Formal Assessment Task Notification

Modern History – Year 12

The Nuclear Age 1945–2011

Rationale

In class, students have investigated key features of the history of the Nuclear Age 1945–2011. This task
presents an opportunity for students to apply their knowledge and skills to engage in an historical analysis,
to develop an argument relating to the risks and benefits of the Nuclear Age.

Task number: 4 Weighting: 25% Timing: Term 3, Week 5

Outcomes assessed
A student:
MH12-3 evaluates the role of historical features, individuals, groups and ideas in shaping the past
MH12-5 assesses the significance of historical features, people, ideas, movements, events and
developments of the modern world
MH12-6 analyses and interprets different types of sources for evidence to support an historical account or
argument
MH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in
appropriate and well-structured forms

Task – Historical analysis

Using historical analysis to support your work, write a response to the following:

Assess the effects associated with the onset of the Nuclear Age from 1945-2011

Your essay should:

● Include 900–1100 words.
● A reference list including at least five sources, with at least two primary sources.

Marking criteria
You will be assessed on how well you:
● Show an understanding of the effects nuclear weapons have had on the world.
● form judgements about the risks and benefits of the Nuclear Age.
● analyse and interpret different types of sources
● present a response using historical knowledge, concepts and terms.
● Give a response which shows your understanding and is supported by sources

Feedback provided
● Written feedback will be provided to all students based on the strengths of their essay, and areas for
possible improvements according to the outcomes. This will assist them in building upon knowledge,
understanding and skills for future learning.

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Rubric/Marking guidelines
A student: Mark range
● shows a comprehensive, historically accurate and supported judgement through
multiple sources about the positive and negative attributes of the Nuclear Age
throughout 1945-2011.
17–20
● provides comprehensive analysis of different types of sources to support an argument
● supports interpretation with relevant and accurate historical knowledge, concepts and
terms
● provides a historically supported judgement about the positives and negatives of
nuclear technology throughout 1945-2011
13–16
● provides analysis of different types of sources to support an argument
● supports interpretation with relevant historical knowledge, concepts and terms
● provides some judgement about the benefits and risks involved with nuclear
technology
● provides relevant information drawn from sources 9–12
● supports the interpretation with sound historical knowledge, and some concepts and
terms
● demonstrates a basic understanding of the issues faced in the Nuclear age
● uses some information from sources 5–8
● applies basic historical knowledge, using simple historical terms
● makes general statements about the effects of the Nuclear Age
● makes limited reference to sources 1–4
● applies limited historical knowledge and terms

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 Scaffold

Assess the effects associated with the onset of the Nuclear Age from 1945-2011

● Think about three effects of nuclear technology during this time, eg; Hiroshima and Nagasaki,

weapons testing in places like Maralinga, power plant incidents, Nuclear medicine and/or energy.

● Although the risks may outweigh the benefits, include both to show perspective.

● You may take a stance and say the negatives show we should get rid of nuclear technology, or vice

versa, but still include both sides of the argument.

● Have at least one source for every effect you talk about, but preferably more.

● Define Nuclear, preferably in your introduction.

● Remember, at least 5 sources is required, with at least two being primary.

PEEL Paragraph (Example given for the first point in your body)

P (Point): Make your Point

- One of the most devastating effects of the Nuclear Age came during WWII, when the United States
of America dropped two atomic bombs, on Hiroshima and Nagasaki, but if a nuclear bomb were to
be deployed today, the effects would be far greater.

E (Evidence): Support your point with sources

- According to History (2019), on August 6, 1945, two atomic bombs were deployed on the cities of
Hiroshima and Nagasaki in japan, killing more than 120,000 people. (n.p)
- Find another source which backs this source up, such as a primary newspaper source

E (Explanation): Show how this source supports your point

- It is evident the effects of the atomic bomb on Hiroshima and Nagasaki were horrible, one that we
need to be aware of today, in order not to make the same mistake again.

L (Link): Link to your next point, or make a statement which supports your topic sentence.

- Though what happened in Japan was horrible, the deadly effects of Nuclear bombs would be much
worse if it happened today

E (Evidence):

- Here you give the evidence for the second minor point in your first sentence, unless you only have
one point.
- Then continue on to “explanation” and “Link” as normal.

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4
 Essay Scaffold

Introduction: 100 words

● Include a topic sentence, which includes the issues you will be talking about, eg:

“1945-2011 saw the Nuclear Age introduce a number of lasting effects, most negative, but some
positive, including; the first use of the atomic bomb, nuclear testing and nuclear medicine.”

● Define Nuclear with a source

● Outline the three effects/points you will talk about in the body

Body: USE PEEL

● Effect/point 1: 300 words

- Remember your sources

● Effect/point 2: 300 Words

- Remember your sources

● Effect/Point 3: 300 words

- Remember your sources

Conclusion: 100 words

● Summarise your three points

● What do these three points tell us about the effects of the Nuclear Age?
● Include a final statement if you would like to take a certain stance on whether the Nuclear age has
shown we should get rid of all Nuclear technology, or perhaps that there can be a balance and can
be justified, as long as your points showed that.

