Bristol Year 12
Conference
Answering Data Response
Questions
John Birchall
Key Skills – similar to AS
The economics exam tests four types of
assessment objectives: knowledge, application
of knowledge, analysis and evaluation: Many
questions are marked against a Levels Response
scheme. They normally focus on:
Level 1 tests your knowledge of the syllabus and
your ability to express that knowledge e.g. the
make up of the balance of payments. Or ways of
measuring unemployment and inflation. Defining
terms clearly is often a good way to start an answer.
Level 2 test your ability to apply your knowledge
and understanding to particular problems and issues.
The higher level skills –
tested more at A2
Level 3 tests your ability to use economic theories
and concepts to analyse micro and macroeconomic
problems e.g. to use aggregate demand & supply
diagrams to show rising unemployment caused by a
negative output gap. Or show the effects of an import
tariff on domestic producers and consumer.
Level 4 tests your ability to evaluate problems and
policies and make informed and reasoned
judgements based on theory and the evidence
provided e.g. short term and long term implications.
Evaluation must be based on analysis for the top
marks to be awarded.
Command Words
Lower Order Skills













Knowledge & Application of Knowledge
Calculate: Work out using the information provided
Define: Give the exact meaning
Describe: Give a description of
Give (an account of): As `describe‘
Give an example: Give a particular example
How (explain how): In what way or in what ways
Identify: Point out
Illustrate: Give examples/diagram
Outline: Describe without detail
State: Make clear
Summarise: Give main points, without detail
Which: Give a clear example/state what
More on Command Words –
Higher Order Skills
Analyse Economic Problems and Issues
Analyse: Set out the main points.
Apply: Use in a specific way.
Compare: Give similarities and differences.
Consider: Give your thoughts about.
Explain (why): Give clear reasons.
Justify/account for: Give reasons for.
More on Command Words – Higher
Order Skills = more marks at A2
Evaluate Arguments and Evidence: making
informed judgements
Assess: Show how important something is.
Criticise: Give an opinion, support with evidence.
Discuss: Give the importance arguments, for
and against.
Evaluate: Discuss the importance of, making
some attempt to weight your opinions.
To what extent: Make a judgement.
Let’s think about what you will be asked
The data response questions are ones that students
often find difficult. So, let’s look at what they normally
ask you to do.




Describe the main changes / fluctuations in a data
series – these will appear as they do in AS exams in a
table or chart.
Making relevant comparisons between two or more
pieces of data – this is a popular FIRST QUESTION –
again quite like AS.
Accounting for changes in economic data – again a
familiar style at AS level.
Explain basic economic relationships – once again
AS papers have these in them.
Some other things they will
want you to answer
Identify and evaluate possible effects of
government policies – again in AS.
Assess problems in forecasting future
movements in economic variables – less common
at AS.
Assess / evaluate the impact of changes in a
variable – not quite so common at AS.
So, let’s spend a few minutes thinking about what
each of these really means.
Types of Questions
Let’s think about what they might ask you. As there
are 3 Awarding Bodies in England alone I do not
know which Specification you will be following.
So, I have taken a typical question and developed
some suggested answers.
Look at the suggestions and think how that cover the
skills you are supposed to show
Remember Economics has concepts, principles and
theories, so please use them.
We also like the correct diagrams to appear
Also, it’s your interpretation + skill use of what they
give you.
Let’s look at how you should answer a
Data Response paper at A2
(a) Using the extract BRIEFLY compare the real
income growth of the poorest and richest
households for 1979-1989 and 1997-2003
(4 marks)
What is the framework against which you
should work?
1 mark for EACH valid point and 1 mark for
each supporting reference.
Question (a) continued
You MUST keep to the SPECIFIC time
period(s) mentioned.
You must answer BOTH time periods.
You MUST include MAGNITUDES.
So, a good answer would have included:



A quick description of 1979-89 – with the
difference between rich and poor being noted.
The second period saw more equal growth
between the rich and poor.
Use of data to support above.
Question (b)
(b) EXPLAIN (Command Word) WHY changes
in unemployment and labour inactivity rates
CAUSED the GROWTH of income inequality
in UK to slow down in 1990s (6 marks)
The data showed that the growth in inequality
slowed and NOT that income inequalities were
reduced. ALWAYS READ THE DATA VERY
CAREFULLY.
Question (b) continued
What did they want?

