Mark schemes look cryptic when you first read them. But they follow predictable patterns. Learn the patterns and you know exactly what examiners want.
The command terms and what they trigger
| Command | What it REALLY means | Mark structure |
|---|---|---|
| Define | Give the precise meaning + one simple example | 1–2 marks (very short) |
| Explain | Show cause-and-effect: why X leads to Y | 3–10 marks (need depth + logic) |
| Analyse | Break down into parts; explain consequences at each level | 4–6 marks (multi-step logic) |
| Evaluate | Judge: weighing both sides, conclude which is stronger | 6–15 marks (top-band only with judgment) |
| Calculate | Show all working; state formula + answer | 2–4 marks (formula 1, calculation 1, answer 1) |
| Compare | Similarities AND differences (not just one) | 4–6 marks (both sides) |
Understanding mark bands (10-mark questions)
1–2 marks: Limited understanding
Terms stated but not clearly defined. No diagram or explanation of why. Example: "A tax increases prices."
3–4 marks: Some understanding
Terms defined. Basic explanation but lacking depth. Diagram maybe drawn but not explained. Example: "A tax shifts supply up, so price rises and quantity falls."
5–6 marks: Competent
Terms clearly defined. Explanation is logical but not fully developed. Diagram drawn and partly explained. Minor gaps.
7–8 marks: Good
All definitions clear. Full cause-effect chain. Diagram drawn, labelled, and explained. Real-world example. No major gaps.
9–10 marks: Excellent
Everything above PLUS: extended analysis, implications explained, sophisticated understanding of economic principle. Diagram perfectly labelled. Example developed in context.
The secret: What gets you from 7–8 to 9–10
Most students plateau at 7–8 marks. Here's the jump to 9–10:
- Depth of explanation: Show you understand not just the WHAT but the WHY and the SO-WHAT. Example: "The tax internalizes the external cost, making the market price reflect true social cost, which achieves allocative efficiency."
- Developed examples: Don't just name an example ("carbon tax") — explain it. "The UK carbon tax encourages renewable investment because higher fossil fuel costs make alternatives competitive."
- Qualification: Use phrases like "It depends on..." or "To a large extent..." or "However, this assumes..." Shows you can think critically.
- Diagram mastery: All elements labelled perfectly. Axes, curves, equilibria, DWL, tax revenue — everything has a label you reference in text.
Understanding 15-mark mark bands (evaluation questions)
1–3 marks
Limited understanding. One-sided or generic answer. No clear structure.
4–6 marks
Some understanding. Mentions advantages and disadvantages but doesn't weigh them. Conclusion weak.
7–9 marks
Good understanding. Clear arguments on both sides. Some attempt to weigh them. Context or examples used. Conclusion present but not always justified.
10–12 marks
Strong understanding. Multiple well-explained arguments on both sides. Weighing is clear. Real evidence used. Conclusion justified and qualified.
13–15 marks
Excellent. Sophisticated, multi-faceted evaluation. Recognizes complexity ("It depends on elasticity, context, time horizon"). Balanced. Well-evidenced. Judgment is nuanced, not dogmatic.
Key phrases examiners look for
These phrases get marks:
- ✓ "This creates an incentive to..."
- ✓ "One might argue that... However..."
- ✓ "It depends on elasticity/context/time horizon..."
- ✓ "A consequence of this is..."
- ✓ "In practice, evidence shows..."
- ✓ "To a large extent, the policy is effective because..."
- ✓ "An assumption is that..."
Avoid these (they lose marks):
- ❌ Generic phrases: "It is obvious that..." "Everyone knows..."
- ❌ Absolutes: "Always" "Never" "Everyone will..."
- ❌ Unsupported claims: "This is the best policy because I think so"
- ❌ Missing calculations: "PED is elastic" without showing numbers
- ❌ No diagram references: Diagram drawn but never mentioned again
Get a past paper. Read the mark scheme side-by-side with a model answer. See where marks are awarded. Then try the question yourself.
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