Assessment 2 Jennifer Seach 18795136

Notice of Assessment Task

Year 12 Modern History

Change in the Modern World- Option E: The Nuclear Age 1945-2011

Due: Term 3, Week 9 Weighting: 20%

Rationale: This term students have investigated the topic of Change in the Modern World,
concentrating on the Nuclear Age from 1945-2011. This task requires students to demonstrate their
understanding of the impact and legacy of the use of atomic weapons, focusing on the dropping of
the bombs on Hiroshima and Nagasaki, and discussing the conflicting perspectives of individuals and
groups at that time.

Duration: 4-5-minute multimodal presentation.

Outcomes:

 proposes arguments about the varying causes and effects of events and developments
MH12-2
 analyses the different perspectives of individuals and groups in their historical context
MH12-4
 analyses and interprets different types of sources for evidence to support an historical
account or argument MH12-6
 communicates historical understanding, using historical knowledge, concepts and terms, in
appropriate and well-structured forms MH12-9

Instructions: You are to create a multimodal presentation that you will present to your class. In your
presentation you are to address the impact and legacy of the atomic bombs dropped on Hiroshima
and Nagasaki. In your presentation you should make reference to the differing perspectives of
individuals and groups at the time, and draw on relevant sources to support your discussion.

A multimodal presentation combines different modes of representing such as audio, visuals and text.
Your presentation may take the form of a PowerPoint presentation, prezi, poster, collage, diagram
or documentary, and should include a combination of visuals, text and audio. You may choose to
deliver a speech as part of your presentation, or you may choose to pre-record audio as part of a
digital presentation.

This presentation is to be completed at home, to be delivered during allocated class time.

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Marking Criteria

A student Mark
 Presents sophisticated arguments about the impact and legacy of the use of the
atomic bomb on both Nagasaki and Hiroshima
 Comprehensively analyses the different perspectives of individuals and groups in their
historical context
 Comprehensively analyses and interprets a variety of relevant historical sources and 21-25
evaluates their reliability as evidence to support a sophisticated historical account or
argument
 Communicates sophisticated historical understanding, using comprehensive historical
knowledge, concepts and terms, in detailed and well-structured forms
 Presents a sophisticated multimodal presentation that is creative, thorough and
insightful
 Presents detailed arguments about the impact and legacy of the use of the atomic
bomb on both Nagasaki and Hiroshima
 Analyses the different perspectives of individuals and groups in their historical
context
 Analyses and interprets multiple relevant historical sources and evaluates their 16-20
reliability as evidence to support a detailed historical account or argument
 Communicates thorough historical understanding, using detailed historical
knowledge, concepts and terms, in detailed and well-structured forms
 Presents an effective multimodal presentation that is creative, consistent and
organised
 Presents clear arguments about the impact and legacy of the use of the atomic bomb
on both Nagasaki and Hiroshima
 Explains the different perspectives of individuals and groups in their historical context
 Identifies and explains relevant historical sources for evidence to support an historical
account or argument 11-15
 Communicates sound historical understanding, using historical knowledge, concepts
and terms, in appropriate and clear forms
 Presents a multimodal presentation that is creative, coherent and clear
 Presents basic arguments about the impact and legacy of the use of the atomic bomb
on either Nagasaki or Hiroshima
 Describes the different perspectives of individuals and groups in their historical
context 6-10
 Identifies historical sources for evidence to support an historical account or argument
 Communicates basic historical understanding, using basic historical knowledge,
concepts and terms, in appropriate forms
 Presents a coherent multimodal presentation
 Presents limited arguments about the impact and legacy of the use of the atomic
bomb on either Nagasaki or Hiroshima
 Identifies the different perspectives of individuals and groups in their historical
context
 Recognises historical sources for evidence to support a basic historical account or 1-5
argument
 Communicates limited historical understanding, using limited historical knowledge,
concepts and terms
 Presents a simple multimodal presentation

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Scaffold for multimodal presentation

In your presentation you must address each of the following:

Impact and legacy of the atomic bombs

Identify and locate the cities of Nagasaki and Hiroshima.

Briefly discuss the events that lead to the dropping of the atomic bombs on Nagasaki and Hiroshima.

Explore in detail the impact and the legacy of the dropping of the atomic bomb on both Nagasaki
and Hiroshima.

Perspectives

Discuss the different perspectives that existed at the time that the atomic bombs were dropped on
Nagasaki and Hiroshima.

With specific reference to groups or individuals, explore the dominant perspectives around the
dropping of the atomic bombs on Nagasaki and Hiroshima, that existed at the time the bombs were
dropped.

Sources

Refer to relevant sources to support your arguments.

