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Year 12 Modern History Assessment Task 1

Student Name:

Topic: National Studies: Australia 1918 – 1949

Weighting: 25%

Due Date: Term 1, Week 8, Wednesday

Rationale:
In the study of Stage 6 Modern History, students have been focusing on Australia and key
features in its history between the periods 1918 – 1949. Students have learnt about the
changing features of Australia, influenced by a range of factors including nationalism,
societal changes, post war development and impacts of national and foreign policies. This
assessment is intended to assess students’ knowledge and understanding of the evolving
nature of Australia, influences on its society, their own research and inquiry skills as well as
their ability to effectively present information.

TASK
Part A (15 Marks): Choose one of the following options and research about the impact it
had upon the changing nature of Australia and its society during the post-world war II
period.
 Government policies during the post-war period
 Industrialization
 Immigration
 The role of women
 Communism
 The Great Depression
 Experiences and treatment of Aboriginal and Torres Strait Islanders

In your research you must include:

 The key features of your chosen subtopic (including key individuals and events)
 The role it played in Australia prior to WW2
 How it affected the nature and structure of Australian society
 Evidence of the change (Primary and/or secondary sources. At least two)

Your research must be presented to the class through a media or multi-media format
(PowerPoint, Movie Maker, iMovie, etc.) and must be 4 – 6 minutes in length.

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All submissions are due on Wednesday, Week 8 of Term 1. All students are to submit this
through USB or save to the teacher’s computer on the day. Presentations will start from
Wednesday through till Friday during the history and double periods.

Part B (10 Marks): You are to create a lesson activity that your classmates will
undertake, after learning about your chosen topic through your presentation.
This activity may be something small such as a recap, quiz, game, work-sheet, post it notes
activity, source activity etc. The purpose of this task is to give your classmates a mini lesson
where they will demonstrate what they have learnt through your presentation. This activity
does not need to be something extensive but make it creative!

NOTE: The total duration of your Part A (presentation) and Part B (activity) should be
between 10 – 12 minutes.

Scaffolding templates have been provided to assist you on how to structure this
assessment.

You will be assessed on your ability to:

 Undertake effective research into your chosen topic.
 Create an eye catching and informative media presentation.
 Incorporate primary/secondary sources and their value.
 Create a suitable activity to complement presentations.

Outcomes:
 Account for the nature of continuity and change in the modern world MH12-1.
 Proposes arguments about the varying causes and effects of events and developments
MH12-3.
 Assesses the significance of historical features, people, ideas, movements, events and
developments of the modern world MH12-5.
 Analyses and interprets different types of sources for evidence to support an historical
account or argument MH12-6.
 Communicates historical understanding, using historical knowledge, concepts and
terms, in appropriate and well-structured forms MH12-9.

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Marking Criteria (Part A)

 Demonstrates a thorough understanding of the key features, including

individuals and events of the chosen subtopic. 10 - 15
 Explains sufficiently the role it played in society prior to WW2.
 Explains accurately the impact it had upon Australian society during the post
WW2 period.
 Selects relevant information about the topic including the utilisation of at
least two primary or secondary sources.
 Presents a well-spoken, informative and eye catching presentation through
the use of a media application.

 Demonstrates an adequate understanding of the key features, including

individuals and events of the chosen subtopic. 5 – 10
 Explains the role it played in society prior to WW2.
 Explains some of the impact it had upon Australian society during the post
WW2 period.
 Selects relevant information about the topic including utilisation of one
primary or secondary source.
 Presents some aspects of a clear, informative and appealing poster, through
the use of a media application.

 Demonstrates a basic understanding of the key features, individuals and

events of the chosen subtopic. 0-5
 Presents a weak explanation of role it played in society prior to WW2.
 Offers little to no explanation of the impact it had upon Australian society
during the post WW2 period.
 Fails to select relevant information from primary or secondary sources.
 Attempts to present a basic presentation or fails to utilise a media application.
 OR – no genuine attempt

Marking Criteria (Part B)

 Presents a creative, original and engaging lesson activity.

 Lesson activity demonstrates a strong and reflective link to the presentation. 8 – 10

 Presents a somewhat creative, original and engaging lesson activity.

