License: https://creativecommons.org/licenses/by/4.0 | Copyright notice: www.qcaa.qld.edu.au/copyright — displays the full terms and conditions, which specify certain exceptions to the license. This report analyzes this cycle - from the approval of summative internal assessment instruments to the confirmation of internal assessment grades and the design and marking of external assessment. Students, parents, community members and other education stakeholders can learn about assessment practices and outcomes for general subjects (including Alternative Sequence (AS) and Senior External Examination (SEE) subjects where applicable) and general (Extension) subjects.
The report includes analyzes of data and other information from the approval, validation and external evaluation processes. It also includes Lead Approver, Lead Endorser and Lead Marker advice developed in consultation with and supported by QCAA subject matter experts. For the purposes of this report, while the units of account for the 2021 AS are AS Units 1 and 2, this information will be included in the general units of account 3 and 4.
The grade boundaries are determined using a process of comparing results on a numerical scale to the reporting standards.
Internal assessment
Endorsement
Confirmation
Internal assessment 1 (IA1)
Examination — essay in response to historical sources (25%)
Assessment design Validity
Where a quote from a source is the focus of an invisible question, consider including this quote as part of an invisible source.
Accessibility
Assessment decisions
Reliability
The following are excerpts from responses that illustrate the characteristics of the criteria at the indicated performance level. The characteristics identified may not be the only time the characteristics occurred through a response. The topic sentence highlights the insightful decision, which is then elaborated and justified using a combination of evidence from a range of sources.
This decision is an important contribution to the overall historical argument developed in the response and indicated in the excerpt from the introduction. This excerpt involves the use of primary and secondary sources to justify a decision on the success of informal education as a form of youth indoctrination in Nazi Germany. An opinion explains why and/or how evidence from a source can be useful or reliable, while a statement merely expresses an opinion.
The source's evidence is reliable' is an example of a statement - it merely expresses an opinion, without giving a reason.
Internal assessment 2 (IA2)
Investigation — independent source investigation (25%)
Assessment design
Validity
It refers to the extent to which evaluation results are consistent, repeatable, and error-free. A nuanced key question indicates specificity and is finely differentiated to focus the inquiry—the quality of historical research evident in the answer, i.e. .
It is not required that all elements of evidence be identified for the analysis to be considered discriminating or detailed. The following is an excerpt from a response that illustrates the characteristics of the criteria at the specified performance level. This is clearly shown in the interrogation of evidence from Source 4, with clear links to sub-questions 1, 2 and 4.
A balance of primary and secondary sources is not required; rather, sources should be purposefully selected to demonstrate application of the main inquiry question.
Internal assessment 3 (IA3)
Investigation — historical essay based on research (25%)
Accessibility priorities were effectively demonstrated in assessment instruments that: provided clear guidance using cues that were aligned with specifications, objectives and the ISMG, e.g. provided context that identified the topic and aspect of the topic. is to ensure that the task requires students to explore an area within the topic and an aspect of the topic. The accuracy and consistency of using the ISMG for this impact assessment was most effective when: for the judgment comprehension measure matched with a higher rate of success for - the use of terms in their historical context, e.g. spheres of influence' and 'missile gap'. precisely used in an essay answering a key question about the kennedy administration's response to the cuban missile crisis of 1962. an explanation of the questions related to the key inquiry question, e.g. a key question about Fidel Castro's leadership during the 1962 Cuban Missile Crisis may depend on an understanding of issues such as the nature of the relationship between the Soviet Union and the Republic of Cuba after the 1961 Bay of Pigs invasion. an understanding of the relationship between concepts and ideas developed in response to a key research question , e.g. answering the key inquiry question about the reasons for the Berlin Blockade in 1948 can connect the historical concepts of evidence, cause and effect, and meaning with ideas about the conflicting economic goals for the reconstruction of postwar Germany by the USSR and the Western Allies. . for the analysis criterion, judgments that appeared in the body of the essay distinguished between the use of features of evidence from primary and secondary sources at a higher level of performance and from sources at a medium level of performance. Different views on the selection and use of primary and secondary sources were evident in the response.
In Extract 1, the introduction sets the context and includes the student-generated hypothesis and outline of the argument.
External assessment
Examination — short responses to historical sources (25%)
Effective practices
Samples of effective practices
This question required students to evaluate, comprehend and create and communicate by making a judgment about the extent to which evidence from Sources 5 and 6 in the stimulus book was useful and reliable in investigating what the phrase 'All the road with LBJ' indicates Australia's relationship with the United States of America during the Vietnam War. For each source, students had to include two considerations for usefulness and two considerations for reliability to support their judgement. This question required students to synthesize, evaluate, comprehend, and create and communicate by synthesizing evidence from four sources to form a historical argument in response to a question.
Students were required to synthesize evidence from four sources in the stimulus book to form a historical argument in response to the question: 'To what extent did Australian military forces meet the objectives of 'civic action' during the Vietnam War?'. include a judgment about the extent to which the evidence from two of these sources. Students had to synthesize evidence from four sources in the stimulus book to form a historical argument in response to the question: 'To what extent were the strategies used by South African-based sports organizations to oppose apartheid successful?'.
Practices to strengthen
Senior External Examination
Distribution of standards