References/Bibliography

https://www.history.com/topics/world-war-ii/bombing-of-hiroshima-and-nagasaki

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Evaluate the importance of assessment and approaches to feedback and assessment

design that will inform your practice in your teaching area.

Assessment is an essential part of teaching practice across all curriculum, including modern history.

According to the New South Wales Education Standards Authority (NESA), assessment is the

overarching name for the process of collecting and analysing student’s learning through formal

assessment in the HSC (Principles of Assessment for Stage 6, 2017, p 5). Although Assessment can

also come in the shape of informal assessments which help inform teachers about student learning

through quickly assessable tasks like quizzes, and discussion, it is not recorded towards the HSC

(Assessment and Reporting in Modern History Stage 6, 2017, p 5) Assessment can be broken down

into three intertwining aspects; “Assessment for,” “Assessment as,” and “Assessment of Learning”

(Principles of Assessment for Stage 6, 2017, p 8). These three aspects of assessment encompass and

show the significance of the three areas which are to be discussed in this paper; the importance of

assessment, approaches to feedback, and assessment design.

Assessment

Assessment is important for various reasons, including; teaching design which bolsters student

engagement, and evidence of student learning. (et, al. 2017, p 5) Assessment helps inform teaching

design in two ways, firstly, when a formal assessment has been created according to the desired

outcomes, the teaching of the content should be scaffolding for the assessment. Secondly, as

students complete assessments, it can inform teachers how to adjust the teaching where necessary

and according to students needs. These are both important aspects of Assessment for Learning,

which “involves teachers using evidence about students’ knowledge, understanding and skills to

inform their teaching” (Principles of Assessment for Stage 6, 2017, p 8).

Through a Understanding by Design (UBD) framework, content throughout the course should be

scaffolded in a way which helps students reach competency in formal assessments. UBD is akin to

backwards mapping, which according to Sumrall and Sumrall (2018), is about looking at the desired

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outcomes, then planning the teaching accordingly (p 49). Yurtseven and Altun (2017) agree

backwards mapping should be used in lessons, and formative activities can play a role in helping

students towards completing formal assessments (p 438). This process can also help create clear

goals and learning intentions in lessons which students can easily follow and see the purpose of the

lesson. Although assessment is an important part of curriculum, it should also be used to inform

teaching design and lesson planning prior to assessments, as well as after assessments.

It is important to use assessment results as a means of adjusting teaching, and focusing on the

areas students may need more help in. Assessment of Learning not only gives evidence of a student’s

learning, it can also be used to create “future learning goals and pathways for students” (Principles

of Assessment for Stage 6, 2017, p 9). This is also an aspect which comes from Assessment for

Learning, which creates “a belief that all students can improve,” and creates an inclusive

environment for all students. Both of which are important facets of teaching standard 1, “know

students and how they learn” (Teacher Standards, 2019).

Although assessment can inform teaching design, help engagement, student learning and prepare

students with skills for the future, one of the most important aspects of Assessment in the HSC is

evidence of student learning. This process is a part of “standards-referenced assessment,” which is

about gathering and analysing data to do with students’ learning based on outcomes (Principles of

Assessment for Stage 6, 2017, p 6). Assessment in Practice (2018) says the school-based feature of

the HSC “is to provide a summative measure of a student’s achievement” throughout the year in

connection with the syllabus outcomes (p 4). NESA believes it is more accurate to gather this

evidence from formal assessments throughout the year, rather than just once at the end of the year

which can not measure all the outcomes (et, al. p 4). The marks and evidence gathered throughout

the year all contribute to a student’s final HSC mark, and in the year 12 Modern History course, only

a maximum of four assessment tasks can be given to students (Assessment and Reporting in Modern

History Stage 6, 2017, p 7)

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Approaches to Feedback

Effective feedback is important in supporting student learning, and is a vital part of teaching design

and the development of future assessments (Assessment in practice, 2018, p 6). Hattie (2007),

defines feedback as information given by a person in response to someone’s understanding or

performance (p 81). Teacher feedback is essential in highlighting students’ strengths and required

improvements after each assessment, as it can improve self-esteem, motivation and shows students

how vital it is for them to be involved in the learning process feedback creates (Principles of

