Madeleine Clark 102090 Dr.

Kay Carroll
18063631 Assessment 2 TUT: Wednesday, 5pm

Year 12 Ancient History Assessment 2

Weighting: 30% Outcomes: Duration: 3 weeks

Part A: 15% AH: AH12-3, AH12-4, AH12-6, AH12-8, AH12-9 (Including two lessons
Part B: 15% LS: AHLS6-3, AHLS6-4, AHLS6-6, AHLS6-8, in class to plan,
AHLS6-9
research and record)

Task Rationale
A museum historian from the Metropolitan Museum of Art, in New York City, has
won the opportunity to travel back in time to interview Egyptian Pharaoh,
Hatshepsut. In a discussion about the life and times of Hatshepsut, the historian
needs to uncover the most significant occasions of the Pharaoh’s life. Historians
suspect that Hatshepsut too, will have questions for the museum historian
surrounding the nature of her enduring significance and the impact of her role in
our society today.

Engaging your historical imagination in this task is paramount to your success.

Instructions
PART A (15%)
In pairs, you are to discuss the significance of Hatshepsut’s impact and
influence on Ancient Egypt and our 21st century Western society. This task
must be presented in either (a) a video or (b) a podcast.

Based on the knowledge gained in the unit thus far, and further historical research
you undertake, you should consider discussing the following aspects:
 Hatshepsut’s succession to the throne
 Hatshepsut’s involvement with Land of Punt
 Hatshepsut’s building program
 Hatshepsut’s religious policies and devotion to the Amun priesthood

Your submission should be 5 – 8 minutes.

One peer should adopt the role of the MET historian, the other as Hatshepsut.
Remember, this task is a discussion – not an interview – so be careful to ensure that
the conversation is balanced in responses from both individuals.
Madeleine Clark 102090 Dr. Kay Carroll
18063631 Assessment 2 TUT: Wednesday, 5pm

PART B (15%) TO BE COMPLETED INDIVIDUALLY

The media upload should be accompanied by a 750-word response addressing the
following question:

“Evaluate how Hatshepsut’s reign framed her to be one of the most significant leaders
of the ancient world”

Scaffolding your response: Success Criteria

 Makes a clear, sustained judgement throughout response, specifically in relation
to significance
 Supports judgement through the use of:
 two primary sources (written or artefact)
 one-two aspects of Hatshepsut’s developments
 Inclusion of her enduring legacy
 Effectively communicates ideas by:
 writing in paragraphs
 using historical terms and/or concepts
 using correct spelling, punctuation and grammar

A bibliography of the sources accessed should be attached underneath your response.

 Madeleine Clark 102090 Dr. Kay Carroll
18063631 Assessment 2 TUT: Wednesday, 5pm

Marking Criteria – Parts A & B

CRITERION E D C B A
Discussion Does not Discusses one Discusses 2-3 relevant Discusses 4 relevant Coherently discusses 4
discuss any relevant aspect aspects of aspects of relevant aspects of
Part A relevant of Hatshepsut’s Hatshepsut’s work Hatshepsut’s work and Hatshepsut’s work and
6 marks aspects work or and/or contribution to contribution to contribution to ancient
contribution to ancient Egypt ancient Egypt Egypt
ancient Egypt
Significance Does not refer Refers to one Refers to 1-2 aspects Effectively refers to 2- Effectively and
Part A to Hatshepsut’s aspect of of Hatshepsut’s impact 3 aspects of successfully refers to 3
5 marks impact or Hatshepsut’s and influence Hatshepsut’s impact aspects of Hatshepsut’s
influence impact or and influence impact and influence
influence
Presentation No Presentation is Presentation is Presentation is Presentation is
presentation is submitted in submitted in correct submitted effectively submitted effectively
Part A submitted non-approved format in correct format and creatively in
4 marks format & within time frame & within time frame correct format &
within time frame
Evaluation May list 1-2 Describes the Provides a judgment Provides a detailed Provides a detailed
points relating work or of Hatshepsut in judgment of and perceptive
Part B to Hatshepsut development of relation to her work or Hatshepsut in relation judgment of
7 marks Hatshepsut development of to work and Hatshepsut in relation
ancient Egypt development of to work and
ancient Egypt development of
ancient Egypt
Use of sources May identify a Response Response makes use of Response makes use Response makes
source in mentions at least two of the of the following to effective use of the
response sources and/or following to support support their following to support
Part B describes the their response: response: their response:
5 marks sources - Use of two primary - Use of two primary - Use of two primary
sources (written or sources (written or sources (written or
artefact) artefact) artefact)
- 1-2 aspects of - 1-2 aspects of - 1-2 aspects of
Hatshepsut’s Hatshepsut’s Hatshepsut’s
development development developments
- Enduring legacy - Enduring legacy - Enduring legacy
Communication Communicates a Communicates Communicates some Communicates ideas Communicates ideas
very brief a few ideas and ideas clearly and with clearly in structured clearly in structured,
response. May with limited some structure. Use of response. Effectively cohesive and
Part B mention one structure. May some historical terms incorporates some sophisticated
3 marks historical term use one and/or concepts historical terms response. Effectively
historical and/or concepts incorporates a variety
terms and/or of appropriate
concepts historical terms
and/or concepts

