T i t l e P D History Elective F School Certificate grading M The scheduling of assessment ac by otj20502

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D                                      History (Elective)
F
School Certificate grading
M                                                      The scheduling of assessment activities and the
A                                                      weightings applied should reflect the school’s
Schools are responsible for awarding each student
                                                       organisation of the course. Students should be given
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studying History (Elective) a grade (A, B, C, D, or E)
                                                       the opportunity to demonstrate their maximum level
to summarise the student’s achievement in any
E                                                      of achievement relative to the course performance
100 hour or 200 hour course completed in Stage 5.
R grade awarded is reported on the student’s School descriptors.
The
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Certificate record of achievement.
E                                                      Applying the course performance
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From 2006, teachers will use these Stage 5 course      descriptors
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performance descriptors to determine School            Teachers should use their professional judgement in
Certificate grades for History (Elective). The
)                                                      applying the course performance descriptors. It is not
descriptors have been developed from the Board’s         intended that the course performance descriptors
general performance descriptors, and provide a more      represent a checklist, or provide a comprehensive
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complete description of typical performance in this      description of student performance at each grade level.
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course at each grade level.                              The descriptor that provides the best overall
e                                                        description of the student’s achievement will
Determining School Certificate
v                                                        determine the grade awarded.
grades
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e                                                        Teachers should interpret the course performance
Teachers should follow their school’s procedures for
                                                         descriptors in terms of standards that can be achieved
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the allocation of School Certificate grades.
                                                         by School Certificate students within the bounds of
:                                                        the course.
During the course teachers collect information on the
achievement of each student. To allocate a grade to a
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student at the end of the course, teachers make a
                                                         The samples of student work that are provided on
h                                                        the Assessment Resource Centre website clarify
judgement as to which grade descriptor best describes
                                                         the standards described in the course performance
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the achievement of that student.
                                                         descriptors. They illustrate the quality of work
s                                                        typically produced by students who receive each
Values and attitudes are an integral part of learning.
                                                         grade.
However, information on students’ values and
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attitudes is not to be used in determining grades.
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Assessment activities                                    Assessment for learning is described in detail in the
                                                         assessment section of the History syllabus. It involves
In developing and selecting assessment activities for
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the purpose of determining School Certificate grades,
                                                         using assessment activities or tasks as a regular part of
i                                                        the teaching and learning process to clarify students’
teachers will use a range of different assessment
                                                         understanding of concepts, to remedy their
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activities or tasks. The assessment activities should
                                                         misconceptions, and to support their further learning
reflect the relative emphasis the school’s programs
t                                                        and the development of deeper understanding.
place on the various aspects of the course.
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Where activities or tasks are scheduled throughout a
                                                         All assessment activities can be used to support
e                                                        learning, and to provide feedback to students that
course, greater weight for grading purposes would
                                                         enables them to actively monitor and evaluate their
generally be given to those activities or tasks
                                                         own learning.
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undertaken towards the end of the course. There are
different ways of organising the teaching/learning
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program for a course.
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Published by Board of Studies NSW, 2005
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                                                          Stage 5 Course Performance Descriptors – History (Elective)

Areas for Assessment                        Historical understanding
                                            Historical knowledge
                                            Research and historical inquiry skills
                                            Communication
Grade E                                     Grade D                                     Grade C                                     Grade B                                     Grade A
A student performing at this grade          A student performing at this grade          A student performing at this grade          A student performing at this grade          A student performing at this grade
typically:                                  typically:                                  typically:                                  typically:                                  typically:

• demonstrates elementary                   • demonstrates basic knowledge and          • demonstrates sound knowledge and          • demonstrates and applies a detailed       • demonstrates and applies a detailed
   knowledge and understanding of              understanding of the nature of              understanding of the nature of              knowledge and understanding of the          and extensive knowledge and
   some aspects of the nature of               history, heritage and archaeology,          history, heritage and archaeology,          nature of history, heritage and             understanding of the nature of
   history, heritage and archaeology,          and the methods of historical               and the methods of historical               archaeology, and the methods of             history, heritage and archaeology,
   and the methods of historical               inquiry.                                    inquiry.                                    historical inquiry.                         and the methods of historical
   inquiry.                                                                                                                                                                        inquiry.
• recognises some key features,             • identifies some key features,             • describes key features, personalities     • explains the importance of key            • assesses the importance of key
   personalities or groups in past             personalities or groups in past             and groups in past societies, and           features, personalities and groups in       features, personalities and groups in
   societies, and recounts simply some         societies, sequences events and             sequences major historical events to        past societies, and accurately              past societies, and accurately
   historical events in chronological          identifies factors contributing to          explain causation, continuity and           sequences major historical events to        sequences major historical events to
   order.                                      continuity and change.                      change.                                     explain causation, continuity and           explain causation, continuity and
                                                                                                                                       change.                                     change.
• recognises some contributions of          • identifies some contributions of          • describes the contribution of             • analyses the contribution of cultural     • independently evaluates the
   cultural groups, sites and/or families      cultural groups, sites and/or families      cultural groups, sites and/or families      groups, sites and/or families to our        contribution of a wide range of
   to our shared heritage.                     to our shared heritage.                     to our shared heritage.                     shared heritage.                            cultural groups, sites and/or families
                                                                                                                                                                                   to our shared heritage.
• recognises some different                 • identifies different perspectives,        • describes different perspectives,         • explains different perspectives,          • assesses different perspectives,
   perspectives within historical              interpretations and constructions of        interpretations and constructions of        interpretations and constructions of        interpretations and constructions of
   accounts, with guidance.                    the past.                                   the past.                                   the past.                                   the past.
• locates basic information from            • locates and selects relevant              • locates, selects and organises            • selects and interprets a range of         • evaluates a range of sources and
   sources to construct simple                 information from sources, and               relevant information from a number          sources and draws conclusions               synthesises information from them
   historical recounts.                        summarises the main ideas to                of sources to undertake historical          about their usefulness in a historical      to undertake historical inquiry.
                                               engage in basic, structured research        inquiry.                                    inquiry.
                                               tasks.
• communicates an elementary                • communicates a basic                      • communicates a sound                      • communicates a thorough                   • communicates an extensive
   understanding of history by creating        understanding of history by creating        understanding of history by creating        understanding of history by                 understanding of history by
   basic historical recounts in a limited      descriptions and simple                     explanations and arguments, using a         constructing coherent explanations          constructing sustained and coherent
   range of forms.                             explanations, in a range of oral,           range of oral, written and other            and arguments for different                 explanations and arguments for
                                               written and other forms.                    forms.                                      audiences, using a variety of oral,         different audiences, using a variety
                                                                                                                                       written and other forms.                    of oral, written and other forms.
• uses simple historical terms and          • uses some appropriate historical          • uses a range of historical terms and      • appropriately uses a wide range of        • displays a sophisticated use of
   concepts.                                   terms and concepts.                         concepts.                                   historical terms and concepts.              historical terms and concepts.

Published by Board of Studies NSW, 2005
General performance descriptors
The general performance descriptors describe performance at each of five grade levels:
A    The student has an extensive knowledge and understanding of the content and can readily apply this
     knowledge. In addition, the student has achieved a very high level of competence in the processes and skills
     and can apply these skills to new situations.
B    The student has a thorough knowledge and understanding of the content and a high level of competence in
     the processes and skills. In addition, the student is able to apply this knowledge and these skills to most
     situations.
C    The student has a sound knowledge and understanding of the main areas of content and has achieved an
     adequate level of competence in the processes and skills.
D    The student has a basic knowledge and understanding of the content and has achieved a limited level of
     competence in the processes and skills.
E    The student has an elementary knowledge and understanding in few areas of the content and has achieved
     very limited competence in some of the processes and skills.

Areas for assessment
The areas for assessment for History (Elective)             activity, to ensure it is assessing performance in
provide a framework for structuring an assessment           relation to a grouping of outcomes.
program, and may be used for reporting student
achievement. They are derived from the course               In designing the assessment schedule for a course,
objectives, and are linked to the course outcomes.          teachers may find it useful to map each planned
They can be used as organisers for assessment of            assessment activity to one or more of the areas for
student achievement.                                        assessment. This allows teachers to ensure that
                                                            assessment can occur across the year in a manageable
Good assessment practice involves designing quality         way. The table below gives an example of how this
assessment activities that enable students to               planning could be done.
demonstrate their achievements. Teachers can use the
areas for assessment when designing an assessment

                                                Sample Assessment Activities (with weightings)
                                          Document Study*    Oral Report*     Common Test* Research Project*
Sample Areas for Assessment                    10%               20%             35%             35%
Knowledge and understanding*                                                       
Investigating and researching*                                                                          
Communicating*                                                                                        
Interpreting data*                                                                                     
Problem solving*                                                                    
* These sample areas for assessment and activities are provided for illustrative purposes only.

Resources and further information
The Assessment Resource Centre is a section of the          The Assessment for Learning in a Standards-
Board of Studies’ website that contains resources that      referenced Framework – History CD-ROM contains a
have been developed by the Board to support teachers        variety of material, including assessment activities for
in the awarding of grades for the School Certificate        History (Elective) with annotated work samples.
from 2006. For most Stage 5 courses, there are              Copies of this CD-ROM were provided to all schools,
assessment activities, and work samples that illustrate     and are available from Shop Online
the standard of work associated with each grade.            (http://shop.bos.nsw.edu.au).

The History Years 7–10 Syllabus (2003) contains             Inquiries about the use of these course performance
information on assessment (page 71) – including the         descriptors should be directed to the Assessment and
principles of assessment for learning – and provides a      Reporting branch at the Office of the Board of Studies
detailed list of assessment strategies (page 74) that are   on (02) 9367 8371, or by email to
suitable for History (Elective). It is available on the     CustomerLiaison@boardofstudies.nsw.edu.au
Board’s website at www.boardofstudies.nsw.edu.au/
syllabus_sc/index.html



Published by Board of Studies NSW, 2005

								
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