Assessment for Stage 6, 2017, p 5). Evans (2013) agrees, stating that there is much evidence which

shows assessment feedback incites better student learning (p 73). This helps students reflect, take

responsibility, and create their own learning goals. In order for this to occur, teachers must give on-

time feedback which is related to assessment outcomes and the marking guidelines in assessment

notifications. Hattie (2007) suggests teachers assessment not only as a way of seeing what students

have learnt, but as a tool to see how to further students learning through feedback (p 104). With the

principle of being constructive, meaningful and wanting to help students improve, feedback is

essential and beneficial to students’ learning (Assessment in practice, 2018, p 6). Feedback can be

provided in a number of ways, including marks, verbal feedback, and written feedback (Assessment

in practice, 2018, p 17). In any way the feedback is given, teachers must ensure it creates an

environment of meaningful dialogue to help clarify students strengths and areas which require

improvement. In the assessment created for this paper, it has been clarified that written feedback

will be provided to all students. Feedback is not based on comparing students with students, but

instead has to use the same standards-referenced assessment strategy as evidence gathering to

determine student achievement according to the outcomes (Principles of Assessment for Stage 6,

2017, p 6).

assessment design

Just as outcomes are essential to assessment and feedback, the assessment design process must also

use the syllabus outcomes to ensure students are meeting the learning standards. NESA’s Principles

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of Assessment (2017) explains outcomes as being at the centre of teaching, learning and assessment

(p 7). Preston (2005) also suggests the first aspect of assessment design is to think about the targeted

outcomes first (p 37). This same principle is found in UBD, which uses outcomes as the starting

point of backwards design, ensuring assessment design is based around those outcomes (Sumrall

and Sumrall, 2018, p 49). Assessments can be given through a number of different task types, and

for this assessment, a written essay response has been chosen. Some other options which would be

most relevant to the Modern History course, include; presentations through digital, oral or

multimodal means, tests with long and short answer sections, group work or one formal written

examination (Assessment in practice, 2018, p 9). Only one formal written exam which models the

final HSC examination may be done, with others having to come through other various tasks. With

formal assessment notifications, there are many requirements in the details of the notice, such as;

assessable outcomes, marking criteria, weighting, task number and the form of feedback

(Assessment in practice, 2018, p 12). All of these have been included in the design of this assessment,

along with a rubric/marking guidelines for students to see. A rubric or marking guideline is

necessary as it gives students a standard to which they will be marked, from the minimum possible

marks all the way to the maximum with requirements on how to meet reach them (Preston, 2005, p

37). According to Preston (2005), the assessment question must have clarity (p 40), hence the

questions in created assessment is straight forward, while the rubric can guide them further; “Assess

the effects associated with the onset of the Nuclear Age from 1945-2011.”

The relevance of current assessment approaches within your Key Learning Area.

The current Modern History approaches to assessment are in line with NESA’s requirements and in

line with current best teaching practices. There are four components which must be assessed

throughout the year 12 course, including; 1. Knowledge and understanding of course content, 2.

historical skills in the analysis and evaluation of sources and interpretations, 3. historical inquiry

and research, and 4. communication of historical understanding in appropriate forms (Assessment

and Reporting in Modern History Stage 6, 2017, p 7). One task must be an Historical Analysis, hence,

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the assessment which has been developed tasks students to write an essay using multiple sources to

support their argument. This type of task gives students the chance to focus on an issue and form an

evidence supported argument (Assessment and Reporting in Modern History Stage 6, 2017, p 7). A

major aspect of this historical analysis rests in ensuring students are meeting not only the outcomes

of modern history, but also four overarching historical skills. These include; Analysis and use of

sources, Historical Interpretation, Historical investigation and Research, and Explanation and

Communication (NSW Modern history stage 6 syllabus, 2017, p 27).

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 References

Assessment in practice. (2018). Retrieved from

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

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

Assessment and Reporting in Modern History Stage 6. (2017). Retrieved from

https://syllabus.nesa.nsw.edu.au/assets/global/files/assessment-and-reporting-in-modern-

history-stage-6.pdf

Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education. Review of

Educational Research, 83(1), 70-120.

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1),

81-112.

Preston, Christine. (2005). Creating quality assessment tasks and marking guidelines. Culturescope,

78, 37-40.

Principles of Assessment for Stage 6. (2017). Retrieved from

http://educationstandards.nsw.edu.au/wps/wcm/connect/f50875c7-b82a-415a-920a-

ca7f98f88005/Principles+of+Assessment+for+Stage+6.pdf?MOD=AJPERES&CVID=

NSW Modern history stage 6 syllabus. (2017). Modern History. Retrieved from:

https://syllabus.nesa.nsw.edu.au/assets/modern_history/modern-history-stage-6-syllabus-

2017.pdf

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Sumrall, William, & Sumrall, Kristen. (2018). Understanding by Design. Science and

Children, 56(1), 48-54.

Teacher Standards. (2019). Retrieved from

https://www.aitsl.edu.au/teach/standards?gclid=CjwKCAjwzPXlBRAjEiwAj_XTEdIV2

pd4ipQim6UVC9iZal_H2bL5vJHetrSYDyEgB7bnCMUtA5jy_RoCSHAQAvD_

BwE#!

Yurtseven, N., & Altun, S. (2017). Understanding by Design (UbD) in EFL Teaching:

Teachers' Professional Development and Students' Achievement *. Kuram Ve

Uygulamada Egitim Bilimleri, 17(2), 437-461.

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