Hanan Assaad

18312876

Year 12 Modern History

School-Based Assessment Task
Core Study: Power and Authority in the Modern World 1919–1946

Due Date: Assessment Name:

Multimodal presentation source analysis on
Power and Authority in the Modern World
1919-1946
Mark: /20 20%

Multimodal presentation. Students must use a variety of different audio-visual and text-
based methods and ICT resources to create the multimodal presentation. The digital
multimodal presentation can incorporate digital photographs, video clips, slides, sound
files and interactivity (e.g., links to resources) to show your understanding of the key
assessment criteria. If you do not wish to have a voice in the multimodal presentation you
may present the multimodal and a speech.
Time: The multimodal presentation should be no longer then 10-15 mins.
*Hint to students: answer the following sections in a speech format then develop your
multimodal to support what you say. (voice-over can be embedded into the multimodal! Or
speech on the day must be presented with PowerPoint presentation and transcript to be
handed in!)
Syllabus Outcomes to be Assessed:
MH12-2: proposes arguments about the varying causes and effects of events and
developments.
MH12-4: analyses the different perspectives of individuals and groups in their historical
context.
MH 12 – 6: analyses and interprets different types of sources for evidence to support an
historical account or argument.
MH 12 – 7: discusses and evaluates differing interpretations and representations of the
past.
What will be assessed:
Historical skills in the analysis and evaluation of sources and interpretations. The fluidity
and creativity of presentation.
Task Description:
Section 1: Select two of the following methods used by the Nazi Regime that assisted the
Nazi’s to take over German people:
o Propaganda
o Repression
o Laws
o Censorship
o Terror
And the effects of Adolf Hitler “Fuhrer und Reichskanzler” (cult of personality)

Analysis of how these methods were exercised by the Nazis must be presented in
multimodal.
*Hint to students this section should cover max 4-5 minutes in the multimodal/ speech*
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Section 2: Primary Sources; students are to include three primary sources in respect to the
chosen methods above and discuss how it has demonstrated each of the factors on everyday
life in Nazi Germany.

Each source must be used by the students as historians and show analyses and evaluation
of its usefulness and limitations for future historians analysing Nazi Germany.

*Hint to students: each primary source chosen for section 2, should be based on what you
have chosen in section 1. Therefore 1 for Fuhrer and 2 for the two methods you research.
(this section should take up 5-7 minutes in your multimodal/ speech)

Section 3:
Provide a detailed bibliography referring to a minimum of 6 resources accessed. Your
assessment should be presented in a form of a multimodal.

Students are given TWO class lessons to work on this task. Students must have their
sources selected before that day to show the teacher/ discuss suitability.

Assessment Criteria:
o Presents a critical analysis of the methods used by the Nazi Party, identification and
explanation of the methods.
o Displays evaluation and analysis of primary sources.
o Demonstrate the effectiveness of primary sources selected.
o Includes broad range of research based historical detail.
o Historical terminology.
o Evidence of historical sources used to support argument.
o Ability to produce an engaging multimodal presentation.
o Clear and coherent presentation delivery.
o Must include a bibliography on last slide.
Teacher feedback provided:
The teacher will provide written feedback outlining strengths and areas for improvement in
the multimodal presentation, the construction of display of historical skill, the analysis of
sources and the integration of evidence, to guide future learning.
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Scaffold for Multimodal presentation source analysis on

Power and Authority in the Modern World
1919-1946

Task: Prepare and present a maximum 10-15 minute Multimodal Presentation based on source
analysis on Power and Authority in the Modern World 1919-1946.
To make your multimodal presentation more effective, create a multimodal presentation which
will illustrate the historical analysis and evaluation of sources and interpretations.

I ntroduction
 Greet/ introduce
the aim of the
presentation
 Discuss what
this presentation
will consist of

Body
 Discuss the two
of the methods
used by the Nazi
Regime that
assisted the
Nazi’s to take
over German
people:
Propaganda;
Repression; Laws;
Censorship; Terror
 And the effects
of Adolf Hitler
“Fuhrer und
Reichskanzler”
(cult of
personality)
 Analysis of how
these methods
were exercised
by the Nazis
must be
presented in
multimodal.
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 Include visual
representations
in presentation

Body
 include three
primary sources
in respect to the
chosen methods
above and
discuss how it
has
demonstrated
each of the
factors on
everyday life in
Nazi Germany.
(each primary source
chosen for should be
based on what you have
chosen in section 1.
Therefore 1 for Fuhrer
and 2 for the two
methods you research).
 For each source:
show analyses
and evaluation
of its usefulness
and limitations
for future
historians
analysing Nazi
Germany.
 Include images/
visuals in
presentation that
support the
primary
resource

