Paper 2: Data Response
Higher Level & Standard Level
Higher Level & Standard Level
Duration: 1 hour 45 minutes
Weighting SL: 40%
Weighting HL: 30%
This paper is the same for both SL and HL.
Students answer one question from a choice of two.
Overall advice
See teaching points 1 and 2.
Part (a) questions
Only one or two sentences are necessary to answer a 2-mark question. A definition may often be completed in one sentence, but it involves 2 marks.
For example, “recession” = a decline in real (GDP) (1 mark) for at least two quarters (1 mark).
If the question requires a list, bullet points may be used. It is not necessary to write sentences.
For example, “List two functions of a central bank”.
Part (b) questions
These could consist of either two calculations, or one calculation and the drawing of a diagram.
Parts (c), (d), (e), (f) questions
Part (g) questions
See teaching point 3.
To reach the highest mark band for part (g):
Weighting SL: 40%
Weighting HL: 30%
This paper is the same for both SL and HL.
Students answer one question from a choice of two.
- The questions are each subdivided into seven parts, (a), (b), (c), (d), (e), (f) and (g). Parts (a) and (b) both have subparts showing (i and ii)
- Students are expected to demonstrate the following assessment objectives.
- Questions in this paper are drawn from the four units of the syllabus excluding the HL extension material and topics studied at HL only.
- The command terms used in each question indicate the depth required.
- Marks are allocated using a combination of an analytic markscheme and markbands.
- Maximum marks are available per part and per subpart.
Overall advice
- During the five-minute reading time, aim to choose which of the two questions to answer. It is more efficient to look at the questions asked rather than to spend a lot of time reading the text. In particular, look at the 15-mark question. It is more important to be able to answer that question rather than the questions for parts (a) and (b).
- Look at the command terms, which indicate the depth required, in each question. The marks allocated also indicate the depth required. (See the list of command terms in this “Specific recommendations for each part” section.)
- Draw and use fully labelled diagrams. However, titles are not necessary. Use a ruler to draw the axes.
- References to the text or data must be made where appropriate, and particularly when answering part (g).
- Suggested time allocations
- Parts (a) and (b): about 15–20 minutes in total
- Parts (c), (d), (e) and (f): about 40–45 minutes in total (10 minutes per part)
- Part (g): about 45 minutes
- These suggested allocations are partly to reflect the marks awarded: 9 marks for parts (a) through (b); 16 marks for parts (c) through (f); and 15 marks for part (g). In addition, part (g) needs more thought and planning to incorporate references to the text and/or data, to undertake analysis and to provide a balanced evaluation.
See teaching points 1 and 2.
Part (a) questions
Only one or two sentences are necessary to answer a 2-mark question. A definition may often be completed in one sentence, but it involves 2 marks.
For example, “recession” = a decline in real (GDP) (1 mark) for at least two quarters (1 mark).
If the question requires a list, bullet points may be used. It is not necessary to write sentences.
For example, “List two functions of a central bank”.
Part (b) questions
These could consist of either two calculations, or one calculation and the drawing of a diagram.
- Answers to calculations should be to two decimal places.
- For example, when doing the calculation (1 ÷ 15.84), two equally correct answers could be $0.06 or 6.31 cents (notice that this is different from the requirement in mathematics papers that answers should be to three significant figures).
- Units of the answer should be given (eg dollars, millions, as appropriate).
- If required to draw a diagram, do not explain it unless asked, but do provide extra labelling to indicate what is happening.
- For example,
- label the excess supply or demand in a price controls diagram
- label Q1, Q2, P1 and P2 in the appropriate places on the axes of a demand and supply diagram after a curve has shifted.
- For example,
Parts (c), (d), (e), (f) questions
- These questions typically (but not always) require a diagram and an explanation. If the question requires a diagram, the mark scheme will allocate 2 marks for a correctly labelled diagram and 2 marks for a good explanation.
- The explanation should be precise and concise, consisting of only one or two paragraphs. There is no need to do any more than is asked. Identify what a question is asking for and make sure that the diagram and explanation address the specific question that is asked rather than writing about every aspect of a diagram.
