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Development Economics Formative Assignment

The document provides instructions for a formative assignment for a Development Economics course. It consists of two parts: 1) A short-answer section with 15 multiple-choice questions worth 2 marks each. 2) An essay section with 4 questions where students must answer 1 question for the assignment and 2 questions for the exam, with each exam essay worth 35 marks. The assignment has a 1000 word limit for the essay while the exam has no word limit but a 2.5 hour time limit. General tips are provided for writing high-quality essays.

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Ravi Saxena
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0% found this document useful (0 votes)
34 views4 pages

Development Economics Formative Assignment

The document provides instructions for a formative assignment for a Development Economics course. It consists of two parts: 1) A short-answer section with 15 multiple-choice questions worth 2 marks each. 2) An essay section with 4 questions where students must answer 1 question for the assignment and 2 questions for the exam, with each exam essay worth 35 marks. The assignment has a 1000 word limit for the essay while the exam has no word limit but a 2.5 hour time limit. General tips are provided for writing high-quality essays.

Uploaded by

Ravi Saxena
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Development Economics formative

assignment
The formative assignment for Development Economics is voluntary and does not count
toward your mark for the unit, but it does give you an opportunity to get some practice and
feedback before the exam. The assignment is designed to look like an actual exam, with a
few exceptions as explained below.(Of course, the actual questions will be different.)

The formative assignment, and the exam, consist of two parts: A short-answer section and
an essay section.

Short-answer questions
The format of the short-answer section is identical in the formative assignment and the
exam. The short-answer section consists of 15 questions from across the seven-unit topics.
Each question is worth 2 marks, so the section as a whole is worth 30 marks. You should
attempt all the questions.

For each question it is possible to obtain the full 2 marks with an answer of two sentences or
less. In some cases even one word may be sufficient. There is no upper word limit, but keep
in mind that the maximum number of points per question is 2.

Essay assignment
In the formative assignment as well as in the exam, you will be given four essay questions
from across the lecture topics. Each of the four questions will be based primarily on a
different topic, but essays that cross the boundary between two or more topics are welcome.
You will not be told in advance which topics the exam questions are based on.

There are two key differences between the formative assignment and the exam essays:

● For the formative assignment, answer ONE essay question out of the four questions
given. In the exam, you'll be asked to write TWO essays out of the four questions
given. Each exam essay is worth 35 marks.
● For the formative assignment, the upper word limit for the essay is 1000. Please
include a word count at the top of the essay. In the exam there is no word limit, but
there is a time constraint of 2.5 hours for the exam as a whole.

Formatting, submission and deadline


The following standard formatting is recommended for the formative assignment: 12-point
font, 1-inch margins and 1.5 line spacing. Page numbers at the bottom of each page. The
exam will be hand-written - try to write clearly.

1
Submit your formative assignment electronically from Blackboard by clicking on the
submission point link. If you want feedback on the formative assignment, you need to
submit by 23:59 on Sunday 16 April.

Essay tips
Here are some general tips for the essay, based on previous years' submissions. These are
valid for the formative assignment as well as for the exam:

● Don't spend time on bibliographies (= a list of references with author, year, journal,
page numbers, etc). Relevant author-year citations in the text are rewarded, but
there is no additional reward for memorising or writing down bibliographical details
beyond that.
● Write in the form of an essay, that is, avoid lists and bullet points. (This document
has bullet points, but it is not an essay…)
● Simpler is usually better: prefer simple words, short sentences and short paragraphs.
● The best essays use the question asked to show what the student has understood
and learnt, but make sure you remain faithful to the question. For example, if you are
answering a question about the geography hypothesis, do not focus exclusively on
the institutional hypothesis, and do refer back to the geography hypothesis in the
conclusion.
● Another marker of quality is that the essay has a coherent structure, with an
argument that flows logically from one paragraph to the next.
● Do not just reproduce an essay you have memorised if it doesn't fit the question.
● Do explain concepts in your own words, but don't be too informal. Aim for a crisp,
clear style but not chatty.
● It's fine to take a position and argue for it, or to remain inconclusive, but either way
you should use what you've learnt in the unit to build your argument in as structured
a manner as possible.
● Whichever way you choose to argue, always be nuanced: admit that it might be
possible to argue the other way, too.
● Don't forget a short introduction and conclusion - one short paragraph for each.
● The use of mathematics and figures will be rewarded to the extent that they are fully
integrated in the essay, with all terms explained, and contribute to the argument that
is being made.

2
UNIVERSITY OF BRISTOL

Mock Examination for the Degrees of MSc in Economics

and MSc in Economics and Finance

Exam period / Year

MOCK EXAM PAPER NUMBER ECONM0003

DEVELOPMENT ECONOMICS

Module ECONM0003

Time allowed: 2.5 hours

(Time allowed in the exam is 2.5 hours. The formative assignment has no time limit, but the
essay component has an upper word limit of 1000 words.)

Answer ALL questions from Section A and ONE question from Section B. Each question
from Section A is worth 2 marks.(The instructions for the actual exam will be: Answer ALL
questions from Section A and TWO questions from Section B. Each question from Section A
is worth 2 marks and each question from Section B is worth 35 marks.)

TURN OVER ONLY WHEN TOLD TO START

3
Section A

Answer ALL questions in this section. Each question is worth 2 marks. In each case it is
possible to obtain full marks with two sentences or less. (The instructions for Section A will
be exactly the same in the exam.)

