Ancient History SEE marking guide and response

(1)



Ancient History SEE

marking guide and response

External assessment 2022

(2)



SEE 1: Section 1 — Short response (25 marks)

Assessment objectives

This assessment instrument is used to determine student achievement in the following objectives:

2. devise historical questions and conduct research in relation to a topic focused on a historical period in the Ancient World

3. analyse evidence from historical sources to show understanding in relation to a topic focused on a specific historical period in the Ancient World

5. evaluate evidence from historical sources to make judgments in relation to a topic focused on a historical period in the Ancient World

6. create responses that communicate meaning to suit purpose in relation to a topic focused on a historical period in the Ancient World.

Note: Unit objectives 1 and 4 are not assessed in this section.

SEE 1: Section 2 — Extended response (34 marks)

Assessment objectives

This assessment instrument is used to determine student achievement in the following objectives:

1. comprehend terms, concepts and issues in relation to topics focused on the reconstruction of a historical period in the Ancient World

3. analyse evidence from historical sources to show understanding in relation to a topic focused on a specific historical period in the Ancient World

4. synthesise evidence from historical sources to form a historical argument in relation to a topic focused on a historical period in the Ancient World

5. evaluate evidence from historical sources to make judgments in relation to a topic focused on a historical period in the Ancient World

6. create an essay in response to historical sources that communicates meaning to suit purpose in relation to topics focused on historical periods in the Ancient World.

Note: Unit objective 2 is not assessed in this section.

(3)

Ancient History SEE marking guide and response

External assessment 2022 Queensland Curriculum & Assessment Authority

Purpose

This document consists of a marking guide and a sample response.

The marking guide:

• provides a tool for calibrating external assessment markers to ensure reliability of results

• indicates the correlation, for each question, between mark allocation and qualities at each level of the mark range

• informs schools and students about how marks are matched to qualities in student responses.

The sample response:

• demonstrates the qualities of a high-level response

• has been annotated using the marking guide.

Mark allocation

Where a response does not meet any of the descriptors for a question or a criterion, a mark of ‘0’

will be recorded.

Where no response to a question has been made, a mark of ‘N’ will be recorded.

(4)

Marking guide

Section 1: Short response

Criterion: Analysing

Q The response: M

1 ^• explains the significance of the Battle of Marathon for Athenians using relevant

evidence from Source 1 to support the explanation 2

• describes the Battle of Marathon using relevant evidence from Source 1 1

• does not satisfy any of the descriptors above. 0

(5)

Criterion: Evaluating

2 • explains a discerning judgment about reliability, using well-chosen evidence from the

source 3

• makes a judgment about reliability, referring to relevant evidence from the source 2

• makes a statement about the reliability of Source 2 1

(6)

Criterion: Analysing

Q The response, for Source 3: M The response, for Source 4: M 3 • provides an explanation of the author’s

opinions on Athens’s role during the Persian Wars using well-chosen evidence from the source

3 • provides an explanation of the author’s opinions on Athens’s role during the Persian Wars using well-chosen evidence from the source

3

• provides an explanation of the author’s opinion on the Athens’s role during the Persian Wars, referring to evidence from the source

2 • provides an explanation of the author’s opinion on Athens’s role during the Persian Wars, referring to evidence from the source

2

• makes a statement about Athens’s role during

the Persian Wars 1 • makes a statement about Athens’s role during

the Persian Wars 1

• does not satisfy any of the descriptors above. 0 • does not satisfy any of the descriptors above. 0

(7)

Criterion: Devising and conducting

Q The response: M Notes

4 Key inquiry question

• devises a nuanced key inquiry question that relates to Athens during the time of the Persian

Wars 2

• devises a key inquiry question that relates to Athens during the time of the Persian Wars 1

Sub-questions

• devises 2 sub-questions relevant to the key inquiry question 2

• devises 1 sub-question relevant to the key inquiry question 1

(8)

Criterion: Analysing

5 • provides a detailed explanation from 2 sources that are relevant to the key inquiry question devised in Question 4

• cites well-chosen evidence from both sources 4

• provides an explanation from 2 sources that are relevant to the key inquiry question devised in Question 4

