commentary?
  • This must be the case if the very highest levels
    in criteria C, D and E are to be reached by the
    students.

What does it mean to say "effective use of
diagrams" in criterion B level 4?
  • Any diagram used in a commentary should be
    explained and should be made relevant to the
    discussion. Whenever numerical data is provided
    in an extract, it should be incorporated into the
    diagram.

32
How much definition is required to reach level 4
in criterion C?
  • Good students will show thorough understanding
    of terms either by defining them or by using them
    accurately.

What does it mean to evaluate economic theories
in the context of real-world examples in
criterion E, compared to analysis in criterion D?
  • 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. Analysis implies
    application of the theory

33
How is the portfolio assessed?
  • The teacher marks all three commentaries
    individually and then applies the final criterion
    to the completed portfolio to get a final mark.

34
Remember this for better IAs
  • Economist Henry Hazlitt wrote,
  • "The art of economics consists in looking not
    merely at the immediate but at the longer effects
    of any act or policy it consists in tracing the
    consequences of that policy not merely for one
    group but for all groups."

35
Additional Support
  • List of sources for article

http//www.sachinsachdeva.com/p/blog-page.html
36
  • I wish you all the best for
  • Enjoyable Experience
  • While completing
  • Economics IA Portfolio
  • For scoring grades you deserve
  • MAY GOD BLESS YOU!
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