Natalie Messina S00184853

Assessment Resource Folio

Assessing Stage 5: Depth Study 6
By Natalie Messina
EDSS520: History Curriculum, Pedagogy & Assessment 1

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Overview of the two tasks

Depth Study 6: ‘A War Without Borders: The War on Terror’

The following two assessment tasks are designed to target distinct historical outcomes, skills
and content. The tasks deliberately focus on separate aspects, specifically skills and content,
so that students are exposed to and are assessed on a range of important historical areas.
Assessment task one is a formal assessment situated during the middle of students’
engagement with Depth Study 6; whereas, assessment task two is a summative assessment
intended to be sat at the end of students’ involvement with Depth Study 6.
Here, I justify the There were a plethora of considerations made in the aim that both assessment tasks support
strategies I used the development of students’ higher order thinking skills. First, Ercikan (2006) notes the
within the two importance of providing clear yet stimulating learning goals, in turn providing students with
assessments. meaningful instruction and information about their learning. In assessment task one, students
are initially asked to describe and explain Australia’s involvement in wars in Afghanistan and
Iraq, before forming an evaluation on this involvement. In assessment task two, students are
asked to identify, explain and examine the different developments and perspectives of key
historical figures related to the War on Terror. The key here is not just how well students can
perform these skills, but with how well they show an understanding of these skills.
I plan to use
feedback to Further, Chudowsky and Pellegrino (2003) suggest that higher-order thinking based
improve student assessments outline visible learning progressions to guide students on how to improve their
learning. learning. For this reason, particular attention is placed on how feedback is constructed,
through the use of a detailed marking rubric, and received, through written, timely,
individualised comments.

Finally, the construction of each assessment task was inspired by the hierarchy of Benjamin
Bloom’s levels of taxonomy, in particular the two high-ended levels ‘create’ and ‘evaluate’
(Anderson et al, 2000). In assessment one, students are challenged to create a digital News
Broadcast, and in assessment two, students are consistently urged to evaluate various
perspectives, interpretations and sources.

References

Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E.,
Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A Taxonomy for Learning,
Teaching and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives.
New York: Pearson, Allyn & Bacon.
Chudowsky, N., & Pellegrino, J. W. (2003). Large-scale assessments that support Learning:
What will it take. Theory Intro Practice, 42, 75-84.
Ercikan, K. (2006). Developments in assessment of student learning and achievement. In P.A.
Alexander and P. H. Winne (Eds.), American Psychological Association, Division 15,
Handbook of educational psychology (2nd ed. pp. 929-953). Mahwah, NJ: Erlbaum.

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This is a formal Assessment Task 1: Formal Assessment Notification

Context & Purpose
assessment.
This formal assessment will be situated during students’ engagement with Depth Study 6: ‘A
War Without Borders: The War on Terror’ in Stage 5. It focuses on the contributions that
Australia has made to wars in Afghanistan and Iraq and the political, economic and social
impacts that these contributions have had, and continue to have, on the Australian
community. Students have previously explored the cause of Australia’s commitments, i.e. its
alliance with the United States, and have investigated the amount of funding, soldiers and
military equipment that Australia has designated particularly towards the war in Afghanistan.
Students have engaged with a range of primary sources, which shed light on varied
perspectives including the Australian Government, members of the Australian Muslim
community, Australian soldiers, and the overall Australian community. The purpose of this
assessment task is to further develop students’ knowledge on Afghanistan, and to strengthen
their research skills as they undertake a historical inquiry in the war in Iraq. The task is
designed to allow students to perceive and evaluate the different causes, effects and
perspectives associated with these wars, and attempts to do so in a creatively engaging way.

Describing the Outcomes

purpose of the A student:
assessment task
allows students HT5-4 explains and analyses the causes and effects of events and developments in
the modern world and Australia
to understand HT5-6 uses relevant evidence from sources to support historical narratives,
what they are explanations and analyses of the modern world and Australia
expected to HT5-7 explains different contexts, perspectives and interpretations of the modern
achieve. world and Australia
HT5-10 selects and uses appropriate oral, written, visual and digital forms to
communicate effectively about the past for different audiences

Description of assessment
In pairs, students are to imagine that they are journalists seeking information on Australia’s
ongoing political and militaristic involvement in wars in Afghanistan and Iraq since the
declaration of the War on Terror. Students must explain the various political, economical and
social impacts that this involvement has had and continues to have on different members of
the Australian community. Based on their findings, students must evaluate whether or not
they believe Australia should have been as involved in the War on Terror as they have.

Students are to create a 3-4 minute ‘A Current Affair’ News Broadcast featuring possible
interviews, videos, images, and sounds of their findings; the features they present is left to
choice. Students must make reference to a range of relevant primary historical source
materials. Although interviewing and presenting characters will be fictional, the information
presented in them must reflect true historical matters. Students should create their broadcast
using iMovie, or any equivalent video-maker application using ICT.

