ECS1501/0/2024

Economics 1A

ECS 1501

Year module

Department of Economics

Important information – please read carefully

 CONTENTS

Page
1. Introduction .................................................................................................................................................... 3
2. Assessments ..................................................................................................................................................... 3
2.1 Assessment for Learning .................................................................................................................................. 3
2.2 Assessment of Learning ................................................................................................................................... 4
3. How are graded assessments dealt with in this module? ............................................................................. 4
3.1 "Assessment for learning" assessments ............................................................................................................ 4
3.2 “Assessment of learning” assessments ............................................................................................................. 5
3.3 Format of graded assessments – a summary ..................................................................................................... 6
4. Assessment topics and the release and due dates of the graded assessments .................................................... 6
5. Missed assessments......................................................................................................................................... 7
6. Types of questions .......................................................................................................................................... 8
7. Final mark ..................................................................................................................................................... 9
8. Cheating ................................................................................................................................................... 10
8.1 Why should you not cheat? ............................................................................................................................ 10
8.2 What is cheating? ........................................................................................................................................... 10
8.3. Consequences of cheating .............................................................................................................................. 11
9. Study Plan ................................................................................................................................................... 11

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1. Introduction

ECS1501 is a “continuous assessment module”. As the term implies, you will be assessed continuously
throughout the year. In total there are 10 assessments spread over the year. The marks you obtain for the
assessments are used to calculate your final mark. In other words, all the assessments contribute towards
your final mark, and you do not write a formal examination at the end of the year.
We accept that you can draw and interpret simple graphs, add, subtract, multiply and divide and that you
can read and write well enough to express yourself clearly in English. If this is not the case, you will have
to put in some extra time to improve these skills.
As a general guideline, you should spend a minimum of 120 (notional) hours studying this module. This
includes the time you work through the prescribed content in Study Guide 1 and Study Guide 2, as well as
the time you spend doing assessments.
The module is divided into 15 Topics. In each topic, you will find lessons that contain the content that
you must study, as well as activities to test your understanding and your ability to apply the knowledge
that is contained in the lessons. Though the contents of these lessons as presented on this site are the same
as the study guides, we have made use of various multimedia interventions like click-throughs, video
clips and in-line activities, to make the presentations interactive.
The best way to be successful in this module is to work diligently from the start to the end of the tuition
period. To assist you we have drawn up a study plan to help you work through the module systematically.
The lecturers will also work according to this study plan.

2. Assessments
The role of assessments is to develop and assess skills. That is, it is to see if you have mastered the
content of the study material and have reached the learning outcomes. At the beginning of each topic,
learning outcomes are provided. The different assessment activities are designed to determine if you have
achieved these learning outcomes. We can differentiate between two types of assessment:
• “Assessment for learning” assessments help you to master the outcomes. They focus on the
development of skills, while
• “Assessment of learning” assesses whether the outcomes or skills have been mastered.
2.1 Assessment for learning

Assessments that focus on the development of skills are sometimes referred to as assessment for
learning (or formative assessment) and would typically concentrate on one key concept or building
block. With these assessments, you and we (the lecturers) can assess whether there are gaps in your
understanding of the concept. Importantly, based on your inputs and the identified gaps, you will get
feedback and guidance. Also, with assessment for learning, one gets an opportunity to do the assessment
again, giving you the chance to apply what you have learned from the feedback.

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Assessment for learning assessments can be graded, that is, they count towards your final mark. See
section 3.1 below.

Non-graded assessments for learning assignments include the activities in the study guides, the inline
activities in the lessons on the module website, the questions that are discussed on the discussion forums
and the self-assessment quizzes and activities. As the name implies, non-graded assessments do not count
towards your final marks.

2.2 Assessment of learning

In contrast, assessment of learning (or summative assessment) assesses whether you have mastered the
skills/outcomes of the content. Thus, a summative assessment is like a mini-exam. Assessment of learning
assignments are graded, that is, they count towards your final mark.

3. How are graded assessments dealt with in this module?

3.1 "Assessment for learning" assessments
The aim of the “assessment for learning” assessments is to assist you to achieve specific outcomes. These
outcomes are closely linked to the topic of the week. That is, the topic you need to prepare for the
assessment is also the topic of the week. The best way to tackle them is to work through the prescribed
material, make notes, and underline key concepts – the normal things you do when you work through a
topic. Once you have done that, you can open your assessment and start working through the questions.
These assessments are not timed so you can keep them open for as long as you want. Because you have
time, you can go back to your notes or the prescribed material and look for the answer or use similar
examples to answer a question.

Once you submit your assessment, look at the feedback and go back to your notes. Try to understand
where you went wrong. Work through the section again and attempt the assessment again (if you want). A
24-hour time delay is set between the first and second attempts. This “forces” you to reflect on the
feedback, consult your notes again and not rush into your second attempt blindly.

