VCE History Australian History Assessment HandbookWord文档下载推荐.docx
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VCE History Australian History Assessment HandbookWord文档下载推荐.docx
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Unit33
School-assessedCoursework3
Unit47
Examination11
AssessmentSupportMaterialsandFurtherResources13
Introduction13
SampleapproachestoSchool-assessedCoursework15
Unit315
Unit419
Publications22
Introduction
TheonlineversionoftheVCEAustralianHistoryAssessmentHandbook2005-2015containsassessmentinformationforbothschool-basedassessmentandtheexaminationsinAustralianHistoryandadviceforteachersonhowtoconstructassessmenttasks.AdviceonmattersrelatedtotheadministrationofVCEassessmentispublishedannuallyintheVCEandVCALAdministrativeHandbookandmonthlyintheVCAABulletin.Teachersmustrefertothesepublicationsforcurrentadvice.
PleasenotethattheonlineAssessmentHandbookdiffersinappearancetotheprintedversion.UpdatestotheonlineAssessmentHandbookarepublishedintheVCAABulletinVCE,VCALandVET.
Beadvisedthattheremaybeminorerrorsinthecontentslistaboveduetosoftwareversiondifferences.
AustralianHistoryAssessmentAdvice
Unit3
School-assessedCoursework
TeacherswillprovidetotheVictorianCurriculumandAssessmentAuthority(VCAA)ascoreforeachoutcomeinaunit,whichrepresentsanassessmentofthestudent’sachievement.Thescoremustbebasedontheteacher’sassessmentofthelevelofperformanceofeachstudentontheoutcomesfortheunitspecifiedinthestudydesign.Teachersmustselectassessmenttasksfromthedesignatedlistforeachoutcomepublishedinthestudydesign.
Assessmenttasksshouldbeapartoftheregularteachingandlearningprogramandshouldnotaddundulytostudentworkload.Assessmenttasksshouldbecompletedmainlyinclassandwithinalimitedtimeframe.Theoverallassessmentprogramfortheunitshouldincludeavarietyofassessmenttaskformats,includeprovisionforauthenticationofstudentworkandtakeintoaccounttheoverallworkloadforstudents.
School-assessedCourseworkfortheoutcomesinUnit3willcontribute25percenttothestudent’sStudyScoreforAustralianHistory.
Outcome1
ExplainthemotivesandhopesunderlyingthesettlementofthePortPhillipDistrict(laterthecolonyofVictoria)upto1860andtheimpactontheIndigenouspopulation.
Thisoutcomewillcontribute50marksoutof100marksallocatedtoSchool-assessedCourseworkforUnit3.Itwillbeassessedbyonetask,whichwillcontributeatotalof50marks.
Task
Description
Theresponseshouldbecompletedinoneofthefollowingforms:
∙researchreport
∙analysisofvisualand/orwrittendocuments
∙historiographicalexercise
∙essay.
Eachoutcomemustbeassessedwithadifferentassessmenttask.Eachformofassessmenttaskmaythereforeonlybeusedonce.
Designingtheassessmenttask
Teachersshoulddevelopanassessmenttaskthatallowsthestudentto:
∙demonstrateknowledgeofthemotivesandhopesunderpinningPortPhillipsettlementandoftheimpactofEuropeansettlementonAboriginalcommunitiesand/ortheimpactofgoldonvisionsofthefuture
∙usethehistoricalconceptsrelatedtotheperiod,whichcouldincludesomeofthefollowing:
terranullius,migration,expansion,‘newworld’andlandownership
∙synthesisewrittenandvisualsourcestodrawconclusions
∙analyseandevaluatethewaytheexperienceoftheperiodhasbeeninterpretedandunderstoodovertimebyhistoriansandothercommentators
∙expressrelevantknowledgeandideasinwriting,presentingmaterialusinghistoricalconventions
∙havetheopportunitytodemonstratethehighestlevelofperformance.
Resourcesandscheduling
Schoolsmaydeterminetheconditionsforthetaskincludingaccesstoresourcesandnotes.Studentsshouldbeadvisedofthetimelineandconditionsunderwhichthetaskistobeconducted.