1. Is the correlation across countries between settler mortality in colonial times and
GDP per capita today positive, negative, or approximately zero?
2. How can the exclusion restriction of settler mortality as an instrumental variable be
satisfied in areas where settlers were mainly killed by malaria?
3. According to Acemoglu and Robinson (2012), what is the main way through which
dictatorships can achieve limited economic growth?
4. What is the key argument made to defend the possibility that “elite capture” could be
beneficial for development?
5. What is the main measure of project success used as an outcome variable in Kwaja
(2004)?
6. What is meant by an actuarially fair insurance premium?
7. What is the main type of insurance offered by the groups studied by Dercon, de
Weerdt, Bold and Pankhurst (2006)?
8. Explain why very high repayment rates in microfinance is not necessarily a good
thing.
9. How do Karlan and Zinman (2009) attempt to capture experimentally the role of
selection in the impact of interest rates on loan repayment?
10. Provide two arguments against the use of vouchers to allocate school places.
11. What makes Duflo, Hanna and Ryan (2012) conclude that teachers’ marginal cost of
teaching, conditional on attendance, is low?
12. What is the main purpose of Pre-Analysis Plans?
13. What are Hawthorne and John Henry effects?
14. Provide an example of how measures of bribes paid may underestimate the total cost
of corruption.
15. What do Miguel and Gugerty (2005) conclude on the funding of primary schools?

Section B

Answer ONE question from the following FOUR. The upper word limit is 1000. Please
include a word count and page numbers in your submission. (In the exam, the instructions
for Section B will be: “Answer TWO questions from the following FOUR. Each question is
worth 35 marks.”)

1. ‘The economic prosperity of a country is largely explained by its geographical


location.’ Discuss.
2. ‘Index insurance is the solution to household risk in developing countries.’ Discuss.
3. Present alternative explanations for why credit interest rates tend to be high in
developing countries. What does the evidence suggest?
4. ‘The economic cost of corruption to society can be estimated by asking a
representative sample of residents how much they pay in bribes per year.’ Discuss.

Common questions

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Settler mortality can be used as an instrumental variable to assess the causal impact of institutions on economic performance by providing exogenous variation in the establishment of institutions. Such use helps isolate the effect of institutions by maintaining independence from the direct determinants of economic outcomes today. By satisfying the exclusion restriction, particularly in areas where mortality was driven by malaria, it implies that differences in institutional development can be attributed to historical health conditions rather than contemporary observable variables. This methodological approach allows researchers to draw more robust causal inferences in development economics .

Two potential downsides of using vouchers to allocate school places are: First, they may exacerbate educational inequality as wealthier families often supplement vouchers to access better schools, sidelining lower-income families who cannot afford additional costs. Second, the allocation of vouchers might lead to reduced funding for public schools, as public resources shift towards private institutions considered more competitive. These impacts could widen the educational divide, undermining efforts to achieve equitable access to quality education .

'Elite capture' refers to a scenario where elites exercise significant control over resources and decision-making processes to benefit their interests. While often perceived negatively due to potential inequalities and favoritism, elite capture can, at times, be beneficial for development. For instance, elites may possess the necessary resources, networks, or incentives to implement policies that promote growth and stability. Therefore, while elite capture risks exacerbating inequalities, it can also lead to efficient allocation of resources under specific conditions .

The claim that geography largely determines a country's economic prosperity posits that natural resources, climate, and location dictate economic opportunities and challenges. However, counterarguments emphasize the importance of institutions and human capital, which may override geographical constraints. For example, countries with unfavorable geography have thrived due to effective governance, innovation, and global economic integration, challenging geographically deterministic views. This analysis suggests a more nuanced understanding that incorporates both geographical and institutional factors in explaining economic disparities .

Measures of bribes tend to underestimate the true cost of corruption because they often exclude less visible and indirect costs, such as reduced public trust, diminished institutional efficiency, and long-term development setbacks. Moreover, focusing only on bribes ignores the systemic and pervasive nature of corruption that includes favoritism, nepotism, and legal complexities. These broader implications highlight the need for comprehensive approaches to assessing corruption's full economic burden, involving institutional reforms and transparency measures .

High repayment rates in microfinance institutions are generally seen as a positive indicator of financial stability and borrower discipline. However, these rates might be deceptive as they could result from coercive lending practices, high social pressure on borrowers, or excessively high interest rates necessitating immediate repayments rather than fostering long-term investment. Thus, while superficially beneficial, high repayment rates may not necessarily reflect genuine financial inclusion or sustainable growth .

Pre-Analysis Plans (PAPs) are designed to enhance transparency and credibility in experimental research by detailing the intended procedures and analyses before the data collection occurs. PAPs are important as they help prevent data dredging or 'p-hacking', ensuring that researchers adhere to a predefined methodology. This reduces biases and enhances the reliability of the findings, which is crucial for accumulation of credible evidence in policy-making and academic discourse .

The Hawthorne effect arises when individuals alter their behavior due to awareness of being observed, while the John Henry effect occurs when control groups make additional effort to compete with the experimental group. Both effects can undermine the validity of field experiments by introducing performance biases that do not reflect natural settings, thereby skewing the outcomes. Accounting for these effects is crucial in designing experiments to ensure valid and generalizable results .

High credit interest rates in developing countries are often attributed to high risks of default, lack of financial infrastructure, and limited competition among lenders. While economic theory suggests competition should lower rates, institutional barriers and market imperfections hinder this process. Evidence indicates that factors such as political instability, information asymmetries, and regulation gaps contribute to persistently high rates. Evaluating this evidence shows the complex interplay of economic, political, and structural elements in sustaining high interest rates beyond theoretical expectations .

The correlation between settler mortality in colonial times and GDP per capita today is significant because it reflects how historical institutions have evolved to impact modern economic outcomes. According to historical analyses, regions where settlers faced high mortality rates typically resulted in extractive institutions, limiting economic prosperity. Conversely, regions with lower settler mortality favored inclusive institutions conducive to economic growth. This historical correlation suggests that understanding past health conditions can provide insights into present economic disparities .

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