ECON1102: Macroeconomics: Money and Finance
\nIndividual Assignment
\nAssignment Question:
\nExamine the economic growth of three countries for the past five years. Explain how the
\neconomic growth in these countries has changed pre- and post-Covid-19. Provide two policy
\nrecommendations on how one of the chosen countries could improve their economy given the
\nonset of Covid-19.
\nPurpose of the Assignment:
\nThe purpose of the assignment is to demonstrate both a theoretical and practical understanding
\nof macroeconomics and it draws upon several topics covered in the unit. Students will need to
\npresent the figures on the economic growth in an appropriate manner and provide evidence to
\nsupport their arguments. Students should consider real life events and the theoretical concepts
\ntaught in this unit in their discussions on the policy recommendations.
\nAssignment Details:
\n\uf0b7 The assignment is worth 30 percent of the unit.
\n\uf0b7 Due date: Tuesday 4th October by 2pm.
\n\uf0b7 Students are required to submit their assignment via LMS.
\n\uf0b7 The assignment needs to be typed using a font size of 12 and 1.5 spacing.
\n\uf0b7 Turnitin software will be used to detect plagiarism (see below). The assignment should
\nbe an original piece of research. Students are not permitted to use their research from
\nprevious assignments. This is deemed as self-plagiarism by the University (where strict
\npenalties will be applied).
\n\uf0b7 The word limit for the assignment is 2,000 words and a word count must be clearly
\ndisplayed on the cover sheet of the assignment. There is no leeway in the word limit. It
\nis a maximum of 2,000 words (see below for further details).
\n\uf0b7 The assignment must be referenced correctly and contain a reference list (See UWA\u2019s
\nguide on referencing: https:\/\/guides.library.uwa.edu.au\/referencinguwa). The
\nrecommended referencing style is the APA style.
\n\uf0b7 Figures, headings, data tables, footnotes and the reference list can be excluded from the
\nword count. Students need to make this explicit in the word count declaration on the
\n2
\ncover page of their assignment. In text references are part of the word count and cannot
\nbe excluded from the count.
\n\uf0b7 Students should refer to the unit outline regarding penalties for late submission of the
\nassignment and for penalties for going over the word limit. Please note that this unit
\nwill apply the ruling of a 1% penalty of the total mark allocated for the assessment for
\ngoing over the word limit.
\nData:
\nStudents should present the data on economic growth figures in an appropriate manner (e.g.
\ndiagrams, graphs or a table). Students need to clearly identify the source of the data. Students
\nmay which to compare these indicators with other indicators (e.g. unemployment rates,
\ninflation, investment levels etc.) to give an overall picture of how each country economy has
\nfared since the onset of Covid-19. Students may wish to consider monthly, quarterly or annual
\ndata, though monthly data will provide a clear picture of changes pre- and post-Covid-19.
\nStudents should generate figures and tables themselves rather than cut and paste them directly
\nfrom the data\u2019s websites.
\nPotential websites where students could obtain information on economic growth and other
\nindicators from include:
\n\uf0b7 National Statistics Offices (e.g. Australian Bureau of Statistics, Statistics Singapore,
\nU.S Bureau of Economic Analysis, United Kingdom\u2019s Office for National Statistics)
\n\uf0b7 International Monetary Fund
\n\uf0b7 Trading Economics
\n\uf0b7 Reserve Bank of Australia
\nWhere possible, students should use the latest data available to examine the changes in
\neconomic growth since the start of the global pandemic (Covid-19). Some large statistical
\nhouses may not have the most recent data (for example, the latest data on many of the World
\nBank\u2019s economic indicators are for 2020). Students are advised to look at the National
\nStatistical Office for the countries of their choice to get the most recent data.
\nPlagiarism:
\n3
\nTurnitin software will be used to detect any plagiarism and the level of originality of the
\nassignment and any form of plagiarism will not be accepted and will be heavily penalised.
