ECONOMICS

ACADEMIC STRATEGIES

ASSESSMENT OBJECTIVES

• Candidates are expected to demonstrate :

Understanding of

• The main concepts, principles & theories

employed within the field of Economics

• Methods of analysis in Economics

BLOOM’S TAXONOMY

ASSESSMENT OBJECTIVES

• Candidates are expected to demonstrate :

Ability to

oUnderstand and interpret economic information presented in textual, numerical and graphical form

oSelect and apply economic concepts and principles to explain contemporary events

oRecognise unstated assumptions

oMake interpretations and valid inferences from information presented and evaluate reliability

oEvaluate alternative theoretical explanations and perspectives of economic problems, issues and policies

oOrganise and communicate ideas and arguments in a clear logical and appropriate form

BLOOM’S TAXONOMY

ASSESSMENT FORMAT

• H2

Case Study – 2 Compulsory Questions (40%)

Essay – 3 out of 6 (60%)

• H1

Case Study – 2 Compulsory Questions (70%)

Essays – 1 out of 2 (30%)

HOW TO STUDY EFFECTIVELY FOR ECONOMICS?

PAY ATTENTION & CHECK FOR UNDERSTANDING

• Students must be attentive during lectures and tutorials

• Students should read up before lectures and do the required sections to be covered at tutorials before hand.

• Students should review sections completed at lecture and tutorials immediately to check for understanding.

• If there are sections that the students are unsure of, they must clarify with their teachers immediately.

READ BEYOND THE NOTES

• Students must read textbooks and relevant

newspaper and journal articles

• Relevant reading materials in textbooks and

journals are indicated in the lecture notes

and newspaper articles shared on the

Learning Management System

UNDERSTAND MATHEMATICAL ANALYSIS

• In Economics, many concepts are illustrated

mathematically or graphically. Students

must learn to read tables and graphs

effectively and use diagrams effectively in

their own work.

USE THE LANGUAGE OF ECONOMICS

• Students must also learn to explain

economic situations using the vocabulary

of the discipline.

Non Economics student would say …. When the price cars

falls, people will buy

more of cars.

When people have

more money, they will

buy more cars.

Economics student would

say …… When the price of cars

falls, quantity demanded

of cars would increase.

When income rises, the

demand for cars which is

a normal good would

increase.

USE THE REQUIRED FRAMEWORK

• Students must also explain and

evaluate economic situations using

economic framework.

ANSWERING ESSAY QUESTIONS

• Students should not just regurgitate from lecture notes. They should :

analyse the requirements of the question

consider how economic concepts and framework learnt can be applied

present their answer coherently using the economic concepts and framework with necessary evaluation

ANSWERING CASE QUESTIONS

• Students should not answer them as

they would essay questions. They must

consider how information from the

case can be used to answer the

questions

present their answer using economic

concepts and framework with

evidence to support from the case

There are no secrets to

success. It is a result of

preparation, hard work and

learning from failure.

Colin Powell

SUPPORT GIVEN BY THE DEPARTMENT

• Lecture notes – focusing on the required

concepts, using examples that the students

can relate to,

• Tutorial worksheets – with scaffolds to aid

learning from concept reinforcement

questions to those focusing on the acquisition

of case-study and essay writing skills,

• Authentic Learning Activities - Article reviews

and mini-projects,

SUPPORT GIVEN BY THE DEPARTMENT

• Self-Directed Learning - Revision packages

at critical points before major assessments to

provide additional practice materials for

students,

• Intensive ‘A’ Level Preparation for JC 2s – This

will include intensive revision in Term 3, mock

exams, clinics, etc.,

• Teacher consultation - Teachers are

available for consultation if a student

requires clarification.