How to submit the News Broadcast:

• Submit the Broadcast via a CD or USB.
• Submit a hardcopy of the transcript of the broadcast and an attached bibliography.
Information on how to correctly produce a bibliography is located in student diaries.

This assessment counts for 20% of students’ final grade.

Note: For added support, students are encouraged to watch exemplary news clips from the A
Current Affair Website: https://www.9now.com.au/a-current-affair/2018/extras/clips

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Criteria for assessing learning

Students will be assessed on their ability to:
• Describe and evaluate Australia’s involvement in the War on Terror
• Explain the political, economic and social impacts of Australia’s involvement on
different members of the Australian community
• Use relevant historical information from a range of primary sources
• Selects and uses appropriate forms to communicate effectively about the past

Marking guidelines

Range A student in this range:

16-20 • Provides an accurately detailed description and well-supported
(Extensive) assessment of Australia’s involvement in the War on Terror
• Explains the political, economic and social impacts of
Australia’s involvement on chosen members of the Australian
community
• Uses relevant historical information from a range of primary
sources
• Creatively selects and uses appropriate interviews, videos,
images and/or sounds to communicate the outcomes of their
research
12-15 • Provides an accurate description and supported assessment of
(Thorough) Australia’s involvement in the War on Terror
• Describes the political, economic and social impacts of
Australia’s involvement on chosen members of the Australian
community
• Uses relevant historical information from some primary sources
• Selects and uses appropriate interviews, videos, images and/or
sounds to communicate the outcomes of their research
7-11 • Provides a description and assessment of Australia’s
(Sound) involvement in the War on Terror
• Shows some understanding of the political, economic and
social impacts of Australia’s involvement on chosen members
of the community
• Uses some relevant historical information from primary sources
• Selects and uses some appropriate interviews, videos, images
and/or sounds to communicate the outcomes of their research
1-6 • Provides a limited or inaccurate description and assessment of
(Progressing) Australia’s involvement in the War on Terror
• Shows little understanding of the political, economic and social
impacts of Australia’s involvement on chosen members of the
community
• Uses irrelevant or inaccurate historical information from
primary sources
• Presents inappropriate or limited interviews, videos, images
and/or sounds.

Feedback
A description of Each pair will receive timely, written feedback from the teacher no later than two weeks after
how the marking the submission date. Students will be assessed on how well they fulfil the criteria outlined in
the marking guidelines above. The students will be given these guidelines together with the
guidelines/
description of the task, so that they can effectively self-assess themselves as they progress,
assessment and understand specifically what is expected of them. Students will be presented with a total
criteria will be
used to provide
useful feedback.
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(Refer to the
next page for
more).
Natalie Messina S00184853

mark /20, along with a highlighted rubric from the teacher and a personalised comment below
it. Hence, with this, students’ strengths and weaknesses will be clearly visible. Additionally,
the teacher will extend generalised feedback to the entire class. In order to evaluate the
effectiveness of this collaborative assessment task, and to ensure student fairness, the teacher
could ask for students’ thoughts on how well they were able to work with their partner, i.e.
what was easy and what was challenging about working with a peer? The teacher could do
this via a reflective survey/evaluation sheet using anonymous Google surveys.

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This is a summative Assessment Task 2: Summative Assessment Notification

assessment. Context & Purpose
This summative exam will take place at the end of students’ engagement with Depth Study 6
‘A War Without Borders: The War on Terror’ in Stage 5. The exam focuses on the overall
developments, perspectives, and important figures associated with the War on Terror. The
purpose of this assessment is to analyse students’ progression and comprehension of the
unit’s entirety, along with students’ ability to engage with a variety of given source materials
as evidence in a historical argument. The exam format intentionally reflects the HSC exam
paper format in an attempt to begin to prepare students for Stage 6.
Describing the
Outcomes
purpose of the
A student:
assessment task
allows students HT5-3 explains and analyses the motives and actions of past individuals and groups
to understand in the historical contexts that shaped the modern world and Australia
what they are HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry
expected to process
achieve. HT5-6 uses relevant evidence from sources to support historical narratives,
explanations and analyses of the modern world and Australia
HT5-7 explains different contexts, perspectives and interpretations of the modern
world and Australia
HT5-9 applies a range of relevant historical terms and concepts when
communicating an understanding of the past

Description of assessment
Students will individually work under exam conditions to complete the task. The exam is
divided into 2 sections. All questions are assigned to a given source(s). Section one will have
9 short answer response style questions, and section two will have 1 extended response style
question. Students are encouraged to summarise notes and reflect back on the unit’s entirety,
including the developments, perspectives and important historical figures of the War on
Terror.

