Ancient History 2004 Sample assessment instrument and student responses

Transcription

1 Ancient History 2004 Sample assessment instrument and student responses Category 1: Extended written response to historical evidence December 2009

2 Purposes of assessment 1 The purposes of assessment are to: promote, assist and improve student learning inform programs of teaching and learning provide information for those people students, parents, teachers who need to know about the progress and achievements of individual students to help them achieve to the best of their abilities provide information for the issuing of certificates of achievement provide information to those people who need to know how well groups of students are achieving (school authorities, the State Minister for Education and Training and the Arts, the Federal Minister for Education). It is common practice to label assessment as being formative, diagnostic or summative, according to the major purpose of the assessment. The major purpose of formative assessment is to help students attain higher levels of performance. The major purpose of diagnostic assessment is to determine the nature of students learning, and then provide the appropriate feedback or intervention. The major purpose of summative assessment is to indicate the achievement status or standards achieved by students at a particular point in their schooling. It is geared towards reporting and certification. Syllabus requirements Teachers should ensure that assessment instruments are consistent with the requirements, techniques and conditions of the Ancient History senior syllabus and the implementation year Assessment instruments 2 High-quality assessment instruments 3 : have construct validity (the instruments actually assess what they were designed to assess) have face validity (they appear to assess what you believe they are intended to assess) give students clear and definite instructions are written in language suited to the reading capabilities of the students for whom the instruments are intended are clearly presented through appropriate choice of layout, cues, visual design, format and choice of words are used under clear, definite and specified conditions that are appropriate for all the students whose achievements are being assessed have clear criteria for making judgments about achievements (these criteria are shared with students before they are assessed) are used under conditions that allow optimal participation for all are inclusive of students diverse backgrounds allow students to demonstrate the breadth and depth of their achievements only involve the reproduction of gender, socioeconomic, ethnic or other cultural factors if careful consideration has determined that such reproduction is necessary. 1 QSA 2008, P 12 Assessment Policy, p Assessment instruments are the actual tools used by schools and the QSA to gather information about student achievement, for example, recorded observation of a game of volleyball, write-up of a field trip to the local water catchment and storage area, a test of number facts, the Senior External Examination in Chinese, the 2006 QCS Test, the 2008 Year 4 English comparable assessment task. 3 QSA 2008, P 12 Assessment Policy, pp Ancient History 2004

3 Ancient History 2004 Sample assessment instrument and student responses Category 1: Extended written response to historical evidence Compiled by the Queensland Studies Authority December 2009 About this assessment instrument The purpose of this document is to inform assessment practices of teachers in schools. For this reason, the assessment instrument is not presented in a way that would allow its immediate application in a school context. In particular, the assessment technique is presented in isolation from other information relevant to the implementation of the assessment. For further information about those aspects of the assessment not explained in this document, please refer to the assessment section of the syllabus. This sample demonstrates an extended written response to historical evidence which is an essay completed under test conditions. Some syllabus considerations include: the student responds to a question or statement, mainly by reference to the sources provided the question or statement is not provided prior to the test (unseen question or statement) some sources are provided prior to the test (seen sources) and some sources are provided on the day of the test (unseen sources) no teacher assistance is given with the unseen sources all conditions must be clearly stated on the assessment instrument clean copies of sources are provided for the test no notes are allowed in the test room length required is words. This sample assessment instrument is intended to be a guide to help teachers plan and develop assessment instruments for individual school settings. Sample assessment instrument and student responses Written response 3

4 Assessment instrument The student work presented in this sample is in response to an assessment task involving students applying and using relevant knowledge and skills to create a response to a problem or issue. Task You are required to respond to the unseen question below in essay form. In the official record of his achievements, the Res Gestae, Augustus writes: I transferred the republic from my own control to the will of the Senate and the Roman people After that time I took precedence of all in authority, but of power I possessed no more than those who were my colleagues in any magistracy. (Res Gestae, 34) Using the range of historical evidence provided on the test paper and your own knowledge, answer this question: To what extent is the above statement from Augustus records an accurate depiction of the power distributions during the Augustan Principate? Your essay is expected to show a clear hypothesis, justified with evidence in the form of historical facts and reference to the sources provided. You must refer to a range of the seen and unseen sources provided for the test. You are expected to evaluate the worth of the chosen sources for their relevance, representativeness, likely accuracy and likely reliability. Sources provided for the test. SEEN SOURCES Source 1 Image Aureus of C.Lentulus, Rome UNSEEN SOURCES Source 10 Dio Cassius (Roman historian) Source 2 Dio Cassius (Roman historian) Source 11 Strabo, Geography Book Source 3 Velleiius Paterculus (Roman historian) Source 12 Garrett G. Fagan, 2006, Augustus Source 4 Tacitus, Annals Source 5 Suetonius, Augustus, 28 Source 6 Suetonius, Augustus, 39 Source 7 Augustus, Res Gestae, 4 Source 8 Augustus, Res Gestae, 8 Source 9 Suetonius, Augustus, 35 4 Ancient History 2004

