Assessment Task Notification

Modern History – Year 12

Essay and Group Multimodal Presentation
Rationale

In class, students have examined attempts of Hoover and FDR during their presidencies to halt the effects
of the Great Depression, and have also examined FDR’s New Deal and aspects of US society during the
depression. Students now have the opportunity to consolidate their learning and further develop their
research and presentational skills.

Task number: 3 Weighting: 25% Duration: 3 weeks

Outcomes assessed

A student:
 MH12-1 accounts for the nature of continuity and change in the modern world
 MH12-3 evaluates the role of historical features, individuals, groups and ideas in shaping the past
 MH12-5 assesses the significance of historical features, people, ideas, movements, events and
developments of the modern world
 MH12-6 analyses and interprets different types of sources for evidence to support an historical
account or argument
 MH12-9 communicates historical understanding, using historical knowledge, concepts and terms,
in appropriate and well-structured forms

Nature of the task

This assessment task is in two parts:

Part 1: Multimodal group presentation (3-4 group members, 6-8 minutes total)
In groups, you are to select an enduring* New Deal policy studied in class, or one of your own choosing
(confirm with teacher first), and outline the following:

 Describe what the policy was and what it entailed

 Outline effect it had during the Great Depression
 Evaluate effect it has had in the US today

There should be evidence that each group member has contributed to the presentation. It is up to groups
to organise their own presentations, but there will be time dedicated in class for groups to work on their
assessments. Any problems should be brought to the teacher’s attention immediately.

Some programs that can be used for your presentations include PowerPoint, Prezi, Keynote (Mac), and
Google Slides, all of which are available for use at the library and computer rooms.

*Enduring = long lasting, persisting

Part 2: Individual written response (1500-1800 words)
You are to individually write an essay response to the following question:
How did the New Deal change the United States during the Great Depression?

The essay response should analyse the intent, consequences and effectiveness of the New Deal during
the Great Depression, and evaluate how the US was altered as a result. You may refer to the New Deal
policy studied for your presentation, but it should not be the focus of your essay.

The entire New Deal is too large for this task, but some possible areas of focus are:
 Security
 Welfare
 Liberalism
 State funding
 Role of government
Your work must be in essay format, refer to and use evidence from sources, and all sources must be
properly reference in line with APA 6th Edition referencing style. You can refer to sources supplied in class,
as well as your own research. Some helpful websites include:

 Google Scholar
 www.jstor.org
 http://www.apastyle.org/

Marking criteria
You will be assessed on how well you:
 Communicate a structured and coherent essay response, using historical knowledge, terms, and
concepts.
 Analyse and interpret a range of sources
 Cooperate and deliver an engaging multimodal presentation
 Accurately and appropriately reference sources
Feedback provided
 Feedback about choices and evidence during group study sessions
 Opportunities to submit draft essays for notes on improvement
 Immediate feedback after presentations
 Marked essay responses with feedback
Marking guidelines

A student: Mark range

 provides a comprehensive analysis of the nature of historical change with a variety of

sources
 presents a sophisticated evaluation of the significance of historical individuals/ideas
and how they have shaped the past 41–50
 presents sophisticated and well-structured responses, supported by relevant and
accurate historical knowledge, concepts and terms
 accurately references to APA 6th Edition style

 provides a thorough analysis of the nature of historical change with a variety of sources
 presents a clear evaluation of the significance of historical individuals/ideas and how
they have shaped the past
31–40
 presents well-structured responses, supported by relevant historical knowledge,
concepts and terms
 references to APA 6th Edition style with few errors
 provides a sound analysis of the nature of historical change with reference to sources
 presents a general evaluation of the significance of historical individuals/ideas and how
they have shaped the past
21–30
 presents a structured response, supported by relevant historical knowledge, concepts
and terms
 references to APA 6th Edition style with some errors
 attempts an analysis of historical change with some reference to sources
 attempts some evaluation of the significance of historical individuals/ideas and how
have shaped the past 11–20
 presents a basic response using some historical knowledge, concepts and terms
 Attempts referencing to APA 6th Edition style
 makes limited analysis of change with limited use of sources
 makes some reference to significance of historical individuals/ideas and how they have
shaped the past 1–10
 presents a simplistic response of limited information
 Makes limited attempt at simplistic referencing
Annotated exemplar for essay writing
Matthew Cooke, 17299158 History Assessment 5

In a world of increasing standards and heightened public scrutiny, schools in NSW are

“taking more responsibility for their own performance...and are finding new ways of

improving student outcomes” (Smith, 2005, p.42) As such, it has become all the more

important for teachers to be well versed with assessment design that provides students with

the best chance for success (Klenowski, 2011). The present paper will evaluate the

importance of equitable assessment design that enable the success of all students, including

those with diverse needs, by means of adjustment, exemplar scaffolding, and the ability to

provide feedback, and with special reference to the role of authenticity in assessment tasks.

Assessment is an important aspect of education, it is considered an “integral

component to the educational process” that supports learning, it allows learners to

demonstrate their acquirement of skills and knowledge, and is regarded by students as an

essential facet of schooling that defines them (Ashford-Rowe, Herrington, & Brown, 2014, p.