- For example, if the question is “Using an international trade diagram, explain the effect of the tariff on government revenue”, neither the explanation nor the diagram needs to refer to welfare losses or changes in revenue.
- Ensure that the diagram is used or explained by making references to it. Reasons for any changes should be explained and the changes should be shown on the diagram and referred to in the explanation.
- For example, if the question is “Using an AD/AS diagram, explain the effect of a rise in interest rates on total output”, the explanation should fully explain how the rise in interest rates shifts aggregate demand (eg the rise increases the cost of borrowing and so reduces consumption and investment). It should then state, for example, how AD1 shifts to AD2, which results in real output shifting from Y1 to Y2.
- Some questions might not require a diagram but one may be drawn if it is helpful.
- For example, if the question is “Explain the poverty cycle”, a diagram is optional.
Part (g) questions
See teaching point 3.
- The answer should be constructed like an essay with an introduction, middle section (with several paragraphs) and a conclusion.
- In the introduction, define key terms from the question.
- In the middle section, focus on the question asked and direct each point towards answering it. Keep both sentences and paragraphs short.
- Refer explicitly to the text and the data (use quotation marks around a short phrase from the article or state, for example, “Table 3 shows that …” or provide the relevant text letter and paragraph number). Do not copy large chunks of the text.
- Use appropriate economic theories and concepts that are not mentioned in the text.
- A diagram is often the best way to present the analysis but it is not required. If appropriate, the answer could refer to a diagram drawn in answers to parts (b)–(f).
- Build up a logical argument or explanation. Take nothing for granted. Every point should be justified or explained. Most statements should also be qualified with, for example, “usually”, “probably”, “perhaps”.
- The evaluation should be based on both the texts/data and the relevant economic analysis. The text itself may be criticized if, for example, it contains controversial opinions or needs more data for evidence.
- For the conclusion, read the question again and ensure that it is answered with a summative evaluation that recognizes both sides of the argument.
To reach the highest mark band for part (g):
- the specific demands of the question are understood and addressed
- relevant economic theory is fully explained
- relevant economic terms are used appropriately throughout the response
- where appropriate, relevant diagram(s) are included and fully explained
- the response contains evidence of effective and balanced synthesis or evaluation
- the use of information from the text/data is appropriate and relevant, and is used to formulate a reasoned argument supported by analysis or evaluation.
Paper 2 Assessment SL
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Markscheme for Paper 2 Assessment SL
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Paper 2 Assessment HL
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Markscheme for Paper 2 Assessment HL
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Teaching point 1
Students may find themselves short of time when trying to complete this question paper. Encourage them to be as concise as possible, particularly for parts (a) through (f).
Teaching point 2
Some might consider that all lines on a diagram should be drawn with a ruler. However, in reality, no economic functions are linear. Therefore, it is only the axes that need to be drawn with a ruler. Even the axes may be drawn without a ruler without penalty, provided that the diagram is clear. Pencils should be used, in case sections need to be erased, but the drawing should be firm enough that it will be legible when scanned. Notice that abbreviations on the axes are acceptable.
Teaching point 3
Good students often produce excellent answers for parts (a) through (f), but then may achieve only a few marks for part (g). This could be because they lack the time to produce a good answer.
Other weaknesses in answering part (g) questions are:
Students may find themselves short of time when trying to complete this question paper. Encourage them to be as concise as possible, particularly for parts (a) through (f).
Teaching point 2
Some might consider that all lines on a diagram should be drawn with a ruler. However, in reality, no economic functions are linear. Therefore, it is only the axes that need to be drawn with a ruler. Even the axes may be drawn without a ruler without penalty, provided that the diagram is clear. Pencils should be used, in case sections need to be erased, but the drawing should be firm enough that it will be legible when scanned. Notice that abbreviations on the axes are acceptable.
Teaching point 3
Good students often produce excellent answers for parts (a) through (f), but then may achieve only a few marks for part (g). This could be because they lack the time to produce a good answer.
Other weaknesses in answering part (g) questions are:
- writing a theoretical and evaluative answer that would be perfect for a textbook but has no application to the text and data provided
- writing an answer that mainly repeats what is in the text, with little or no use made of other economic analyses and/or that shows no original thought in the evaluation. In other words, negligible value is added to what is already in the text.