Questions that begin “evaluate”, “assess”, “critically assess”, “discuss” or “to what extent” require students to show their skills of evaluation in order to reach the highest achievement levels. It is the weighing or measuring of factors followed by an attempt to give relative weight to those factors. For example: Evaluate alternative policies designed to reduce inflation.Įvaluation occurs when a judgment is made. Students should weigh the nature of the evidence available and discuss the convincing aspects of an argument as well as its implications and limitations, and the less convincing elements within an argument. Invites students to make an appraisal of a situation. For example: Distinguish between normal and supernormal profit. For example: Discus the view that trade is more effective than aid in promoting economic development.Īsks students to make clear their understanding of similar terms. For example: Describe the main roles of the IMF and the World Bank.Īsks students to consider a statement or to offer a considered review of or balanced argument about a particular topic. It is a neutral request to present a detailed picture. For example: Define what is meant by a free-trade area.Īsks students to provide a description of a given situation. When asked to define it is essential that a very clear and correct definition is given of a specific word or concept. For example: Compare the effectiveness of demand-side policies to supply-side policies in reducing the level of unemployment.Ī consider question is asking fro reflections on the different options/alternatives that may exist to resolve / solve / defeat or possibly correct the problem that has been posed. A description of the two situations does not on its own meet the requirements of this key term. This is often from the result of your considerations, workings and/or calculations have told you about the problem that you have been given.Īsks students to describe two situations and present the similarities and differences between them. For example: Calculate the PED for a price change of $4.00 to $4.40.Ī comment question requires you to draw some conclusions about the issue under consideration. When doing a question like this it is important to show each step or stage of an calculation used. This type of question is normally asking you to use specific knowledge’ that you should have i.e. For example: Assess the economic implications of the movement of many eastern and central European countries from planned economies to market economies. Students may offer differing assessments as they present the reasoning for their conclusion. It is asking you to relate your own specific knowledge of the issue from the syllabus area to the particular situation that has been given to you.Īsks students to measure and judge the magnitude or quality of something. This as the word suggests is asking you to apply your knowledge of a particular thing, say the monetary or fiscal policy, to a given situation. For example: Analyse the extent to which foreign aid promotes economic development. Always try to offer support to your findings and/or opinions. This is telling you that you need to make suggestions as to possibly why or why not something may or may not, in your own opinion, be appropriate considering the issue or event being analysed. If the term “critically” is prior to the term analyse. Wherever it is possible ,try to give examples, this is especially true if the material offered has examples within it. Here you are being asked to provide a comparison in detail of the causes and any possible effects of how the thing under consideration has developed or happened. For example: Account for the rise in unemployment shown in the table of data. Students are expected to present a reasoned case for the existence of something. Here are some examples of command words that are the most common in economics and business studies questions and what they mean.Īsks students to explain a particular situation or a particular outcome. Economics and Business Studies essay command terms
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