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History 2A Assessment 2

Ancient History – Year 11

Features of Ancient Societies.

Task Number: 1 Weighting: 30% Due Date: Term 2, Week 9

Outcomes assessed:

A student:

Ø AH11-3 Analyses the role of historical features, individuals and groups in the shaping of
the past.
Ø AH11-3 Accounts for the different perspectives of individuals and groups.
Ø AH11-5 Examines the significance of historical features, people, places, events and
developments of the ancient world.
Ø AH11-6 Analyses and interprets different types of sources for evidence to support an
historical account of argument.
Ø AH11-8 Plans and conducts historical investigations and presents reasoned conclusions,
using relevant plans and conducts historical investigations and presents the reasoned
conclusions, using relevant evidence from a range of sources.

Nature of the task:

A new Ancient History museum has just been passed to start construction in Sydney, the director
of the museum has called upon you to create and design an exhibit about Ancient Egypt. You have
to present an exhibit that includes at least two brief explanations of the topics/aspects below;

Ø Tutankhamen’s Tomb
Ø Art and Architecture
Ø Death and Funerary Customs
Ø Influential leaders
Ø Society (e.g. fashion)
Ø The Nile River

These topics must include;

Ø At least two Images AND/OR Artefacts

Ø A brief summary of the topic with at least one reference included

*Please note you must have a image or drawing of the artefact you wish to include

You then must include one main focus in your exhibition from the topics above. The main focus of
your exhibition must include

Ø 2 secondary sources/images
Ø At least one Artefact

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Ø A 300-400 word summary on the feature with minimum 2 references.

You must present your work with;

Ø A blue print of the design of your exhibition

Ø A word document with what aspects and elements you are choosing to focus on, with
copies of the images you are using as well as the image of the artefact you wish to display
Ø A 500 word rationale on why you have chosen these aspects in your exhibition
Ø A bibliography

*A draft must be submitted and checked by your teacher in your first class of Term 2, Week
8 and is worth 5% of your total grade. This draft will allow you to receive feedback to help
you complete your assessment.

Marking Criteria:

You will be assessed on how well you:

Ø Explain the selected aspect in your exhibition

Ø Include the criteria in the key feature
Ø Select and analyse the sources
Ø Use historical knowledge, concepts and terms
Ø Construct a clear and coherent piece of work
Ø Construct an appropriate and coherent rationale and summaries
Ø Create a clear bibliography.

Feedback provided:

Ø The feedback will be provided via written and verbal explanations and will include and
discuss the elements of your work that were successful as well as discussing where your
weaknesses where and how you can improve on these skills for future learning.

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Marking Guidelines

A student: Mark Range

• Comprehensively and coherently includes produces an 18-20

exhibit that includes useful resources.
• Effectively creates and designs an exhibit including all
guidelines.
• Creates sustained and logical summaries and rationale.
• Accurately follows guidelines to produce topics with valid
reasoning.
• Presents 2 or more topics with a successful and engaging
major topic and focus of the exhibition.
• Produces a successful bibliography.
• Presents a draft.

• Explains and evaluates aspects and topics required in the 14-17

exhibition.
• Effectively follows assessment guidelines to produce an
exhibit that has followed the specific criteria.
• Demonstrates an understanding of the chosen topics with
sound use of resources.
• Creates a logical summaries and rationale.
• Presents 2 or more topics and successfully produces a major
topic for the focus of the exhibition.
• Produces a successful bibliography.
• Presents a draft.

• Provides knowledge and some understanding of the topics 10-13

chosen.
• Presents most aspects of the criteria to create the
exhibitions.
• Discusses most aspects of the topis with some reference to
sources.
• Attempts to create an engaging exhibit.
• Produces sound summaries and a rationale.
• Presents 2 topics and produces a major topic.
• Produces a sound bibliography.
• Presents a draft.

• Attempts to include some of the criteria. 5-9

• Identifies most aspects of the exhibition.
• Makes limited reference to resources.
• Presents 1 or 2 topics and produces a major topic.

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• Makes an attempted to create an exhibition.

• Makes a limited attempt to write summaries and a rationale.
• Produces a sound bibliography.
• Does not present a draft.

• General understanding of the task criteria. 1-4

• Limited understanding of topics presented.
• Produces a brief explanation of topics and rationale.
• Provides only 1 topic and/major topic.
• Does not provide a bibliography.
• Does not present a draft.