You may choose to refer to a range of sources, including sources that have been discussed in class
and sources that you have located independently, for use as evidence to support your arguments.

Examples of relevant sources could include maps, photographs of the cities before and after the
bombs were dropped, quotes, newspaper articles, propaganda images, photographs of individuals,
interviews etc.

Your presentation

To be multimodal, your presentation must incorporate a minimum of two communication modes.

Your presentation must incorporate a spoken component, through which you will demonstrate your
understanding of the topic. You have the option to incorporate print or digital aspects into your
presentation. Some multimodal presentation suggestions include;

 A speech supported by a Powerpoint presentation, collage or poster.

 A digital presentation or movie that incorporates pre-recorded audio of your voice.

Your presentation should be creative and demonstrate your understanding of the topic.

Glossary of key terms

Legacy the lasting impact over time of a historical event
Impact the effect or consequence of a historical event
Perspective a distinct attitude or point of view
Historical context occurring around the same time as a historical event
Multimodal Combining different communication modes, such as visuals and text

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Evaluation of assessment practices, assessment design and feedback

The practice of monitoring student learning and achievement, through assessment, is a fundamental
part of the processes of teaching and learning that take place in schools. The nature and intention of
student assessment in schools is complex, incorporating considerations of assessment design and
the requirement for feedback on student learning.

Assessment, as defined by the NSW Education Standards Authority (NESA), “is the process of
identifying, gathering and interpreting information about student achievement” (2018, p. 4).
Furthermore, Marsh, Clarke and Pittaway (2014), describe assessment as any task, undertaken by
students, which provides an opportunity for a teacher to gather information and evidence of student
understanding and achievement. A nuanced understanding of the functions and importance of
assessment, informed by these definitions, reveals that the processes of assessment are dynamic,
multifaceted and continually evolving, and when effectively implemented have the potential to
positively shape student learning (Moon, 2005).

While assessment has traditionally focused on quantifying student achievement through

comparative grading and ranking at the conclusion of a unit of study, recent publications by NESA
(2018, 2017a), mandate the requirement for school-based standards-referenced assessment
practices, and have overhauled existing antiquated perceptions of the purpose and nature of
assessments in schools (Marsh, Clarke & Pittaway, 2014; Taylor & Kriewaldt, 2012). Standards-
referenced assessments involve the measurement of student progress against syllabus outcomes,
“which indicate the knowledge, understanding, and skills expected to be acquired by students as a
result of effective teaching and learning” (NESA, 2017a, p.6). Therefore, it is the syllabus outcomes
which outline the required learning for all students within a key learning area, and it is against these
outcomes that students are required to be assessed.

According to recent scholarship on the topic of assessment in education, there exist three distinct
but complementary types of assessment, which when implemented effectively can positively impact
student learning and achievement in all key learning areas, including Stage 6 Modern History. The
process of establishing students’ existing knowledge, skills and learning needs, prior to commencing
instruction on a unit of work, is referred to as diagnostic assessment (Weatherby-Fell, 2015). In the
context of Modern History, this type of assessment identifies student’s level of mastery of historical
concepts and skills, such as the “analysis and use of sources” (NESA, 2017c, p.27), and “explanation
and communication” (p.27) of historical understanding, and may involve classroom observations,
discussions and the analysis of previous academic results. The intention of diagnostic assessment is

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to incorporate an awareness of students’ knowledge, skills and learning needs into the planning of
subsequent teaching and learning sequences (Moon, 2005; Weatherby-Fell, 2015; Marsh, Clarke &
Pittaway, 2014). In this way, diagnostic assessment is intended to ensure that learning begins at
students’ current level of understanding, “and ends at appropriately challenging outcomes” (Moon,
2005, p. 228), whilst simultaneously addressing gaps in student understanding and avoiding the
unnecessary repetition of existing knowledge.

Formative assessment, or assessment for learning, encapsulates the non-invasive, ungraded and
informal assessment of student progress and understanding, in relation to syllabus outcomes,
throughout the processes of teaching and learning (Moon, 2005; NESA, 2017a). According to Taylor
and Kriewaldt (2012), when used effectively by teachers, formative assessment has the potential to
be the most positively influential form of assessment on student learning, as it facilitates responsive
teaching which accounts for, addresses and adapts to differences in student learning and needs
(Weatherby-Fell, 2015; Moon, 2005). Observations, discussions and work samples, represent the
routine evidence of student progress that can be gathered through formative assessment, and which
are essential to inform differentiated teaching practices within the classroom, which both support
and extend students as appropriate (Moon, 2005).

