IB Economics SL Internal Assessment Example

Figure 1 is relevant, correctly labelled, and clearly supports the argument about inequality and redistribution.

The student explains the Lorenz curve meaningfully, so the diagram does analytical work rather than serving as decoration.

The second diagram is at least aimed at the correct macroeconomic mechanism, linking public spending to growth.

Figure 2 is not a fully accurate AD–AS diagram because it omits the SRAS curve and equilibrium points.

The explanation of Figure 2 goes beyond what the diagram can actually show, especially for price-level and output changes.

The diagram discussion would be stronger if the shaded area and curve movements were interpreted more precisely.

Economic terminology such as equity, redistribution, human capital, LRAS, aggregate demand, and transfer payments is used naturally throughout the commentary.

The terminology is generally integrated into explanation rather than simply listed or defined.

The student's language supports the article’s distributional focus and the macroeconomic mechanisms they discuss.

There are a few imprecisions in the fiscal-policy language, especially around deficits, austerity, revenue, and transfers.

Some claims would be more precise if the student distinguished clearly between different sources of government finance and spending effects.

A small number of assertions would benefit from tighter economic wording, but these do not amount to persistent misuse.