1. STAGE 2 MODERN HISTORY 2018- HTASA REFRESHER DAY
SCHOOL ASSESSMENT

2. STAGE 2 MODERN HISTORY 2018- HTASA REFRESHER DAY
Stacey moros

3. The moderation process
-Purpose of moderation is to ensure a fair and equitable understanding of the standard of student evidence against the performance standards
- Moderators aiming to confirm- we assume teacher’s know how to use performance standards
- we are dealing with finding evidence in the student samples to confirm grade given

4. General feedback
- In 2017, the overall quality of student responses across all components of the course against the performance standards improved in comparison to previous years.
-Overall moderators commented that there has been an improvement in teachers’ understanding and application of using Performance standards
- Moderators have confidence that teachers will be able to use the same skills to apply new performance standards
- Teachers are encouraged to make clear and specific reference to individual performance standards
- Inclusion of teacher’s annotations and feedback helps moderators confirm grades
- Students feeling confident to use a greater variety of assessment tasks

5. PACKAGING MATERIALS
- Clearly labelled packages
- Organize materials by student NOT by assessment type- eg- essay 1- all students, SA- all students
- Separate the Assessment type 2 (create a separate package with all Individual essays in it clearly labelled)
- Label clearly with SACE number- can put names
- ensure that all work of students nominated are in the sample eg both Folio and Individual essay
- Ensure LAP is included
- Variations form
- Useful to provide an Overall Summary sheet of students marks
-CRITICAL - Provide oral presentations in electronic form- simply providing transcripts and copies of PowerPoints can be hard for moderators to find evidence
- USB- clearly labelled with student identified with SACE number

6. FOLIO
- Generally teachers are asking students to complete 6-7 to tasks
- In 2018 teachers are to teach 5 tasks – 2 MODERN NATIONS AND 3 FROM WORLD SINCE 1945
These will be called ASSESSMENT TYPE 1: HISTORICAL SKILLS (50%) 5000WORDS IF WRITTEN OR EQUIVALENT MULTIMODAL 6MINS= 1000 WORDS
- Plus ASSESSMENT TYPE 2: Individual Study words or 12 Minute Multimodal (20%)
- Essays and past exam Sources Analysis are still the most common tasks.
- Sources analysis construction tasks are becoming more popular
- Pleasing that more teachers are trying to experiment with creative tasks
- Moderators noted that folios that required students to present their knowledge and understanding of topics in a variety of ways provided the opportunity to achieve more consistently across all performance standards.

7. - A note on Empathy task- explicit teaching of how to incorporate multiple perspectives into tasks and to use clear historical grounding- often incorporate evidence
- Sources Analysis- most popular way to present IA1 AND IA2- more teachers are creating their own sources analysis or designing tasks that require students to create and respond to their own sources analysis.
- For 2018 A&E 1,2,3 AND EITHER A1 are most applicable for using to assess
- Avoid open-ended research tasks and report style tasks to assess evaluation and inquiry and analysis criterion due to tasks designs
- Knowledge and Understanding 1 was demonstrated most clearly once again- expected that Understanding and Exploration 1 and 2 will follow this trend this year
- Knowledge and Understanding 2- often assessed in tasks where students were not required to formulate and apply their own knowledge to concepts

8. - Teaching all four issues is vital in being able to provide a broad and sophisticated understanding of forces and change over an extended time. This will also be applicable with the introduction of the new Stage 2 curriculum. Students will need to have a strong grounding in the Overview of topics
- Critical to carefully consider the Performance Standards being addressed in creative type tasks to ensure students can show evidence at the higher levels. This will be very important to consider when designing new tasks for the new Stage 2 Modern History course.
- Tasks that required students to use evidence from academic sources.