5 CONTEXTUALISING STATEMENTS FOR SOURCES SEEN SOURCES Source 2 Dio Cassius c. AD Roman historian, who enjoyed both a successful military and administrative career, serving as both a consul and proconsul. He was of Roman and Greek heritage and published a Roman History. Source 3 Velleiius Paterculus c. 19 BC AD 31. Roman historian, serving as a military tribune under his patron Tiberius, adopted son of Augustus. Source 4 Tacitus c. AD55. Famous historian who wrote Annals which begins in AD14, the year Augustus died. He consulted a large range of sources. It is believed his experiences of living through the tyranny of the emperor Domitian influenced his view of imperial rule. Source 5 Suetonuis c. AD Secretary and historian to Hadrian, Emperor of Rome from 117 to 138 AD. He is mainly remembered as the author of a series of biographies, the best known being Lives of the Caesars. Source 6 Suetonius as above. Source 7 Augustus. Written by Augustus as an official record of his reign, the Res Gestae Divi Augusti, was intended as a record of Augustus achievements, which also contains the honours and titles conferred on him. It was intended for public display. Source 8 Augustus as above. Source 9 Suetonius see earlier remarks. UNSEEN SOURCES Source 10 Dio Cassius see earlier remarks. Source 11 Strabo c. 64 BC 0 AD23. Greek geographer and historian whose work, Geography, is the only existing work covering the whole range of peoples and countries known to both Greeks and Romans during the reign of Augustus (27BC AD14). Source 12 Garrett G. Fagan. Professor Fagan has an extensive research record in Roman History and has held a prestigious Killam Postdoctoral Fellowship at the University of British Columbia in Vancouver and an Alexander von Humboldt Research fellowship at the University of Cologne, Germany. Sample assessment instrument and student responses Category 1: Extended written resopnse to historical evidence 5

6 Instrument-specific criteria and standards Schools draw instrument-specific criteria and standards from the syllabus dimensions and exit standards. Schools will make judgments about the match of qualities of student responses with the standards descriptors that are specific to the particular assessment instrument. While all syllabus exit descriptors might not be assessed in a single assessment instrument, across the course of study, opportunities to demonstrate all the syllabus dimensions and standards descriptors must be provided. The assessment instrument presented in this document provides opportunities for the demonstration of the following criteria: Criterion 2: Forming historical knowledge through critical inquiry Criterion 3: Communicating historical knowledge This document provides information about how the qualities of student work match the relevant instrument-specific criteria and standards at standards A and C. The standard A and C descriptors are presented below. The complete set of instrument-specific criteria and standards is on pages Standard A Standard C In an essay response to an unseen historical question on the Augustan Principate under test conditions, the student: Criterion 2: Forming historical knowledge through critical inquiry uses a diversity of primary and secondary sources to consider the power distributions in Rome during the Augustan Principate to: comprehend and apply explicit and implicit meanings analyse to identify implicit and explicit patterns of information and categorise evidence perceptively interpret values and motives and identify perspectives, while acknowledging the time period and context of a source s production corroborate primary and secondary sources evaluates the relevance, representativeness, likely accuracy and likely reliability of sources synthesises evidence from primary and secondary sources to justify insightful decisions. generally uses primary and secondary sources to consider the power distributions in Rome during the Augustan Principate to: comprehend explicit meanings identify simple and familiar concepts, values and motives that are explicit analyse to identify obvious themes or patterns recognise relevant sources detect bias in sources refers to mainly secondary sources to make obvious decisions. 6 Ancient History 2004