Assessments 1, 3, 4, 5, 6, 8 and 9 are "assessment for learning" assessments. They

• are low stakes, they contribute only a few marks (5 marks each) towards your final mark
• usually, deal with only one topic or sub-topic
• provide individualised feedback
• give a second chance to do the assignment. If you do,
o a time delay of 24 hours is set between the two attempts.
o you will receive a different set of questions for your second attempt.

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o the average mark of the two attempts will contribute to your final mark. Note, once
you open an attempt the system will treat it as an attempt and will, even if you do not
answer any of the questions or click on the submit button, later (on the closing date of the
assessment) auto-submit it on your behalf. If you did not answer any of the questions you
will be awarded zero (0) marks for the attempt (and your mark for the assessment will be
halved).
• can be taken any time during the time the assignment is available and do not have a time
limit.
This means that
o you can open the assessment and keep it open until you are ready to submit it. Just
remember to do so before the closing date of the assessment or the system will submit the
assessment on your behalf.
o you have the time to work through the relevant section(s) of the prescribed material and
come back to the question when you have “found” the answer.

Note that before you can attempt Assessment 1 you must complete the Orientation Self-Assessment
which is available under the Start Here section on the module website. If you do not see Assessment 1
in the Assessment section, it means that you have not successfully completed the Orientation Self-
Assessment.

3.2 “Assessment of learning” assessments

The “assessment of learning” assessments assess whether you have mastered the contents. Note, they
assess whether you, not your neighbour, your girlfriend’s second cousin or your private tutor have
mastered the contents. These assessments can be seen as “mini exams” this is why the use of a webcam is
a prerequisite for the assessments of learning.
The use of the webcam does not mean that you cannot use a pen and paper or a calculator to draw a
diagram or do a calculation to answer a question. The people who inspect the webcam images are
experienced and can distinguish between instances where a student is doing calculations and suspicious
movements. Remember, the aim of the webcam is not to catch you out but rather to protect the integrity
and standing of your qualification. If you are honest, the webcam should not be an issue.
In addition, these assessments have a time limit, say 40 minutes. Once you start the assessment you will
have 40 minutes to complete the assessment. Though enough time is available to complete the
assessment, you won’t have time to consult or look for the answers in your study material. Make sure that
you study the required topics and are prepared before you attempt the assessment of learning assessments.

Assessments 3, 7 and 11 are “assessment of learning” assessments. They

• contribute between 10 and 30 marks towards your final mark.

• cover more than one topic.
• generic feedback is provided.
• are only available for a limited time (usually 3 days)
• have a time limit – once you start the assessment the clock starts running and you have a set time
(e.g. 40 minutes or 60 minutes) to complete the assessment.
• only one attempt is allowed.
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 • require the use of a webcam. More information on the use of a webcam is available in the
Additional Resources folder on the module website. To give you practice in the use of a webcam,
the Orientation Self-Assessment also requires the use of a webcam.

3.3 Format of graded assessments – a summary

Number The time

The type of
of delay
Assessment Weight Timed feedback Grading method
attempts between
provided
allowed attempts
01 5 No 2 1 day Individualised Average
02 10 Yes 1 n/a Generic Highest
03 5 No 2 1 day Individualised Average
04 5 No 2 1 day Individualised Average
05 10 No 1 n/a Individualised Highest
06 5 No 2 1 day Individualised Average
07 30 Yes 1 n/a Generic Highest
08 5 No 2 1 day Individualised Average
09 5 No 2 1 day Individualised Average
10 20 Yes 1 n/a Generic Highest

4. Assessment topics and the release and due dates of the graded assessments

The graded assessments will be released on the module website during the year and can be submitted
online only. You will not receive a (printed) copy of the assessments and you cannot submit your answers
using a mark-reading sheet.

Do not wait until the last date provided before you complete your assessments on myUnisa, as the system
might be very busy or down for routine maintenance. No extension can be granted. Once the due date has
passed, the submission link closes on the system.

Assessment Topic(s) covered Date available Closing date Closing time

in the assessment

1 Topic 4 22 April 6 May 11:00 (PM)

2 Topics 1 to 4 10 May 13 May 7:00 (PM)

3 Topic 6.1 20 May 3 June 11:00 (PM)

4 Topic 6.3 10 June 24 June 11:00 (PM)

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5 Topic 8 8 July 22 July 11:00 (PM)

6 Topic 10 29 July 12 August 11:00 (PM)

7 Topics 5 to 11 23 August 26 August 9:00 (PM)

8 Topic 12 26 August 9 September 11:00 (PM)

9 Topic 14 23 September 7 October 11:00 (PM)

10 Topics 12 to 15 18 October 21 October 11:00 (PM)

If you do not see Assessment 1 in the Assessment section, it means that you have not successfully
completed the Orientation Self-Assessment.

