Modern History SEE marking guide

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Modern History SEE marking guide

External assessment

SEE 1 Section 1: Short response (37 marks)

SEE 1 Section 2: Essay in response to historical sources (39 marks) SEE 2 Paper 1: Combination response (36 marks)

SEE 2 Paper 2: Short response (59 marks)

SEE 1 Section 1: Assessment objectives

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

2. devise historical questions and conduct research linked to a topic focused on national experiences in the Modern World

3. analyse evidence from historical sources to show understanding that is linked to a topic focused on national experiences in the Modern World

5. evaluate evidence from historical sources to make judgments linked to a topic focused on national experiences in the Modern World

6. create responses that communicate meaning to suit purpose that is linked to a topic focused on national experiences in the Modern World.

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

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SEE 1 Section 2: Assessment objectives

1. comprehend terms, concepts and issues linked to a topic focused on national experiences in the Modern World

3 analyse evidence from historical sources to show understanding that is linked to a topic focused on national experiences in the Modern World

4. synthesise evidence from historical sources to form a historical argument that is linked to a topic focused on national experiences in the Modern World

5. evaluate evidence from historical sources to make judgments linked to a topic focused on national experiences in the Modern World

6. create responses that communicate meaning to suit purpose that is linked to a topic focused on national experiences in the Modern World,

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

SEE 2 Paper 1: Assessment objectives

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

2. devise historical questions and conduct research linked to a topic focused on international experiences in the Modern World

4. synthesise evidence from historical sources to form a historical argument that is linked to a topic focused on international experiences in the Modern World

5. evaluate evidence from historical sources to make judgments linked to a topic focused on international experiences in the Modern World

6. create responses that communicate meaning to suit purpose that is linked to a topic focused on international experiences in the Modern World.

Note: Unit objectives 1 and 3 are not assessed in this section.

SEE 2 Paper 2: Assessment objectives

1. comprehend terms, concepts and issues linked to a topic focused on international experiences in the Modern World

3. analyse evidence from historical sources to show understanding that is linked to a topic focused on international experiences in the Modern World

4. synthesise evidence from historical sources to form a historical argument that is linked to a topic focused on international experiences in the Modern World

5. evaluate evidence from historical sources to make judgments linked to a topic focused on international experiences in the Modern World

6. create responses that communicate meaning to suit purpose that is linked to a topic focused on international experiences in the Modern World.

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

Modern History SEE marking guide

External assessment Queensland Curriculum & Assessment Authority

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Purpose

This document is an External assessment marking guide (EAMG).

The EAMG:

• 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.

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.

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Modern History SEE marking guide External assessment

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SEE 1 Section 1

External assessment marking guide

Q The response: M

1 • explains two relevant points about the historical context in which the WR appeared,

using evidence from Source 1 3

• explains one relevant point about the historical context in which the WR appeared,

• makes a relevant statement about the WR 1

• does not satisfy any of the descriptors above 0

2 ^• identifies a valid difference about why the WR opposed the Third Reich

• provides a plausible explanation using evidence from Sources 2 and 3 3

• identifies a valid difference about why the WR opposed the Third Reich

• provides a plausible explanation using evidence from Source 2 or 3 2

• makes a relevant statement about the WR 1

• does not satisfy any of the descriptors above. 0

3 The response (explicit):

• explains one explicit message regarding the Third Reich’s views on the WR, using

evidence from Source 4 2

• explains one explicit message regarding the Third Reich’s views on the WR 1

• does not satisfy any of the descriptors above 0

The response (implicit):

• explains one implicit message regarding the Third Reich’s views on the WR, using

evidence from Source 4 2

• explains one implicit message regarding the Third Reich’s views on the WR 1

Queensland Curriculum & Assessment Authority

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4 The response for Source 5:

• makes a plausible judgment about the extent to which evidence from Source 5 is

useful, citing two considerations 4

useful, citing one consideration 3

useful 2

• makes a statement about usefulness related to the evidence from Source 5 1

The response for Source 6:

useful, citing two considerations 4

useful, citing one consideration 3

useful 2

• makes a statement about usefulness related to the evidence from Source 6 1

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5a • presents a key inquiry question that:

-is relevant to the investigation topic

-narrows its focus to a specific time, place or space

3

• presents a key inquiry question that is relevant to the investigation topic OR

• presents a key inquiry question that narrows its focus to a specific time, place or space

2

• presents a key inquiry question 1

5b • presents three sub-questions relevant to the key inquiry question 4

• presents two sub-questions relevant to the key inquiry question 3

• presents one sub-question relevant to the key inquiry question 2

• presents sub-question/s 1

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5c The response for Source 7:

• describes with detail how evidence addresses the key inquiry question 3

• describes how evidence addresses the key inquiry question 2

• mentions evidence 1

The response for a second source in the stimulus book:

The response for a third source in the stimulus book:

The response:

• organises paragraph/s purposefully to succinctly and fluently convey ideas relating

to the question, acknowledging sources used 3

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

sources used 2

• conveys ideas related to the question 1

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SEE 1 Section 2

External assessment marking guide

Extended response — Question 6 (39 marks)

The response: M The response: M

Comprehending — use of terms Comprehending issues

• demonstrates accurate and apt use of relevant terms, placed in

historical context 3 • demonstrates an informed understanding of historical issues 4

• demonstrates accurate use of relevant terms, placed in historical

context 2 • demonstrates an understanding of historical issues 3

• uses relevant terms 1 • demonstrates an understanding of historical issues 2

• does not satisfy any of the descriptors above. 0 ^• refers to an issue 1

The response: M

Analysing

• provides detailed and discerning explanations of relevant features of evidence

• uses evidence from a range of sources for these explanations 5

• provides detailed explanations of relevant features of evidence

• uses evidence from a range of sources for these explanations 4

• describes relevant features of evidence

• uses evidence from sources for these explanations

3

• identifies features of evidence

• uses evidence from a source for these identifications 2

• identifies a feature of evidence 1

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The response: M The response: M

Evaluating — usefulness Evaluating — reliability

• provides discerning judgments about the extent to which evidence from

sources is useful 5 • provides discerning judgments about the extent to which evidence

from sources is reliable 5

• provides judgments about the extent to which evidence from sources is

useful 4 ^• provides judgments about the extent to which evidence from sources

is reliable 4

• provides a judgment about the extent to which evidence from sources is

useful 3 • provides a judgment about the extent to which evidence from sources

is reliable 3

• makes a statement about the extent to which evidence from sources is

useful 2 • makes a statement about the extent to which evidence from sources is

reliable 2

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

The response: M

• judges the extent to which evidence from sources corroborate each other 2

• makes a statement about the extent to which evidence from sources corroborate each other 1

The response: M

• develops a sophisticated historical argument that responds directly to the question 5

• develops a reasoned historical argument that responds directly to the question 4

• develops a basic historical argument that responds to the question 3

• presents a superficial argument about Mao’s support of the Red Guard 2

• makes statements about Mao or the Red Guard 1

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The response: M

• skilfully combines relevant evidence from a range of sources in the stimulus to develop the historical argument 5

• combines relevant evidence from a range of sources in the stimulus to develop the historical argument 4

• combines relevant evidence from 3 of the sources to develop the historical argument 3

• refers to relevant evidence from 2 of the sources to answer the question 2

• refers to evidence from 1 of the sources 1

The response: M

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

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

• conveys ideas relating 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

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SEE 2 Paper 1

External assessment marking guide

Q The response: M

1 • presents a key inquiry question that:

- is relevant to the investigation topic

- narrows its focus to a specific time, place or space

3

• presents a key inquiry question that is relevant to the investigation topic OR

• presents a key inquiry question that narrows its focus to a specific time, place or space

2

• presents a key inquiry question 1

The response:

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

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

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2 ^• describes how Sources 1–3 could assist with an investigation of the ANZUS Treaty

• uses evidence from all of these sources 5

• describes how Sources 1–3 could assist with an investigation of the ANZUS Treaty

• uses evidence from 2 of these sources

4

• describes how Sources 1–3 could assist with an investigation of the ANZUS Treaty

• uses evidence from 1 of these sources 3

• describes how 2 of Sources 1–3 could assist with an investigation of the ANZUS Treaty

• refers to evidence from 1 of these sources

2

• describes how 1 of Sources 1–3 could assist with an investigation of the ANZUS Treaty

• refers to evidence from this source 1

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Q The response: M The response: M

3 • develops a sophisticated historical argument that responds

directly and fully to the question 5 • skilfully combines evidence from Sources 4, 5 and another

source to develop the historical argument 5

• develops a valid historical argument that responds directly to the

question 4 • combines evidence from Sources 4, 5 and another source to

develop the historical argument 4

• develops a basic historical argument that responds to the

question 3 • combines evidence from Source 4 or 5 and another source to

develop the historical argument 3

• makes a superficial historical argument by making valid

statement/s related to the question 2 • combines evidence from Source 4, Source 5 or another source

to develop the historical argument 2

• makes a relevant statement 1 ^• combines evidence from Source 4, Source 5 or another source 1

• does not satisfy any of the descriptors above. 0 • does not satisfy any of the descriptors above. 0 The response:

• develops discerning judgments about the extent to which

evidence from sources is useful 5 ^• develops discerning judgments about the extent to which

evidence from sources is reliable 5

• develops judgments about the extent to which evidence from

sources is useful 4 ^• develops judgments about the extent to which evidence from

sources is reliable 4

• develops a judgment about the extent to which evidence from

sources is useful 3 ^• develops a judgment about the extent to which evidence from

• makes statements about the extent to which evidence from

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

• makes a statement about the usefulness of evidence from a

source/s 1 • makes a statement about the reliability of evidence from a

source/s 1

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

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3 cont. • judges the extent to which evidence from sources corroborate each other, citing 2

considerations 4

• judges the extent to which evidence from sources corroborate each other, citing 1

consideration 3

• makes statements about how evidence from sources corroborate each other 2

• makes a statement about how evidence from sources corroborate each other 1

The response:

