Cape Economics Sba Outline 1

The St.
Michael School Business Department

2015 - 2016
CAPE ECONOMICS
GUIDELINES FOR INTERNAL ASSESSMENT
Sources of Data and Information
The primary and secondary sources of data listed below, can be used by candidates in their
research activities.
International news magazines such as Fortune, Business Week, Newsweek and Forbes.
The business section of local newspapers, statistical reports such as national income statistics,
balance of payments statistics, survey of living conditions, household budgetary surveys,
annual economic reports of Central Banks, Ministries of Finance and Planning units. Annual
reports of firms in the region, the economic information available on the internet, Budget
speeches of Ministers of Finance, reviews of estimates of income and expenditure from
Ministries of Finance.
Project Reports
A candidate's report should be presented in a soft folder bearing the candidate's number, name
of subject and the date submitted. The project document should comprise:
(a) title;
(b) table of contents;
(c) aims and objectives;
(d) methodology employed;
(e) report (between 2000 - 2500 words):
1) description;
2) analysis;
3) evaluation;
4) recommendations.
(f) references
Candidates are expected to present the report using graphs, charts and tables, where applicable.
In addition, the reports should display clarity of exposition and correctness of grammar.
The project may be derived from the objectives and content of one, two or all three modules in
the Unit.
RESEARCH SHOULD BEGIN DURING TERM 1 BY ALLOWING STUDENTS TO READ THE RELEVANT
LITERATURE AND GATHER INFORMATION ON THEIR SELECTED TOPIC.
INTERIM DEADLINES FOR CHECKING THE PROGRESS MADE ON THE SBA MUST BE ADHERED TO.
The St. Michael School Business Department
2015 - 2016
MARKING SCHEME FOR INTERNAL ASSESSMENT
Knowledge/Presentation/Methodology (14 marks)
(Includes marks for communicating information in a logical way using correct grammar)
The student has:
1. demonstrated a grasp of the meaning of basic economic facts, concepts and principles;
2. explained familiar economic phenomena in terms of theories, models, laws and principles;
3. developed a research design that provides a sound and efficient basis for drawing reasonable
conclusions.
Application/Analysis (20 marks)
The student has:
1. used the major economic concepts, principles and procedures in unfamiliar situations,
transformed economic data accurately and appropriately, used common characteristics as a
basis for classification;
2. identified and recognised the component parts of an economic theory or concept and
interpreted the relationships between these parts;
3. inferred, predicted and drawn conclusions using relevant economic data;
4. made relevant and accurate calculations and recognised the limitations of economic data;
5. selected appropriate economic theories – matched, compared and cited appropriate examples in
familiar situations.
Evaluation Synthesis (17 marks)
The student has:
1. combined component parts to form a new meaningful whole, made predictions and solved
problems;
The St. Michael School Business Department
2015 - 2016
2. made reasoned judgements and recommendations based on the value of ideas and information.
Communication (9 marks)
Candidates will be awarded 9 marks, for communicating information in a logical way using
correct grammar.
The student has:
1. presented arguments in a clear, concise, reasoned and objective manner using correct grammar;
2. used presentation aids such as graphs, charts and tables to communicate information in a
logical way;
3. displayed logic and coherence in expressing economic arguments;
4. used proper referencing and citations of source materials. Using the example of the standard
Chicago manual style is recommended.
SUGGESTIONS OF
TYPES OF INTERNAL ASSESSMENT TOPICS
Topic Ideas for Unit 1
1) An investigation of the production (i.e. stages, costs, concept of market structure, pricing and
output decisions) within a named company.
2) An assessment of the differences in wages within a named industry in Barbados.
3) Evaluate the measures used by government to correct the market failure within a named utility
company in Barbados.
4) An analysis of the measures used by Government to alleviate poverty in Barbados.
5) Evaluate the role of education as a means of poverty alleviation in your country.

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The St.

Michael School Business Department

MARKING SCHEME FOR INTERNAL ASSESSMENT

Knowledge/Presentation/Methodology (14 marks)

The student has:

Application/Analysis (20 marks)

The student has:

3. inferred, predicted and drawn conclusions using relevant economic data;

Evaluation Synthesis (17 marks)

The student has:

The student has:

3. displayed logic and coherence in expressing economic arguments;

TYPES OF INTERNAL ASSESSMENT TOPICS

Topic Ideas for Unit 1

2) An assessment of the differences in wages within a named industry in Barbados.

4) An analysis of the measures used by Government to alleviate poverty in Barbados.

5) Evaluate the role of education as a means of poverty alleviation in your country.

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