qualifications update: higher history jane henderson qdm qualifications update: higher history jane...
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Qualifications Update:Higher History
Jane Henderson QDM
Qualifications Update:Higher History
Jane Henderson QDM
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• Coherent progression from National 5 and to Advanced Higher
• Relevant, challenging and enjoyable contexts • Opportunities for candidates to show the breadth
and depth of what they know• Opportunities for candidates to show the
application of their History skills• Personalisation and choice for learners in the
Assignment
Key messagesKey messages
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• Units combine skills and knowledge and offer flexibility in how evidence is gathered, to challenge and motivate learners
• Knowledge and understanding and the application of skills build progressively up levels in Unit and in Course assessment
• Maintains the best aspects of current Higher to ensure the continuing quality and value of History
Key messagesKey messages
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Points of stabilityPoints of stability• Applying source handling skills within the
Scottish section• Extended response questions in the British
and European and World sections• Familiar areas of study• Use of command words/question stems• Extended response in the Assignment
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Points of changePoints of change• In the Assignment, candidates have an open
choice of historical issue or question to study• British: Church, State and Feudal Society 1066-
1406• “How far” no longer in exam• Combined question paper of two hours and 20
minutes duration• Production of evidence in Assignment up to one
hour and 30 minutes
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Assessment Support Schedule 2013/14 Assessment Support Schedule 2013/14
Sept 13 CfE Update Letter
Oct 13 Unit Assessment Support (Package 1)
Feb 14 Unit Assessment Support (Package 2)
Feb 14 Higher Specimen Question Paper
Mar 14 Coursework General Assessment Information
Apr 14 Unit Assessment Support (Package 3)
May 14 Update Mandatory Documents
Jun 14 Update Unit Assessment Support
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HistoryUnit Assessment
HigherRobert Doig QDC
HistoryUnit Assessment
HigherRobert Doig QDC
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Unit assessmentUnit assessment• Supports assessment as part of learning and
teaching • Is flexible in the ways in which evidence can
be generated• Open in the context which is used and in the
form of the evidence
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Unit Assessment Support Unit Assessment Support packages – purpose packages – purpose
• Assess your candidates
• Adapt in line with your own assessment strategy
• Help you develop your own assessments
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Unit Assessment Support Unit Assessment Support Packages – key featuresPackages – key features
• Tell you – with examples – how to judge evidence against Assessment Standards
• Provide further clarification of the Assessment Standards
• Encourage and support professional judgment• Include advice on adapting to different contexts • Valid from August 2014
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Unit assessment support Unit assessment support packages - approachespackages - approaches
• Unit by Unit approach – discrete assessment tasks for each Unit
• Combined approach – groups Outcomes and Assessment Standards from different Units
• Portfolio approach – evidence generated Assessment Standard by Assessment Standard
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Assessment Package 1Assessment Package 1Scottish History British History European and World
History
You can use the illustrative examples provided and adapt these to suit the contexts that your learners have studied or the kind of approach that would suit them best
N3Great Scots Tudors End of Imperial China
N4Mary Queen of Scots and the Reformation
Changing Britain Tea and Freedom
N5Era of the great War Creation of the Medieval
KingdomsAppeasement and the Road to War
H
Migration and Empire Changing Britain 1850-1951 Crusades
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Assessment Package 2Assessment Package 2Scottish History British History European and World
History
You can use the illustrative examples provided and adapt these to suit the contexts that your learners have studied or the kind of approach that would suit them best
N3 Burke and Hare
Crime and Punishment
Life in Victorian Britain Political prisoners in the Cold War
N4Migration and Empire
North America
The Slave Trade Free at Last
N5
Treaty of Union
People and Power
The War of the 3 Kingdoms Germany 1919-39
HWars of Independence
Revolution and Resistance
Britain and Ireland Russia
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Document read-throughDocument read-through
• Overview of Assessment – Contains an outline of the example task
– Also includes advice on how to adapt the task
– Evidence in one form may be supplemented with evidence in other forms
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Document read-throughDocument read-through
• Assessment Conditions– Level of teacher/lecturer support should be
appropriate but evidence must be the candidate's own work
– When group work is used, evidence of individual achievement is required
– Centres responsibility to ensure that all evidence is the individual candidate’s work
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Document read-throughDocument read-through• Assessment Conditions (continued)– SQA has left the conditions of assessment at Unit
level open and flexible– Candidates should have sufficient time to