9. Less successful responses
Some teachers have used formative style tasks that lack complexity and do not provide enough scope for achieving at the higher band grades for Inquiry and Analysis and Reflection and Evaluation
Open ended research and report style tasks do not give students the opportunity to show the reflection and evaluation, and inquiry and analysis criteria
Too much scaffolding that directed students to answer a series of research type questions
Teachers are reminded that the background study and all focus areas on Modern Nations should be covered
All four focus areas of World Since 1945 should be covered
Folios that had tasks that were consistently over the word limit

10. - It was noted that in some student samples there was no identification of research undertaken in any task throughout a folio, with no use of referencing or bibliography
- Folios that comprised of predominantly essays and sources analysis completed under test conditions disadvantaged students
- The lack of use and application of history conventions in essays and sources analysis tasks eg no topic and closing sentences in essays
Poor essay questions set that invited a narrative response e.g. why or what
Using sub headings in an essay response
Using only past Sources Analysis exam papers makes it difficult for students to show perceptive application due to answers readily available to students.
Provided knowledge in a list fashion
Poor task designs that do not prompt student’s reflections through ‘why’ type questions
Lack of engagement with sources and use of evidence to establish arguments

11. TASK DESIGN
- -Best practice task design included clear instructions on word limit, conditions and explicit detail on how specific performance standards were being assessed.
- Tasks that assessed all performance standards tended to demonstrate uneven and superficial evidence against some performance standards.
- Adhere to word count
- Poor essay questions set that invited a narrative response e.g. why or what
- Using sub headings in an essay response
- Using only past Sources Analysis exam papers makes it difficult for students to show perceptive application due to answers readily available to students.

12. Provided knowledge in a list fashion
Poor task designs that do not prompt student’s reflections through ‘why’ type questions
Lack of engagement with sources and use of evidence to establish arguments
- Some folio did not require any form of referencing or bibliography throughout the whole folio
- Hard to show clear evidence of C2 and this will be similar for A & E 3
Historiography
Too much scaffolding can make it difficult for students to be able to distinguish and develop their own argument and analysis

13. TOPICS TO BE COVERED - Topic 1: Australia (1901–56)
Students study one topic from ‘Modern nations’ and one topic from ‘The world since 1945’, selected from the following list of topics:
Modern nations
The world since 1945
Topic 1: Australia (1901–56)
Topic 7: The changing world order (1945– )
Topic 2: United States of America (1914–45)
Topic 8: Australia’s relationship with Asia and the South Pacific Region (1945– )
Topic 3: Germany (1918–48)
Topic 9: National self-determination in South-East Asia (1945– )
Topic 4: The Soviet Union and Russia (1945–c.2004)
Topic 10: The struggle for peace in the Middle East (1945– )
Topic 5: Indonesia (1942–2005)
Topic 11: Challenges to peace and security (1945– )
Topic 6: China (1949–c.2012)
Topic 12: The United Nations and establishment of a global perspective (1945– )

14. ASSESSMENT TYPE 2: ESSAY ASSESSMENT TYPE 2: HISTORICAL STUDY (2018)
- - - good range of topics covered
- Ensure that the essay questions are historical- there are still students submitting Contemporary topics
- Avoid essays related too closely to other subjects eg Legal Studies, Psychology
CONSTRUCTION OF ESSAY QUESTION IS CRITICAL- work closely with students
DON’T USE SUB QUESTIONS
Adhere to 1750 starting point
Film or literature based essay can be highly effective if done with a pure historical lens- these types of essays lend themselves better to higher end students

15. - Important change in 2018 students can use an unlimited amount of sources
- From this year students can present there study using multimedia – 12 minutes
- Critical that students still design and answer a specific question
- Should still ensure question posed invites reasoned historical argument
- Students who used a variety of primary and secondary sources, including speeches, diaries, artwork, propaganda and eyewitness accounts were often able to demonstrate a critical understanding of evidence and construction of arguments
Must provide evidence of referencing
High level students often are incorporating historiography
Careful consideration of the types of sources used- including use of academic journals and scholarly works. With the restrictions of the number of sources that can be used being removed from this year it is important that students consider the reliability and credibility of the types of sources they use.

