International GCSE Economics: assessment support
The purpose of this page is to help you understand our assessment of International GCSE Economics.
The section headed 'Support' includes links which take you to past papers and mark schemes, to examWizard where you can build your own papers, to a recorded feedback event, and to exemplar answers.
The Examiners' Reports section includes advice from the senior examiners on how to respond to each of the command verbs used in the excams.
The last section provides you with the grade boundaries and statistics from past exam series.
You may also be interested in a sister page which tries to support your delivery of the qualification.
Past question papers, mark schemes and examiners' reports are available on the qualification page.
These are kept locked for the first nine months after an examination series and you will require an Edexcel Online username and password to gain access.
You may have noticed that the list of exam materials for June 2019 includes two sets of papers. For example there is a Paper 1 and there is also a Paper 1R. 'R' papers are produced for different time zones.
What this means is that you have an extra set of past exam papers you can use for mocks!
examWizard is an online resource containing past paper questions, mark schemes and examiners' reports to help you create your own mock exam papers, topic tests, homework or revision activities.
You will need your Edexcel Online username and password to be able to log in.
Feedback on the summer 2019 exam series is available as a pre-recorded training session.
To help you understand each of the command words, we have some exemplar candidate responses to the Sample Assessment Materials on the qualification page. The accompanying commentary to each question has been written by a senior examiner.
In addition we have some exemplars taken from the 2019 papers, also with examiner commentaries.
Examiners' reports are a useful way of understanding the standard that has been applied. You can see exemplar student answers to each question, with examiner comments and tips. Combining a reading of the examiners' reports with the mark schemes can provide useful insights.
There are extracts from the examiners' reports as they relate to the different command verbs below:
There is only one mark available for this question, therefore examiners do not expect candidates to write extensively. When only one factor is requested, stating two will not result in additional marks.
'Define' questions are only looking for a definition of the term. Candidates will not receive the mark for providing only an example. A 1-mark 'define' question does not require examples
'What is meant by' questions have two marks and require two parts in the explanation of the term.
No marks are awarded for examples.
A 2-mark question will normally need two items of information
There is only 1 mark for knowledge on ‘describe’ questions so do not give more than 1 type/reason/benefit/advantage/way/factor etc.
The second mark will always be for development of this, and not for a list of advantages etc.
For calculation questions, it is essential that the answer has the correct units or is to two decimal places (if specified).
Units are an important part of the answer so make sure you use the right ones (or none if appropriate, such as when calculating elasticity). Do not ignore the minus sign when calculating elasticity
If the figure is a negative you must ALWAYS show the minus sign, including in the calculation.
Marks are not awarded if the percentage sign is required but missing.
It is recommended that you always show your working in a 'calculate' question.
Marks are awarded for:
• A leftward shift in supply, which has been labelled (1)
• The labelled new equilibrium price (1)
• Quantity on the axes (1)
You must label the new shift and the new equilibrium points to gain marks.
Do not shift both curves as this will not show understanding of the scenario in the question and will score zero.
There are NO marks for definitions on ‘explain’ questions. They require a reason/benefit etc, which is in context and developed, for all three marks.
There is one AO2 mark for ‘explain’ questions, meaning that the answer needs to be put in context in order to receive full marks. Make sure your response is in context and relates to the information given in the stem and question. Generic responses will receive a maximum of 2 marks
There is no set number of points required on any levels-based question, but each point made needs to be developed to move up through the levels.
Candidates should not present a counter argument for 'analyse' questions. There are no marks for doing this and it will result in less time to spend on other questions. 'Analyse' questions do not require evaluation. marks cannot be awarded for evaluation on a 6-mark question.
- One-sided arguments only are needed for 'analyse' questions.
- Focus on developing applied points to present a strong analysis of the situation.
- Focus on developing each applied chain of reasoning, rather than listing several separate points.
Assess questions require a balanced two-sided argument which is applied. There is no requirement for a conclusion or judgement but the argument(s) and counter argument(s) presented should be developed and thorough. Simply copying the extract or re-writing parts of it is not going to lead to high marks! Although no conclusion is needed, it is important to provide balance between the arguments in order to score high marks on ‘assess’ questions.
High level arguments need to use the evidence, rather than repeat it, to present arguments that are applied to the question. If there is data available in graphs and charts it should be used to help contextualise the response.
A supported conclusion/judgement is needed for 'evaluate' questions.
A well-structured evaluation offers more than one viewpoint and comes to a conclusion.
For the conclusion, do not just repeat earlier points but consider what it depends on or how effective a course of action will be.
There are more than enough lines for a response to achieve full marks and it is quality of the evaluation not quantity, that is necessary to achieve Level 3.
The command word 'evaluate' requires a two-sided argument in order to achieve full marks. The 'evaluate' question also requires a judgement/conclusion.
Quantitative Skills will be tested throughout the paper. These may be in the form of diagrams/graphs, calculations or using the data in the extracts, to provide the application in the questions.
Quantitative skills will be assessed in both Paper 1 and Paper 2, totalling 10% of the marks available for the qualification. Questions involving quantitative skills will always be in context.
The quantitative skills to be assessed are listed in Appendix 3 of the specification.
Application marks will not be awarded simply for repeating evidence in the extracts. The evidence needs to be used in the response
Application can either be the:
• use of the data in the question or
• application of the economic concepts
The use of relevant evidence is required throughout and this can be from the extracts provided or using examples provided by the candidates themselves. The extracts are there for a reason: please use them.
Grade boundaries and statistics
A grade boundary is the minimum mark at which a numbered grade (between 9 and 1) can be achieved.
International GCSE (9-1) qualifications are linear, and only the maximum mark and grade boundaries for the overall qualification are available in this table. These are given in raw marks.
Notional grade boundaries
Paper 1 and Paper 2 each have a raw mark out of 80. Grade boundaries are set at qualification level (adding together the raw marks for Papers 1 and 2) and not for each paper. However for teachers, the notional component grade boundaries can be a useful indicator of performance when papers are used in the future for mocks.
Grade statistics are reported separately for UK and overseas centres. They show:
- the total number of candidates
- the cumulative percentage of candidates at each grade boundary as a percentage of the total cohort
|May 2019||Paper 1||80||54
|Jan 2020||Paper 1||80||55||49||44||40||37||34||28||23||18||0|
|Nov 2020||Paper 1||80||49||42||36||29||23||17||15||13||12
|May 2019||Paper 2||80||54
|Jan 2020||Paper 2||80||55||49||44||40||36||32||27||22||17||0|
|Nov 2020||Paper 2||80||48
|4EC1||Number of candidates||9||8||7||6||5||4||3||2||1||U|
|4EC1||Number of candidates||9||8||7||6||5||4||3||2||1||U|