Does not provide Provides some Provides reference of Provides reference of Provides reference of
reference of reference of work work using approved work using approved
work work referencing system referencing system

______/30
Madeleine Clark 102090 Dr. Kay Carroll
18063631 Assessment 2 TUT: Wednesday, 5pm
Response
In light of Smith’s (2005) comment about NSW schools “taking more responsibility for
their own performance” with regard to assessment it is increasingly evident that
consideration of relevance and usefulness are paramount in assessment design. If
assessment is relevant, the significance of the task tends to have a greater impact on
students in terms of learning. As a pre-service teacher, it is my role to ensure that
assessments I create for my future students, in my key learning area (KLA) of history, are
relative and realistic for their education journey. By implementing suggestions of
researchers and recommendations from associations, personal practice will be informed
to create relevant assessments and provide beneficial feedback.

According to the NSW Education Standards Authority (NESA) (2018), ‘assessment is the
broad name for the collection and evaluation of evidence of a student’s
learning…assessment can enhance students engagement and motivation…’. In this
sense, the requirement of teachers to examine the learning and engagement of their
students in school is an essential factor for measuring growth and progression.
Assessments in school exclusively measure the learning of students through their
studies of subjects across the national and state syllabi. By measuring the knowledge
and skills retained and recollected by students, teachers can gain a sense of where
students are succeeding and which areas need additional focus. Therefore, assessments
are essential in schooling.

A general realisation within schools is that ‘short-term assessment pressures were

determining the methodology and quality of student learning experiences’ (Thorburn &
Collins, 2006, p. 5). In creating assessments, it is therefore essential that instead of
assessment affecting the quality of teaching, assessments should blend simultaneously
as a response to the experience of learning. Teachers should not have to adjust their
practice in order to meet pressures and sacrifice learning quality. Therefore, if
assessments undermine the structure of learning, the importance is reduced. When
assessments work simultaneously with learning, this in turn “could achieve the laudable
Madeleine Clark 102090 Dr. Kay Carroll
18063631 Assessment 2 TUT: Wednesday, 5pm
aims of increasing and widening access to high education…” (Thorburn & Collins, 2006,
p. 3), and providing opportunities for all students to flourish. Whilst progress has been
made in this direction, considerable work needs to be done to achieve the elements of
motivation and interest for students in the continuation of assessment of learning.

Arguably, assessment is a bridge between students learning information and applying

that knowledge into either formative or summative form. Assessments, ‘in addition to
assessing practical skills…concerns assessing higher-order thinking and learning process
skills demonstrated through complex performance’ (Newhouse, 2010, p. 389). An
important reason for assessment in my history KLA is that ‘teachers are constantly
reminded to assess the knowledge pupils have already acquired, in order to determine
whether such new knowledge is what they have intended’ (Ndisang and Benson, 2014,
p. 2). Therefore, assessment is important in history for teachers to recognise whether
their pedagogical approaches, in historical inquiry for example, are effective styles. In a
personal approach, if the assessments are not determining the areas of need for
students, then reflection needs to be carried out to consider the usefulness and validity
of the evaluation. Only then will assessment in history be considered important.

