This paper aims to analyse and address the roles and importance of student assessment and related

feedback, as they may inform one’s teaching practice in secondary history. In this essay a discussion of the
importance of school-based assessment will be mounted vis-à-vis its contextualised relationship with the
2017 NSW Stage Six Modern History curriculum and by association the National Curriculum, its role as an
indicator of educations standards as perceived by the public, and its role as an element of an evolving
educational system that is nominally designed to deliver appropriate learning outcomes for students
engaged with a society that is rapidly and constantly changing. These analyses will provide part of the
raison d’etre for how one may implement assessment practices in future History teaching practice. These
evaluations will then be juxtaposed with how differentiation, cross-curriculum learnings and general
capabilities requirements, multi-modal representation and explicit links to learning outcomes are to be
prioritised in assessment design to meet the expectations established by said analyses. These elements will
be presented with reference to the following assessment task designed for the Year Twelve core study unit
of work. Finally, the role of assessment feedback as part of one’s future History teaching practice will be
discussed.

As outlined in the Assessment and Reporting in Modern History Stage Six policy document (NESA,
2017), school-based assessment constitutes a formal and mandatory marked “summation of each
student’s achievement measured at several points throughout the course”. The status of school-based
assessment within this curriculum document has been informed by the development of the national
curriculum, with specific reference to principles outlined initially in the 2009 Australian Curriculum
Assessment and Reporting Authority Curriculum Design Paper. In this document school-based assessment
is positioned alongside external examinations as a means for students demonstrating the quality of
students’ learning, based on their depth of understanding, their extent of their knowledge and the
sophistication of the students’ skills (ACARA, 2009). Furthermore, the relationship between the national
curriculum and (school-based) assessment is accentuated in the ACARA document ‘The Shape of the
Australian Curriculum’. As stated therein:

“Teachers will use a range of different assessment strategies to ascertain what each student has
learnt – actual achievement – and will make judgments about the extent and quality of each student’s
achievement in relation to the Australian Curriculum achievement standards.” (ACARA, 2012)

School-based assessment is therefore a significant process so that teachers and students may meet
the stipulated requirements of the curriculum and associated standards. Within the context of the 2017
NSW Modern History Stage 6 syllabus school-based assessment is contextualised as a formal assessment
task (four of which are to be undertaken in Year Twelve) that is “…based on course requirements and
components and weightings that contribute to the determination of the final mark for a course. The
(associated) mark submitted by the school provides a summation of each student’s achievement measured
at several points throughout the course.” Furthermore, there are explicit and specific components and
weightings that constitute the structure of formal school-based assessments. In summary, school-based
assessments are accorded highly important roles in formally determining students’ achievements and
capabilities.

The role of formal assessment tasks (such as external exams and school-based assessments) as a
means for the public to form an understanding of education standards, and by association the
achievements of students is also of significant importance. For example, if one is to consider opinions
circulated regarding the New South Wales Higher School Certificate exam articulated by authorities such as
Greg Whitby (Parramatta Catholic Education Diocese director) and Adam Piccoli (former NSW Education
Minister) then the HSC exam and associated Australian Tertiary Admittance Rank is either “dead” or “an
opportunity” (Bowden, 2017). The inclusion of Ancient Australia as a case study in the NSW Stage 6 Ancient
History Syllabus (NESA, 2017) and by association assessment of this curriculum component has been
designed to meet changing public interests and has fuelled public debate (Blanco, 2017). Assessment in
general, and school-based assessment in the particular, are key to providing data for ACARA to use in
formulating information that is disseminated to the public via portals such as MySchool (ACARA, 2016).
Therefore, when one considers formal external and school-based assessment their use and implications
thereof are highly important to public discourse and understanding of education standards and curricula.

The development of assessment of 21st century skills is also of crucial importance, as outlined via the
work and findings of the ATC21S Project, where four broad categories of skills were identified. These are
ways of thinking (including creativity and innovation, critical thinking and metacognition), tools for working
(information and information and communication technology literacy), ways of working (communication
and collaboration) and ways of living in the modern world (including citizenship, cultural awareness and
competence) (ATC21S, 2012). It is crucial that assessments conducted in the secondary education context
reflect awareness of and provide measurement for and feedback of attainment in these areas. That these
constructs are guiding the form of assessments in the 2017 Modern History Stage Six Syllabus are
demonstrated in the outcomes, assessment forms and cross-curriculum priorities, general capabilities and
learnings across the curriculum areas.