Conclusion
 Bibliography
 Presents 6 or
more detailed
bibliography
entries.
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Written Feedback
Does the multimodal
presentation identify and
explain two methods
used by the Nazi Regime
that assisted the Nazi’s to
take over German
people?
Does the multimodal
present the effects of
Adolf Hitler “Fuhrer”?
Does the multimodal
present the use of
relevant primary
sources?
Does the multimodal
display analysis of
sources?
Bibliography
Total
Marking Criteria
5-6 /6
Demonstrates sophisticated analysis of two methods the
Nazis used to execute control over civilian population,
using sophisticated language and historical terms
throughout presentation.
3-4
Demonstrates a logical analysis of two methods used by
Nazis to execute control over civilian population. Sound
effort of historical terms.
1-2
Describes two methods used by the Nazis with limited
explanation of how it supported the Nazis to control
civilian population.
3 /3
A comprehensive analysis of Fuhrer and the effect he had
on German Society presented in the multimodal
2
Provides broad description of Adolf Hitler. And basic
explanation of the effect on German Society
1
Generalised statements about Hitler
3 /3
Well-chosen primary sources selected that resonate to
specific aspects/methods of Nazi control
2
Primary sources resonate some specified aspects of Nazi
control.
1
Some ambiguous sources mentioned. And/or not primary
sources.
5-6 /6
High level of analysis, sophisticated analysis of sources
with discussion of usefulness and/or limitations.
3-4
Solid level of analysis of sources with some discussion of
usefulness and/or limitations.
1-2
Describes sources with little analysis.
2 /2
Presents 6 or more bibliography entries.
1
Presents 5 or less bibliography entries.
/20
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Justification.
“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).

The NSW Education Standards Authority (NESA) Stage 6 Modern History Syllabus has been

developed to provide students the opportunity to further enhance their historical skills which

will assist in the next stage of their lives. This assessment task which has been developed

above is based on the Stage 6 Modern History Syllabus, as one of the school-based

assessment tasks. Assessment is known to have advantages and disadvantages for both the

teachers and students. However, assessment is a critical part of assessing students’ knowledge

and understanding of content; and for teachers to evaluate how effective their teaching

strategies were. The assessment task which has been designed for year 12 aligns to the

Modern History Stage 6 Syllabus and displays the outcomes which will be assessed in the

multimodal presentation. The design of the assessment task has been influenced by

knowledge-based research and current literature such as; William Glasser’s (1999) ‘Choice

Theory’; Differentiation; Positive Learning Environments by De Nobile, Lyons, and Arthur-

Kelly (2017); Vygotsky’s Zone of Proximal Development (1978) ; Assessment of Student

Achievement by Gronlund and Waugh (2009), and others.

Whilst designing this assessment, creativity was a key factor that can get the students to delve

into the main idea. William Glasser’s (1999) Choice theory indicates that self-evaluation and

self-reflection is a common characteristic that students have in order to achieve a certain goal.

The assessment task indicates many ways that students can assess their own learning by

referring to the marking criteria as a guideline to where they believe that their work is graded.

Offering a choice for students to deliver their knowledge through a speech or embed their

understanding within the multimodal presentation. This assessment has been designed in a
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harmonious sequence for students to build the foundational knowledge required before

creating their multimodal.

Differentiation is key as teachers must consider the differences between individual students

(NESA); the nature of the assessment has catered for this as the option to present the analysis

through speech or voice-over within the presentation. The task has been developed in

preparation for students with a range of skills, knowledge and interests. The vigorous

dynamic of this task can suite the wide range of student performances within the diverse

classroom (De Nobile, et. Al, p. 124. 2017). Students are given the opportunity to

demonstrate their full understanding and historical skills through the multimodal as the

design of the sections create a sequence that students will integrate historical skills. The

clearness of the task should make it easier for students to set goals and objectives ensuring

that students understand their learning outcomes (De Nobile, et. Al, p. 121. 2017).

The assessment task developed is based on “assessment for learning” and “assessment as

learning” this assessment task requires students to display their historical skills in the analysis

and evaluation of sources and interpretations and to present their understanding in an

innovative manner. In Positive Learning Environments by De Nobile, Lyons, and Arthur-

Kelly (2017) they discuss the types and purposes of assessment, as for summative assessment

it is described as “assessment as learning” (NESA). Further discusses by De Nobile (2017)

that creativity is crucial in todays’ technological epidemic as students become more

Technological savvy, therefore when students are given tasks that are not engaging nor

creative, students loose interest in the assessment. Studies indicate that “students looking

forward to performance and product-oriented assessments” (De Nobile, et. Al, p. 136. 2017)

demonstrate a greater commitment to staying on task and show outstanding achievements.