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Documents to help assist create you exhibition and that will be produce for your
draft.

Please print and fill in the appropriate amount you will need.

Topic

___________________________________________

Pictures to include

The pictures included in my work are

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My artefacts included will be

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My summary of this topic is,

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Rationale,

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Bibliography;

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Assessments in the education are key aspects in our modern education system and are

vital for a student’s educational experience as the use of assessment has crucial

aspects involved that assist the student with their learning. Assessments are beneficial

to both the student and the teacher, and play a huge role in determining progression

for both parties. Assessments allow students to test their knowledge and

understanding and allow teachers to gain an understanding of their student’s abilities.

However, assessments on their own are not as beneficial or successful without the

correlation of feedback presented with their results. Feedback from the assessment

allows students to be able to see where their knowledge and ability need to progress to

in order to achieve their academic goals or to reach the set standards. This essay will

discuss the importance of how a combination of both assessment and feedback are

extremely valuable for a student’s growth throughout their education as well as being

critical to a teachers practice.

In relation to renowned theorist Vygotsky and his beliefs of the ‘zone of proximal

development’ (Yorke, 2003, p. 478), for a student to achieve their highest

performance ability it is extremely necessary and beneficial for a student to solve

more problematic questions and achieve high results through the assistance and

guidance from a person who is at a higher skill level (Yorke, 2003). This meaning that

a student can achieve their highest educational and skill potential through the

collaboration between the teacher, students and in some cases peers. In Yorke’s

literature it is discussed that feedback should be contribute to both formative and

summative assessment, as students are able to benefit from this feedback regardless of

the assessment type/form (2003). It is noted that not all assessments can be distinctly

formative or summative as some assessments are both due to the student obtaining a

overall grade (summative) but also the student being expected to gain their future

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knowledge and learn from the feedback provided (formative). The intertwine of the

two forms of assessments are extremely common in the educational system and

reinstate that in regards to a teachers practice they do not have to limit feedback to

one form of assessment but should include it throughout their assessing of students

work. This above concepts coherently connects with the belief that the use of

feedback and assessment is vital for a students learning and growing process in their

educational experience.

Dunn and Mulverson discuss the impact of assessment and feedback through the

study conducted by Wininger (2009). Winginger’s study was constructed of two focus

groups; both groups participated in sitting the same exam. The first group or the

‘ treatment group’ (Dunn and Mulverson, 2009, p.7) received feedback from their

teacher and classmates and also were asked to self-evaluate their work. The second

group or the ‘control group’ (Dunn and Mulverson, 2009, p.7), only received

feedback on the incorrect answers, however their was no other feedback presented

and did not self-evaluate their work. The students were then asked to re-take the test

and it was evident the difference there was a major difference in the new results

(Dunn and Mulverson, 2009). The results revealed that the treatment groups results

‘significantly outperformed’ (Dunn and Mulverson, 2009, p.7) the control group. This

study discloses that the use of feedback in correlation with assessments has a positive

incline in the improvement of students work. This reinstates Stiggins beliefs that the

use of productive assessment can help a student achieve maximum success, due to

certain aspects and conditions being satisfied (Dunn and Mulverson, 2009). These two

theorist help reinstate the importance of the relationship between feedback and

assessment and how the combination of both is necessary for student improvement.

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When teachers are creating summative and formative assessments it is important that

their assessments are aligned to the curriculum, in order to benefit the student and

their ‘higher order cognitive thinking’ (Hartley, Higgins, Skelton, 2002, p.1). Biggs

discusses that through the engagement of formative assessment the student is able to

gain cognitive thinking due to formative assessments producing feedback to both the

student and teacher/tutor (Skelton, 2002). Biggs believes that formative assessment is

necessary for students as they are able to learn through their progression and that it

has the potential to further develop a student’s education and learning (Skelton, 2002).

Through the research of Black & William’s 1998 study of 250 students it was made

evident that formative assessment makes a positive difference in a students learning

experience and concluded that understanding how teachers construct, understand and

teach through assessments is how students can achieve the high standard of academia

that is placed upon them in the education system (Skelton, 2002). Although, it is

important to note that a teacher just presenting feedback to a student either verbally or

written does not necessarily mean that the student will become more successful. For

the feedback process to be successful it must involve the student reflecting on their

work and progressing through their work.

