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This is the grading matrix we used to evaluate the student's final proyects. They had to use the Supply and Demand model to represent a social phenomenon. Contact us if you need more information or would like to adapt it to your courses! :)
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CriteriaExcellentGoodSatisfactoryAcceptableNo there yet
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PopulationIn each graph, the student clearly identifies the populations that are being represented by the supply and demand curves. There is a clear and direct relationship between the elasticity of each curve and the preferences and restrictions of the actors involved. When it describes the effects of different scenarios, it shows a direct outcome on each sector of the communities. In each graph, the student points out (but does not explain why) the populations that are being represented by the supply and demand curves. There is a relationship between the elasticity of each curve and the preferences and restrictions of the actors involved. When it describes the effects of different scenarios, it shows a direct outcome on each sector of the communities. In each graph, the student points out (but does not explain why) the populations that are being represented by the supply and demand curves. There is a relationship between the elasticity of each curve and the preferences and restrictions of the actors involved. In some graphs, the student points out (but does not explain why) the populations that are being represented by the supply and demand curves. There is no characterization of the supply and demad curves
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GraphsGraphs are self-explained: all axis are labelled, all curves are labelled, the title of the graphs suggests the relationship that is being modelled, a footnote describes in one or two sentences the main message from the graph. Graphs are self-explained: all axis are labelled, most curves are labelled, the title of the graphs suggests the relationship that is being modelled, a footnote describes in one or two sentences the main message from the graph. Graphs explained: all axis are labelled, most curves are labelled, the title of the graphs partly suggests the relationship that is being modelled, a footnote describes in one or two sentences the main message from the graph. Graphs are seldom explained: all axis are labelled, most curves are labelled, the title of the graphs suggests the relationship that is being modelled. There is no footnoteGraphs are not self-explained
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EquilibriumThe infographic piece self-explains how the outcome emerges from the interactions and actions taken by each economic actor. It shows whether and why the outcome results in an equilibrium. The infographic piece explains if the equilibrium reached comes from an interaction in perfect competition, from cohersion, or from a negotiation with unequal bargain power. The infographic piece self-explains how the outcome emerges from the interactions and actions taken by each economic actor. It shows whether and why the outcome results in an equilibrium. The infographic piece explains if the equilibrium reached comes from an interaction in perfect competition, from cohersion, or from a negotiation with unequal bargain power. The infographic piece explains how the outcome emerges from the interactions and actions taken by each economic actor. It shows whether (but not why) the outcome results in an equilibrium. The infographic piece does not explain if the equilibrium reached comes from an interaction in perfect competition, from cohersion, or from a negotiation with unequal bargain power. The infographic piece does not explain how the outcome emerges from the interactions and actions taken by each economic actor. It shows whether (but not why) the outcome results in an equilibrium.
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ConceptsAll of the following concepts are clearly explained and represented at least in one graph: consumer/producer surplus, price-taking supply, competitive equilibrium, exogenous shocks, elasticity of demand/supply. The use of concepts forms a coherent and intertwined narrative. At least five of the following concepts are clearly explained and represented at least in one graph: consumer/producer surplus, price-taking supply, competitive equilibrium, exogenous shocks, elasticity of demand/supply. In the construction of a narrative, the misuse of concepts leads to a narrative that is not completly coherentThe narrative of the entire infographic piece shows an accurate use of all of the economic terms and tools that correspond to the model the student chose to follow. All of the following concepts are clearly explained and represented at least in one graph: consumer/producer surplus, price-taking supply, competitive equilibrium, exogenous shocks, elasticity of demand/supply. There is no cohesion among concepts.
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AssumptionsExhibits the assumptions of the Perfect Competition model relevant for the student’s project and questions its utility to mimic reality. Justifies such comparison between the social context and the assumptions of the model with and adequate use of the basic concepts of the Perfect Competition Model. Exhibits the assumptions of the Perfect Competition model relevant for the student’s project and questions its utility to mimic reality. Exhibits the assumptions of the Perfect Competition model relevant for the student’s project.
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Welfare (only individual)The student emits a value judgment of the surplus in his model by comparing it with his own notion of welfare. He/she clearly defines its own notion of well-being. He/she shows the consumer and producer surplus in the model and establishes a relationship with the context it seeks to model.The student emits a value judgment of the surplus in his model by comparing it with his own notion of welfare. He/she shows the consumer and producer surplus in the model and establishes a relationship with the context it seeks to model.The student emits a value judgment of the surplus in his model by comparing it with his own notion of welfare. He/she shows the consumer and producer surplus in the model.
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VisualThe infographic piece uses images as a visual stimulus to represent concepts. The use of colors contributes to empahize and associate concepts. The composition suggests the structure that is intented to communicate. There are no spelling mistakes. The narrative forms a coherent thread that connects all elements from the presentation. The infographic piece uses images as a visual stimulus to represent concepts. The use of colors contributes to empahize and associate concepts. The composition suggests the structure that is intented to communicate. There is one spelling mistake. The narrative forms a coherent thread that connects most elements from the presentation. The infographic piece sometimes uses images as a visual stimulus to represent concepts. The use of colors contributes to empahize and associate concepts. The composition suggests the structure that is intented to communicate. There is one spelling mistake. The narrative forms a coherent thread that connects some elements from the presentation. The infographic piece sometimes uses images as a visual stimulus to represent concepts. The use of colors sometimes contributes to empahize and associate concepts. The composition sometimes suggests the structure that is intented to communicate. There is one spelling mistake. The infographic piece does not use images as a visual stimulus to represent concepts. The use of colors does not contribute to empahize and associate concepts. The composition does not suggest the structure that is intented to communicate. There are more than three spelling mistakes.
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