Students will have 5 minutes reading time, along with 60 minutes writing time to complete
this task. This exam counts for 35% of students’ final grade.

Criteria for assessing learning

Students will be assessed on their ability to:

• Explain and examine the motives and actions of past individuals and groups
following the September 11, 2001 attacks that have shaped and influenced war and
terrorism in the modern world and Australia
• Identify and assess the usefulness and reliability of sources from different
perspectives
• Use a range of historical sources as evidence in a historical argument
• Explain various perspectives and interpretations associated with the War on Terror
• Use a range of appropriate historical terms and concepts

Feedback
Each individual student will receive timely, written feedback. Students are assessed on how
well they fulfil the criteria in the marking guidelines below (see pages 19-21). Students will
be presented with a mark and comments for each independent question, as well as an
accumulated mark /35. When feedback is distributed, students will be given access to the
A description of marking rubric to better understand their strengths and weaknesses. Sample, exemplary
answers should be provided.
how the marking
guidelines/
assessment
criteria will be ! 6
used to provide
useful feedback.
 Student Name ____________________
Natalie Messina S00184853
Class _______________

Stage 5 Modern History Exam

Depth Study 6
“A War Without Borders: War on Terror”
Total marks - 35
General Instructions
• Reading time – 5 minutes • Section I Pages 8-11
• Working time – 60 minutes • Section II Pages 12-13
• Carefully read and attempt all
questions
• Write using blue or black pen only
• Each section has questions that are
assigned to particular sources
• A Source Booklet is provided at the
back of this paper

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Section I
25 marks
Attempt Questions 1-9
Allow about 40 minutes for this section
Answer each question in the space provided. These spaces provide guidance for the
expected length of response.
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1. What is the nature of Source A, is it a primary or secondary source? Explain your 1

answer.
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2. Identify the purpose of Source B. 1

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3. Using Source A and your own knowledge, outline America’s immediate reaction to 2

the September 11, 2001 attacks.

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4. Describe how stereotypes have impacted the Muslim community. Refer to Source 3

B and your own knowledge.

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Question 4 continues on page 5

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5. Do you believe Prime Minister John Howard’s predictions were correct, as stated 3

in Source C? Explain why/why not.

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6. Using Source D and your own knowledge, explain why Australia invoked the 4
ANZUS treaty in wake of the September 11, 2001 attacks.

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7. Using Source E and your own knowledge, discuss how Australia’s counter- 4
terrorism laws have changed since the September 11, 2001 attacks.

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8. What is the author’s point of view in Source F? Provide evidence from the cartoon. 2
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9. How useful is Source F for a historian who is comparing the war in Afghanistan
5
with the war in Iraq?

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Question 9 continues on page 7

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End of Question 9

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Section II
10 marks
Attempt Question 10
Allow about 20 minutes for this section
Answer the question in the space provided. These spaces provide guidance for the
expected length of response.
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10.“If there is one thing terrorism has achieved it is that it has forced the Western

world to simply react rather than creating anything new, useful, inspirational or

positive.” – Hospodárké Noviny.

To what extent is this statement accurate?

10
In your answer, refer to Sources A, E and F, other sources and your own knowledge.

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End of paper

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Stage 5 Modern History Exam

Depth Study 6
“A War Without Borders: War on Terror”
Source Booklet

Instructions
• Source A – page 15
• Refer to the sources in their designated
• Source B – page 16
question
• Source C – page 16
• Detach this Source Booklet
• Source D – page 17
• Source E – page 17
• Source F – page 18

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Source A

Front cover of New York Post: September 12, 2001

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Source B

Signe Wilkinson’s Editorial Cartoons

Published 17/09/2001
“Muslims in mosque on prayer rug, bent in prayer.”

Source C

Extract from a transcript of Prime Minister John Howard’s address to the

Australian Defence Association, on 25th October 2001.

“The war will be a new kind of war. There will

be few, if any, set-piece battles to bring it to an
end. Rather it will be a sustained effort,
requiring sturdy patience, and the careful
marshalling and coordination of resources.”

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Source D

Security Treaty between Australia, New Zealand and the United States of
America [ANZUS]

Entry into force generally: 29 April 1952

Source E

Signe Wilkinson’s Editorial Cartoons

Published 13/09/2015
“Remember 9/11”

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Source F

Cartoon by The Statesman, in response to President Bush joking about

his administration’s failure to find Weapons of Mass Destruction in Iraq
during the Radio & TV Correspondents’ Association dinner, March 25,
2004.
“Those weapons of mass destruction have got to be somewhere!”