complete the task– Candidates should have access to appropriate
resources to undertake the assessment– Do not inflate the standard by applying conditions
not required by the Assessment Standards – Consistency in the application of these conditions
National 3 – Higher
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Document read-throughDocument read-through
• Evidence to be gathered– A range of possible forms of evidence may be
appropriate– Keep accurate records of the evidence gathered
and the assessment decisions made– Only need sufficient evidence to show
achievement of the Assessment Standards once
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Document read-throughDocument read-through• Judging Evidence– Table tells you how to judge evidence against the
Assessment Standards– Illustrations of possible candidate responses– Approach used can change, Assessment Standards
do not change– Columns 1 – 2 are fixed, column 4 will vary with
the task
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Document read-throughDocument read-through
• Re-assessment arrangements – Assessment should be carried out when the
individual candidate is ready – If a candidate fails to provide evidence for all the
Assessment Standards, it is only necessary to re-assess the individual Assessment Standard that they have yet to achieve
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Document read-throughDocument read-through
• Examples of recording documentation– Exemplar tables for recording candidate’s/group’s
achievement of Assessment Standards– These can be adapted as required
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Document read-throughDocument read-through
• Assessment Task– Aligns with the prompts in the Overview of
Assessment section– Exemplifies one context in which Unit assessment
may take place
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Workshop 1Workshop 1• Use the materials provided:• In groups of 2-3 discuss:– The assessment task in the Unit Assessment
Support provided– How to generate evidence for the UAS provided– How to make assessment judgements for the
UAS provided
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Workshop 1Workshop 1Use the materials provided:•read the UASP (10 mins) focus on the candidate task and the judging the evidence tableIn groups of 2-3 discuss:•how you would use or adapt the task provided (20 minutes)•how column 4 illustrates the standard defined in column 3 (15 minutes)•the ways in which Unit assessment fits in with your overall assessment strategy (15 minutes)•what will you take back to your centre to support others?
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History Higher Course Assessment
Robert Doig QDC
History Higher Course Assessment
Robert Doig QDC
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Context and Rationale for development Context and Rationale for development of Higher Historyof Higher History
• Level of demand benchmarked against SCQF level 6 as in current Higher
• Progression and articulation from National 5 and on to Advanced Higher
• CfE principles e.g. personalisation and choice, importance of skills
• Opportunity to refresh and update content and contexts
• Consistency with other Highers as appropriate• FIOCA provides further detail
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Process of DevelopmentProcess of Development• Course Specification – aims and rationale of the
Higher History Course• Unit Specifications – skills developed across all
Units and assessed within specified contexts• Course Assessment Specification – requirements
for Question Paper and Assignment – application of skills to mandatory content
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Added ValueAdded Value• Makes the Course more than the sum of its parts• Builds on current Course assessment and Group
Award approaches • Defined as breadth, challenge and application as
outlined in Building the Curriculum 5• May involve accumulation, assimilation, integration
and/or application of skills, knowledge and understanding
• Uses one or two of 7 defined assessment methods
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Adding Value – National 4, Adding Value – National 4, National 5, HigherNational 5, Higher
• For National 4, the added value is assessed in the Added Value Unit - not graded
• For National 5 and Higher (and Advanced Higher) the added value is assessed in the Course Assessment - graded A - D (as at present)
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Higher – Course AssessmentHigher – Course Assessment• Two components
– Question Paper: 60 marks - 66% (75% at National 5)
– Assignment 30: marks - 33% (25% at National 5)
• Skills and knowledge and understanding will have equal importance across course assessment as a whole
• Both components will be externally marked
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Higher – Question PaperHigher – Question Paper• Three sections each worth 20 marks: Scottish, British and European and
World
• There will be a choice of contexts in each section.
• There will be a choice of questions in the British and European and World sections, each worth 20 marks.
• Mandatory content will be sampled
• Will assess the skills of analysing and evaluating, and draw on detailed knowledge and understanding of complex issues as well as applying source handling skills
• Greater emphasis on knowledge and understanding than skills
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Higher – Question PaperHigher – Question PaperIn the Scottish section there will be 3 questions:
1.Evaluate the usefulness of source A on … (6 marks)2.How fully does source B explain … (9 marks)3.Compare the views of sources A and B on … (5 marks)
All questions will relate to the issues in the Course Assessment Specification. There are no sub-issues.