 Lesson activity demonstrates some connection to the presentation. 4–7

 Attempts to present an appealing lesson activity.

 Lesson activity lacks connection to the presentation. 0–3
 OR – no lesson activity present.

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Teacher Comments/Feedback:
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Scaffold for Assessment 1

Answer the following questions to help you analyse your sources:

Q. What type of source is it? (Primary/Secondary)
Q. What is it? (Painting, object, transcript, photograph, diary, film, news clipping, artwork,
statements, interview etc.)
Q. What time period/year is it from?
Q. What can you see? (Describe it in detail)
Q. Does it depict/present any specific individuals, settings or events taking place?
Q. What does the source tell you? (What information does it give you? What do you
understand by it?)
Q. How does this source relate to your chosen subtopic?
Q. What does it show about its impact or role in society either prior to or post WW2?

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Evaluation
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).
Evaluate the importance of assessment and approaches to feedback and assessment
design that will inform your practice in your teaching area.

The process of assessment is an important area which can determine the educational success

of an individual. Assessments are critical factors within student learning as they not only

allow teachers to assess the student on their learning processes but also highlight to teachers

the areas of strength and weakness that the student carries. Without assessment, it would be

very difficult for educators to determine the course of individual student learning but also

difficult for students to progress further. However, in doing so it is necessary to consider the

ways assessments have been designed for students and how effective they have been. This

paper will explore the various forms of feedback which are offered to students and the way

they determine and inform student learning, as well as an insight into current assessment

practices within the history field.

The nature of assessment tasks has been changing over the past number of years. While most

assessments in previous times have placed an emphasis on examinations as a key and major

determinant of a student’s results, recent times have seen a shift from this. Since the last fifty

years, there has been a steady movement towards more open and diverse forms of student

assessment (Boud and Molloy, 2013). The change in the type and forms of assessments

student undertake also affects the type of feedback they receive, this too has changed over

time. Historically, the idea of feedback was non-existent, student work was marked and they

were informed of their progress (Boud and Molloy, 2013). Such an approach neglects the

needs of students, as they will not be able to improve effectively, if their areas of weakness

are not drawn out for them. This does not imply that teachers should and some do, only point

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out the areas the student needs to improve in. It means that feedback should be given which

will assist the student, therefore feedback which is positive and rewarding to the child will

give them that sense of accomplishment for their areas of strength.

Sometimes the purpose and type of feedback given to students can depend on other factors

such as the nature of the learning environment they are in, the personal needs of the learner,

the purpose of the assessment task or dependent upon the feedback model which is being

applied (Evans, 2013). Socio-constructivist approaches to feedback see it as a mixture of

comments and suggestions which aim to allow students to reflect on their own work for

revision (Evans, 2013). It also enables students to gain new understandings and ways to

improve their work in (Evans, 2013). Such an approach to feedback will be able to benefit

students as they will be able to reflect on their own work and follow teacher

recommendations to progress their learning for the future. However, this form of feedback

cannot be applicable in all types of assessment. Especially when it comes to exams or

external examinations like the Higher School Certificate (HSC). The HSC exam does not

provide feedback to the students on their performance, students only receive the outcome of

their performance. Yet, the HSC outcome relies heavily upon the internal assessments of

senior students, undertaken at school.

This would mean that the type of assessments and feedback that higher school students

receive through internal testing must be a well thought out process. Due to the nature of the

external HSC component, teachers should design assessment tasks in school which will allow

students to reap the maximum benefits of it. This would include creating assessments based

on student needs, strengths and various abilities and may include the differentiation in

assessment tasks. Students could be provided with scaffolds or template sheets which would

assist them in structuring out their assessment. For example, in the above assessment task for

Modern History year twelve, the task is divided into two parts, a research component and an

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activity. For the research section, students could be given a worksheet with specific questions

and subheadings to fill out as they are conducting their research. These questions would be

structured and broken down step by step so by the end of it students will have their

information gathered. This will assist them in compiling the information together to form the

rest of their presentation. For this assessment, students could also be shown the various media

applications they are able to use and briefly demonstrated to them in class. Being able to see

how the application may be utilised to the maximum prior to beginning their assessment can

help students in creating it on their own and will also make it easier for low ability students or

students who are not comfortable with media technology.

