102091 – 2B Curriculum

17787840
Briannon Horne

Stage 6: School-based assessment task

Contents:

Stage 6 Assessment task 2

Sample scaffold 4

Marking Criteria 7

Evaluation of the importance of assessment 10

References 14
Year 12 Assessment task
Apartheid in South Africa
Graphic essay
Rationale:

This task is designed to give students choice and creative licence in the delivery of their knowledge on the
apartheid in South Africa during 1960-1994. Students are asked to demonstrate their understanding of
topics such as: the nature of the apartheid system, national resistance to the system, the repression and
control of the government during this time, and the events leading up to the end of the system. Students
are asked to evaluate the significance of the event/topic chosen and support their thoughts through the
analysis of primary and secondary sources; students are then to display their knowledge and
understanding in a visually appealing manner (graphic essay). This task can be completed collaboratively
(groups of two), or individually; so as to cater for diverse learners.

Instructions:

Students are to choose ONE topic from those listed below, and evaluate its significance in relation to the
apartheid in South Africa between 1960-1994:
- Nature of the system
- National resistance
- Repression and control by the government
- The end of apartheid
Students may choose to research and evaluate the representation and interpretation of one of the
following:
- Perspectives of an individual or group (Mandela, Stephen Biko, etc).
- How certain groups shaped history (African National Congress, Pan Africanist Congress, Bantustans,
security forces, etc).
- International, political economic factors contributing to the end of apartheid.
- Rivonia Trial.
- Robben island.
- The transition to democracy in South Africa.

Students are to create a graphic essay, which must:

- Be supported through the analysis of at least ONE primary source, and TWO secondary sources. The
sources must:
o Be referenced (where you got it from).
o The materials used within the source (digital text, hand written, made of clay, etc).
o The date.
o The author/group/authority.
o How it is relevant to the topic.
- Be highly engaging (visually appealing).
- Have and INTRODUCTION paragraph, THREE (3) BODY paragraphs, and a CONCLUSION paragraph.
o Students are encouraged to use the TEEEL (topic sentence, elaborate, example, explain, link
to question) scaffold to complete the paragraphs required.
- Images that link closely to the theme/topic you have chosen (images must be appropriate – if you
are not sure, ask your teacher).

Students are to restrict their graphic essays to A2 poster paper size.

Students can choose to complete task in groups of two, or individually.

Duration:
Students will be given THREE (3) weeks to complete the task. There will be class time allocated, but
students are encouraged to progressively work on the task after school hours.

In week TWO (2) students will be required to present their draft essay for review, and continue to draft
their work leading up to the final submission in week THREE (3).

Weight: 30%

Outcomes:
Students are demonstrating outcome(s):

MH12-2: proposes arguments about the varying causes and effects of events and developments.
MH12-3: evaluates the role of historical features, individuals, groups and ideas in shaping the past.
MH12-4: analyses the different perspective of individuals and groups in their historical context.
MH12-5: assess the significance of historical features, people, ideas, movements, events and
developments of the modern world.
MH12-6: analyses and interprets different types of sources for evidence to support an historical account or
argument.
MH12-7: discusses and evaluates differing interpretations and representation of the past.
MH12-9: communicates historical understanding, suing historical knowledge, concepts and terms, in
appropriate and well-structured forms.
Sample scaffolds:
Paragraph scaffold

T
Topic sentence

E
Elaborate

E
Example

E
Explain

L
Link to
topic/question
Sources scaffold

Name/ Date: Materials used: Significance Retrieved from:

Description

***AT LEAST ONE (1) PRIMARY SOURCE & TWO (2) SECONDARY SOURCES***
Graphic essay example:
Sources:
- Essay must include
No title o at least ONE primary
source.
Paragraphs:
o At least TWO secondary
- INNTRO
sources.
- BODY X 3
- Students must include the
- CONCLUSION
information gathered on the
sources scaffold.
Students must submit draft
in week TWO (2) of
assessment.

Visually appealing.
The essay is interesting to
look at.