\nUWA\u2019s Study Smarter hub provides many resources for students including the writing of
\nassignments and plagiarism. Please see:
\nhttps:\/\/www.uwa.edu.au\/students\/Support-services\/Academic-support
\nMore information about \u2018Turnitin\u2019 can be found at https:\/\/www.turnitin.com\/.
\nSuggested Structure:
\nA proposed structure for the assignment is as follows \u2013 the assignment should have headings
\nfor each section:
\n\uf0b7 Cover page which includes the word count, student\u2019s name and student number and the
\nstudent\u2019s tutor and tutorial time.
\n\uf0b7 Introduction \u2013 this should include the purpose of the assignment (i.e. what the
\nassignment sets out to do) and a brief discussion on your chosen countries. You should
\ninclude some background discussion of the countries.
\n\uf0b7 Analysis of economic growth for the past five years, pre- and post-Covid-19, \u2013 this
\nshould include a presentation of the data and discussion on how economic growth has
\nchanged. The discussion also needs to include reasons for the changes in economic
\ngrowth, drawing on theoretical and real life events.
\n\uf0b7 Policy recommendations \u2013 this section should contain at least two recommendations on
\nhow the economy of the chosen country could be improved. These recommendations
\nshould be based on the concepts taught in this unit and should be valid for the country.
\n\uf0b7 Conclusion \u2013 this should be a brief paragraph summarising what the assignment has
\ncovered.
\n\uf0b7 Reference list.
\nMarking Structure:
\nTen marks of the assignment are allocated to the presentation of the assignment based on:
\n\uf0b7 How well the assignment is written and structured, including whether it is succinct, is
\nwithin the word limit and uses appropriate grammar.
\n\uf0b7 How well the assignment is referenced and that claims are supported with references.
\n4
\nTwenty marks are allocated to the analysis of the economic growth (and other indicators) for
\nthe chosen countries based on:
\n\uf0b7 The discussion and analysis of economic growth for the three countries over the past
\nfive years, pre- and post-Covid-19.
\n\uf0b7 The presentation of the data and research on economic growth.
\n\uf0b7 Validity of the policy recommendations for the chosen country.
\n\uf0b7 Evidence of research and understanding of the concepts.
\nBelow is the rubric that will be used for marking:
\nCriteria Below an Expected Level
\n(mark of less than 50%)
\nAt an Expected Level
\n(mark of 50-75%)
\nAbove an Expected Level
\n(mark of more than 75%)
\nPresentation (10 Marks):
\nHow well the assignment is
\nwritten and structured, including
\nwhether it is succinct, is within
\nthe word limit and uses
\nappropriate grammar.
\n\uf0b7 The assignment is written
\npoorly with points developed
\nwith minimum detail.
\n\uf0b7 It contains poor grammar and
\nhas weak presentation.
\n\uf0b7 It is too long or too short and
\ndoes not flow.
\n\uf0b7 The assignment is written at
\nan acceptable level and the
\nstudent has expressed the
\ncontent in their own terms.
\n\uf0b7 Contains an adequate level of
\npresentation and has a clear
\npurpose.
\n\uf0b7 The assignment is easy to
\nread.
\n\uf0b7 The assignment is beyond the
\nquality expected.
\n\uf0b7 The information is presented
\nin a relevant and well
\nexpressed manner.
\n\uf0b7 It is extremely well polished,
\ncontains no grammatical
\nerrors and is structured
\nappropriately.
\nHow well the assignment is
\nreferenced and that claims are
\nsupported with references.
\n\uf0b7 The student has not
\nreferenced work correctly.
\n\uf0b7 Some content is not in the
\nstudent\u2019s own words.
\n\uf0b7 A limited amount statistics
\nand claims are supported with
\nreferences.
\n\uf0b7 The student has used an
\nappropriate reference style
\nand there are limited errors in
\nthe reference list.
\n\uf0b7 Explanations are supported
\nwith appropriate references.
\n\uf0b7 There are minimal errors in
\nreferencing.
\n\uf0b7 The student has explained
\nconcepts in their own terms
\nand supported these claims
\nwith references appropriately.