When designing tasks for, in this specific context school-based Stage Six Modern History assessment,
one must be aware of the preceding important values and influences that shape assessment practice and
purpose. To that end elements such as differentiation, explicit linkage to syllabus-defined learning
outcomes, multi-modal representation and cross-curriculum and general capabilities requirements have
been used as factors to guide the construct of the attached school-based assessment task.

The assessment task outlined below follows principles established by Wendy Cunnah (1999) in
detailing how differentiation may take the form of providing the students with the opportunity to give
their responses in different forms. The assessment task detailed below on Nazi propaganda is designed to
give the students agency in which format that they complete their assessment responses in, and the use of
differing forms of source platforms (including scholarly books and the internet). The use of scaffolding and
self-management skills in this assessment task is also designed to meet the requirements of differentiated
learning, as outlined by Loreman, Deppeler and Harvey (2011), and considerations of the resources and
stimulus materials have also been implemented as per guidelines on differentiated assessment from NESA
(2012). Students are tasked to find differing types of source documents (posters, films, newspaper articles)
that they chose themselves and they are provided with explicit instructions and scaffolding to
contextualise their artefacts historically. This assists with the assessable formation of historically authentic
and documented responses to meet their assessment requirements.

The assessment task detailed below has been designed around four outcomes stipulated by the 2017
Modern History Stage Six Syllabus. This ensures that the crucial role of the assessment task in meeting
syllabus requirements. For example, in Part A students attempting the assessment task are expected to
find three different artefacts of Nazi popular culture as propaganda documents and then use these to
support an historical argument as to the artefacts significance in Nazi propaganda and how it demonstrates
Nazi ideals. These aspects of the assessment are specifically designed to meet outcomes MH12-6, MH12-8
and MH12-9 of the syllabus.
 The provision of multi-modal representation of the students’ responses in the assessment task below
is also guided by the need for the students to be assessed against those criteria outlined previously as 21 st
century skills as defined by ATC21S. Students can provide their responses to both Part A and B in formats
that may be presented electronically using Information Communication Technology (a three-minute video,
a PowerPoint presentation) and/or a written essay-style response. This aligns with both ‘ways of thinking’
and ‘tools for working’ via the potentially creative use of ICT and developing ICT literacy.

It may also be seen, as established in the rationale, instructions and marking criteria of the
assessment task detailed below that the students will be assessed on their capabilities to meet general
capabilities and cross-curriculum learnings predicated by the syllabus. It has already been stated that
students may be assessed through their use of ICT, which is cited by the syllabus as one of the general
capabilities that students should learn as part of their study. Critical thinking is also a general capability
noted in the syllabus, and this is also a key historiographic construct. In the assessment students are asked
in Part B to answer two questions that both require critical thinking. This is facilitated by the suggestions
and information given in the assessment scaffold. As outlined in the rationale the assessment task is
designed to develop critical thinking skills that are not just germane to Nazi propaganda; they also have
implications for the students’ capabilities to understand their own contemporary political and social
context and apply their learning to construct historically informed meanings from their environment.

That the assessment below has specific information vis-à-vis the marking rubric and weighting of
historiographic components is a result of the need to provide feedback to all invested parties in the task.
As outlined by NESA (2012) these aspects of the task are built around formal summative criteria that may
be used both for assessment for learning and assessment of learning. Students, teachers and external
parties such as parents etc may use the results and feedback garnered from the students’ meeting relevant
sections of the marking rubric to ascertain learning processes and attainment.

In conclusion, the key roles of assessment tasks (as modelled below) may be contextualised in how
they reflect the values and outcomes of the curriculum, how educational standards are defined and
perceived by the public, and how they respond to the requirements of 21 st Century skills acquisition and
development. Understanding these factors and combining them with appropriate assessment design
provides the teacher, the student and society in general with an appropriate and informative construct
demonstrating how the learning process is meeting these criteria, and how the student and the teacher is
engaged in the learning process. In the context of designing a Year Twelve school-based modern history
assessment task, one has endeavoured to meet these criteria by formulating elements built around
differentiation, multi-modal representation, explicit linkage to syllabus outcomes, and general capabilities
and cross-curriculum learning.