5. Missed assessments
No extension will be given for the assessments. However, we know that life does not always go according
to plan. Alternative arrangements will be made for students who have valid reasons for missing a due
date. The request must be sent to the module mailbox: ECS1501-24-Y

1. These reasons must be in line with those stipulated in Unisa’s assessment policy, for example,

a. Death in the immediate family

b. Military/SAPS service

c. Illness on the due date of the assessment

Evidence, a doctor’s note, proof of hospitalisation, call-up instructions and so on, must be
submitted within 10 days of the assessment’s due date.

2. Connectivity problems beyond Unisa’s control, for example,

a. Personal network or service provider issues

b. Load shedding

c. Crashed computers

will not be accommodated.

3. System Issues

Unisa system issues must be reported within 24 hours of the occurrence. Attach proof, for example, a
screenshot, of the occurrence. Note, it will be verified if the problem was indeed on Unisa's side before
alternative arrangements will be made.

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6. Types of questions
Four kinds of questions are used in the assessments:
• Multiple-choice questions (MCQs) where only one of the alternatives is correct. This is the
“default” MCQ type.
• Multiple-correct MCQs where one or more of the alternatives can be correct. It will be clearly
stated when this type of question is used. For example, look out for a message like “Note, more than
one statement can be correct.” A multiple-correct MCQ can be marked negatively, that is, you will
be penalised (lose a percentage of the mark for the question) for every incorrect choice you make. It
will be clearly stated when the multiple-correct MCQ is marked negatively.
• True/False questions. Note, True/False questions can be marked in different ways:
o "Normal" True/False questions. You get a mark when you choose the correct option but lose
no marks if you answer the question incorrectly.
o True/False questions marked negatively, that is, you will be penalised if you make the
incorrect choice. It will be clearly stated when the True/False question(s) is marked negatively.
Note, the penalty mark is subtracted from the total marks awarded for the assessment.
For example, an assessment consisted of 15 True/False questions and the questions were
negatively marked. If you answered 10 questions correctly and had 5 questions incorrect your
marks for the assessment will be calculated as follows:
You receive 10 marks (10 x 1) for your correct answers. However, you lose 0,5 marks for each
incorrect answer, that is, 5 x 0,5 = 2,5.
Your final mark:
10 – 2,5 = 7,5
o True/False/Don't know questions marked negatively. This format is also marked negatively.
However, whereas the format above "forces" one to make a choice and you run the risk of
losing marks, you now have the option of opting out by choosing the "unsure" option. Thus, for
a correct answer, you get a mark (say 1 mark). If you choose the incorrect option, the mark for
the question or part thereof (say -0,5 marks) will be subtracted from the total marks you
receive for the assessment and if you choose the "unsure" option, you receive 0 marks for the
question. It will be clearly stated when the True/False/Don't Know question(s) is marked
negatively.
• Numeric response. Where you have to do a calculation and have to fill in your answer. Note,
Moodle does not accept decimal commas. You must use a decimal point to indicate decimal
fractions. For example, Ten divided by 4 equals 2.5 (not 2,5). Units (R, kg, km, widgets, …) are
ignored, and you must submit the number only.

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7. Final mark
The marks obtained for all eleven assessments contribute towards your final mark (= 100). The combined
weighted averages of your assessment marks must be 50 or higher for you to pass the module.

If you receive less than 50 you will not be credited for the module and you will have to re-register
again.

The (average) mark

received by Student X
Assessment Weight for the assessments Calculation Mark obtained
(mark shown as a
percentage %)

5 x 0,7
1 5 70 (70% = 70/100 3,5
= 0,7)

2 10 60 10 x 0,6 6

3 5 50 5 x 0,5 2,5

4 5 40 5 x 0,4 2

5 10 70 10 x 0,7 7

6 5 50 5 x 0,5 2,5

7 30 55 30 x 0,55 16,5

8 5 40 5 x 0,4 2

9 5 90 5 x 0,9 4,5

10 20 100 20 x 1 20

Final mark 100 66,5

Note that the Orientation Self-Assessment does not count towards the final mark.

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8. Cheating

8.1 Why should you not cheat?

First and foremost, not cheating is the right thing to do, but there is more to it:
• The risk of getting caught and facing disciplinary action.
• The damage to your name/reputation.
• You will miss important building blocks in the understanding of the content. These gaps in your
knowledge might come back to bite you when you do your second or third-level modules or even
worse when you start working and you cannot do what you are supposed to do with your
qualification.
• Damaging and diminishing Unisa’s brand – “the university where students cheat”. Even if you
don’t cheat, turning a blind eye to the cheating of your friends or study group members could have
negative consequences for you. Not only for being guilty by association but because of the
reputational damage done to the Unisa brand. If the word spread that Unisa students can pass and
get their degrees by cheating, employers will not employ Unisa graduates.
Thus, not only should you not cheat, but you should also report cheating. (Also see the announcement on
contract cheating).
8.2 What is cheating?

