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Year 9 Summative Assessment

Indonesia in the Old Order

TIME ALLOTMENT: 21st – 30th September 2015


The printout letter should be submitted to me on Thursday, 1st October 2015, NOT later than 3.30
p.m.

TASK:
You are to write a letter to President Soekarno to evaluate his decision concerning a particular
policy that was implemented or a significant event that happened during the Old Order in
Indonesia (1959 – 1965).

How to organize the letter:


1. It has a greeting and an opening
2. It has a body or a content that includes
 Your purpose of writing the letter
 The factual information related to the topic you chose
 Your analysis of what happen
3. It has a closing

Assessment Criteria
Your letter will be assessed using Criteria A2, B3 and D1

Criterion A: Knowing and Understanding


Achievement Assessment Criteria Year 5
Indicators
level (Year 9 – 10 at Cikal-Amri Secondary)
The student does not reach a standard described by any of
0
the descriptors below.
The student: Provide a simple description
 uses limited relevant terminology showing basic knowledge
 demonstrates basic knowledge and understanding of and do not pay attention to
1–2 content and concepts through minimal descriptionsclarity and/or details when
and/or examples informing the factual
information gathered about
the chosen topic
The student: Provide somewhat clear and
 uses some terminology accurately and correct explanation on the
appropriately factual information gathered
3–4
 demonstrates adequate knowledge and understanding about the chosen topic
of content and concepts through satisfactory
descriptions, explanations and examples
The student: Provide a clear and correct
 uses a range of terminology accurately and explanation on the factual
appropriately information gathered about
5–6
 demonstrates substantial knowledge and the chosen topic, supported
understanding of content and concepts through with an example here and
accurate descriptions, explanations and examples there
The student: Provide an elaborate, clear,
7–8
 consistently uses a wide range of terminology correct and thorough

SMCS Setu/MYP/InS/Y9-T1/SA/MSW/2015 1
effectively explanation on the factual
 demonstrates detailed knowledge and understanding information gathered about
of content and concepts through thorough and the chosen topic, supported
accurate descriptions, explanations and examples with appropriate examples

Criterion B: Investigating
Achievement Interim Assessment Criteria Year 5
Indicators
level (Year 9 – 10 at Cikal-Amri Secondary)
The student does not reach a standard described by any of the
0
descriptors below.
The student: Provide a note that
 formulate a research question that is clear or focused and includes correct
describes its relevance information with a
 formulates a limited action plan to investigate a research few details
1–2 question or does not follow a plan
 collects and records limited information not always consistent
with the research question
 make a limited evaluation of the process and results of the
investigation
The student: Provide a note that
 formulate a research question that is clear and focused and includes correct
describes its relevance in detail and somewhat
 formulates and somewhat follows a partial action plan to elaborate
3–4 investigate a research question information that is
 uses a research method(s) to collect and record mostly relevant relevant to the topic
information
 evaluate some aspects of the process and results of the
investigation
The student: Provide a
 formulate a clear and focused research question and explains systematic note that
its relevance includes correct,
 formulates and follows a substantial action plan to investigate varied and mostly
5–6
a research question relevant
 uses a research method(s) to collect and record appropriate, information in
relevant information some details
 evaluate the process and results of the investigation

The student: Provide a


 formulate a clear and focused research question and justifies systematic note that
its relevance includes correct,
 formulates and effectively follows a comprehensive action elaborate, varied
7–8
plan to investigate a research question and relevant
 uses a research method(s) to collect and record appropriate, information
varied and relevant information
 thoroughly evaluate the investigation process and results

Criterion D: Thinking Critically


Achievement Assessment Criteria Year 5
Indicators
level (Year 9 – 10 at Cikal-Amri Secondary)
0 The student does not reach a standard described by any of the
SMCS Setu/MYP/InS/Y9-T1/SA/MSW/2015 2
descriptors below.
The student: Provide an simple
 analyzes concepts, events, issues, models, visual representation evaluation of the
and theories to a limited extent events/policy
 summarizes information to a limited extent to make implementation
1–2
arguments
 describes a limited number of sources/data in terms of origin
and purpose and recognizes a few values and limitations
 identifies different perspectives and minimal implications
The student: Provide an clear
 analyzes concepts, events, issues, models, visual representation evaluation of the
and theories events/policy
3–4  summarizes information to make arguments implementation,
 analyzes and/or evaluates sources/data in terms of origin and considering the
purpose and recognizes some values and limitations positive or negative
 interprets different perspectives and some of their implications impacts
The student: Provide an
 discusses concepts, events, issues, models, visual elaborate
representation and theories evaluation of the
 synthesizes information to make valid arguments events/policy
5–6
 effectively analyzes and evaluates a range of sources/data in implementation,
terms of origin and purpose, recognizing values and limitations describing both
 interprets different perspectives and their implications positive and
negative impacts
The student: Provide a detailed
 completes a detailed discussion of concepts, events, issues, and thorough
models, visual representation and theories evaluation of the
 synthesizes information to make valid, well-supported events/policy
arguments implementation,
7–8
 effectively analyzes and evaluates a wide range of explaining both
sources/data in terms of origin and purpose, recognizing values positive and
and limitations negative impacts
 thoroughly interprets a range of different perspectives and
their implications

SMCS Setu/MYP/InS/Y9-T1/SA/MSW/2015 3