2026-W27
Weaknesses in short‑run macro analysis; strong grasp of basic concepts
This week’s quiz aggregate shows consistent errors on short‑run macro models and policy effects, while basic definitions and demand‑shift reasoning remain strong.
Published July 12, 2026
Total attempts
55
Unique learners
15
Average score
78.4%
Overall question accuracy
71.8%
Average question time
≈380s
1. Weekly Overview
Short‑run macro topics need targeted review; fundamentals hold up well.
Aggregate attempts (55) produced an average score of 78% but several medium‑difficulty macro questions (unit 3.2) had 0% correct, indicating a cluster of weaknesses around AD–SRAS–LRAS movements and the short‑run effects of fiscal, monetary and exchange‑rate changes. By contrast, core definitions and basic demand‑shift reasoning in units 1.1–2.1 scored highly.
Student takeaway: Prioritise 3.2 short‑run AD–SRAS–LRAS effects and common policy impacts, then reinforce definitions and demand/shift mechanics.
2. Key Patterns
Main Insights
Clustered errors on short‑run macro policy and AD/SRAS/LRAS shifts
Several medium‑difficulty questions in unit 3.2 (fiscal expansion, currency appreciation, institutional reforms, indirect taxes) had 0% correct across multiple attempts, showing a consistent misunderstanding of which curves shift and in what direction in AD–SRAS–LRAS diagrams and the short‑run effects of policy/currency changes.
Advice: Work through AD–SRAS–LRAS diagram practice: explicitly label which curve shifts (AD vs SRAS vs LRAS), the direction, and the short‑run output and price-level consequences; practice with 5–8 varied policy/currency examples.
Difficulty combining market supply entry with demand shifts
A hard micro question about entry of EdTech firms combined with a free substitute produced a low correct rate (~31%), suggesting students struggle to combine simultaneous supply and demand changes and to show net price/quantity effects on one diagram.
Advice: Practice two‑shock diagrams: draw initial equilibrium, then add supply shift(s) and demand shift(s) one at a time, note ambiguous outcomes (e.g., price vs quantity) and state which variables are indeterminate without magnitudes.
Strong performance on core definitions and demand basics
Multiple introductory items (opportunity cost, circular economy goals, monetarist emphasis) and a simple demand‑shift question achieved 100% correct, indicating reliable mastery of foundational concepts.
Advice: Keep practising applied questions that use these fundamentals (e.g., opportunity cost on PPCs, income effects on demand) to ensure they transfer into multi‑step diagram and policy questions.
3. Revision Plan
Priority Areas
AD–SRAS–LRAS diagram shifts and short‑run policy effects · 3.2
Multiple medium‑difficulty macro questions had 0% correct, indicating systematic errors on curve identification and short‑run outcomes.
Action: Do 6–10 mixed practice questions on fiscal/monetary/currency shocks; for each, state which curve moves, direction, and short‑run output/price effects.
Simultaneous supply and demand changes (two‑shock analysis) · 2.2
Low accuracy on combined-entry and free‑substitute market scenario shows difficulty with multi‑shift diagrams.
Action: Practice drawing sequences: (1) supply shift, (2) demand shift, (3) determine which outcomes are ambiguous; write short justifications.
Policy incidence of indirect taxes · 3.2
Zero correct responses on indirect‑tax economy effects signal confusion about tax incidence and aggregate demand impacts.
Action: Work through tax incidence examples (consumers vs producers) and aggregate AD effects: use AD–SRAS diagrams and simple market graphs.
Transfer basics to applied problems · 1.1–2.1
Strong scores on definitions need linking to diagram/policy questions to improve application.
Action: Take 10 definition‑level concepts and create one applied question each (PPC, opportunity cost, demand shifts) and solve with diagrams.
4. Question Evidence
Featured Questions
Most Wrong Questions
| Question | Topic | Unit | Attempts | Correct | Wrong | Avg Time |
|---|---|---|---|---|---|---|
| In a single diagram for IB Economics revision courses, show what happens when more EdTech firms enter the market while a new, very effective free online resource reduces students' willingness to pay for paid courses. | Microeconomics | 2.2 | 13 | 30.8% | 69.2% | 59.2 s |
| What is the short-run impact on the economy when the government launches a large infrastructure programme, increasing spending on roads, railways and public transport? | Macroeconomics | 3.2 | 6 | 0.0% | 100.0% | 23.8 s |
| What happens if the domestic currency appreciates significantly, making imports cheaper and exports more expensive to foreigners? | Macroeconomics | 3.2 | 6 | 0.0% | 100.0% | 1.3 min |
| A country introduces institutional reforms that reduce bureaucracy, strengthen the rule of law and make it easier to start and expand businesses. Over time, this encourages more investment and efficient resource use. In the AD–SRAS–LRAS model, which curve is primarily affected and how does it move? | Macroeconomics | 3.2 | 6 | 0.0% | 100.0% | 1.0 min |
| If the government raises indirect taxes (such as VAT) on most goods and services, how is the economy affected? | Macroeconomics | 3.2 | 6 | 0.0% | 100.0% | 10.5 s |
Most Correct Questions
| Question | Topic | Unit | Attempts | Correct | Wrong | Avg Time |
|---|---|---|---|---|---|---|
| What happens to the demand curve when consumer income increases? | Microeconomics | 2.1 | 10 | 100.0% | 0.0% | 14.8 s |
| Consider game consoles (e.g., PS5) and high-end gaming PCs as substitutes, and PS5 consoles and PS5 games as complements. The price of gaming PCs rises significantly, while the average price of PS5 games falls slightly. Assuming both effects work in the same direction, what happens to the demand for PS5 consoles? | Microeconomics | 2.1 | 13 | 69.2% | 30.8% | 56.6 s |
| What does the concept of opportunity cost refer to? | Introduction to Economics | 1.1 | 8 | 100.0% | 0.0% | 7.3 s |
| What is a key goal of the circular economy model? | Introduction to Economics | 1.2 | 7 | 100.0% | 0.0% | 22.7 s |
| Milton Friedman and the monetarist school emphasized: | Introduction to Economics | 1.2 | 7 | 100.0% | 0.0% | 2.2 min |
Most Time Spent Questions
| Question | Topic | Unit | Attempts | Correct | Wrong | Avg Time |
|---|---|---|---|---|---|---|
| Which of the following best defines absolute poverty? | Macroeconomics | 3.4 | 3 | 100.0% | 0.0% | 118.3 min |
| Which factor is most likely to make the demand for a good more price‑elastic? | Microeconomics | 2.5 | 3 | 100.0% | 0.0% | 14.1 min |
| What shape does the Production Possibilities Curve (PPC) take when opportunity cost is increasing? | Introduction to Economics | 1.1 | 4 | 100.0% | 0.0% | 4.8 min |
| The central bank of Ibonomica announces a significant cut in its policy interest rate to combat a recession and high unemployment. In the AD–SRAS diagram, which curve is most likely to shift in the short run, and in which direction? | Macroeconomics | 3.5 | 6 | 0.0% | 100.0% | 4.0 min |
| Milton Friedman and the monetarist school emphasized: | Introduction to Economics | 1.2 | 7 | 100.0% | 0.0% | 2.2 min |
5. Conclusion
Next steps
Focus short, focused practice on AD–SRAS–LRAS shifts and two‑shock diagrams this week, then reinforce by turning strong definition knowledge into applied diagram answers; practice 20–30 minutes daily with mixed questions.
Note: This weekly report is automatically generated and may contain mistakes. Always double-check key points before using them for revision.
This report summarises anonymised aggregate quiz activity only and does not include or imply any individual student data.