• conveys ideas related to the hypothesis succinctly, purposefully and fluently,

acknowledging sources used 4

• conveys ideas related to the hypothesis fluently, acknowledging sources used OR

• conveys ideas related to the hypothesis purposefully, acknowledging sources used

3

• conveys ideas related to the hypothesis using sentences 2

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SEE 2 Paper 2

External assessment marking guide (EAMG)

1a • describes how 2 representatives of the Australian Government characterised the role of China in

the Vietnam War, using evidence from Source 1 3

• describes how 1 representative of the Australian Government characterised the role of China in

the Vietnam War, using evidence from Source 1 2

• makes a statement about China and the Vietnam War 1

1b • explains 2 implicit messages about the Labor Party’s views on the nature of the Vietnam War,

• explains 1 implicit message about the Labor Party’s views on the nature of the Vietnam War,

• explains 1 implicit message about the Labor Party’s views on the nature of the Vietnam War 2

• makes a relevant statement about the Labor Party and the Vietnam War 1

The response: M

• uses relevant terms placed in historical context 2

• uses terms that may not be placed in historical context 1

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2a ^• identifies a valid similarity regarding perspectives on Vietnamese losses during the BOLT

• identifies a valid similarity regarding perspectives on Vietnamese losses during the BOLT

• identifies a similarity regarding perspectives on the BOLT

• identifies a similarity regarding the BOLT 1

The response: M

• identifies a valid difference regarding perspectives on Vietnamese losses during the BOLT

• identifies a difference regarding perspectives on the BOLT

• identifies a difference regarding the BOLT 1

The response: M

• 3

demonstrates accurate use of relevant terms placed in historical context

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2b • makes a plausible judgment about the extent to which the evidence from Source 3

corroborates the statement, citing two examples 2

• makes a plausible judgment about the extent to which the evidence from Source 3

corroborates the statement, citing one example 1

Q The response: M The response: M

3 Humphreys (Source 4) — Usefulness Shorten (Source 5) — Usefulness

• makes a plausible judgment about the extent to which evidence from Source 4 is useful, citing 2 considerations

3 • makes a plausible judgment about the extent to which evidence from Source 5 is useful, citing 2 considerations

3

• makes a plausible judgment about the extent to which evidence from Source 4 is useful, citing 1 consideration

2 • makes a plausible judgment about the extent to which evidence from Source 5 is useful, citing 1 consideration

2

• makes a statement about usefulness

related to the evidence from Source 4 1 • makes a statement about usefulness

related to the evidence from Source 5 1

• does not satisfy any of the descriptors

above. 0 • does not satisfy any of the descriptors

above. 0

Humphreys (Source 4) — Reliability Shorten (Source 5) — Reliability

• makes a plausible judgment about the extent to which evidence from Source 4 is reliable, citing 2 considerations

3 • makes a plausible judgment about the extent to which evidence from Source 5 is reliable, citing 2 considerations

3

• makes a plausible judgment about the extent to which evidence from Source 4 is reliable, citing one consideration

2 • makes a plausible judgment about the extent to which evidence from Source 5 is reliable, citing one consideration

2

• makes a statement about reliability

related to evidence from Source 4 1 • makes a statement about reliability

related to evidence from Source 5 1

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Q The response: M The response: M

• does not satisfy any of the descriptors

above. 0 • does not satisfy any of the descriptors

above. 0

Corroboration

• makes a plausible judgment about the extent to which the evidence from Sources 4 and 5

corroborate each other 1

• does not satisfy the descriptor above. 0

The response: M

• demonstrates accurate use of relevant terms placed in historical context 3

The response: M

• organises paragraph/s purposefully to succinctly and fluently convey ideas relating to the

question, acknowledging sources used 3

• organises paragraph/s to convey ideas relating to the question, acknowledging sources

used 2

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4 • develops a sophisticated historical argument that responds directly and fully to the

question 5

• develops a valid historical argument that responds directly to the question 4

• develops a basic historical argument about the question 3

• develops a superficial historical argument by making valid statements related to the

question 2

• makes a valid statement about Australia’s withdrawal from the Vietnam War 1

The response: M

• combines relevant evidence from Sources 6, 7, 8 and 9 to develop the argument 6

• combines relevant evidence from 3 of Sources 6, 7, 8 or 9 to develop the argument 5

• combines relevant evidence from 1 of Sources 6, 7, 8 or 9 to develop statements 2

• combines relevant evidence from 1 of Sources 6, 7, 8 or 9 to develop a statement 1

The response: M

• demonstrates accurate use of relevant terms placed in historical context 4

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• uses a term that may not be placed in historical context 1

The response: M

• organises paragraph/s purposefully to succinctly and fluently convey ideas relating to

the question, acknowledging sources used 3

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

sources used 2