Cheating (or academic dishonesty) can be defined as follows:

i. Academic dishonesty is any act that a student commits that allows them to gain or attempt to gain an
unfair or undeserved learning advantage.
ii. It is a breach of Unisa’s policies, and involves behaviour contrary to academic integrity.
In short, it means breaking the rules to gain an unfair advantage. Let us make it more practical. The
following are real-life examples of cheating found on social media platforms like WhatsApp and
Telegram or students’ recorded login IP addresses:
• If you ask a “tutor” to assist you while completing your assignment.
• If you ask any person to assist you with answering your assessment questions.
• Requesting any person to submit/write your assignment on your behalf.
• Sharing your login details with any person to do/submit an assessment on your behalf.
• Sharing your questions and answers with students before the assignment is closed.
As can be seen from our discussion cheating or not is a personal choice. If you cheat, you cannot shift the
blame onto anybody else. Thus, if you are caught cheating you will have to bear the consequences.
Before we get to the consequences of cheating, the following are some of the reasons given by students at
disciplinary hearings why they cheated (it goes without saying none of these reasons was accepted):
• It is the only way to pass this module.
• All my friends/study group members do
• I cannot afford to repeat the module
• I did not have time to prepare for the assessment.
• I don’t understand the prescribed material.
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Though none of the students explicitly said it, behind many of the explanations was the assumption that
they will get away with it. Unfortunately, that is not the case as Unisa has a zero tolerance for any form of
cheating.
8.3. Consequences of cheating
If you are caught cheating or we suspect you are cheating you will be notified via e-mail that disciplinary
steps are being taken against you and you will receive zero marks for the assessment in question.
These sanctions are in line with the recommendations for a Category 1 contravention (that is a minor or
first-time contravention).
You can either accept the penalty (zero marks for the assessment) or respond within 5 working days of
receiving the e-mail stating you wish to dispute the allegation(s).
Note that if you do not reply within 5 working days, it will be taken as an admission of guilt and the zero
mark will stand.
If you respond and dispute the allegation, the misconduct becomes a Category 3 “serious” contravention,
and it will be sent to the University’s DSAA for an arrangement of a formal Disciplinary Hearing.
(Remember that if you receive a warning letter, the university does have evidence against you and your
evidence will have to be sufficient to prove your innocence). Should you be found not guilty at the
Disciplinary Hearing your mark will be reinstated. However, a harsher penalty will be imposed should
you be found guilty, for example, a possible suspension from the university of between 2 and 5 years.
To summarise. Don’t cheat, do the right thing!

9. Study plan

Week Week Starting Topic Covered Assessment

25 March Work through the Study Information Complete the Orientation Self-
1 document and the Start Here section on Assessment.
the module webpage.

2 1 April 1. The study field of economics.

3 8 April 2. The economist’s toolkit.

4 15 April 3. Economic systems.

5 22 April 4. Production possibilities curve. Complete Assessment 1 – due date

6 May
6 29 April 4. Production possibilities curve.

6 May Study Topics 1 to 4 in preparation

7 for Assessment 2 – Due date 13
May

8 13 May 5. Circular flow model.

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 9 20 May 6.1 Demand. Complete Assessment 3 – due date
3 June
10 27 May 6.1 Demand.

11 3 June 6.2 Supply

12 10 June 6.3 Market equilibrium. Complete Assessment 4 – due date

24 June
13 17 June 6.3 Market equilibrium.

14 24 June 7. Consumer and producer surplus.

15 1 July 8. Changes in demand and supply. Complete Assessment 5 – due date

22 July
16 8 July 8. Changes in demand and supply.

17 15 July 8. Changes in demand and supply.

18 22 July 9. Government intervention.

19 29 July 10. Price elasticity. Complete Assessment 6 – due date

12 August
20 5 August 10. Price elasticity.

21 12 August 11. Other elasticities.

19 August Study Topics 5 to 11 in preparation

22 for Assessment 7 – Due date 26
August

23 26 August 12. Theory of demand. Complete Assessment 8 – due date

9 September
24 2 September 12. Theory of demand.

25 9 September 13. Theory of supply.

26 16 September 13. Theory of supply.

23 September 14. Perfect and imperfect Complete Assessment 9 – due date

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competition. 7 October

30 September 14. Perfect and imperfect

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competition.

29 7 October 15. Labour market.

14 October Study Topics 12 to 15 in

30 preparation for Assessment 10 –
Due date 21 October

21 October

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