To be used in approved schools with Year 11 students only in 2005. Modern History Senior Syllabus



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8.6 Planning an assessment program


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

Criteria

Semester 3

Semester 4

1. Planning and using a historical research process

X

X

2. Forming historical knowledge through critical inquiry

XX

X

3. Communicating historical knowledge

XX

X

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.


8.9 Determining exit levels of achievement


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

High Achievement

Sound Achievement

Limited 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

VHA

Standard A in any two exit criteria and no less than a B in the remaining criterion

HA

Standard B in any two exit criteria and no less than a C in the remaining criterion

SA

Standard C in any two exit criteria and no less than a D in the remaining criterion

LA

Standard D in any two exit criteria

VLA

Does not meet the requirements for Limited Achievement

Table 4: Standards associated with exit criteria

Standard A

Criterion 1: Planning and using an historical research process

The student:

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.


Criterion 3: Communicating historical knowledge

On balance, across brief written forms, extended prose in test conditions, assignment presentations, and in multi-modal formats, the student:

consistently communicates accurately recalled or selected definitions, key historical concepts, terms, events, developments and people, and the relationships among them

presents coherent, valid, historical arguments that:

incorporate concepts of change and continuity over time

use extensive vocabulary in a succinct and effective manner

accord closely with the style and conventions applicable to the format of the task

refer to evaluation processes without disrupting the argument

incorporate direct and indirect references to diverse relevant historical evidence

accurately use the conventions of a recognised system of referencing

meets stipulated or negotiated requirements of tasks for length, format or scope of responses.





Standard B

Criterion 1: Planning and using an historical research process

The student:

identifies significant issues for investigation and devises historical research questions and appropriate sub-questions

demonstrates initiative by locating and organising primary and secondary sources that are relevant and offer a range of perspectives

creates and maintains systematic, coherent records of research that demonstrate effective applications of the aspects of inquiry

demonstrates reflection during research and revises the process where necessary.



Criterion 2: Forming historical knowledge through critical inquiry

In response to historical questions, the student:

uses primary and secondary sources to:

comprehend explicit and implicit meanings

analyse to identify explicit patterns and allocate information to categories

interpret values and motives and identify perspectives

corroborate secondary sources

evaluates the relevance, likely accuracy and likely reliability of sources

synthesises evidence from primary and secondary sources to make reasoned decisions.


Criterion 3: Communicating historical knowledge

On balance, across brief written forms, extended prose in test conditions, assignment presentations, and in multi-modal formats, the student:

usually communicates accurately recalled or selected definitions, key historical concepts, terms, events, developments and people

presents coherent, credible, historical arguments that:

refer to the causes and consequences of changes and continuities over time

use vocabulary effectively

accord for the most part with the style and conventions applicable to the task

incorporate direct and indirect reference to relevant historical evidence

use appropriate conventions of a recognised system of referencing

meets stipulated or negotiated requirements of tasks in most instances.






Standard C

Criterion 1: Planning and using an historical research process

The student:

devises or applies straightforward historical research questions and sub-questions that involve simple issues and familiar concepts

locates and organises some relevant sources

maintains a record of research that reflects a basic understanding of the aspects of inquiry

responds to obvious issues that emerge in the research process



Criterion 2: Forming historical knowledge through critical inquiry

In response to historical questions, the student:

generally uses primary and secondary sources to:

comprehend explicit meanings

identify simple and familiar concepts, values and motives that are explicit

analyse to identify obvious themes or patterns

recognise relevant sources

detect bias in sources

refers to mainly secondary sources to make obvious decisions.


Criterion 3: Communicating historical knowledge

On balance, across brief written forms, extended prose in test conditions, assignment presentations, and in multi-modal formats, the student:

communicates some recalled or selected definitions and descriptions of key historical concepts, terms, events, developments and people

presents coherent responses that:

use some historical concepts

incorporate some direct reference to appropriate sources of historical evidence

are expressed in descriptive and explanatory language in which the meaning is discernible despite errors in vocabulary, style and conventions

use some elements of a recognised system of referencing.

usually meets stipulated or negotiated requirements of tasks.





Standard D

Criterion 1: Planning and using an historical research process

The student:

uses closed, factually based historical research questions

locates some relevant sources

presents a record of research that reflects some of the aspects of inquiry.


Criterion 2: Forming historical knowledge through critical inquiry

In response to historical questions, the student:

generally, when dealing with historical sources

identifies basic explicit facts

comprehends some of the explicit meaning

groups information according to identified classifications

where decisions are made, supports them mainly with opinions.


Criterion 3: Communicating historical knowledge

On balance, across brief written forms, extended prose in test conditions, assignment presentations, and multi-modal formats, the student:

communicates some recalled or selected accurate definitions and historical knowledge

presents responses to basic historical research questions that:

incorporate some reference to sources of historical evidence

convey meaning that is sometimes discernible despite frequent errors in vocabulary, style and conventions

uses some elements of a recognised system of referencing, with frequent inaccuracies

usually completes tasks but may not meet all of the stipulated or negotiated requirements.






Standard E

Criterion 1: Planning and using an historical research process

The student:

usually relies upon others to frame questions

locates some information in sources provided

provides fragmented and often irrelevant evidence of research, if any.


Criterion 2: Forming historical knowledge through critical inquiry

In response to historical questions, the student:

includes some information relevant to a factual inquiry

comprehends some factual detail in a basic historical source

recognises information with some common characteristics in a basic historical source.


Criterion 3: Communicating historical knowledge

On balance, across brief written forms, extended prose in test conditions, assignment presentations, and in multi-modal formats, the student:

communicates little recall or selection of accurate historical knowledge

presents responses to tasks that contain errors in vocabulary, style and conventions that obscure meaning

where tasks are completed, rarely meets stipulated or negotiated requirements of tasks.



Table 5: Sample student profile

School:










Student’s name:







Entry year/Exit year:




/







Semester 1




Semester 2




Semester 3




Semester 4

Standards

Assessment task













L

O

A















L

O

A















L

O

A















Monitoring

Verification

Exit

Date



































































Criterion

1. Planning and using an historical research process





































































2. Forming historical knowledge through critical inquiry



































































3. Communicating historical knowledge






































































LOA




LOA




LOA




LOA













Exit LOA








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