• cites relevant evidence from both sources 3

• cites evidence from 2 sources that is connected to the key inquiry question devised in Question 4 2

• cites evidence from 1 source that is connected to the key inquiry question in Question 4 1

Criterion: Evaluating

Q The response, for the first source: M The response, for the second source: M

5 Usefulness Usefulness

• explains a discerning judgment about the usefulness of the

evidence for answering the key inquiry question, using well-chosen evidence from the source

2 • explains a discerning judgment about the usefulness of the evidence for answering the key inquiry question, using well-chosen evidence from the source

2

• makes a judgment about the usefulness of the evidence for answering the key inquiry question, referring to evidence from the source

1 • makes a judgment about the usefulness of the evidence for answering the key inquiry question, referring to evidence from the source

1

(9)

Criterion: Creating and communicating

5 • organises paragraph/s purposefully to succinctly and fluently convey ideas relating to the key inquiry question, acknowledging sources used 2

• organises paragraph/s to convey ideas relating to the key inquiry question,

acknowledging sources used 1

(10)

Section 2: Extended response — Question 6

Criterion: Comprehending

The response: M The response: M

Use of terms Comprehending issues

• aptly uses relevant terms from the sources placed in historical context 3 _• demonstrates an informed understanding of historical issues related to the question

3

• uses relevant terms from the sources placed in historical context 2 _• demonstrates an understanding of historical issues related to the question

2

• uses relevant terms from the sources 1 • refers to ideas relevant to the question 1

• does not satisfy any of the descriptors above. 0 _• does not satisfy any of the descriptors above. 0

(11)

Criterion: Analysing

The response: M

Analysing

• provides detailed explanations of relevant features of evidence from a

range of sources 5

• provides explanations of relevant features of evidence from a range of

sources 4

• describes relevant features of evidence from sources 3

• identifies features of evidence from sources 2

• identifies a feature of evidence from a source 1

(12)

Criterion: Evaluating

The response: M The response: M The response: M

Usefulness Reliability Corroborating

• makes discerning judgments about the extent to

which evidence from sources is useful 3 • makes discerning judgments about the extent to

which evidence from sources is reliable 3 • explains how evidence from

sources corroborates 2

• identifies a point of corroboration 1

• makes judgments about the extent to which

evidence from sources is useful 2 ^• makes judgments about the extent to which

evidence from sources is reliable 2 ^• does not satisfy any of the

descriptors above. 0

makes a statement about the usefulness of

evidence from a source 1 makes a statement about the reliability of

evidence from a source 1

• does not satisfy any of the descriptors above. o ^• does not satisfy any of the descriptors above. 0

(13)

Criterion: Synthesising

The response: M The response: M

Historical argument Combination of evidence

• develops a sophisticated historical argument that responds to the

question fully 5 ^• skilfully combines well-chosen evidence from a range of sources to

develop the historical argument 5

• develops a valid historical argument that responds to the question 4 ^• combines relevant evidence from a range of sources to develop the

historical argument 4

• develops a basic historical argument that responds to the question 3 ^• combines relevant evidence from 3 of the sources to develop the

historical argument 3

• presents a superficial historical argument 2 ^• refers to relevant evidence from 2 of the sources to answer the

question 2

• makes statements related to the question 1 • refers to evidence from 1 of the sources 1

(14)

Criterion: Creating and communicating

The response: M

• conveys ideas related to the hypothesis succinctly, purposefully and fluently, using the features of an essay in response to historical sources 5

• conveys ideas related to the hypothesis purposefully, using most features of an essay in response to historical sources 4

• conveys ideas related to the hypothesis in paragraphs, using some features of an essay in response to historical sources 3

• conveys ideas related to the question, in a paragraph 2

• conveys ideas related to the question, in sentences 1

(15)

Licence: https://creativecommons.org/licenses/by/4.0 | Copyright notice: www.qcaa.qld.edu.au/copyright — lists the full terms and conditions, which specify certain exceptions to the licence. | Attribution: © State of Queensland (QCAA) 2022