Meanwhile, it is summative assessment, or assessment of learning, that is often the most readily
recognised form of educational assessment. Summative assessment typically involves a formal,
graded assessment which takes place at the conclusion of a unit of study, with the aim “to gather
evidence about student achievement of syllabus outcomes” (NESA, 2017b, p.5). This evidence of
achievement can be used to apply grades, and report on student achievement to stakeholders,
including the student, parents, and NESA as part of the HSC reporting requirements, as evidence of
satisfactory course completion (Moon, 2005; NESA, 2017a, 2018). Summative assessment
throughout the stage 6 Modern History course, often emphasises exam-style extended response
questions in the form of essays, however as mandated by NESA (2017b), students’ historical
knowledge and skills must be assessed in a variety of mediums, including a compulsory historical
investigation task. This research task represents a fundamental assessment of student learning in
the Modern History course, through which year 11 students “develop relevant investigative research
and presentation skills that are the core of the historical inquiry process” (NESA, 2017c, p.52) and
demonstrate their attainment of course specific outcomes, as outlined by the Stage 6 Modern
History Syllabus (NESA, 2017c).

Each of these distinct types of assessment contribute in a specific way to the processes of teaching
and learning. Ultimately however, the fundamental intentions common to all forms of assessment,

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are to facilitate improvements to student learning, to monitor student progress throughout all
stages of a course of study, and to evaluate and refine teaching programs (Weatherby-Fell, 2015;
NESA, 2018). It is the role of assessment to “allow students to demonstrate the breadth and depth of
their knowledge, understanding and skills in relation to outcomes” (NESA, 2018, p. 5) and to scaffold
students’ progression of learning (Weatherby-Fell, 2015, Taylor & Kriewaldt, 2012). Furthermore,
high-quality data, generated through the meaningful and appropriate assessment of student
attainment of learning outcomes, provides teachers with a reflection of the effectiveness of
classroom instruction, and is essential to make informed teaching decisions (Marsh et al., 2014).

An essential component of assessments in schools, is the feedback that is provided to students on

the basis of assessment. Research suggests, that tangible evidence of student progress in relation to
syllabus outcomes, in the form of feedback, generated through the ongoing practices of assessment,
encourages students to invest in, and regulate their own learning by promoting “students’
motivation and self-esteem” (Weatherby-Fell, 2015, p.115; Taylor & Kriewaldt, 2012). Feedback is
mandated by NESA (2018) as a crucial part of the assessment process, stating that feedback is
essential to “clarify for students, how their knowledge, understanding and skills are developing in
relation to the syllabus outcomes and content being addressed” (NESA, 2018, p.6). Therefore,
feedback encapsulates a “teacher-student dialogue about learning” (NESA, 2018, p.7), and can take
the form of verbal or written feedback, based on standards-referenced assessment criteria. In this
way, feedback is intended to provide students with constructive commentary which identifies
strengths, corrects misunderstandings, provides opportunities for reflection and scaffolds
improvements and future learning (NESA, 2018).

Furthermore, to be effective, feedback on student assessment must be task specific, aligned with the
intended learning outcomes against which student progress is monitored, and should avoid “non-
specific praise” (Shepard, 2005, p.68), which refers to student work in simplistic terms such as ‘good’
or ‘great’ (NESA, 2018). According to Taylor and Kriewaldt (2012), there are three fundamental
components of effective feedback, including a description of what the student has achieved, a
description of the level of achievement reached by the student, and guidance on learning pathways
for future improvement. Moreover, it is suggested by NESA (2017a), that it is the quality of the
feedback provided to students on the basis of assessment, which ultimately determines the
effectiveness of an assessment and its impact on future learning. This assertion is further supported
by Taylor and Kriewaldt (2012), who argue that “feedback is among the most powerful ways to
improve student learning” (p.225) by promoting students’ confidence and motivation.

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A recent analysis of assessment design by Graham, Tancredi, Willis and McGraw (2018), reveals that
assessment design is a complex process which requires the alignment of task instructions, rationale,
assessment criteria and corresponding syllabus outcomes. An evaluation of common assessment
task design mistakes made by teachers, by Graham et al. (2018), asserts that ineffective assessment
design, constitutes an obstacle to student success, and explores the impact on student achievement,
focusing on students with additional learning needs. The three aspects of assessment design
identified by Graham et al. (2018), which can represent barriers to student success include, the
visual complexity, procedural complexity and linguistic complexity of an assessment task. The visual
complexity of an assessment task relates to issues of textual crowding, visual clarity and stylistic
consistency, which often lead to student difficulties “distinguishing between important and
unimportant information” (Graham et al., 2018), particularly for students with additional learning
needs. Obstacles to students’ success, created by these issues of visual complexity, can be addressed
through the use of consistent fonts, text sizes and formatting, to improve the navigability and clarity
of the task (Graham et al., 2018). Through the alignment of the rationale, instructions, outcomes and
criteria of an assessment task, the level of procedural complexity of a task can be effectively
reduced, by ensuring that the assessment criteria directly correspond with the intention of the task.
Furthermore, reducing the linguistic complexity of a task, involves eliminating the potential for
misinterpretation, through clear, uncomplicated language that is accessible for both students and
teachers, and which functions to clarify, rather than confuse student understanding (Graham et al.,
2018).