The assessment task created is designed in a way to engage students and challenge them in

ways that to perform with higher standards. Through a multimodal presentation assessment,
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students are being assessed on historical skills of analysis and evaluation of primary sources

through a creative medium.

This assessment task demonstrates assessment for learning as it will be used for teachers to

gather data and gain insights into students learning. Having a clear marking criterion assists

in analysing where students need to further develop skills and knowledge; and helps teachers

know where they may need to adjust curriculum and/or pedagogy. This assessment allows for

teachers to assess a range of abilities in the diverse classroom. Lev Vygotsky’s (1978), Zone

of Proximal Development (ZPD) also influenced the arrangement of the assessment task, as it

has been organised in a structure that aids students learning and performance. the task has

been set to challenge students’ high cognitive interpretations of sources. As the assessment

design has a different range of standards that can be achieved and that can be displayed

through the marking criteria. Having an assessment that has been created for students to be

engaged and competent in completion of the tasks is a key access point for student who might

be the course performance bands. Students who are at the course performance bands can

access and can demonstrate knowledge and understanding through the structure of this

assessment task.

Providing students with a marking criterion as an aid to achieving their desired marks.

Students can indicate on the marking criteria as a scaffold what they must present in order to

achieve the mark that is indicated on the marking criteria. Whilst assessing students is

important, so is Feedback. Written feedback to students is paramount for students to

understand the areas that need improvement and helps construct students future

understanding of specific outcomes (Lizzio and Wilson, 2008). Providing students with clear

constructive feedback will encourage students to develop key areas for future tasks.
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In Must instructionally useful performance assessment be based in the curriculum? Fuchs,

and Deno (1994) state that “assessments must recur over time; and information must be used

to formulate instructional decisions” (p. 16) this is so teachers can evaluate their teaching

pedagogy and students can self-assess their achievements, to know what needs more work in

advance before sitting the HSC, crucial for students and teachers to be able to assist students

in gaining understanding in key areas which the students may lack in. This assessment has

been designed to further assist students in “source based” questioning which will be

examined in the HSC.

The assessment task has been done as a multimodal presentation, it requires more time by the

students and can benefit students to gain more knowledge and understanding. Gronlund and

Waugh (2009) discuss this subject as they describe “tests and performance tasks” (p. 17) as

having different outcomes, they suggest that “performance tasks, because of their

versatility… often require more time” (De Nobile, et. Al, p. 135. 2017) and allows for deeper

levels of learning to be demonstrated. Furthermore, with research indicating that learning is

attained through practical means, influences my choice of creating this assessment task as a

creative and engaging task.

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References

Allal, L., & Ducrey, G. P. (2000). Assessment of—or in—the zone of proximal

development. Learning and instruction, 10(2), 137-152.

Black, P., Harrison, C., & Lee, C. (2003). Assessment for learning: Putting it into practice.

McGraw-Hill Education (UK).

Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning

and instruction. Vygotsky’s educational theory in cultural context, 1, 39-64.

Day, J. D. (1983). The zone of proximal development. In Cognitive strategy research (pp.

155-175). Springer, New York, NY.

De Nobile, John,. & Lyons, Gordon, author. (2017). Positive learning environments (First

ed.).

Fuchs, L. S., & Deno, S. L. (1994). Must instructionally useful performance assessment be

based in the curriculum?. Exceptional Children, 61(1), 15-24.

Glasser, W. (1999). Choice theory: A new psychology of personal freedom. HarperPerennial.

Gronlund, N., & Waugh, C. Keith. (2009). Assessment of Student Achievement (9th ed.).

Upper Saddle River, N.J.: Pearson.

Karseth, B., & Sivesind, K. (2010). Conceptualising curriculum knowledge within and

beyond the national context. European Journal of Education, 45(1), 103-120.

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

and effectiveness. Assessment & evaluation in higher education, 33(3), 263-

275. DOI: 10.1080/02602930701292548

Hanan Assaad
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NSW Education Standards Authority (NESA) (2017). Modern History: Stage 6: Syllabus.

Sydney: Education Standards Authority, New South Wales.

Norton, Lin, Norton, Bill, and Shannon, Lee. "Revitalising Assessment Design: What Is

Holding New Lecturers Back?" Higher Education 66.2 (2013): 233-51. Web.