Bibliography

Assessment and Teaching of 21st Century Skills, (2012). 21st Century Skills. Retrieved from http://www.atc21s.org/

Australian Curriculum, Assessment and Reporting Authority, (2016). Annual Report. Retrieved from
http://www.acara.edu.au/docs/default-source/corporate-publications/acara-2015-16-annual-report.pdf

Australian Curriculum, Assessment and Reporting Authority, (2009). Curriculum Design Paper. Retrieved from
http://docs.acara.edu.au/resources/Curriculum_Design_Paper_.pdf
Australian Curriculum, Assessment and Reporting Authority, (2012). The Shape of the Australian Curriculum Version
4.0. Retrieved from http://docs.acara.edu.au/resources/The_Shape_of_the_Australian_Curriculum_v4.pdf

Blanco, C. (2017). New HSC Ancient Australia unit a step in the right direction, but more is needed. Retrieved from
https://www.sbs.com.au/nitv/nitv-news/article/2017/02/24/new-hsc-ancient-australia-unit-step-right-
direction-more-needed

Bowden, T. (2017). Year 12 Exams – Are They Worth the Stress. Retrieved from http://www.abc.net.au/news/2017-
10-11/year-12-exams-are-they-worth-the-stress/9029260

Cunnah, W. (1999) History Teaching, Literacy and Special Educational Needs. in Arthur, J. & Phillips, R. (Eds) Issues in
History Education (pp.113-124). New York. Routledge

Loreman, T., Deppler, J. & Harvey, D. (2011). Inclusive Education: Supporting Diversity in the Classroom. Crows Nest,
NSW. Australia. Allen and Unwin

New South Wales Education Standards Authority, (2017). Assessment as, for and of Learning. Retrieved from
https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/

New South Wales Education Standards Authority, (2017). Assessment and Reporting in Modern History Stage 6.
Retrieved from https://syllabus.nesa.nsw.edu.au/assets/global/files/assessment-and-reporting-in-modern-
history-stage-6.pdf

New South Wales Education Standards Authority, (2012). Differentiated Assessment Retrieved from
https://syllabus.nesa.nsw.edu.au/support-materials/differentiated-assessment/

New South Wales Education Standards Authority, (2017). Modern History Stage 6 Syllabus. Retrieved from
https://syllabus.nesa.nsw.edu.au/assets/modern_history/modern-history-stage-6-syllabus-2017.pdf
 Modern History – Year 12
Core Study: Power and Authority in the Modern World 1919–1946
Assessment Task: The Nature, Function and Purpose of Propaganda in Nazi
Germany (1933-1945)

Rationale

Through this research and evaluation assessment activity focused on Nazi propaganda, students develop
an understanding of how politicised media and information may be used to create and reinforce a
totalitarian society, the impact of Nazi ideology on German society, and the elimination of individual
freedoms and vilification of marginalised members of the community. This assessment provides students
with insights that contribute to a critical perspective on how media and culture may be used to influence
power and authority in the contemporary world.

In investigating this topic, students develop and apply their knowledge and skills to understand different
types of sources and relevant historiographical issues.

Task Number: 2 Duration: 3 Lessons plus homework Due Date: Friday, June 29th

Outcomes assessed
A student:
MH12-5 assesses the significance of historical features, people, ideas, movements, events and
developments of the modern world (see Part B of assessment task)
MH12-6 analyses and interprets different types of sources for evidence to support an historical account or
argument (see Part A of assessment task)
MH12-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant
evidence from a range of sources (see Part A and B of assessment task)
MH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in
appropriate and well-structured form (see Part A and B of assessment task)

Weighting: 30% of Year Twelve School Assessment

Part A:
 Historical Inquiry and Research /10
Part B:
 Historical skills in the analysis and evaluation of sources and interpretations /10
 Communication of historical understanding in appropriate form /10
Task Description
Format:
This assessment task consists of two parts, focused on the nature, role, reception and purpose of popular
forms of propaganda as used in Nazi Germany during the period 1933-1945.
In both parts of the assessment students may choose to submit their responses in one of the following
formats after consulting with and receiving the approval of their teacher:

Part A:
 PowerPoint or similar format online presentation
 Video presentation
 Word or similar essay-style document

Part B:
 500-word essay for each question
 3-minute online and/or PowerPoint presentation for each question
 3-minute audio and/or video presentation for each question

Part A (10 Marks):