Often ‘researchers called in question…whether or not the assessment results are able to
thoroughly reflect learning achievements’ (Chang, Tseng & Lou, 2012, p. 304). If results
do not reflect achievements, then assessments need to be adjusted to The Quality
Teaching Model (QTM) (2003) also offers that students should ‘have opportunities to
negotiate or contribute to determining the criteria by which they will be assessed’ (p.
37). This practice, while useful, was unfortunately not addressed in any of the research
analysed. However, based on personal experience, students where never involved in the
determining marking criteria. In terms of history, this possibility is interesting when
considering how the quality of work could be altered if students were to contribute to
the criteria under which they would be assessed.
Madeleine Clark 102090 Dr. Kay Carroll
18063631 Assessment 2 TUT: Wednesday, 5pm
Assessment ‘demands that students process, and then recognise where and how to
apply, what they have learned’ (Mullin & Hill, 1997, p. 89). Therefore, assessments need
to be accessible for all learners and interchangeable to suit specific needs. A prominent
idea was that assessments fail to recognise ‘extra-academic factors, such as student
behaviour, motivation and social-emotional factors’ (Marchand & Furrer, 2014, p. 659).
These factors ‘have been shown to facilitate or undermine learning and student
academic attainment’ (p. 659). This argument is represented in assessments such as the
National Assessment Program – Literacy and Numeracy. The ‘one size fits all’ approach
denies a large majority of students from reaching their potential when the examination
style assessment is limited to one measure. This is often difficult in assessment, to
create a level field for marking. ‘Assessment validity is subject to…assessment tools, the
procedure and environment where assessments are carried out’ (Chang, Tseng & Lou,
2012, p. 312). Therefore, providing variety through assessment is a way to ensure that
students have the opportunity to succeed in accordance with their personal needs. If
assessment can be adjusted to suit all learners in history, then it becomes important.

According to the NSW Education Standards Authority (NESA) (2018), ‘the design of an
assessment task and the development of marking guidelines are interrelated processes
and should be completed concurrently’. This ensures that practices of marking and the
provision of feedback are consistent and fair for all students in the cohort. Assessments
are important if this is achieved. Students often criticise that assessments bear little
significance in the grand scheme of learning. Newhouse’s (2010) argument correlates,
‘what is taught is what is assessed and what is assessed bears little resemblance to what
is needed’ (p. 388). While this may be true, efforts to improve the relativity of formative
and summative assessments need to be undertaken. In a personal approach, this would
be completed to show students that historical assessment is in fact vital for the
evaluation of inquiry and skills.
Madeleine Clark 102090 Dr. Kay Carroll
18063631 Assessment 2 TUT: Wednesday, 5pm
NESA states that ‘when providing feedback to students about their performance in a
task, teachers may use outcomes, marking guidelines and/or performance bands to help
students understand the strengths and areas for improvement’ (2018). Arguably,
feedback should go further than this. Providing constructive statements about student
progression should also be a priority in the marking process. This would be done in a
personal approach because the KLA of history often requires such feedback as a means
of improving articulation and investigation skills.

The NESA website states that a principle of effective assessment is to ‘enable students
and teachers to use feedback effectively and reflect on the learning process’. The
process of providing feedback differs across schools and subjects. Teachers ultimately
determine the usefulness of feedback. Feedback is arguably more important than the
assessment itself. In stage 6 specifically, assessment is used to ‘evaluate and improve
teaching and learning’ (NESA, 2018). This concept of feedback is imperative to the
importance of assessment. If teachers provide minimal feedback on assessment it
ultimately loses its value. Without constructive parameters to reflect, revise and rework
assessments, the importance of examination and testing diminishes, specifically when
considering historical source responses or extended response writing.