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Marking Guidelines

Section I

Question 1

Criteria Marks
• Correctly identifies that nature of Source A and accurately 1
explains why

Question 2

Criteria Marks
• Correctly identifies the purpose of Source B 1

Question 3

Criteria Marks
• Clearly outlines America’s immediate reaction to the September 2
11, 2001 attacks
• Uses Source A and own knowledge
• Identifies America’s immediate reaction to the September 11, 1
2001 attacks
• Makes a general statement about the source

Question 4

Criteria Marks
• Presents an accurate and detailed description on how 3
stereotypes have impacted the Muslim community
• Makes an explicit reference to Source B
• Extensively draws on evidence from own knowledge
• Presents an accurate description on how stereotypes have 2
impacted the Muslim community
• Makes some reference to Source B
• Draws on some evidence from own knowledge
• Presents a limited description or general statement on how 1
stereotypes have impacted the Muslim community

Question 5

Criteria Marks
• Provides a sophisticated judgement on John Howard’s 3
predictions
• Presents a comprehensive justification for their judgement on
John Howard’s predictions
• Makes an explicit reference to Source C
• Provides a judgement on John Howard’s predictions 2
• Presents a limited justification for their judgement on John
Howard’s predictions
• Makes some reference to Source C
• Makes generalised points that are relevant to John Howard’s 1
predictions

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Question 6

Criteria Marks
• Clearly explains why Australia invoked the ANZUS treaty in 4
wake of the September 11, 2001 attacks
• Makes explicit references to Source D
• Extensively draws on evidence from own knowledge
• Describes why Australia invoked the ANZUS treaty in wake of 3
the September 11, 2001 attacks
• Makes some references to Source D
• Draws on some evidence from own knowledge
• Shows some understanding of why Australia invoked the 2
ANZUS treaty in wake of the September 11, 2001 attacks
• Makes a limited reference to Source D
• Demonstrates limited own knowledge
• Provides a limited or general statement/s about why Australia 1
invoked the ANZUS treaty in wake of the September 11, 2001
attacks.

Question 7

Criteria Marks
• Provides a comprehensive discussion on how Australia’s 4
counter-terrorism laws have changed since the September 11,
2001 attacks
• Makes explicit references to Source E
• Extensively draws on evidence from own knowledge
• Discusses how Australia’s counter-terrorism laws have changed 3
since the September 11, 2001 attacks
• Makes some references to Source E
• Draws on some evidence from own knowledge
• A limited discussion on how Australia’s counter-terrorism laws 2
have changed since the September 11, 2001 attacks
• Makes a limited reference to Source E
• Demonstrates limited own knowledge
• Provides a limited or general statement/s about how Australia’s 1
counter-terrorism laws have changed since September 11, 2001

Question 8

Criteria Marks
• Accurately presents the author’s point of view 2
• Provides specific evidence from Source F
• Briefly presents the author’s point of view 1

Question 9

Criteria Marks
• Makes a sophisticated judgement which demonstrates a 5
thorough understanding of Source F in the context of its
usefulness

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• Provides a comprehensive consideration of reliability and clear

understanding of perspectives in the context of the question
• Makes a clear judgement about the usefulness of Source F 4
• Provides a detailed consideration of reliability and clear
understanding of perspectives in the context of the question
• Attempts to make a judgement about the usefulness of Source F, 3
with some reference to perspectives and reliability
• Generalises about the usefulness of Source F with few links to 2
either reliability or perspectives
• Some reference to the use of sources generally 1
OR
• Simple description of Source F

Section II

Question 10

Criteria Marks
• Makes a sophisticated judgement in accordance to the given 9-10
statement
• Consistently refers to the given statement
• Extensively draws from Sources A, E and F, a range of other
evidence and own knowledge to support the judgement made
• Presents a well-structured and clearly written response using a
range of appropriate historical terms and concepts
• Consistently accurate spelling, grammar and punctuation
• Provides a judgement in accordance to the given statement 7-8
• Thoroughly refers to the given statement
• Draws from Sources A, E and F, other evidence and own
knowledge to support the judgement made
• Presents a structured and clearly written response using
appropriate historical terms and concepts
• Few errors in spelling, grammar and punctuation
• May make some judgement in accordance to the given 5-6
statement
• Makes some references to the given statement
• Draws from Sources A, E and/or F, and own knowledge to
support the judgement made
• Presents a structured response using some appropriate historical
terms and concepts
• Occasional errors in spelling, grammar and punctuation
• Makes points that are relevant to the given statement 3-4
• Inconsistently refers to the given statement
• Draws from Sources A, E and/or F to support points
OR
• Draws from own knowledge to support points
• Uses some historical terms and concepts
• Many errors in spelling, grammar and punctuation
• Presents generalised comments about the given statement 1-2
• Makes limited use of historical terms and concepts
• Many errors in spelling, grammar and punctuation

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