7 In an essay response to an unseen historical question on the Augustan Principate under test conditions, the student: Criterion 3: Communicating historical knowledge consistently communicates accurately recalled or selected definitions, key historical concepts, terms, events, developments and people, and the relationships among them presents a coherent and valid historical argument that: incorporates concepts of change and continuity over time uses extensive vocabulary in a succinct and effective manner accords closely with the style and conventions applicable to the essay genre refers to evaluation processes without disrupting the argument incorporates direct and indirect references to diverse relevant historical evidence accurately uses the conventions of a system of referencing appropriate for an essay test meets stipulated requirements for length and scope of response. communicates some recalled or selected definitions and descriptions of key historical concepts, terms, events, developments and people presents a coherent response that: uses some historical concepts incorporates some direct reference to appropriate sources of historical evidence expression uses descriptive and explanatory language in which the meaning is discernible despite errors in vocabulary, style and conventions uses some elements of a system of referencing appropriate for an essay test usually meets the stipulated requirements of the task. Sample assessment instrument and student responses Category 1: Extended written resopnse to historical evidence 7

8 Sample student response: Standard A Note: [ ] indicates where the text has been abridged. Standard descriptors Consistently communicates accurately recalled or selected definition, terms, events, developments and people, and the relationships among them Comprehends and applies explicit meanings Uses extensive vocabulary in a succinct and effective manner Analyses to identify implicit patterns of information and categorise evidence Perceptively interprets values and motives and identify perspectives, while acknowledging the time period and context of a source s production The Principate of Augustus Student response A Augustus was the first of the Roman Emperors, who, during his lifetime, went to considerable effort to avoid being perceived as a dictator. In his Res Gestae, he stated that, of power I possessed no more than those who were my colleagues. However, examination of Augustus political life disproves his claims. Despite the façade of Republican government which existed during the Augustan Principate, supreme power was in fact held by Augustus himself. The term Republic refers to a form of government whereby the leaders are elected to power. Augustus manipulation of the republic is evident in the titles and powers bestowed upon him, his placation and relationship with the army and his interaction with the Senate and the provinces. The powers accumulated by Augustus were one of the main factors contributing to his success. Augustus was able to assume supreme power in Rome due to his many powers and titles. It was during Augustus First Settlement with the Senate in 27BC that many of these powers were granted. Cassius wrote, And so the power both of the people and of the Senate passed entirely into the possession of Augustus (source 2). He also states that In order that they hold power through constitutional measures they have taken for themselves all the offices and titles which were politically strong during the Republic consuls proconsuls imperators and tribunician power. Clearly, the evidence shows that Augustus was the supreme power in Rome, as his title allowed him to make levies, collect tax, declare war and veto Senate proposals. Cassius writings also imply Augustus in some way manipulated the constitution as, under the Republic, these titles and offices were never held concurrently by one person (unless in times of crisis dictatorial power ), rather they were shared amongst many politicians. Cassius was a Greek-born Roman historian whose works form one of the only reliable histories of Augustus reign. It has been suggested that Cassius represented the view of the later upper-class Romans who supported the Senate and not the general population (he was writing nearly 200 years after Augustus reign), however his views are echoed by another historian, Tacitus, who stated he (Augustus) gradually absorbed the functions of the senate, the officials and even the low (source 4). It must be remembered that Tacitus was also critical of Augustus and, like Cassius was not a contemporary of Augustus, but rather a later Roman historian. Thus, his views would represent those of later Romans and it is known Tacitus was pro- Republic in attitude. This may explain the similarity in perspective. In addition, a modern historian, Professor Garrett Fagan, notes that none of Augustus powers were for life but these powers were never rescinded when they came up for renewal (source 12). Professor Fagan s comments are written from a modern perspective, and with a certain amount of critical admiration, but are most probably reliable given his expertise in Roman history. Thus, the evidence 8 Ancient History 2004

