ASSESSMENT BRIEF
ECON2002 Principles of Economics
Subject Code and Title
Assessment 3 – Group Assignment
Assessment
Group
Individual/Group
1500 words
Length
a) To understand the more important economic
principles
b) To apply economic principles to solving business problems
c) To develop analytical skills
d) To develop both independent learning and group
work skills
e) To develop verbal and non-verbal communication
skills
Learning Outcomes
By 11:59 pm AEST/AEDT Sunday of week 9
Submission
20%
Weighting
100 marks
Total Marks
Context:
The aim of this microeconomics group assignment is to provide students with the opportunity to develop and apply their understanding of microeconomic theory through the analysis of economics in real life around them. Students are required to write a report of 1500 words in pairs.
Instructions:
Select any big organisation from a country of your choice and provide the name to your facilitator – no two groups can pick on the same organisation. You are required to analyse the market structure of the selected organisation and in your analysis include all characteristics of that particular market structure, such as:
? Number of sellers and buyers
? Type of product
? Entry to and exit conditions from the market
? Short run versus long run profits
? Price determination
? Non price competition
ECON2002_Assessment Brief 3 Page 1 of 4 Submission Instructions:
This assignment must adhere to the following:
• Include a cover sheet that contains your subject name, your group members’ full names and student ID numbers.
• Clearly indicate question number and part thereof for each of your answers.
• Submit as a Word document only. Do not submit a pdf.
• Only one member will submit the report on Blackboard.
• When inserting diagrams such as a graph the following are acceptable:
o neatly hand–drawn diagrams inserted into the document as a picture o diagrams copied from a text book or other source as long as the source is correctly attributed (Wikipedia and Investopedia not acceptable sources)
o diagrams drawn using a drawing package that produces images acceptable to Word
• Use the APA 6th Edition Referencing style.
• Reference list, appendices and calculations are not included in word count.
ECON2002_Assessment Brief 3 Page 2 of 4
Learning Rubric: Assessment 2
Assessment Attributes Fail (Unacceptable) Pass (Functional) Credit (Proficient) Distinction (Advanced) High Distinction (Exceptional)
Content, audience and purpose
10 Does not meet minimum standard.
Demonstrates no awareness of context
and/or purpose of the assignment.
0 - 4 Meets minimum standard. Demonstrates limited awareness of context
and/or purpose of the assignment.
5 - 6 Moves beyond minimum standard. Demonstrates consistent awareness of context and/or purpose of the assignment. 7 Exceeds minimum standard. Demonstrates an advanced and integrated
understanding of
context and/or purpose of the assignment. 8 Exceeds minimum standard and exhibits high levels of independence.
Consistently demonstrates a systematic and critical
understanding of context and purpose of the assignment. 9 - 10
Knowledge and understanding
30 Limited understanding of required concepts and knowledge.
Key components of the assignment are not addressed.
0 - 14 Knowledge or understanding of the field or discipline.
Resembles a recall or summary of key ideas.
Often conflates/confuses assertion of personal
opinion with information
substantiated by evidence from the research/course materials.
10 - 18 Thorough knowledge or understanding of the field or discipline/s.
Supports personal opinion and information
substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant concepts.
19 - 22 Highly developed understanding of the field or discipline/s.
Discriminates between assertion of personal
opinion and information
substantiated by robust evidence from the
research/course materials and extended reading.
Well demonstrated capacity to explain and apply
relevant concepts. 23 - 24 A sophisticated understanding of the field or discipline/s.
Systematically and critically discriminates between assertion of personal
opinion and information
substantiated by robust evidence from the
research/course materials and extended reading.
Mastery of concepts and application to new
situations/further learning. 25 - 30
Critical reasoning, presentation and
defence of an argument and/or position
20 Specific position
(perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment.
Makes assertions that are not justified. Specific position
(perspective or argument) begins to take into account the issue(s) or scope of the assignment.
Justifies any conclusions reached with arguments not merely assertion. Specific position (perspective or argument) takes into
account the complexities of the issue(s) or scope of the
assignment. Others’ points of view are acknowledged.
Justifies any conclusions reached with well formed Specific position
(perspective or argument) is expertly presented and
accurately takes into
account the complexities of the issue(s) and scope of the assignment.
Justifies any conclusions Specific position
(perspective or argument) is presented expertly,
authoritatively and
imaginatively, accurately taking into account the
complexities of the issue(s) and scope of the
ECON2002_Assessment Brief 3 Page 3 of 4
0 - 9 10 - 12 arguments not merely assertion.
13 - 14 reached with well
developed arguments. 15 - 16 assignment. Limits of
position are acknowledged. Justifies any conclusions reached with sophisticated arguments.
17 - 20
Analysis and application with synthesis of new knowledge
20 Limited synthesis and analysis.
Limited
application/recommendati
ons based upon analysis. 0
- 9 Demonstrated analysis and
synthesis of new knowledge with application.
Shows the ability to interpret relevant
information and literature. 10 - 12 Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis. 13 - 14 Thoroughly developed and creative analysis and
synthesis with application of pretested models and / or
independently developed models and justified
recommendations linked to analysis/synthesis. 15 -
16 Highly sophisticated and creative analysis, synthesis of new with existing knowledge.
Strong application by way of pretested models and / or independently developed
models. Recommendations are clearly justified based
on the analysis/synthesis.
Applying knowledge to new situations/other cases. 17 - 20
Use of academic and discipline conventions
and sources of evidence
20 Poorly written with errors in spelling, grammar.
Demonstrates inconsistent use of good quality,
credible and relevant research sources to
support and develop ideas.
There are mistakes in using the APA 6th
Edition Referencing
style. 0 - 9 Written according to academic genre (e.g. with
introduction, conclusion or
summary) and has accurate
spelling, grammar, sentence
and paragraph construction.
Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these is not always
explicit or well developed. There are no mistakes in using the APA 6th Edition
Referencing style. 10 - 12 Well written and adheres to the academic genre (e.g. with introduction, conclusion or summary).
Demonstrates consistent use of high quality, credible and
relevant research sources to support and develop ideas.
There are no mistakes in using the APA 6th Edition
Referencing style. 13 - 14 Very well written and adheres to the academic genre.
Consistently demonstrates expert use of good quality, credible and relevant
research sources to support and develop appropriate
arguments and statements.
Shows evidence of reading beyond the key reading There are no
mistakes in using the APA
6th Edition Referencing style. 15 - 16 Expertly written and adheres to the academic genre.
Demonstrates expert use of high quality, credible and
relevant research sources to support and develop
arguments and position statements. Shows
extensive evidence of
reading beyond the key reading There are no
mistakes in using the APA
6th Edition Referencing style.
17 - 20
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