Relevant image.
(Students encouraged
must include more than
one image)
Text:
- Hand written text is clear.
- Coloured text is appropriate, but
clarity should be remembered (no
light text on white background).
Marking criteria:
Assessible criteria
Students create a visually appealing
graphic essay poster
Students are encouraged to take
creative license in order to create an
appealing graphic essay poster.
Students must show appropriate use
of colour, composition, images, and
line.
Students are restricted to A2 size
paper.
/5
Students analyse and evaluate the
information gathered on their
chosen topics.
Students to effectively research
information on the role of
significant:
- People
- Groups
- Policies
- Events
In the interpretation and
representation of the events of the
apartheid in South Africa.
Students to analyse information on
the chosen topic, and evaluate its
significance to the period of
discussion.
Outcomes addressed:
Exceeding expectations
Student demonstrate a masterful
understanding of how elements of
colour, composition, image, and line
can be used to convey
understanding and knowledge in a
visually pleasing way.
Student demonstrates a superior
understanding of effective research
practices in the process of gathering
relevant information on the chosen
topic.
Student demonstrates an advanced
understanding of the logical
progression of a variety of events
and perspectives in the
development and representation of
information of the time period.
Student demonstrates the ability to
identify a variety of perspectives of
people, events, policies, and groups,
and evaluate the significance of
these in, relation to the apartheid
system.
Student demonstrates a superior
understanding of the ways in which
Meeting expectations
Student demonstrates an adequate
understanding of how colour,
composition, image, and line can be
used to convey understanding and
knowledge in a visually pleasing way.
Student demonstrates an adequate
understanding of effective research
practices in the process of gathering
relevant information on the chosen
topic.
Student demonstrates an
understanding of the logical
progression of some events and
perspectives in the development and
representation of information of the
time period.
Student demonstrates the ability to
identify some of the perspectives of
people, events, policies, and groups
linked to the apartheid system.
Student demonstrates an
understanding of the ways in which
history can be distorted throughout
the representation and interpretation
Working toward expectations
Student demonstrates a limited
understanding of how colour,
composition, image, and line can be
used to convey understanding and
knowledge in a visual manner.
Student demonstrates a limited
understanding of effective research
practices in the process of gathering
relevant information on the chosen
topic.
Student acknowledges the logical
progression of an event/perspective
in the development and
representation of information of the
time period. Student demonstrates
the ability to identify a perspective
of from people, events, policies, and
groups linked to the apartheid
system.
Student identifies the ways in which
history can be distorted through the
representation and interpretation of
the information, actions, people,
MH12-2: proposes arguments about
the varying causes and effects of
events and developments.
MH12-3: evaluates the role of
historical features, individuals,
groups and ideas in shaping the
past.
MH12-4: analyses the different
perspective of individuals and
groups in their historical context.
MH12-5: assess the significance of
historical features, people, ideas,
movements, events and
developments of the modern world.
MH12-7: discusses and evaluates
differing interpretations and
representation of the past.
/30
Effectively communicate their
understanding using appropriate
historical inquiry language.
Students are to display an
understanding of historical
language, and the ability to
conveying their knowledge on the
topics in an appropriate manner.
Outcomes addressed:
MH12-9: communicates historical
understanding, suing historical
knowledge, concepts and terms, in
history is distorted throughout the
representation and interpretation of
the information, actions, people,
and polices recorded of the time
period.
Student shows a developed
understanding of how to effectively
locate, analyse, and evaluate the
information that is gathered.
Student demonstrates confidence in
appropriately expressing their
understanding of the chosen topic.
Student appropriately uses a variety
of historical terms that reinforce the
line of argument/research.
Student exceeds expectations in
constructing and drafting an essay
text on their chosen topic; student
uses words that indicates a
wide/complex vocabulary.
of the information, actions, people,
and polices recorded of the time
period.
Student shows a logical understanding
of how to effectively locate, analyse,
and evaluate the information that is
gathered.
Student appropriately expressing their
understanding of the chosen topic.
Student uses a variety of historical
terms that reinforce the line of
argument/research.
Student constructs and drafts an
essay text on their chosen topic;
student uses words that indicates a
developed vocabulary.
and polices recorded of the time
period.
Student can locate, analyse, and
evaluate the information that is
gathered.
Student can express a basic
understanding of the chosen topic.
Student uses a minimal amount of
historical terms to reinforce the line
of argument/research.
Student constructs and drafts an
essay text on their chosen topic;
student uses words that indicates a
developed vocabulary.
appropriate and well-structured
forms.

/10
Students appropriately reference Student demonstrates the ability to Student demonstrates the ability to Student demonstrates the ability to
the sources included in their text. identify, analyse, and evaluate a identify, analyse, and evaluate a identify a primary or secondary
primary or secondary source. primary or secondary source. source.
Students to appropriately reference Student demonstrates the ability to Student demonstrates the ability to Student demonstrates the ability to
their chosen sources; students must discern the validity of their chosen discern the validity of their chosen determine the significance of the
include: sources, from credible sites. sources, from credible sites. chosen sources.
- Date Students shows an ability to Students shows an ability to Student shows a basic ability to
- Materials accurately reference a source for accurately reference a source for use reference sources.
- Name/description of the use in a text. in a text.
source
- Location of source
- A brief description of the
significance of the source to
the chosen topic.