The design of all assessment tasks, must also be in alignment with the Disability Standards Act 2005
(Ruddock & Bishop, 2012), which mandates that students with disabilities and additional learning
needs, must be able to participate equally in all aspects of education, including assessment, without
discrimination, through reasonable adjustments to learning. This commitment to equal learning and
assessment opportunities for students with disabilities and additional learning needs, is reflected by
NESA (2017a, 2017b), which outlines the requirement for implementation of reasonable
adjustments, as essential to the assessment process. In the context of Stage 6 Modern History,
assistive technologies, the use of a scribe or the provision for additional time in the completion of
assessment tasks, are useful strategies that can minimise obstacles to students demonstrating their
attainment of learning outcomes (NESA, 2017a). Additionally, alternative assessment formats, such
as the opportunity for students to respond in point form as an alternative to traditional essays, in
subject areas such as Modern History which are often dominated by assessments involving extended
written response, ensure that students with additional learning needs are able to participate
equitably in assessment (NESA, 2017b).

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Moreover, the process of scaffolding student assessment is an assistive strategy which may involve
providing a model or guide to structure student work, with a scaffold identified by Shepard (2005) as
any support provided by a teacher to support a student to successfully complete a set task (Taylor &
Kriewaldt, 2012). Therefore, an assessment design that is accessible and equitable for all students,
aligns the outcomes, content and skills being assessed with those studied, and provides an
opportunity for all students, through adjustments and scaffolding, to demonstrate a degree of
mastery of these outcomes, concepts and skills (Moon, 2005).

Ultimately, a teachers’ professional understanding of the importance and role of assessment,

feedback and assessment design for student learning, is essential to support successful teaching and
learning practices. When implemented effectively, these assessment practices have the capacity to
transform student learning and to support all students to achieve academic success.

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References

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

and participation in secondary school assessment. Australian Educational Researcher, 45(1),

103-124. Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/eric/docview/2024006755/A916FDF032ED4D19PQ/1?accountid=3

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Marsh, C. J., Clarke, M., & Pittaway, S. (2014). Marsh’s becoming a teacher (pp. 307-333). Frenchs

Forest, NSW, Australia: Pearson Australia.

Moon, T. R. (2005). The role of assessment in differentiation. Theory into Practice, 44(3), 226-233.

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NSW Education Standards Authority. (2017a). Principles of assessment for stage 6. Retrieved from

https://syllabus.nesa.nsw.edu.au/assets/global/files/years-11-12-assessment-advice.pdf

NSW Education Standards Authority. (2017b). Assessment and reporting in modern history stage 6.

Retrieved from https://syllabus.nesa.nsw.edu.au/assets/global/files/assessment-and-

reporting-in-modern-history-stage-6.pdf

NSW Education and Standards Authority. (2017c). NSW syllabus for the Australian curriculum:

Modern history: Stage 6 syllabus. Sydney NSW, Australia: NSW Education and Standards

Authority.

NSW Education Standards Authority. (2018). Assessment in practice. Retrieved from

http://educationstandards.nsw.edu.au/wps/wcm/connect/90ba4628-9d99-4612-8244-

75a8f775bc17/stage-6-assessment-in-practice.pdf?MOD=AJPERES&CVID=

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Ruddock, P., & Bishop, J. (2012) Disability standards for education 2005. Department of Education

and Training. Retrieved from

https://docs.education.gov.au/system/files/doc/other/disability_standards_for_education_

2005_plus_guidance_notes.pdf

Shepard, L. A. (2005). Linking formative assessment to scaffolding. Educational Leadership, 63(3), 66-

70. Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/eric/docview/62088195/43A23FEA87C542C7PQ/1?accountid=361

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Taylor, T., & Kriewaldt, J. (2012). Assessment in geography and history. In T. Taylor, C. Fahey, J.

Kriewaldt & D. Boon (Eds.), Place and time: Explorations in teaching geography and history

(pp. 216-242). Frenchs Forest NSW, Australia: Pearson Australia.

Weatherby-Fell, N. L. (2015). Planning for pedagogy: A toolkit for the beginning teacher. In N. L.

Weatherby-Fell (Ed.), Learning to teach in the secondary school (pp. 105-128). Port

Melbourne, Australia: Cambridge University Press.

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