A practical checklist of the four core A-level Economics assessment objectives. Use the right-hand column to set targets for an upcoming piece of written work. As a minimum, students should be ticking at least two targets in every section. Stronger students should focus in on weaker AOs (often AO3 Analysis and AO4 Evaluation).
AO1: Knowledge & Understanding
AO1 is foundational. The marker wants to see that you know what each term, concept and model means. Two facets are tested: knowing (memorised content) and meaning (what it implies in context).
| Showing | Examples of ways to evidence | Targets |
|---|---|---|
| Knowledge "knowing" | Outline definitions of terms / concepts / models, etc. | ☐ |
| Full definitions of terms / concepts / models, etc. | ☐ | |
| Describing features of terms / concepts / models, etc. | ☐ | |
| Stating formulas | ☐ | |
| Understanding "meaning" | Giving examples to express meaning | ☐ |
| Explaining why a term / concept / method / theory is relevant | ☐ | |
| Showing what a term / concept / method / theory implies | ☐ | |
| Stating a clear rationale for using a term / concept / method / theory | ☐ |
AO2: Application
AO2 rewards students who use the actual case study in front of them. The marker is asking: did the student notice this is a question about Tesla, or about the UK in 2024, or about a market with significant negative externalities? Generic real-world examples are rarely worth as much as the case study material the examiner has put on the page.
| Showing | Examples of ways to evidence | Targets |
|---|---|---|
| Use of case study evidence and context | Giving examples in case study context | ☐ |
| Drawing on specific case study text when answering a question | ☐ | |
| Using numerical case study data | ☐ | |
| Carrying out calculations accurately using case study data | ☐ | |
| Answering in context (e.g. competitive market conditions, etc.) | ☐ | |
| Presenting a relevant diagram linked to the context | ☐ | |
| Annotating / adding to a diagram shown in a question | ☐ | |
| Using your own evidence of appropriate real-world events | ☐ | |
| Clear contextual focus throughout the written response | ☐ |
A02 + A03 = contextual analysis. A02 + A04 = contextual evaluation. The strongest answers do not split these AOs across separate paragraphs. They weave context into every analytical and evaluative point.
AO3: Analysis
AO3 is where most students get stuck around a B grade. The trick is breaking things down clearly and then building chains of reasoning that explore relationships in detail.
| Showing | Examples of ways to evidence | Targets |
|---|---|---|
| Breaking things down | Different segments / markets / sectors / locations | ☐ |
| Different stakeholder groups | ☐ | |
| External and internal factors | ☐ | |
| Pros / cons based on AO1 | ☐ | |
| Different causes / consequences | ☐ | |
| Different functions / processes / mechanisms | ☐ | |
| Current vs future, short-term vs long-term, static vs dynamic | ☐ | |
| Exploring relationships in detail | Use of diagrams for building chains (i.e. diagrammatic analysis) | ☐ |
| Explaining a simple chain (e.g. "X" causes "Y" because…) | ☐ | |
| Developing a longer chain (e.g. "X" causes "Y" with knock-on "Z") | ☐ | |
| Building extended chain (e.g. "X" causes "Y" leading to "Z" then…) | ☐ | |
| Cross-linking chains ("X1 causing Y1" links to "X2 causing Y2") | ☐ | |
| Constructing complex chains (e.g. multiple causes / effects) | ☐ |
AO4: Evaluation
AO4 is where the top of the mark scheme is won and lost. The mark scheme rewards substantiated judgements: claims that are backed up with evidence, weighted against alternatives, and grounded in the case study.
| Showing | Examples of ways to evidence | Targets |
|---|---|---|
| Making substantiated judgements | Use of factors / criteria for constructing judgements | ☐ |
| Balanced response (e.g. for and against, more or less, etc.) | ☐ | |
| Justified judgements (i.e. supported with evidence + analysis) | ☐ | |
| Use of the "it depends" rule when evaluating | ☐ | |
| Ending with a clear conclusion that answers the question | ☐ | |
| Focused response highlighting most important points | ☐ | |
| Acknowledging qualifying factors / limitations of arguments | ☐ | |
| Where relevant, proposing alternatives / solutions | ☐ |
Two important footnotes
- Combining AOs. AO2 + AO3 = contextual analysis. AO2 + AO4 = contextual evaluation. The mark scheme awards higher marks for contextual analysis and evaluation than for either AO in isolation.
- Overlap between AOs. There is obvious overlap between the four. AO1 Knowledge and Understanding can be demonstrated through AO3 Analysis. Fully developed AO4 Evaluation is analytical, so naturally shows AO3. Treat the AOs as a vocabulary for diagnosing where marks are missing, not as four entirely separate skills.
Using this checklist
Before writing a 25-mark essay, pick two or three target boxes per AO that match what the question is asking. As you write, check them off. After marking, identify which targets were not evidenced and use those for the next piece of work.
For students between B and A, the highest-yield targets are usually in AO3 (chains of reasoning, diagrammatic analysis) and AO4 (justified judgements with the "it depends" rule). For students between A and A*, focus on cross-linking chains in AO3 and substantiated qualifying factors in AO4.
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