Outcomes addressed:
MH12-6: analyses and interprets
different types of sources for
evidence to support an historical
account or argument.

/5
“NSW schools are taking more responsibility for their own performance, are subject to closer public scrutiny

and are finding new ways of improving student outcomes in a world of ever-more demanding standards”

(Smith, 2005, p. 42).

The importance of assessment and approaches to feedback:

A teacher’s role is to guide student learning toward an end goal, in NSW these end goals are outlined by

the NSW Education Standards Authority (NESA); and in terms of the Modern History curriculum, these

goals aim to “engage students in an investigation of the forces that have shaped the world” (NESA, 2017,

pg 9). More broadly, the Modern History syllabus develops a “critical approach to understanding events,

issues and interpretations as well as the effective communication of accounts conveying ideas, judgements

and evidence” (NESA, 2017, pg 9); this allows students to develop their understanding of the construction

of the world they live in and how to participate as informed citizens (NESA, 2017). To determine whether a

student has met the syllabus outcomes, teachers are required to implement assessment in their

pedagogical practices. Assessment in education is crucial for the monitored development and learning of

students of all ages, Baird, Andrich, Hopfenbeck, & Stobart (2017) confirm this as “assessment[s] are used

to investigate what people know and can do and to make decisions regarding whether they have learned

what was expected” (p317); but the value of assessment relies on effective practice, and the development

of student learning through effective feedback. Overusing poor or under-developed evaluation practices,

and undervaluing the information gathered from effective practices reduces the learner and educator’s

gain from evaluation tasks. To make the best use of assessment practices; educators, parents, carers, and

the media, need to understand the role of assessment in education. This requires developing the

understanding that summative assessment, assesses the entirety of student knowledge on a specific

topic/area; and in reaching this summative goal, formative assessment practices must be incorporated

throughout teacher pedagogy, so as to ensure the correct direction of student learning. In ensuring that

students are on task, meeting the set criteria, and in providing quality feedback, teachers are reducing the
likelihood of students developing pre-test (or pre-summative assessment) anxiety; this anxiety stems from

feeling of unpreparedness and lack of ability/confidence (Rothman, 2004) in ability to complete the task.

Man Sez Lau (2016) emphasises that the perception of assessment is often fractured in the media and

education circles, as it often highlights the value of formative as opposed to summative assessment: often

labelling formative as “good” and summative as “bad” (Man Sez Lau, 2016, p510); this is a view taken

primarily by teachers and educators that have a poor understanding of the relationships and dependence

summative assessment has on effective formative assessment (Man Sez Lau, 2016). In short, formative

assessment is a means through which student learning is monitored; which leads to the teaching and

learning activities being altered to compensate for the gaps in student knowledge, in preparation of the

successful completion of summative tasks. Man Sez Lau states that educators are exceptionally focused on

“bad” summative assessments and the negative impact these have on accurate portrayal of student

knowledge: i.e. students develop test anxiety and perform poorly (Rothman, 2004). This view is

emphasising that summative evaluation is inferior, and is effectively harmful to student learning and

mental wellbeing, this completely disregards the relationship between summative and formative

evaluation; both summative and formative can be negative, and they can both be positive it depends on

how the task in develop/linked to syllabus outcomes. This shift in value relies on the effective

implementation of formative assessment in organising and evaluating student knowledge; as well as,

making appropriate changes to pedagogical practices to ensure the gaps in student knowledge are filled

and students are prepared for the final assessment.

The process of developing effective evaluation practices hinges on educators using the data gathered

during formative assessments to improve student understanding; this can be achieved through delivering

constructive feedback, which is linked directly to the syllabus. In giving effective and constructive feedback

to students before, during, and after assessment ensures that there is constant communication/discussion

in developing student understanding of the syllabus content. Without effective feedback practices,

students are often left feeling disgruntled and unsatisfied with their position within the class/area of study.

Ferguson (2011) encourages teachers to develop quality practices that rely on the communication of
positive, but constructive feedback which focus on the relationship between students and teachers, and

the development of positive interactions aimed at fulfilling the end goals outlined in the syllabus. From

Ferguson’s study it is apparent that teachers need to improve these comments to encompass both the

constructive (what needs to be improved) and the positive (what was done well); Ferguson states that

without this balance of constructive and positive, students “tend to ignore the comments totally as it is just

too unpleasant and upsetting” (2011, p57) and therefore fall into self-deprecating mind frames. Sprouls.