9 Sample student responses: Standard A Incorporates concepts of change and continuity over time Corroborates sources Synthesises evidence to justify an insightful decision Evaluates the relevance, representativeness, likely accuracy and likely reliability of sources shown clearly indicates that, through the power bestowed by his many and varied titles, Augustus held supreme power in Rome, although the constitutional basis of his titles provided a façade of Republican government. A further indicator of Augustus supreme power was his relationship with the army. The Second Settlement with the Senate gave Augustus complete control of the army, which he then used to consolidate his power. Caesar would obviously have absolute power in all matters for all time because he controlled the state finances and also because he commanded the soldiers (source 10). Cassius here suggests another reason why Augustus power must be considered greater than that of his colleagues. Control of the state finances (combined with his own money) allowed Augustus to introduce sweeping military reforms, such as fixed rates of pay for the soldiers, and privileges for veterans. He also purchased land to be given to his veterans on retirement. This resulted in the army becoming supremely loyal to Augustus. However, Cassius is unlikely to be critical of this aspect of Augustus s reforms as he himself was a soldier, and might therefore have benefited from reforms which were maintained by later emperors. On the other hand, Tacitus criticises Augustus claiming, he seduced the army with bonuses (source 4). While Tacitus clearly views this as a fault it does, however, corroborate Cassius views. Augustus complete control over the army and its loyalty to his supreme power was pivotal as nobody could successfully oppose him. Finally, Augustus treatment and interaction with both the Senate and the provinces demonstrate his supreme power. Augustus decided to restore the (Senatorial ) Order to its former size each member was allowed to nominate one other then Augustus and Agrippa reviewed the list and announced their own choice (source 9). Suetonius argues Augustus directly interfered with the Senate, implying that Augustus disregarded the Republican tradition of voting for Senatorial positions. While Suetonius position of a secretary to a later emperor gave him access to the Imperial archives, his reliability can questioned since his accounts sometimes contain unsubstantiated rumour. He was also at times biased against Augustus, and, like Cassius, represented the views of the later Romans of an elite class. However, Cassius provides further evidence that Augustus interfered in and limited the Senate s power when discussing the provinces. Augustus accepted management for government business he did return to the Senate control of the weaker provinces but retained control over the stronger provinces. The senators might be unarmed and unprepared for battle, while he alone had arms and maintained soldiers (source 2). This suggests that Augustus decision to divide the provinces into weaker Senatorial and stronger Imperial ones was motivated by his desire to further weaken the Senate. By interfering in Senatorial procedure and leaving the Senate defenceless by loosening their control of the provinces, Augustus demonstrated that his power was superior to that of his colleagues. Sample assessment instrument and student responses Category 1: Extended written resopnse to historical evidence 9

10 Sample student response: Standard A Presents a coherent, valid historical argument As the first Emperor of Rome, Augustus did, in fact, hold supreme power in the Empire. Although he maintained the Senate and the constitutional offices, these provided only a façade of Republican government. By holding all the constitutional offices, ensuring the total loyalty of the army and weakening the Senate, Augustus was able to rise above his colleagues and assume total, supreme control of the Empire. Power was held by Augustus and Augustus alone. In the words of Tacitus, The country has been transformed political equality was a thing of the past; all eyes watched for imperial commands. 10 Ancient History 2004

11 Standard C Note: [ ] indicates where the text has been abridged. Standard descriptors Communicates selected definition and description of developments and people Descriptive and explanatory language in which the meaning is discernible despite errors in vocabulary, style and conventions Detects bias in sources Comprehends explicit meaning Analyses to identify obvious patterns Recognises relevant sources Identifies values and motives that are explicit Incorporates some direct references to appropriate sources of historical evidence Student response C It has been stated by historians and even Augustus himself that he had no more power than that of the Senate and the people. This essay will show through Augustus control of the Senate, his bribery of the common people and his power over the Army and the Equites. It will prove that Augustus in fact held more power than that of the Republic. A republic by defination means a form of government which elects its leaders. Augustus rule pushed Rome from a Republic to a monarchy. Augustus made sure he kept the Senate weak and he stayed strong. Augustus knew from the murder of Julius Caesar, that if the Senate was allowed too much power and control, they will possibly dispose of Augustus as they did Julius. Therefore Augustus made the Senate weak, he made sure the Senators got the weaker provinces this is so the senators might be unarmed and unprepared for battle. This then left Augustus with all the arms and maintained soldiers. so the power both of the people and of the Senate passed entirely into the possession of Augustus. Dio Cassius, Source 2. Although Dio Cassius was no great fan of Augustus, he speaks the truth as Cassius writes gradually he pushed ahead and absorbed the functions of the Senate, the officials and even the law. Once Augustus had the Senate still believing that Rome was still a Republic, he was ruleing Rome as a monarch. Augustus made sure the common people stayed happy. Like the Senate Augustus knew he would not get anywhere without the people on his side this is why his cheap food policy was successful bait for civilians. Tacitus, Source 4. He uses bribery to win the hearts of the common man. Augustus also led by example reviving the Ancient Roman dress, this would impress the people. Augustus also had to word his titles correctly using words as princes, auctoritas, and imperium unlike dictator these words the Roman men knew as a sign of a true ruler. Also Garret G. Fagan, Source 11 writes with his modest work ethic, lifestyle and affable approachability makes him the most skilfully manipulative politician. This is coroberated by Source 10, Dio Cassius that what Augustus did paid off. name Augustus was bestowed upon him be the Senate and people. Showing that Augustus bribes and public shows made the people believe he was a Great man for Rome. Augustus held great power over the Army and Equites. Tacitus explains in Source 4 he seduced the army with bonuses and Suetonius coroberates this by saying Augustus cross-examined every knight on his personal affairs. Source 6. These statements show that by bribing the army and making sure every knight has a perfect record it is keeping Rome s power source completely under Augustus control, and by having the army on your side keeps your position as proconsul or imperator for life safe from whoever may want the power for themselves. Sample assessment instrument and student responses Category 1: Extended written resopnse to historical evidence 11