Definition of unemployment

Definition of labour inactivity

Explain WHAT is meant by income inequality
2 marks for each = 6 marks available
USE the CASE STUDY wherever possible
Question (b) – some tips
Look and see if both sets of the DATA
changed in same direction.
See if there is a LINK regarding the TWO sets
of data and if so explain this.
Watch your timing as in most Awarding Bodies
this low order question will only be worth a
small number of marks.
Question (c)
Now the skills and marks start to be more
demanding.
Level Response Mark Scheme – so think
about wide-ranging analysis (causes and
consequences), clear focus and explicit and
accurate examples.
Think CONTENT, APPLICATION, ANALYSIS
and EVLAUTION. Look at marks available and
command word. Then think TIMING.
Question (c)
(c) Analyse how an increase in income tax rates
can affect total tax revenue (10 marks)
Once again always DEFINE where possible.
So, tell them what is meant by the terms
included above, such as high levels of income
tax, labour market incentives.
Then address the direction of the question,
which is HOW.
Question (c)
To score highly they will want you to show
‘explicit and accurate explanations’.
So, they will want you to consider the
SIGNIFICANCE of this relationship. Is it or is it
not a major influence on total tax revenue?
Use the numbers they will give you to
SUPPORT your analysis. There might also be
quotes you can use from Case Study to
SUPPORT your findings.
Question (c)
Then it’s HOW that needs careful
consideration.
Will higher taxes have an adverse affect on
labour market incentives? If so WHY, HOW,
etc.
Will higher taxes impact on the amount of
hours worked = supply and so a DIAGRAM
could be included – backward bending
supply curve of labour
Question (c)
Laffer Curve, are your findings the same for
EACH part of the LABOUR MARKET – all of
these will add value to your answer.
ELASTICITY is a concept that pops up in
most questions.
Always ask if your analysis needs BOTH a
macro and a micro inclusion – again this
tends to add value. The MULIPLIER is
another favourite in A2 answers.
Question (c)
Your conclusion will return to your opinion as
to the MAGNITUDE/SIGNIFICANCE of the
relationship they have asked you to analyse.
Be bold, say ‘I think that …. etc.’
It’s a HIGH ORDER question but not one to
spend too much time on.
Probably 2 marks for explanation, 2 marks for
relevant diagrams and then the balance
depends on how well you support your use of
theory to explain the nature of the relationship.
Question (c)
Now, these last questions tend to be high
markers. In this example I am assuming
30 marks will be available.
They will want you to use TWO ways of
developing your answer. These are: the
data/information they have given you and
YOUR economic knowledge.
You MUST evaluate, else your ceiling in
2/3 of marks available.
Question (d) – Evaluate the opinion that the
benefits resulting from a more even distribution
of income outweigh the costs
So, it’s YOUR opinion based on data/theory.
What are the benefits? – fairness, social
cohesion, better access to services such as
health
What are the costs? – disincentives, why
work, gap between progressive tax rates and
benefits
So, WHAT direction will you take?
Question (d)
If you have any examples, numbers, etc. use
them = add value. Look for quotes and
number from Case Study = adds value.
Stick to TWO or THREE valid observations
(that are based on economic theory) and
develop these.
Possible inclusions – is fairness a ‘nice’ idea
or will disincentives arise? Say HOW such
disincentives might have an adverse affect on
the macro economy.
Question (d)
Think MACRO objectives – how might this
scenario impact on growth, employment?
Always think MARKET FAILURES – how
have these arisen and what can be done?
Is GOVERNMENT FAILURE part of this topic
and how will affect your opinion
Form an opinion – yes you agree with the
opinion BECAUSE, BECAUSE and usually a
BUT or HOWEVER = balanced evaluation
Question (d)
Remember – you must SUPPORT your
opinion with BOTH data and economic
theory/knowledge.
A little trick: think – What has happened and
why and what would I do about it and why?
Timing, presentation, diagrams, etc.
This tends to decide your grade outcome.
Any questions?