Mathur, & Upreti (2015) emphasise the importance of positive-constructive communication as feedback

should be designed as a “critical mechanism between a teacher and a student for building understanding,

[and] promoting healthy interactions” (p153).

In summary, teachers need to use effective assessment pedagogy: that focuses on the relationship

between the formative and summative evaluation of student learning; develop constructive

communication practices: feedback that highlight areas students are, and are not yet achieving the

standards outlined by NESA; in an effort to improve assessment practices and limit the development of

students test anxiety, maintaining healthy student wellbeing.

What this means for my personal pedagogical approach in the classroom:

All classrooms, regardless of curriculum area will benefit from the teachers developed understanding of

the importance of assessment and feedback pedagogical practices; within the Modern History curriculum,

this focus on the relationship between assessment and student knowledge is essential, as the topics

covered throughout the curriculum rely on students drawing on a degree of previously developed

knowledge. As the aim of the Modern History syllabus is focused on the students’ ability to develop a

“critical approach to understanding events, issues and interpretations as well as the effective

communication of accounts conveying ideas, judgements and evidence” (NESA, 2017, pg 9) in their worlds,

teachers need to facilitate the development of students’ self-regulated learning practices through open

and constructive communication about their understanding and learning.

My personal pedagogical practices will aim to include formative assessment tasks that direct student

learning toward the summative assessment task, which will be linked to the content stipulated by the

Modern History syllabus document. There needs to be a clear relationship between evaluation tasks, so as

to assure students that come time to complete the summative task, they know that they have been well

prepared for the content that they will be tested on; this will be emphasised as each formative evaluation

will be documented over the course of the chosen study. In documenting the formative evaluations

conducted over a unit, teachers are offering students the opportunity to look back on their progress and

calm their anxieties over the looming summative task. Also, perceptions of the summative task need to

change; by identifying the summative evaluation as a giant obstacle, or as a formal grade linked to how a

student’s life will play out, is not constructive in the student or teacher’s world. Students need to be

reassured that achieving a ‘good mark’ in final summative tasks, is not unattainable; but in saying this,

students and teachers need to have developed (professional) relationships that allows for those difficult

discussions on progress and achievement to occur. And again, this relationship is formed and relies on the

teacher providing the student with constructive and individual feedback delivered throughout the unit; this

feedback whilst the majority should focus on student knowledge, individual conversations on behaviour

should be encouraged to improve student access to knowledge.

References:

Baird, J., Andrich, D., Hopfenbeck, T,N., & Stobart, G. (2017). Assessment and learning: fields apart?.

Assessment in education: Principles, policy & practice, (24)3, 317-350, Retrieved from:

https://www-tandfonline-

com.ezproxy.uws.edu.au/doi/pdf/10.1080/0969594X.2017.1319337?needAccess=true

BLOOM’S, T. M. E. (1965). Bloom’s taxonomy of educational objectives. Longman. Retrieved from:

https://www.redlands.edu/globalassets/depts/student-affairs/csl/bloom_taxonomy.pdf

Ferguson, P. (2011). Student perceptions of quality feedback in teacher education, assessment &

evaluation in Higher Education, (36)1, 51-62, Retrieved from: https://www-tandfonline-

com.ezproxy.uws.edu.au/doi/pdf/10.1080/02602930903197883?needAccess=true

Man Sze Lau, A. (2016). ‘Formative good, summative bad?’ – A review of the dichotomy in assessment

literature. Journal of Further and Higher Education, (40)4, 509-525, Retrieved from: https://www-

tandfonline-com.ezproxy.uws.edu.au/doi/pdf/10.1080/0309877X.2014.984600?needAccess=true

NESA. (2017) Modern History Stage 6 Syllabus. NSW Education Standards Authority. Retrieved from:

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-

areas/hsie/modern-history-2017

Rothman, D.K. (2004). New approach to test anxiety. Journal of College Student Psychotherapy, (18)4, 45-

60, Retrieved from: https://www-tandfonline-

com.ezproxy.uws.edu.au/doi/pdf/10.1300/J035v18n04_05?needAccess=true

Sprouls, K., Mathur, S.R., & Upreti, G. (2015). Is positive feedback a forgotten classroom practice? findings

and implications for at-risk students. Preventing School Failure: Alternative Education for Children

and Youth, (59)3, 153-160, Retrieved from: https://www-tandfonline-

com.ezproxy.uws.edu.au/doi/pdf/10.1080/1045988X.2013.876958?needAccess=true