Locate and present a Nazi propaganda artefact from THREE (3) of the following four (4) areas:
 Film (Newsreel, Feature Film extract that lasts no longer than 5 minutes)
 Art (Painting, Sculpture, Building)
 Poster
 Magazines/Newspapers
For each artefact you are to outline in the agreed response format:

 The context of the artefact

 The function of the artefact
 Your research methods in locating the artefact
 What defines the artefact as an article of Nazi propaganda (Cite at least TWO Nazi ideals
represented in/by the artefact)
 The significance of the artefact in Nazi popular culture and propaganda

Part B (20 Marks):

You are to provide a response to BOTH of the following questions in the format agreed to with your
teacher:

 Why did the Nazi regime use popular culture for propaganda? (10 Marks)
 How important was the use of popular culture as part of Nazi propaganda? (10 Marks)
In your response to each question you MUST analyse and evaluate your chosen artefacts as historical
sources for understanding the nature, function and purpose of Nazi propaganda.
You MUST also cite AT LEAST ONE (1) supporting argument and/or point of evidence from one of the
secondary source documents cited in the reading list (see below).

Your assignment MUST be submitted on a USB device by 2.00 p.m. Friday, June 29th
Late submissions without previous approval will lose 3 marks per day.
Scaffold:

General Information:
 Wikipedia is acceptable as a starting point for your research. Citing Wikipedia as the source for
your artefact is not acceptable and your work will be marked accordingly.
 When searching for and citing examples of Nazi propaganda film footage YouTube and similar
web sites are acceptable.
 Visual artefacts of Nazi propaganda should be inserted into your work where relevant and
possible.
 Nazi organisation’s name or abbreviations cited in your assessment task include the full details in
English (e.g. RPK – Reich Press Chamber).
 In-person and on-line consultation with your teacher can be arranged to assist with your work.
Part A:
When discussing the context, function and significance of your researched artefacts ask these questions:
 Who produced the artefact, when, how and why?
 Was it produced before the outbreak of World War Two or after?
 Was it seen or read by all Germans or only a few?
 Did key figures such as Goebbels and/or Hitler have a relationship with the artefact?
When evaluating your propaganda artefacts as embodying Nazi ideals analyse how the document
represents some of these concepts or issues (or others you are aware of):
 Aryan racial superiority, Jewish and other examples of racial inferiority
 Women’s roles in German society
 Class and workers
 The threat of Communism
 “Nationalist ideals like “Gross Deutschland”, “Volsdeutsche”.
 Hitler as Fuehrer
Use and/or develop your knowledge of key people, organisations and events to inform your response. For
example, consider:
 Joseph Goebbels, Julius Streicher, Leni Riefenstahl, Albert Speer, Arno Breker, Alfred Rosenberg
 UFA, Promi/RMfVuP, German News Bureau, Reichs Rundfunk Gesellschaft
 Berlin 1936 Olympics, Nuremburg Rallies, Kristallnacht, Degenerate Art Exhibition, 1943
Sportspalast Speech
Part B:
When answering both questions, do not describe how the artefacts were used by the Nazis in isolation.
Use the information you have identified and developed from Part A, alongside the readings you have, to
link the artefacts to Nazi ideology, purposes and importance with supporting evidence from secondary
sources. Refer to the following exemplar:
In the film ‘Request Concert’ (‘Wunschkonzert’) there is a scene where a German soldier dies
whilst playing an organ in a French church, drawing enemy fire down on his position. This
demonstrates the importance of Nazi ideals such as self-sacrifice and the values of German
culture in a popular non-political film. By combining such a popular movie form (a musical
romance) with significant ideals of Nazi ideology ‘Request Concert’ was both entertaining and
‘substantial’, as stated by Herzstein (1979).

Referencing:

All sources, documents and quotes must be cited as per the Harvard Reference System. For assistance in
formulating the correct Harvard reference visit the following site:
http://www.harvardgenerator.com/
Reading List
As per the task instructions for Part B you must cite at least one supporting argument and/or point of
evidence from the following books and online resources:

 Bachrach, S., 2009. State of Deception: The Power of Nazi Propaganda. 1st ed. Washington: U.S.
Holocaust Memorial Museum.
 Bytwerk, R., German Propaganda Archive. 2008. Nazi Propaganda 1933-1945. [ONLINE]
Available at: http://research.calvin.edu/german-propaganda-archive/ww2era.htm
 German Historical Institute London. (2018). GHIL Podcast. Ute Daniel: Goebbels, War and
Propaganda. The Media Logic of the "Third Reich".. [ONLINE]. 26 October 2011. Available from:
https://www.ghil.ac.uk/download/podcast/2011-10-26_Daniel.mp3.
 Herzstein, R., 1979. The War That Hitler Won. 1st ed. London: Abacus
 Hitler, A.. 1939. Mein Kampf. [ONLINE] Available at:
https://archive.org/stream/meinkampf035176mbp/meinkampf035176mbp_djvu.txt
 Holocaust Encyclopedia. 2018. Nazi Propaganda. [ONLINE] Available at:
https://www.ushmm.org/wlc/en/article.php?ModuleId=10005202.
 Niven, B., 2018. Hitler and Film. 1st ed. New Haven, USA: Yale University Press.
Criteria/Marking Rubric
Part A: Historical Inquiry & Research (10 marks)
1-2
 No source information for
all three artefacts.
 No definition for each
artefact confirming its Nazi
context and ideological
background. No historical
thinking demonstrated.
 No information provided
about the significance of
each artefact in Nazi
popular culture.
 No details research details
provided.
3-4
 Source information is partly
accurate and relevant for
one or more of the three
artefacts.
 Simplistic attempted
definitions for each
artefact’s Nazi context and
ideology.
 Minimal information
provided about the
significance of each
artefact.
 Minimal details on research
methods (e.g. a web site
address)
5-6
 Source information details
for all artefacts, attempting
to use the Harvard
reference system correctly.
 Concise definitions for each
artefact indicating some
understanding of its Nazi
context and ideological
background.
 Relevant but simplistic
information provided about
the significance of each
artefact in Nazi popular
culture, with attempts made
to show historical
understanding.
 Simple summarised
information on the research
process, focused on an
attempt to use some quality
source forms and/or
locations.
7-8
 Accurate source information
details for all artefacts,
mostly using the Harvard
reference system correctly.
 Well-developed definition
for each artefact confirming
its Nazi context and
ideological background.
 Appropriate and relevant
information provided about
the significance of each
artefact in Nazi popular
culture with some
understanding of its
influence on and
importance to Nazi German
society.
 Detailed information on the
research process focused
on appropriate and
authentic source forms and
locations.
9-10
 Full and accurate source
information details for all
artefacts, correctly cited
using the Harvard reference
system.
 Explicit and cogently
constructed definition for
each artefact confirming its
Nazi context and ideological
background, demonstrating
deep understanding of how
the artefact(s) embody Nazi
symbolism and purpose.
 Explicit and detailed
information provided about
the significance of each
artefact in Nazi popular
culture including reference
to how widely the artefact
was distributed, importance
placed upon it by Nazi
officials and historical
resonance.
 Explicit and detailed
information on the research
process, including complex
use of authentic and unique
sources.
Criteria/Marking Rubric
Part B: Historical skills in the analysis and evaluation of sources and interpretations (10 marks)
Part B: Communication of historical understanding in appropriate form (10 marks)
1-4 5-8
 No or minimal analysis of  Attempts minimal or
the sources. simplistic analysis of the
 Does not use sources.
complementary historical  Attempts a rudimentary use
source information or of complementary historical
analysis from reading list source information or
 Fails to answer the two analysis from reading list
analysis and evaluation  Attempts to answer the two
questions in the requested analysis and evaluation
format. questions in the requested
format however forms non-
authentic, non-historical
conclusions.
9-12
 Conducts a reasoned
analysis of the sources that
then informs an historically
contestable response to
each question
 Uses complementary
historical source information
or analysis from reading list
with minimal relevance and
accuracy.
 Provides detailed analysis
and evaluation responses to
the two questions, within
the requested format.
13-16
 Conducts an authentic and
reasoned analysis of the
sources that then informs
an historically valid
response to each question
 Uses complementary
historical source information
or analysis from reading list
with accuracy and
relevance.
 Provides historically
authentic analysis and
evaluation responses to the
two questions, within the
requested format.
17-20
 Demonstrates a detailed
and complex analysis of the
sources that then informs a
complex and historically
valid response to each
question
 Uses complementary
historical source information
or analysis from reading list
with further extending
authentic and authoritative
historical information
beyond the required
reading.
 Provides complex and
historically authentic
analysis and evaluation
responses to the two
questions, within the
requested format.