1). Nevertheless, in the current Australian, neoliberalist environment that stresses

accountability and competiveness over learning, school based assessment tasks are developed

with consideration to meeting standards and developing skills for the globalised world

(Klenowski, 2011). In terms of the New South Wales Education Standards Authority

(NESA), formal assessments are seen as a means of measuring how students achieve syllabus

outcomes outside of Higher School Certificate testing (2017b). However, this so described

accountability agenda is considered based on failed international models, and may negatively

affect testing and confidence in teachers’ professionalism (Klenowski, 2011). Given the

increasing importance of educational success, it is therefore necessary for teachers to

understand proper assessment design that aligns standards, teaching, and curriculum with

assessment, and which gives students the best chance to succeed (Klenowski, 2011). ...[+25]

One important means of designing assessments for student success is to consider the

authenticity of the assessment task. Although there is no clear definition for what is
Matthew Cooke, 17299158 History Assessment 6

considered authentic in assessment, and the often attributed definition of real world has little

support, authentic assessments can be considered broadly to be those which are thought of as

meaningful and of value to the student (Frey, Schmitt, & Allen, 2012). Key criteria for

designing authentic assessment tasks have been identified, with cognitive complexity, student

collaboration, and known scoring criteria among some of the aspects identified that make

assessments more authentic for students (Frey, Schmitt, & Allen, 2012). In terms of cognitive

complexity, since engaging students in historical thinking requires some use and assessment

of sources, it is important that the complexity of assessment design extend past reading

comprehension to higher order skills (Ercikan, Seixas, Kaliski, & Huff, 2016). According to

Ercikan et al., well designed assessments “ask students to apply content knowledge rather

than reproduce it” and consider historical content knowledge in ways they encourage

“thought, judgement, and deep understanding” (2016, p. 239), which are both evident in the

precedent assessment by the engagement in both critical analysis and appraisal. Moreover,

student collaboration is of particular importance, and present in the precedent assessment task

in the group multimodal presentation, due to the multiple points of view and problem solving

skills it provides, as well as the socio-cognitive value of collaboration (Ashford-Rowe,

Herrington, & Brown, 2014).

Additionally, authentic assessment designs are also thought to support transferable

knowledge and skills, and provide students with the appropriate tools and capabilities for

completing the task (Ashford-Rowe, Herrington, & Brown, 2014). This is of significance as

the appropriateness of tools used for delivering an assessment task can also include the

language and other cultural elements used that contextualise the task (Ashford-Rowe,

Herrington, & Brown, 2014). Potential problems of language deficit, including those students

with DLD (Developmental Language Disorder) and potentially EAL/D (English as an

additional language or dialect) students, may be disadvantaged if the vocabulary and syntax is
Matthew Cooke, 17299158 History Assessment 7

inaccessible (Graham, Tancredi, Willis, & McGraw, 2018). This is of relevancy for history

assessment specifically, as the reading and writing skills required for competency in history

assessment tasks that examine historical thinking can be an area of difficulty for students

(Ercikan et al., 2016). The precedent assessment task took care to ensure simplicity of writing

instruction, defined the word enduring given its importance in responding to the task, and

highlighted the crucial information to aid visual accessibility (Graham, et al., 2018).

Furthermore, students who lack of resources, such as books and access to computers

and other forms of ICT, can be a detriment to student achievement (Song, Perry, &

McConney), as they do not have the same access to the assessment task. Inclusively designed

assessment tasks that provide equitable access to these materials to all students, such as the

precedent assessment task that gives groups in class time to access the library and relevant

presentation programs, could afford students of low socio-economic status (SES) the

resources they need to succeed. Such assessment task designs that take into account and

enable success of diverse students are in line with the Australia professional teaching

standards to know how students learn and meet the needs of students with varying abilities

(Australian Institute for Teaching and School Leadership [AITSL], n.d.).

Additionally, when considering the importance of assessment design, it is crucial that

students are being assessed in a manner that accurately reflects their learning and allows them

to apply their knowledge. Therefore, in order to ensure students achieve their learning

outcomes, the goals for the tasks must be clearly expressed and well established (Ashford-

Rowe, Herrington, & Brown, 2014). In terms of these assessment goals, research has found

that communicating learning goals through oral or written modes is difficult for teachers, and

that students are not always in agreement with teachers over the requirements for meeting

learning goals (Nicol & Macfarlane‐Dick, 2006). An effective means of clearly expressing

learning goals, also found in the precedent assessment task, is inclusion of an exemplar that
Matthew Cooke, 17299158 History Assessment 8

explicitly outlines the requirements of the task by providing an approximation of how the task

could be attempted (Nicol & Macfarlane‐Dick, 2006), but not so specific that part of the

assessment task is completed for the student without their engagement. This of also of

particular importance for providing valuable feedback to students, as their understanding of

learning goals can strengthen their ability to improve and self-regulate their performance

(Nicol & Macfarlane‐Dick, 2006), and also aligns with the purpose of the modern history

syllabus to encourage students to “manage their own learning and to become flexible,

independent thinkers” (NESA, 2017a, p. 4).