12 Standard C Analyses to identify obvious themes Augustus by securing his allience with the army and keeping the Senate and people under his control, Augustus has intelligently placed himself in a position of sole power. Because by not having the Senate ruleing and the army not creating civil war it has been shown, therefore from the evidence provided that Augustus did not have the same power as his magistracy colleagues. But in fact held the supreme power position in Rome. 12 Ancient History 2004

13 Instrument-specific criteria and standards Standard A Standard B Standard C Standard D Standard E In an essay response to an unseen historical question on the Augustan Principate under test conditions, the student: Criterion 2: Forming historical knowledge through critical inquiry uses a diversity of primary sources to consider the power distributions in Rome during the Augustan Principate to: comprehend and apply explicit and implicit meanings analyse to identify implicit and explicit patterns of information and categorise evidence perceptively interpret values and motives and identify perspectives, while acknowledging the time period and context of a source s production corroborate primary and secondary sources evaluates the relevance, representativeness, likely accuracy and likely reliability of sources uses primary and secondary sources to consider the power distributions in Rome during the Augustan Principate to: comprehend explicit and implicit meanings analyse to identify explicit patterns and allocate information to categories interpret values and motives and identify perspectives corroborate secondary sources evaluates the relevance, likely accuracy and likely reliability of sources synthesises evidence from primary and secondary sources to make reasoned decisions. generally uses primary and secondary sources to consider the power distributions in Rome during the Augustan Principate to: comprehend explicit meanings identify simple and familiar concepts, values and motives that are explicit analyse to identify obvious themes or patterns recognise relevant sources detect bias in sources refers to mainly secondary sources to make obvious decisions. generally, deals with historical sources in relation to the power distributions in Rome during the Augustan Principate to: identify basic explicit facts comprehend some of the explicit meaning groups information according to identified classifications where decisions are made, supports them mainly with opinions. includes some information relevant to a factual inquiry about the power distributions in Rome during the Augustan Principate comprehends some factual detail in a basic historical source recognises information with some common characteristics in a basic historical source. synthesises evidence from primary and secondary sources to justify insightful decisions. Sample assessment instrument and student responses Category 1: Extended written resopnse to historical evidence 13

14 In an essay response to an unseen historical question on the Augustan Principate under test conditions, the student: Criterion 3: Communicating historical knowledge consistently communicates accurately recalled or selected definitions, key historical concepts, terms, events, developments and people, and the relationships among them presents a coherent and valid historical argument that: incorporates concepts of change and continuity over time uses extensive vocabulary in a succinct and effective manner accords closely with the style and conventions applicable to the essay genre refers to evaluation processes without disrupting the argument incorporates direct and indirect references to diverse relevant historical evidence accurately uses the conventions of a system of referencing appropriate for an essay test meets stipulated requirements for length and scope of response. usually communicates accurately recalled or selected definitions, key historical concepts, terms, events, developments and people presents a coherent and credible historical argument that: refers to the causes and consequences of changes and continuities over time uses vocabulary effectively accords for the most part with the style and conventions applicable to the essay genre incorporates direct and indirect reference to relevant historical evidence uses appropriate conventions of a system of referencing appropriate for an essay test meets stipulated or negotiated requirements of tasks in most instances. communicates some recalled or selected definitions and definitions and descriptions of key historical concepts, terms, events, developments and people presents a coherent response that: uses some historical concepts incorporates some direct reference to appropriate sources of historical evidence expression uses descriptive and explanatory language in which the meaning is discernible despite errors in vocabulary, style and conventions uses some elements of a system of referencing appropriate for an essay test usually meets the stipulated requirements of the task. communicates some recalled or selected accurate definitions and historical knowledge presents a response to a historical question that: incorporates some reference to sources of historical evidence conveys meaning that is sometimes discernible despite frequent errors in vocabulary, style and conventions uses some elements of a system of referencing appropriate for an essay exam, with frequent inaccuracies usually completes task but may not meet all of the stipulated requirements. Communicates little recall or selection of accurate historical knowledge presents a response that contains errors in vocabulary, style and conventions that obscure meaning where task is completed, rarely meets stipulated requirements. 14 Ancient History 2004