Performancedescriptors
Thefollowingdescriptorsprovideaguidetothestandardsexpectedwhensettingandmarkingassessmenttasks.Theydescribetheknowledgeandskillstypicallydemonstratedbystudentswhohaveachievedscoreswithineachrangeontheassessmenttask.
MARKRANGE
DESCRIPTOR:
typicalperformanceineachrange
41–50marks
Comprehensiveanddetailedknowledgeofmotivesandhopesunderpinningsettlement.DetailedandcoherentexplanationoftheimpactofEuropeansettlementonAboriginalcommunitiesand/ortheimpactofthegoldrushesandgoldonvisionsofthefuture.Thoroughandrelevantapplicationofknowledgeanduseofconceptssuchasterranullius,migration,expansion,‘newworld’,landownership.Criticalanalysisandevaluationofevidencethatsynthesisesarangeofwrittenandvisualsourcesaswellascriticalanalysisandevaluationofthewaytheexperienceoftheperiodhasbeeninterpretedandunderstoodovertime.Verysophisticateduseofhistoricalconventions.
31–40marks
Verydetailedknowledgeofmotivesandhopesunderpinningsettlement.ClearexplanationoftheimpactofEuropeansettlementonAboriginalcommunitiesand/ortheimpactofthegoldrushesandgoldonvisionsofthefuture.Welldevelopedandrelevantapplicationofknowledgeanduseofconceptssuchasterranullius,migration,expansion,‘newworld’,landownership.Carefulanalysisandsomeevaluationofevidenceusingarangeofwrittenandvisualsources.Carefulanalysisandsomeevaluationofthewaytheexperienceoftheperiodhasbeeninterpretedandunderstoodovertime.Sophisticateduseofhistoricalconventions.
21–30marks
Somedetailedknowledgeofmotivesandhopesunderpinningsettlement.SomeexplanationoftheimpactofEuropeansettlementonAboriginalcommunitiesand/ortheimpactofthegoldrushesandgoldonvisionsofthefuture.Satisfactoryandmostlyrelevantapplicationofknowledgeanduseofconceptssuchasterranullius,migration,expansion,‘newworld’,landownership.Someattempttoanalyseevidencefromanumberofwrittenandvisualsources.Identificationanddiscussionofthewaytheexperienceoftheperiodhasbeeninterpretedandunderstoodovertime.Satisfactoryuseofhistoricalconventions.
11–20marks
Someknowledgeofmotivesandhopesunderpinningsettlement.SomeaspectsoftheimpactofEuropeansettlementonAboriginalcommunitiesand/ortheimpactofthegoldrushesandgoldonvisionsofthefuturearedescribed.Somerelevantapplicationofknowledgeandsomeuseofconceptssuchasterranullius,migration,expansion,‘newworld’,landownershipbutideasmaynotbeconsistentlydeveloped.Somereferencetoevidencefromwrittenandvisualsources.Somereferencetothewaytheexperienceoftheperiodhasbeeninterpretedandunderstoodovertime.Someuseofhistoricalconventions.
1–10marks
Limitedknowledgeofmotivesandhopesunderpinningsettlement.LimitedandbarelyrelevantreferencetoafewaspectsoftheimpactofEuropeansettlementonAboriginalcommunitiesand/ortheimpactofthegoldrushesandgoldonvisionsofthefuture.Littleornorelevantapplicationofknowledgeoruseofconceptssuchasterranullius,migration,expansion,‘newworld’,landownership.Limiteduseofevidencefromwrittenand/orvisualsources.Littleornoreferencetothewaytheexperienceoftheperiodhasbeeninterpretedandunderstoodovertime.Limitedunderstandingand/oruseofhistoricalconventions.
Outcome2
Analysethevisionofnationhoodthatunderpinnedtheconceptsofcitizenship,andevaluateitsimplementationintheearlyyearsofthenewnation.
∙demonstrateknowledgeofthevisionofnationhoodthatshapedideasaboutcitizenship,includingtheprocessesofinclusionandexclusionandthebenefitsandresponsibilitiesofcitizenship
∙usethehistoricalconceptsrelatedtotheperiod,whichcouldincludevisionofnationhood,inclusionandexclusion,benefitsandresponsibilitiesofcitizenship
∙synthesisewrittenandvisualsourcestodrawconclusions
Comp
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