\n\uf0b7 There is no plagiarism or
\nparaphrasing in the
\nassignment.
\nAnalysis of the Indicators (20 Marks):
\nThe discussion and analysis of
\neconomic growth for the three
\ncountries over the past five
\nyears, pre- and post-Covid-19.
\n\uf0b7 The assignment has limited
\ndiscussion on economic
\ngrowth for the chosen
\ncountries.
\n\uf0b7 The student has not made
\nclear differences in economic
\ngrowth pre- and post-Covid\u000219.
\n\uf0b7 The student has not shown an
\nunderstanding of the data.
\n\uf0b7 The assignment provides
\nweak statistics and examples.
\n\uf0b7 The student demonstrates an
\nunderstanding of the data.
\n\uf0b7 The assignment provides
\nsufficient discussion of the
\ndata and changes to the
\nindictors pre- and post\u0002Covid-19.
\n\uf0b7 The data has been explained
\nin a clear manner.
\n\uf0b7 The student has shown an
\nexcellent understanding of
\nthe data and changes to the
\nindicators pre- and post\u0002covid-19.
\n\uf0b7 The student demonstrates full
\nknowledge of the indicators
\nrelated to economic growth.
\n\uf0b7 The student provides very
\nclear explanations and
\npertinent examples and
\nstatistics in the analysis.
\n5
\nCriteria Below an Expected Level
\n(mark of less than 50%)
\nAt an Expected Level
\n(mark of 50-75%)
\nAbove an Expected Level
\n(mark of more than 75%)
\nThe presentation of the data and
\nresearch on the economic
\ngrowth.
\n\uf0b7 The data is only presented in
\none form.
\n\uf0b7 The student has taken data
\nfrom only one source.
\n\uf0b7 The student has not taken
\ndata from a valid source (e.g.
\nused data from Wikipedia).
\n\uf0b7 The student has only
\nexamined economic growth,
\nnot any other indicator.
\n\uf0b7 Figures and tables have not
\nbeen generated by the
\nstudent.
\n\uf0b7 The data is presented in a
\nmeaningful manner.
\n\uf0b7 The data has been taken from
\nmore than one source.
\n\uf0b7 The data is from a valid
\nstatistical agency.
\n\uf0b7 The student has provided
\nsome discussion of other
\neconomic indicators.
\n\uf0b7 Figures and tables have been
\ngenerated by the student.
\n\uf0b7 The data is presented in a
\nvariety of forms and at a
\nvariety levels.
\n\uf0b7 The student has chosen data
\nfrom appropriate sources and
\nprovided good discussion of
\nother economic indicators.
\n\uf0b7 The student has identified any
\nweakness or abnormalities in
\nthe data and its source.
\n\uf0b7 Figures and tables have been
\ngenerated by the student in an
\nexcellent manner.
\nValidity of the policy
\nrecommendations.
\n\uf0b7 Limited discussion or
\nunderstanding of the policy
\nrecommendations.
\n\uf0b7 The policy recommendations
\nare not suitable.
\n\uf0b7 The student has shown a
\nreasonable understanding of
\nthe policy recommendations.
\n\uf0b7 The policies suggested are
\nvalid for the country of
\nanalysis.
\n\uf0b7 The student has provided an
\nexcellent discussion of the
\npolicy suggestions.
\n\uf0b7 The policy recommendations
\nare very intuitive for the
\ncountry.
\nEvidence of research and
\nunderstanding of the concepts.
\n\uf0b7 Overall, the assignment
\ndisplays minimal evidence of
\nresearch and an
\nunderstanding of the
\nconcepts.
\n\uf0b7 The student has gone to a
\nlarge degree of effort for the
\nassignment.
\n\uf0b7 Student displays sound
\nresearch skills and an
\nunderstanding of the topic.
\n\uf0b7 The assignment is extremely
\nwell researched.
\n\uf0b7 The student has shown an
\nexcellent understanding of
\ncore macroeconomic theory.<\/p>\n","protected":false},"excerpt":{"rendered":"
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