At the end of Year 12, judgments are made about how students have achieved in relation to the standards stated in the syllabus for each of the criteria. These summative judgments are based on achievement in each of the general objectives.
When planning an assessment program, schools must consider:
general objectives (refer to section 3)
the learning experiences (refer to sections 6 and 7)
the underlying principles of assessment (refer to section 8.1)
a variety of assessment techniques and instruments over the two-year course (refer to section 8.5)
conditions under which the assessment is implemented
the exit criteria and standards (refer to sections 8.3 and 8.9)
verification folio requirements, especially the number and the nature of student responses to assessment tasks to be included (refer to section 8.7)
minimum assessment necessary to reach a valid judgment of the student’s standard of achievement.
Students should be conversant with the assessment techniques and have knowledge of the criteria to be used in assessment instruments.
8.7 Requirements for verification folio
For purposes of verification in October, schools must submit:
all summative student work to that point
proposed exit levels of achievement and the student profile.
To meet these requirements each student folio submitted for verification must contain at least one assessment task from each category of assessment techniques (that is, at least four assessment instruments) from Year 12, as detailed in section 8.5, one of which must be from semester 4.
By verification, profiles must provide information on assessment of each of the three exit criteria as detailed in table 2. Note that an assessment instrument may assess more than one criterion.
Table 2. Minimum information on exit criteria by verification
1. Planning and using a historical research process
2. Forming historical knowledge through critical inquiry
3. Communicating historical knowledge
8.8 Exit folios
At the conclusion of the two-year course of study, the completed student profile must show:
the three exit criteria
the assessment plan as implemented by the school
a method of identifying the assessment used for exit purposes (a tick, circle, highlight, etc.)
achievement standards in each of the exit criteria.
In the period between verification and exit, one or more criteria must be assessed, including criterion 2.
On completion of the course of study, the school is required to award each student an exit level of achievement from one of the five categories:
Very High Achievement
Very Limited Achievement.
The school must award an exit standard for each of the three criteria, Planning and using an historical research process, Forming historical knowledge through critical inquiry, and Communicating historical knowledge, based on the principles of assessment described in this syllabus. The criteria are derived from the general objectives and are described in section 3. The standards associated with the three exit criteria are described in table 4. When teachers are determining a standard for each criterion, it is not always necessary for the student to have met each descriptor for a particular standard; the standard awarded should be informed by how the qualities of the work match the descriptors overall.
Criteria and standards for each task are to be derived from the exit criteria and standards matrix. The standards descriptors are to be selected so that they are specific to the task. Not all criteria, or all aspects of a criterion may be present in any one task. Across a two-year course, students should be given several opportunities to develop the understandings and processes that are described in each criterion.
Of the seven key competencies5, the four that are relevant to assessment in this subject are embedded in the descriptors in the standards matrix. The descriptors refer mainly to elements of collecting, analysing and organising information, (criteria 1 and 2) communicating ideas and information, (criterion 3), planning and organising activities (criterion 1), and solving problems (criterion 2).
When standards have been determined in each of the four criteria, the following table is used to determine the exit level of achievement, where A represents the highest standard and E the lowest.
Table 3: Minimum requirements for exit levels of achievement
Standard A in any two exit criteria and no less than a B in the remaining criterion
Standard B in any two exit criteria and no less than a C in the remaining criterion
Standard C in any two exit criteria and no less than a D in the remaining criterion
Standard D in any two exit criteria
Does not meet the requirements for Limited Achievement
Table 4: Standards associated with exit criteria
Criterion 1: Planning and using an historical research process
identifies conceptually complex issues for investigation, and devises and focuses historical research questions and appropriate sub-questions
demonstrates initiative by locating and organising primary and secondary sources that offer a range of perspectives
creates and maintains detailed, systematic, coherent records of research that demonstrate the interrelationships of the aspects of inquiry
demonstrates critical reflection during research to make valid changes in direction or emphasis.
Criterion 2: Forming historical knowledge through critical inquiry
In response to historical questions, the student:
uses a diversity of primary and secondary sources to:
comprehend and apply explicit and implicit meanings
analyse to identify implicit and explicit patterns of information and categorise evidence
perceptively interpret values and motives and identify perspectives, while acknowledging the time period and context of a source’s production
corroborate primary and secondary sources
evaluates the relevance, representativeness, likely accuracy and likely reliability of sources
synthesises evidence from primary and secondary sources to justify insightful decisions.