The effort of schools and teachers in the provision of assessment and feedback
determines the importance of practice. An accompaniment to assessment is the
feedback teachers provide to their students and the ways in which students implement
this feedback to improve their work. By researching literature and professional
education associations, it is evident that as assessments evolve and improve, the role of
feedback is becoming more important. Ndisang and Benson (2014) offer, “feedback is
among the most powerful influences on achievement”. When teachers provide
insightful remarks on a student’s work, they ultimately have the opportunity to enhance
their efforts for the next assessment. This attitude will be applied in personal practice to
ensure that students feel like their submissions are worthy and valid in their schooling.
Madeleine Clark 102090 Dr. Kay Carroll
18063631 Assessment 2 TUT: Wednesday, 5pm

Feedback also works alternatively. Ndisang and Benson (2014) highlight the notion that
students attain higher “when there is a place for a dynamic feedback process” (p. 1). A
system of providing feedback is proof that the process ‘creates a milieu where teaching
and learning becomes visible, and progressive learning becomes frequent’ (p. 1). The
Australian Professional Standards for Teachers (APST) (2011) has a specific standard for
professional practice outlining the requirement to “Assess, provide feedback and report
on student learning”. In having this standard, students are guaranteed to gain assistance
or help in areas that need improvement. Therefore the process by which feedback is
provided to students by teachers, and to teachers by students, is essential for the
improvement of learning.

Assessment design and the structuring of feedback are significant when the students
and teachers work simultaneously to ensure best efforts are made on either end. In
history specifically, if the feedback does not reflect the expectations of the students, an
imbalance in the student-teacher relationship occurs. This can really only be rectified
through communication and provision of feedback. In my own future practice, it will be
imperative to provide useful feedback to students about areas of improvement, skill
progression and the coherence of their responses. Providing commentary about these
three areas will reinforce the importance of assessment and feedback for students.
Madeleine Clark 102090 Dr. Kay Carroll
18063631 Assessment 2 TUT: Wednesday, 5pm
References

Australian Institute For Teaching and School Leadership. (2011). Australian Professional
Standards for Teachers. Retrieved from
https://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf

Chang, C.C., Tseng, K.H., & Lou, S.J. (2012). A comparative analysis of the consistency
and difference among teacher-assessment, student self-assessment and peer-
assessment in a Web-based portfolio assessment environment for high school
students. Computers & Education, 58 (1), 303-320. Doi:
10.1016/j.compedu.2011.08.005

Ladwig, J.G., & Gore. J. (2003). Quality teaching in NSW public schools: A classroom
practice guide. Sydney, Australia: NSW Department of Education and
Training. Retrieved from https://app.education.nsw.gov.au/quality-teaching-
rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf

Marchand, G.C., & Furrer, C.J. (2014). Formative, informative and summative
assessment: the relationship among curriculum-based measurement of reading,
classroom engagement, and reading performance. Psychology in the schools, 51
(7), 659-676. Doi: 10.1002/pits.21779

Mullin, J., & Hill, W. (1997). The evaluator as evaluated: the role of formative
assessment in history class. The Clearing House, 71 (2), 88-91. Doi:
10.1080/00098659709599332

Ndisang, D., & Benson, A. (2014). The Effect of Feedback from Pupil to Teacher on
Assessment for Leaning and Visible Learning: An Ethnographic Case Study in a
Community School in England and the Outcome in a State High School in
Madeleine Clark 102090 Dr. Kay Carroll
18063631 Assessment 2 TUT: Wednesday, 5pm
Queensland, Australia. Education Research International, 1 (1), 1-14. Doi:
10.1155/2014/526438

Newhouse, C.P. (2010). Using IT to assess IT: towards greater authenticity in summative
performance assessment. Computers & Education, 56 (1), 388-402. Doi:
10.1016/j.compedu.2010.08.023

New South Wales Education Standards Authority. (2017). Ancient History Stage 6
Syllabus. Sydney, Australia: NESA. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-
learning-areas/hsie/ancient-history-2017

New South Wales Education Standards Authority. (2018). Marking formal assessment.
Retrieved from http://educationstandards.nsw.edu.au/wps/portal/nesa/11-
12/Understanding-the-curriculum/assessment/assessment-in-practice/marking-
formal-assessment

Thorburn, M., & Collins, D. (2006). Accuracy and authenticity of oral and written
assessments in high-stakes school examinations. The Curriculum Journal, 17 (1),
3-25. Doi: 10.1080/09585170600682491