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Higher – Question PaperHigher – Question PaperEvaluate the usefulness of source A on … (6 marks)
Marks will be awarded for comments relating to:•Author•Purpose•Timing•Content•Context
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Higher – Question PaperHigher – Question PaperHow fully does source B explain … (9 marks)
Marks will be awarded for: •interpretation of points from the source•points from recall which expand or contextualise the points in the source•points must relate to the issue in the question
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Higher – Question PaperHigher – Question PaperCompare the views of sources A and B on … (5 marks)
Marks will be awarded for :•developed comparisons of points of detail from the sources•overall comparison of viewpoints of the sources
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Higher – Question PaperHigher – Question PaperA limited range of command words/question stems will be used in the paper for extended response questions:
•To what extent …
•How important …
•How significant ..
•Statement or quote
How valid is this view of …
Greater clarity and support for centres in general marking principles and detailed marking instructions as to how these questions will be marked
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Higher – Question PaperHigher – Question PaperExtended Response Questions
Marks will be awarded for:•Introduction (2 marks)•Conclusion (2 marks)•Analysis (6 marks)•Evaluation (4 marks)•Use of knowledge (6 marks)
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Higher – Question PaperHigher – Question PaperIntroduction
Place the issue in context, identify factors which will be used for analysis and connect these to the line of argument
Conclusion
Makes an overall judgement on the issue
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Higher – Question PaperHigher – Question Paper“Analysis” requires candidates to…
Identify parts, the relationship between them, and their relationships with the whole. Draw out and relate implications.
SQA Guidance
Analysis will derive from a body of knowledge and understanding
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Higher – Question PaperHigher – Question Paper• Establishing contradiction or inconsistencies within factors E.g. While they were successful in that way, they were limited in this
way • Establishing contradiction or inconsistencies between factorsE.g. While there were political motives for doing this, the economic
factors were against doing this • Establishing links between factorsE.g. This factor led to that factor. Or At the same time there was also..
• Exploring different interpretations of these factors E.g. While some people have viewed the evidence as showing this,
others have seen as showing .. OR While we used to think that this was the case, we now think that it was really ..
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Higher – Question PaperHigher – Question Paper“Evaluation” requires candidates to…
Make a judgement based on criteria.
SQA Guidance
Evaluation will derive from a body of knowledge and understanding. Candidates will make a judgment(s) by making evaluative comments and linking these to form a line of argument.
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Higher – Question PaperHigher – Question PaperEvaluative comments may include:•The extent to which the factor is supported by the evidenceE.g. This evidence shows that X was a very significant area of impact. •The relative importance of factorsE.g This evidence shows that X was a more significant area of impact than Y.
•Counter arguments including possible alternative interpretations. E.g. One factor was ….. However, this may not be the case because … Or However, more recent research tends to show that ….
•The overall impact/ significance of the factors when taken together.E.g. While each factor may have had little effect on their own, when we take them together they became hugely important. •The importance of factors in relation to the contextE.g. Given the situation which they inherited, these actions were more successful than they might appear.
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Controlled AssessmentControlled Assessment• Where the assessment method is not a question paper,
SQA has introduced the concept of controlled assessment to ensure fairness and reliability
• Three stages of assessment: Setting, Conducting, Marking the assessment
• Each will have a defined level of control: SQA-led activity, Shared responsibility between SQA and centres, Centre-led
• Subject-specific decisions, but mostly SQA-led activity in initial years
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Higher – AssignmentHigher – Assignment• Opportunity for learner personalisation and choice
• Candidates will have an open choice of Historical Issue
• Marked out of 30
• Externally marked
• Evidence produced in controlled conditions in up to one hour 30 minutes
• Assesses the results of their research
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Higher – AssignmentHigher – Assignment• Greater emphasis on skills than knowledge and
understanding
• SQA will provide General Assessment Information and the Assessment Task
• Task does not change from year to year
• Detailed marking instructions available and can be shared with candidates
• Guide to candidates will be provided as at National 5
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Workshop 2Workshop 2• Use the materials provided:• In groups of 2-3 discuss:– the requirements of the Higher Course assessment– How these requirements build on the Higher Units– How these requirements build on National 5
• Materials provided:– Further Information on Course Assessment– Assignment read across document
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Workshop 2Workshop 2Use the materials provided:•read the FIOCA (10 mins)In groups of 2-3 discuss:•the relationship between assessment at Unit level and Course level (10 minutes)• aspects of your current practice which you plan to
continue (15 minutes)• aspects of your current practice which you plan to
change (15 minutes)•what will you take back to your centre to support others?