IB Economics Internal Assessment (SL and HL)
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
Rubric requirements
If students do not adhere to the following requirements, they can 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.
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.
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.
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.
Time period of articles
- It is helpful to encourage 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.
Length of articles
- 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 10–12 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.
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”.)
Individual work on the articles and commentaries
- Students 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 is 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.
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”.)
Individual work on the articles and commentaries
- Students 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 is 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.
Portfolio Assessment Rubric—SL and HL
Criterion A: Diagrams (3 marks)
This criterion assesses the extent to which the student is able to construct and use diagrams.
Level Descriptor
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.
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 (2 marks)
This criterion assesses the extent to which the student uses appropriate economic terminology.
Level Descriptor
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.
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 (2 marks)
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 (3 marks)
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 (3 marks)
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
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.
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 (4 marks)
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
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.
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 (3 marks)
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 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.
- 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.
Is this a good article for my internal assessment?
Complete this sheet as a check to see whether an article is suitable for use in your internal assessment
Step 1: Complete the three sections below
| |
What economic theory is being demonstrated in the article?
Answer below in a maximum of two sentences. Begin with “The economic idea being demonstrated in
the article is …” or “This article shows the economic principles of ….” or similar. | |
What economic terms will I need to define? List them below.
| |
What am I going to evaluate? Check ‘command terms’ handout for help if required here.
(Answer in a maximum of two sentences)
| |
Step 2. Read the questions below and tick the box if the answer is yes.
| |
Was the article written within 6 months of you starting the course?
|
Tick
o
|
Is it from an acceptable source? Check IA guidelines if unsure.
|
o
|
Is it from a topic I am allowed to do? Check IA guidelines if unsure.
|
o
|
Are there relevant diagrams I can include?
|
o
|
Have I been able to fill in the 3 sections in step 1 above satisfactorily?
|
o
|
Relevant Section (e.g. Section 2)
| |
Summary of article (Focus on one or two issues you would like to comment on)
| |
Outline of commentary
| |
Key concepts
· Define the key terms used in your IA.
| |
Analysis
· With the aid of diagram(s), analyse the issue discussed in the article.
· e.g. use demand and supply diagram to explain the factors that contribute to the
increase in price of wheat | |
Evaluation
· The extent of increase in the price of wheat
· The impact on the different stakeholders such as consumers, producers, government
and society
· Long run vs short run effects.
| |
Conclusion
| |
If you have ticked YES for the five questions above, you have probably selected a good article.
If you have not ticked the five boxes or are unsure, seek further advice before proceeding.
If you have not ticked the five boxes or are unsure, seek further advice before proceeding.
IBDP Economics IA Internal Assessment Template
DP Economics
Internal Assessment
Commentary Planning Sheet
The overall aim is to use your economics knowledge to explain an event or change in the world around us.
Title of Article:
Source:
Date:
Two terms in the article or related to the article that would require definition:
a)
b)
What change is discussed in the article?
What diagram(s) could you draw and explain to illustrate this change? Sketch them. Often the first diagram will illustrate a problem, while the second diagram will show the suggested policy solution.
Now, evaluate this change. If there is a policy solution, is it likely to solve the problem? What are the likely effects, both positive and negative, in the short and the long run, on various stakeholders? If you can, rank the impacts from biggest to least, with reasons. Lastly, for the best sort of evaluation, how does this instance reflect on economic theory itself? Does what happened or what is suggested in your news article accord with what economic theory suggests should happen? If not, why not?
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