For a teachers practice, it is extremely apparent that assessment is a crucial part of

their profession. In relation to the NSW Education Standards Authority (NESA) there

is a clear focus on the importance of assessment as it is not only presented throughout

their guidelines, but is also presented through all the syllabuses. NESA examines

assessment as ‘the collection and evaluation of evidence of a student’s learning’

(NSW Education Standards Authority, 2018), meaning that assessment is the

collective indication of a students progression throughout their personal educational

experience as well as a teacher being able to determine where a student is in relation

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to the national, school and class standards. Assessment according to NESA should

enrich a student’s motivation and engagement in their school work especially when it

revolves around interaction with their peers and teachers as well as a wide variety of

resources (NESA, 2018). The relationship between assessment and feedback is also

mentioned in the NESA guidelines, stating that the combination of assessment and

feedback can affect a student’s self-esteem, motivation and involvement in their

learning (NESA, 2018). Feedback is an increasingly valuable tool in a teachers

practice and in a student’s educational growth and motivation.

NESA discusses three stages of approaches when discussing assessments, these

approaches are, assessment for learning, assessment as learning and assessment of

learning (NESA, 2018). In relation to teacher practice assessment for learning

involves the teacher creating clear goals for the activity, involves the reflection of

work via effective feedback and allows motivation for the learner to improve and

values regular self-assessment and peer assessment (NESA, 2018). Assessment as

learning transpires when students assess their own work, it involves the students

taking responsibility for their own work and encourages the involvement of students

and teachers creating learning goals to inspire development and growth (NESA, 2018).

Lastly assessment of learning which includes the teacher gathering the results of a

students work and learning to assess their achievements against the standards and

outcomes (NESA, 2018). All three aspects of assessments are produced through a

teachers practice and knowledge. These aspects are extremely valuable to produce

successful assessments as well as producing successful student achievements and

results.

In conclusion, it is extremely evident that the use of assessment and feedback is

exceedingly pivotal in both the student and teacher experience at school. In relation to

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my own teaching practice I have learnt that assessments are not just as straight

forward as a test, essay or a speech about the topic being studied in the class.

Assessments can be a variety of different activities that can test a student’s ability and

knowledge about a topic. Assessments can be extremely engaging and effect for

students and should always be based on the syllabus outcomes. When creating an

assessment task it is also important to make sure that they assessment can be

achievable to all types of student abilities and students diverse learning. In my

teaching practice I will strive to make sure my assessment tasks will be engaging and

creative as possible and that I will produce feedback that my students will be able to

learn from and reflect on in order to enhance their overall academic achievements and

their overall educational experience.

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References;

Dunn, K., Mulvenon, S.W. (2009). A Critical Review of Research on Formative

Assessment: The Limited Scientific Evidence of the Impact of Formative Assessment

in Education, Practical Assessment, Research & Evaluation, University of Arkansas,

Vol. 14(7). Retrieved from,

https://www.researchgate.net/profile/Karee_Dunn/publication/237409416_A_Critical

_Review_of_Research_on_Formative_Assessment_The_Limited_Scientific_Evidenc

e_of_the_Impact_of_Formative_Assessment_in_Education/links/54723a070cf2d67fc

035c4f3.pdf

Hartley, P., Higgins, R., Skelton, A. (2002). The Conscientious Consumer:

Reconsidering the Role of Assessment Feedback in Student Learning. Studies in

Higher Education, Vol. 27(1), pp. 53-64. Retrieved from,

https://www.tandfonline.com/doi/abs/10.1080/03075070120099368?casa_token=28g

zMiG3iFkAAAAA:bKvvdf80ZDqlYNyt8CA3uGHiraU95i0q0a8iWeHaCRKMzSuIi

DETED8JsEv-otNjc5IkdzLmoJa7

Yorke, M. (2003). Formative assessment in High Education: Move Towards Theory

and the Enhancement of Pedagogic Practice, Higher Education, Vol. 45, pp. 477-501.

Retrieved from,

https://link.springer.com/content/pdf/10.1023%2FA%3A1023967026413.pdf

NSW Education Standards Authority. (2018). Ancient History Stage 6 Syllabus

(2017). Retrieved from, https://educationstandards.nsw.edu.au/wps/portal/nesa/11-

12/stage-6-learning-areas/hsie/ancient-history-2017

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NSW Education Standards Authority. (2018). Assessment For, As and Of Learning.

Retrieved from, https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-

and-of-learning/

NSW Education Standards Authority. (2018). Assessment Principles. Retrieved from,

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-

curriculum/assessment/assessment-principles

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