skills-you-need-to-demonstrate

Economics A-level requires students to demonstrate specific exam skills in each question

• The weighting for these skills can change between questions. For example, one question may allocate more marks to evaluation than another question

These skills must be demonstrated in both point-based answers and levelled mark responses

• In point-based answers, one mark is generally awarded each time a skill is displayed

• In levelled-mark responses, marks are allocated more holistically for the demonstration of each skill. For example, a mark out of six for evaluation may require a demonstration of both depth and breadth in the judgement

Each of the skills is defined and explained below

You can gain knowledge marks for recognising and showing an understanding of key economic terms, concepts, formulas, theories, methods and models

Knowledge can also be demonstrated by making relevant points, such as stating a feature, benefit, drawback or implication

In the student response below, knowledge has been highlighted in yellow, providing a definition of the key term in the question as well as a correct explanation

You can gain application marks by using the context in the question for calculations. This means using the data provided to apply economic formulas

Application can also be awarded for the use of data or information from the stimulus material in the question to support a point

In the student response below, application has been highlighted in blue with the use of the data from the question utilised to calculate the price elasticity of supply for new house builds:

You can gain analysis marks by developing logical chains of reasoning, showing cause and effect, impacts and outcomes

Strong analysis considers the consequences and impacts for consumers, producers, governments and countries

In the student response below, analysis has been highlighted in pink, showing a coherent X→Y→Z chain of reasoning to develop cause and effect

You can gain evaluation marks by showing judgement, weighing up the relative importance of factors, comparing points of view or recommending a course of action with justified evidence

Top-level 3 evaluation needs to be balanced, requiring both sides of an argument to be developed in context with its significance. Using an If… Then… Less/More significant approach can help you provide a justified judgement 

In the student response below, instances of evaluation are highlighted in green