Therefore, prior to giving feedback to students and pointing out areas they require

improvement in, it would be suitable for both teachers and students if teachers would model

or scaffold the assignment out to all students as a class. This would allow one of two things,

the first, it would prevent individual students from feeling low or not good enough if they are

provided with the scaffold individually. It might cause low self- esteem issues to come

forward and they will feel left out from the rest of their cohort. Not to say this could not

happen vice versa, as some students may see a scaffold as a way of assisting them in their

work and might question why only specific students receive it. The second thing this will

allow is for all students to be clear on what is expected from the assignment and when all of

the class is provided with scaffolded assistance it will prevent any ill feelings of exclusion. It

caters to the abilities of all students, as it will clarify any confusion or questions about the

assignment and all will be provided with a structured guide to follow. Such an approach may

also make the marking process and consequently the feedback fairer and easier for the teacher

to complete. Studies conducted on students found that the practice of fair classroom

management and procedures was a factor for students’ motivation in their studies and also

allowed for students to set higher expectations of themselves (Lizzio and Wilson, 2008).

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Opportunities which may allow students to be a part of fairness in feedback in the classroom

could include providing them with appropriate justifications for grades and opportunities to

respond to and discuss the style of feedback they prefer.

In regards to history, teachers can also assist the outcomes of student assessments by

analysing sources effectively with students. A major part of the study of history is the

inclusion of primary and secondary sources which heavily shape the assessment and

examination questions. Some sources are not so easy to depict and understand and students

may find them difficult to do so. Scaffolds and structures provided to correctly analyse

sources can assist students in better understanding the source and thus the relevant

information, resulting in better student performance. Same is the case for student feedback

within history and other key learning areas. Students should be able to understand the

feedback and comments that teachers have left for them and they should not be vague, rather

should direct the student exactly on what stood out and what could have been improved.

Another important regard to pay attention to when giving feedback is the language used.

Feedback should not be so critical or too harsh on students as this can be seriously damaging

to their own level of confidence and their attitudes towards that teacher. It is assumed that

feedback which comprises a mix of both positive and negative comments is more effective.

However, studies conducted in this area have shown that this strategy may be problematic

and is not always effective as in reality, it is harder to practice (Lizzio and Wilson, 2008).

Nonetheless, criticism and feedback should not be too soft either as it will reduce the value

and effectiveness of the teachers comments (Lizzio and Wilson, 2008). Feedback given

should acknowledge student achievements, whilst also providing recommendations which

will help them improve their work for next time. One of the key points teachers should

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include when giving feedback is verbal feedback. Students should be able to read the

comments the teacher has left for them and also be able to hear it from the teacher

themselves. If the teacher communicates orally with the student it can be more effective in

giving them acknowledgment and commending them on their efforts.

To conclude, the practice of assessment tasks and giving feedback to students for their

performance in those tasks is a crucial part of the learning process. Attitudes to assessment

and ways of feedback have changed over the years and are definitely more open and

considerate of student needs. Without assessment, teachers would not know the position of

students in their class as well as their strengths and weaknesses. It is equally important for

students because it gives them the opportunity to demonstrate what they have learnt in class

along with the relevant skills and abilities, depending on the type of assessment. The Higher

School Certificate is one area where students do not receive feedback for their performance.

This makes it even more necessary for year 12 internal assessments to be conducted, with

close attention paid to the benefits the students can pull out of it and how well it will affect

them in the longer run of their studies. Overall, assessment practices and feedback are

correlated and both areas need to be perfected and well-structured in their design in order to

allow students to truly benefit from them.

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References

Boud, D., Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of

design. Assessment and Evaluation in Higher Education, 38 (6), 698-712.

https://doi.org/10.1080/02602938.2012.691462

Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education. Review of

Educational Research, 83 (1), 70 – 120. Retrieved from

http://journals.sagepub.com.ezproxy.uws.edu.au/doi/abs/10.3102/0034654312474350

#articleCitationDownloadContainer

Lizzio, A., Wilson, K. (2008). Feedback on assessment: students’ perceptions of quality and

effectiveness. Assessment and Evaluation in Higher Education, 33 (3), 263 – 275.

https://doi-org.ezproxy.uws.edu.au/10.1080/02602930701292548

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