Which student will have more money in her college savings account at age 18? Explain by giving two reasons why this would occur.
Scoring Guide Score & Description Correct The response should include all of the following: (A) Sandra will have more money in the account than Miriam because Sandra s account was earning interest for a longer time than the other account (Miriam s). (B) The accounts also have grown because of compound interest. Not only did the original $10,000 in Sandra s account earn interest for a longer time, but the interest payments earned further interest, which added to the difference between the accounts. Partially Correct The response identifies Sandra as having more money in the account and provides one explanation for why this is so. OR The content of the response would get full credit (score of 3) but the names are reversed. This is a situation in which the student loses one point but the error is carried forward to the second part of the question. Incorrect The response merely states that Sandra s account will have more money without a correct explanation. OR No relevant answer provided.
Correct - Student Response
Partially Correct - Student Response
Incorrect - Student Response 4.
2006 National Performance Results Score Percentage of Students Incorrect 10% Partially Correct 72% Correct 13% Omitted 4% Off task 1% Note: These results are for public and nonpublic school students. Percentages may not add to 100 due to rounding. Content Area The Market Economy Content area includes the relevance of limited resources, how individuals and institutions make and evaluate decisions, the role of incentives, how buyers and sellers interact to create markets, how markets allocate resources, and the economic role of government in a market economy. Economically literate grade 12 students are able to identify what tradeoffs they face what they gain and what they give up when they consider alternatives and make choices. Doing so informs their decisions, helping them choose alternatives that promote their goals as consumers, producers, savers, investors, and citizens. They can identify incentives that affect people's behavior and explain how incentives affect their own behavior. In addition, these students can describe how the interaction of buyers and sellers in markets influences prices and output levels; describe the likely effects of plans for education, training, and career options on future earnings and can identify the risks, returns, and other characteristics of entrepreneurship that bear on its attractiveness as a career; and describe the roles of economic institutions, such as legal systems, private property, labor unions, and corporations.
Cognitive Levels Reasoning Measures students' ability to use information and economic concepts accurately to solve problems, evaluate issues, and interpret situations. Items in the Reasoning category asked students to interpret data to identify an event or a trend, explain the cause, and recommend policy; apply or use a concept when the concept is not specified; apply more than one concept when one or more concepts are specified; and perform a multiple-step analysis on a given scenario or event.