16. Less successful responses
Questions need to enable students to manage the information i.e. looking at both WWI and WWII in relation to a theme makes it difficult for a student to show knowledge and understanding at a great depth
Recount to be discouraged; questions need to be worded carefully so it does not lead to students simply retelling how events and developments unfolded
Topics that are not of a historical nature, moral or philosophical arguments do not meet the assessment design criteria
Topics of a contemporary nature do not meet the assessment design criteria such as analysis of legal cases or on current issues
More than five sources used and an over reliance on secondary sources
There continues to be an overuse of internet sources, which makes it vital that students are critically evaluating the types of sources they use
Engagement with the sources is not clear
Reliance on non-scholarly websites
Don’t use sub headings
Over studied and broad topics eg causes of WW1 or WW2

17. OPERATIONAL ADVICE
- LAP (this is crucial this will be the only time your LAP will be checked)
- CLEAN SET OF TASK SHEETS
- ANY AMMENDMENTS TO LAPS NEED TO BE RECORDED
- PREPARE SEPARATE PACKAGE WITH Assessment Type 2: Historical Study
- Variation forms to be clearly filled out
- Student work clearly labelled
- USB with multimodal assignments- clearly labelled with work identified
GOOD LUCK

18. STAGE 2 MODERN HISTORY ASSESSMENT IDEAS 2018

20. Exam (consisting of One Essay and One Sources Analysis).
Two historical skills

21. Not examinable but has 3 assessment tasks.

22. Major Individual Study
Modern Nations
World since 1945
Exam
Two assessment tasks
Three assessment tasks

23. SACE is encouraging you to be open to new ideas but there is scope to be traditional.

24. SACE is encouraging you to be open to new ideas but there is scope to be traditional.
“Normal” essays and sources analysis
“Revolutionary” modes.

25. or mix and match. “Normal” essays and sources analysis
“Revolutionary” modes.

27. If it is an oral then judge the oral not the notes!

30. So we have engaging tasks but how do we mark them?

31. they all need to be judged against the new performance standards

32. An evolution of
language and concepts
but
not
a revolution.

33. We know from moderation that most grades stick – there is no reason to assume this will change..

34. But the changes are important when designing tasks and marking.

35. Strongly advise you to pick no more than 3- 4 for any task.
Understanding and Exploration
UE1 Understanding and exploration of historical concepts.
UE2 Understanding and exploration of the role of ideas, people, and events in history.
Application and Evaluation
AE1 Application of the skills of historical inquiry to examine and evaluate sources and interpretations.
AE2 Interpretation and synthesis of evidence to support arguments and draw conclusions.
AE3 Communication of reasoned historical arguments, with appropriate acknowledgment of sources.
Analysis
A1 Analysis of ways in which the development of modern nations has been shaped by both internal and external forces and challenges.
A2 Analysis of interactions and relationships among nations and/or groups, and their short-term and long-term impacts on national, regional, and/or international development.
Strongly advise you to pick no more than 3- 4 for any task.

36. STAGE 2 MODERN HISTORY ASSESSMENT IDEAS 2018

37. Nazi maintenance of power - multimedia presentations
Understanding and Exploration.
UE2 Understanding and exploration of the role of ideas, people, and events in history.
Application and Evaluation
AE1 Application of the skills of historical inquiry to examine and evaluate sources and interpretations..
AE2 Interpretation and synthesis of evidence to support arguments and draw conclusions.
Analysis
A1 Critical analysis of ways in which the development of the modern world has been shaped by both internal and external forces and challenges.

39. Historical film analysis multimodal
Understanding and Exploration.
UE2 Understanding and exploration of the role of ideas, people, and events in history.
Application and Evaluation
AE1 Application of the skills of historical inquiry to examine and evaluate sources and interpretations..
Analysis
A1 Analysis of ways in which the development of modern nations has been shaped by both internal and external forces and challenges.

41. SOURCES ANALYSIS CONSTRUCTION TASK
Topic 10: The Struggle for Peace in the Middle East (1945– )
Understanding and Exploration.
UE2 Understanding and exploration of the role of ideas, people, and events in history.
Application and Evaluation
AE1 Application of the skills of historical inquiry to examine and evaluate sources and interpretations..
AE2 Interpretation and synthesis of evidence to support arguments and draw conclusions.
Analysis
A1 Analysis of ways in which the development of modern nations has been shaped by both internal and external forces and challenges.

42. SOURCES ANALYSIS SUMMATIVE CREATION TASK

45. QUESTIONS

46. GANDEL Application Form - 2019
The application process for the 2019 program is opened. Applications Close on Friday, June 22, 2018 Melbourne interviews: Wednesday & Thursday, July , 2018 Sydney interviews: Thursday, July 26, 2018