In fact, the feedback provided from assessment is of particular importance in its own

right, as it can act as a means of guidance for determining and addressing areas to improve,

and also provides the classroom- external value to students key to authentic assessment

(Ashford-Rowe, Herrington, & Brown, 2014). However, despite its ability to guide

improvement, feedback can be difficult to manage as it is dependent on the student

understanding the sometimes cryptic feedback messages and also develop a level of

judgement to differentiate quality work (Carless, 2015). Given that feedback is most effective

when it is timely and gives students an opportunity to grow and develop (Carless, 2015),

assessment task feedback may of limited usefulness without in-built provisions for such

growth. Examples of such work that blends formative and summative feedback are portfolios

and major works, but these are discipline dependant and not appropriate in all circumstances

(Carless, 2015). Nevertheless, feedback is an important aspect of assessment that falls in line

with professional teaching standards that dictate feedback for students to improve their

learning under the same dimension as assessing student learning, (AITSL, n.d.) and indicators

of feedback are present in the precedent assessment task in term of drafting and during in

class work to build meaningful learning, in line with Carless (2015).

Matthew Cooke, 17299158 History Assessment 9

So as you can see, assessment is an integral part of learning and defining aspect of

school live for students (Ashford-Rowe, Herrington, & Brown, 2014). Moreover, assessment

is the means by which students are distinguished and measurement of their achievement of

syllabus outcomes are ascertained (NESA, 2017b; Ashford-Rowe, Herrington, & Brown,

2014). However, in the current neoliberal accountability agenda where competitiveness and

preparedness is stressed (Klenowski, 2011), it is all the more important for students be

provided with the best opportunity for success. This necessitates that teachers address

assessment design head on, to enable the diverse array of learners’ equitable opportunity for

success. By attending to historical language and the layout of the assessment task design,

students with language deficits may be better equipped (Graham, et al., 2018), and providing

access to resources for all students ensures that low-SES students are not as disadvantaged

(Song, Perry, & McConney). Moreover, creating authentic history assessment tasks makes

them more valuable to the student (Frey, Schmitt, & Allen, 2012), and providing scaffolded

exemplars makes otherwise difficult history criteria much easier to understand (Nicol &

Macfarlane‐Dick, 2006). And finally, providing timely meaningful feedback to students will

hopeful help further improve their learning (Carless, 2015). By focusing on such aspects of

assessment design, all students will be provided with the opportunity for success in an

increasingly competitive world.

Matthew Cooke, 17299158 History Assessment 10

References

AITSL. (n.d.) Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Ashford-Rowe, K., Herrington, J., & Brown, C. (2014). Establishing the critical elements that

determine authentic assessment. Assessment and Evaluation in Higher Education,

39(2), 205-222. doi: 10.1080/02602938.2013.819566

Ercikan, K., Seixas, P., Kaliski, P., & Huff, K. (2016). Use of evidence-centered design in

assessment of history learning. In Braun, H. (Ed.). (2016). Meeting the Challenges to

Measurement in an Era of Accountability. New York: Routledge.

Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining Authentic Classroom Assessment.

Practical Assessment, Research & Evaluation, 17(2), 1-18. Retrieved from

http://pareonline.net/getvn.asp?v=17&n=2

Graham, L. J., Tancredi, H., Willis, J., & McGraw, K. (2018). Designing out barriers to

student access and participation in secondary school assessment. The Australian

Educational Researcher (45)1, 103-124. doi: 10.1007/s13384-018-0266-y

Klenowski, V. (2011). Assessment for learning in the accountability era : Queensland,

Australia. Studies in Educational Evaluation, 37(1), 78-83. doi:

10.1016/j.stueduc.2011.03.003

New South Wales Education Standards Authority [NESA]. (2017a). Modern History Stage 6

Syllabus. Retrieved from

https://syllabus.nesa.nsw.edu.au/assets/modern_history/modern-history-stage-6-

syllabus-2017.pdf
Matthew Cooke, 17299158 History Assessment 11

New South Wales Education Standards Authority [NESA]. (2017b). Stage 6 school-based

assessment. Retrieved from

http://educationstandards.nsw.edu.au/wps/wcm/connect/aad66d62-e5b0-4f13-b635-

6ee6c6afea65/stage-6-school-based-assessment-requirements-from-

2018.PDF?MOD=AJPERES&CVID=

Nicol D. J. & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning:

A model and seven principles of good feedback practice, Studies in Higher Education,

31(2), 199-218. doi: 10.1080/03075070600572090

Smith, M. (2005). Data for schools in NSW: What is provided and can it help?. Australian

Council for Educational Research, 38-45. Retrieved from

http://research.acer.edu.au/research_conference_2005/11

Song, S. Perry L. B. & McConney, A. (2014) Explaining the achievement gap between

Indigenous and non-Indigenous students: an analysis of PISA 2009 results for

Australia and New Zealand, Educational Research and Evaluation, 20(3), 178-198.

doi: 10.1080/13803611.2014.892432