2026-W39
Applied micro diagrams and tax effects need targeted review
Overall scores are healthy, but persistent errors appear on simultaneous market-shift diagrams and tax impacts while core theory remains strong.
Published October 4, 2026
Total attempts
127
Active learners
51
Average score
82.5%
Overall question accuracy
79.7%
Lowest correct rate (top wrong)
11% on a diagram question
1. Weekly Overview
Strong theory recall; weakness in applied market diagrams and tax incidence
This week's aggregate quiz activity (127 attempts by 51 learners) shows high overall performance (average score ≈82.5%), with most correct answers clustered in Unit 1 (core definitions and sustainability). The clearest weaknesses are in Unit 2.2: simultaneous supply/demand shifts and the effect of taxes on market supply and equilibrium. Time-on-question contains a few large outliers, so interpret unusually long averages cautiously.
Student takeaway: Focus next on practicing labelled supply-and-demand diagrams with simultaneous shifts and tax incidence calculations in Unit 2.2.
2. Key Patterns
Main Insights
Biggest weakness — simultaneous market shifts
A multi-firm entry + falling willingness-to-pay diagram question in Unit 2.2 had the lowest correct rate (≈11%), indicating trouble drawing and interpreting combined supply and demand shifts and their net effect on price and quantity.
Advice: Practice step-by-step: (1) identify each shift (supply left/right, demand left/right), (2) draw each shift separately, (3) combine to find net change in equilibrium price and quantity, and (4) label the original and new equilibria.
Policy application errors — tax and supply effects
A question on raising an indirect tax on sugary drinks had a very low correct rate (~14%), suggesting students are mixing up how taxes shift supply curves and how incidence is shared between consumers and producers.
Advice: Review how an indirect tax is represented (shift of supply/vertical wedge), then practice translating the diagram into effects on price paid, price received, and quantity traded.
Strength — core definitions and sustainability
Unit 1 (Intro to Economics) shows high mastery: questions on sustainability, opportunity cost, and production factors had high or perfect correct rates, indicating reliable recall of foundational concepts.
Advice: Keep drilling short-definition questions and use quick application examples to convert this strong recall into diagram and policy practice.
Timing data shows some outliers — interpret cautiously
A few questions recorded very large average times (notably a monetarist-school question), which may reflect multiple attempts, long reference checks, or logging anomalies rather than typical thinking time.
Advice: Do not assume long average times mean deeper understanding; focus on accuracy and practice under timed conditions for applied questions.
3. Revision Plan
Priority Areas
Simultaneous supply and demand shifts (diagrams) · 2.2
Lowest correct rate in week; students struggle to combine and interpret multiple shifts.
Action: Work through 5–8 practice diagram problems: draw individual shifts first, then combine; always label original and new equilibrium.
Tax incidence and indirect taxes (graphs and calculations) · 2.2
High wrong rate on tax effect question; confusion over supply shift vs. wedge representation and incidence.
Action: Practice drawing tax wedges, compute price paid vs. price received, and complete short calculations of tax burden.
Economic thinkers and schools (Marx, Monetarists) · 1.2
Multiple-choice errors indicate some uncertainty about key associations and emphasis of different schools.
Action: Create a two-column chart: thinker/school — core claims (one-line), and test with 10 flash questions.
Ceteris paribus and model assumptions · 1.2
Moderate wrong rate and high time spent suggest hesitation in applying assumptions in models.
Action: Do quick explanation practice: write one-sentence uses of ceteris paribus for 6 common models (demand/supply, PPC, circular flow).
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 | 9 | 11.1% | 88.9% | 1.0 min |
| Which concept is associated with Karl Marx's critique of capitalism? | Introduction to Economics | 1.2 | 12 | 41.7% | 58.3% | 18.6 s |
| Milton Friedman and the monetarist school emphasized: | Introduction to Economics | 1.2 | 13 | 46.2% | 53.8% | 145.3 min |
| Which basic economic question is most concerned with equity in resource allocation? | Introduction to Economics | 1.1 | 18 | 61.1% | 38.9% | 2.5 min |
| The government raises the indirect tax on sugary drinks. What happens to the market supply of sugary drinks? | Microeconomics | 2.2 | 7 | 14.3% | 85.7% | 1.3 min |
Most Correct Questions
| Question | Topic | Unit | Attempts | Correct | Wrong | Avg Time |
|---|---|---|---|---|---|---|
| What does sustainability in economics aim to achieve? | Introduction to Economics | 1.1 | 15 | 100.0% | 0.0% | 32.2 min |
| A straight-line Production Possibilities Curve (PPC) represents which type of opportunity cost? | Introduction to Economics | 1.1 | 16 | 87.5% | 12.5% | 9.6 s |
| Which factor of production is associated with innovation and risk-taking? | Introduction to Economics | 1.1 | 13 | 100.0% | 0.0% | 5.2 s |
| What does the concept of opportunity cost refer to? | Introduction to Economics | 1.1 | 15 | 86.7% | 13.3% | 11.5 s |
| What do households provide to firms in the circular flow of income? | Introduction to Economics | 1.1 | 15 | 86.7% | 13.3% | 8.6 s |
Most Time Spent Questions
| Question | Topic | Unit | Attempts | Correct | Wrong | Avg Time |
|---|---|---|---|---|---|---|
| Milton Friedman and the monetarist school emphasized: | Introduction to Economics | 1.2 | 13 | 46.2% | 53.8% | 145.3 min |
| What does sustainability in economics aim to achieve? | Introduction to Economics | 1.1 | 15 | 100.0% | 0.0% | 32.2 min |
| What does the ceteris paribus assumption mean in economic models? | Introduction to Economics | 1.2 | 13 | 76.9% | 23.1% | 13.3 min |
| What shape does the Production Possibilities Curve (PPC) take when opportunity cost is increasing? | Introduction to Economics | 1.1 | 13 | 76.9% | 23.1% | 2.8 min |
| Which basic economic question is most concerned with equity in resource allocation? | Introduction to Economics | 1.1 | 18 | 61.1% | 38.9% | 2.5 min |
5. Conclusion
Target diagrams and tax practice this week
You already have strong foundations in Unit 1—use that confidence to focus short, active practice on Unit 2.2 diagrams and tax incidence: draw, label, and explain the steps for 5–8 problems so concepts transfer from definition to application.
Note: This weekly report is automatically generated and may contain mistakes. Always double-check key points before using them for revision.
This report is based on anonymized aggregate quiz activity (weekly quiz summaries) and does not include any individual student data.