hsc economics examination review 2014 · hsc examination 2014 - insights multiple choice (20 marks)...

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HSC Economics Examination Review 2014

EBE - Annual Conference - May 15, 2015


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Daniel Kahneman – Nobel Prize Winner for Economic Sciences (shared) in 2002

Thinking Fast and Slow (2012)

System 1 thinking (automatic, effortless)

System 2 thinking (effortful, slow process)


We need more of this

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Band Analysis – HSC Economics


Just over 5000 candidates

10.88% achieved a Band 6






HSC Examination Structure


15-20 minutes

60-70 minutes

45-50 minutes

45-50 minutes

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HSC Examination 2014 - Insights

Multiple Choice (20 marks)

• 8 questions had double-barrelled stems, presented in table format (trend since 2012). Questions like this should be used in practice tasks and the HSC Trial Examination (if internally set).

• Calculation (H11) and interpretation questions featured heavily (none in the short-response).

• Challenging questions on tariff & quota interpretation (poorly handled across the State). Will they be repeated?


Section I – State Average


Year State Average

2014

14.43 /20

2013

12.12/20

2012

15.68 /20

Challenging year, along with 2010!

What is tested in M/C? 1) Definitions 2) Calculations 3) Diagram/model/statistics

interpretation 4) Economic analysis e.g.

impacts 5) Logical reasoning e.g.

effects of changes

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8 of these tables in 2014!!

Multiple Choice Technique &

Practice

• ‘Follow the bouncing ball’ – pen on paper (underline key words).

• Practice with 1 mark for explanation.

• Compete against the RAP and focus on weak areas from previous years.

• Have multiple choice blitz!!

Question 17


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Friday, 27 March 2015

Multiple-choice questions in HSC examinations

In order to have a more valid and consistent approach across the multiple-choice sections of examinations, all examination committees have been asked to order the multiple-choice questions according to the level of difficulty. Previously some examinations, like PDHPE and some science examinations, were ordered according to HSC core modules.

This means in the majority of HSC examinations, multiple choice questions will be ordered according to the level of difficulty, starting with easier questions and working up to more challenging questions. There may be exceptions, for example when more than one question relates to the same stimulus text.

For more information, contact: Helen Bristow Manager, Examining and Testing [email protected] (02) 9367 8095


Section I – Multiple Choice

Question Content State Mean

18 National income - multiplier 0.38

19 Tariff interpretation 0.49

20 Tariff effects compared to quota effects 0.49


Band 6 questions

http://news.boardofstudies.nsw.edu.au/index.cfm/2015/3/27/Multiplechoice-questions-in-HSC-examinations





mailto:[email protected]

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Question 18



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Question 19



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Question 20



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Section II: Short-Response (40 marks)

• Increased focus on understanding (application of content), not just linear knowledge (‘learn about’).

• 6 mark question for the 2nd year in succession. This is almost 1/3 of an essay (on 1 page!). Will this continue? How can we best prepare students?

• Examination Committee finding new ways to test similar content.



Section II: Short-Response (40 marks)

• 27 of the 40 marks were awarded to questions starting with the BOS term of explain!

• Linked to the previous point, there was a large emphasis on causal links (often quite narrow in focus e.g. labour force participation rate movements and related impacts on budget revenue and expenditure).

• Current economics and/or examples can add value to 4 - 6 mark questions.


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Section II – State Average

Year State Average

2014 25.28 / 40

2013 27.29 / 40

2012 27.70 / 40


2 marks down from 2013

Section II - Short-Response

Item Content Max Mark State Count State Mean

21a Types of protection 2 5106 1.39

21b Subsidy effects 4 5106 2.52

21c Arguments for protection 4 5106 2.56

22a Cause of exchange rate depreciation

2 5106 1.54

22b Bilateral and TWI measures 3 5106 1.80

22c Interest rate effects on BOP components

5 5106 3.46

23a Labour force definitions 2 5106 1.66

23b LFPR reasons for decline 4 5106 2.34

23c Changes in LFPR – impact on the Budget

4 5106 2.20

24a Benefit and cost of microeconomic reform

4 5106 2.78

24b Limitations of FP and MP in addressing a slowdown

6 5106 3.03


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Question 22a


Slowing down the thinking to speed up the

writing!

Question 22 b


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Question 22 b


Question 23 c


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Question 24 b


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Section III - Rubric


How important?


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Characteristics of a typical Band 6 Student

• integrates economic terms, concepts, relationships and theory in a variety of economic contexts (strong understanding of current economic conditions)

• displays superior analysis of the role of economic participants and markets in a variety of economic contexts (ability to draw out and analyse relationships)

• uses extensive economic vocabulary and illustrative examples in exposition of problems and policies in a variety of contexts (strong understanding of theory and how it relates to contemporary examples and support ideas with diagrams)

• demonstrates critical judgment and sound reasoning to select, organise, synthesise and evaluate relevant information from a variety of sources

(clearly and directly answers the SET question, going beyond a textbook response)

• presents excellent explanation and evaluation of the impact of government economic policies in contemporary and hypothetical economic contexts

(refers to CURRENT economics)

• presents comprehensive application of appropriate mathematical concepts in a variety of economic contexts

• produces comprehensive economic arguments to evaluate the consequences of economic problems and issues on economic participants

(holistic understanding of economic process and shows direct links between issue, impacts, policies and future implications)

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State Averages – Section III


26) Causes and effects of inflation

Year Percentage chosen State Average

2014 55.07% 12.28 / 20

25) Labour & Fiscal Policy – Decrease income inequality


2014 44.93% 11.69 / 20

Insights - HSC Examination 2014

Section III - Extended Response (20 marks)

• Brief stimulus: 1 or 2 sentence written stimulus, with accompanying statistics in table format (how does this influence how we advise students to integrate the stimulus material?).

• Questions 25 and 26 - Topic 3 (economic issues) and Topic 4 (economic policy & management) content.

• Both questions started by BOS directive term ‘explain’.

• Students need guidance and practice on selecting the question that best suits their knowledge and supporting evidence.


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Section IV - Rubric


Marriage of theory and current economics

State Averages – Section IV


28) Environmental & Government policy


2014 52.47% 12.62 / 20

27) Case study - strategies


2014 47.53% 11.6 / 20

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Insights - HSC Examination 2014

Section IV - Extended Response (20 marks) • Global case study question after a 2 year hiatus (was tested in short-

response in 2012). What does this mean for 2015? • Environmental sustainability & government policy question. • Both questions started by BOS directive term ‘discuss’. Do markers give

as much weighting to the directive term in essays? • Students need guidance and practice in selecting the right question for

them. N.B. Apart from the case study question (Topic 1), the remaining 3 questions in Sections III and IV assessed content in Topics 3 and 4 (yet, covered a breadth of outcomes).



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Extended Response - Suggestions

• Shorten and “sharpen” student introductions (but still add value).

• Avoid overly pre-prepared responses (but provide clear writing frames for students).

• Don’t overplay the theory, in isolation of current economics.

• Responses must be thorough, sustained and balanced (persuasive writing highlights both sides of the argument).

• Train students to connect economic issues with policy responses.

• Cast your eye back over H4 (2012 essays heavily based on this outcome).


hsc economics examination review 2014 · hsc examination 2014 - insights multiple choice (20 marks)...

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