IB Economics HL Internal Assessment Example

The student includes two relevant macroeconomic diagrams that are accurately labelled and clearly tied to the argument.

The recessionary-gap diagram is especially effective because it shows the AD shift and the resulting lower output and price level clearly.

The student's second diagram supports the long-run supply-side case well by showing increased productive capacity and a rightward LRAS shift.

The diagrams are explained in a way that directly connects them to the article’s policy context.

The second diagram is simplified and does not show the full AD-AS equilibrium effects, which limits its completeness.

A fuller set of labels for the long-run diagram would make the visual argument even stronger.

One explanation of the recessionary gap could be phrased more precisely to distinguish the size of the gap from the article’s percentage output-gap figure.

The student uses a wide range of relevant macroeconomic terminology accurately and in context.

Terms such as recessionary gap, aggregate demand, multiplier effect, crowding out, bond yields, and potential output are used to support analysis rather than as isolated vocabulary.

The student's terminology generally helps to clarify the causal chains in the commentary.

The language is mostly consistent with the diagrams and the article’s economic issues.

There are a few moments where phrasing could be slightly more precise, especially around output-gap notation.

One policy description is a little imprecise, though it does not undermine the overall quality of the terminology.

Greater consistency in defining symbols and terms together would improve clarity.