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Transcript
Ancient History 2004
Sample assessment instrument and student responses
Category 1: Extended written response to historical
evidence
December 2009
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 2004.
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
2
3
2
|
QSA 2008, P–12 Assessment Policy, p. 2.
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.
QSA 2008, P–12 Assessment Policy, pp. 2–3.
Ancient History 2004
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 600 – 800 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
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
UNSEEN SOURCES
Source 1 Image – Aureus of C.Lentulus, Rome
Source 10 Dio Cassius (Roman historian)
Source 2 Dio Cassius (Roman historian)
Source 11 Strabo, Geography Book 6.4.2
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
CONTEXTUALISING STATEMENTS FOR SOURCES
SEEN SOURCES
Source 2 Dio Cassius c. AD150 – 235. 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 69 – 150. 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
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
13–14.
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


6
|
Ancient History 2004
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.
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
Sample student response: Standard A
Note: “[…]” indicates where the text has been abridged.
Standard descriptors
Student response A
The Principate of Augustus
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
8
|
Ancient History 2004
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 proRepublic 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
Sample student responses: Standard A
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.
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
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
Sample student response: Standard A
Presents a coherent,
valid historical argument
10
|
Ancient History 2004
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.”
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
Standard C
Analyses to identify
obvious themes
12
|
Ancient History 2004
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.
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:

generally, deals with
historical sources in relation
to the power distributions in
Rome during the Augustan
Principate to:
comprehend explicit
and implicit meanings

comprehend explicit
meanings

identify basic explicit
facts

analyse to identify
explicit patterns and
allocate information to
categories

identify simple and
familiar concepts,
values and motives
that are explicit

comprehend some of
the explicit meaning

interpret values and
motives and identify
perspectives

groups information
according to identified
classifications
corroborate
secondary sources

recognise relevant
sources

detect bias in sources


generally uses primary and
secondary sources to
consider the power
distributions in Rome during
the Augustan Principate to:




evaluates the relevance,
likely accuracy and likely
reliability of sources
synthesises evidence from
primary and secondary
sources to make reasoned
decisions.

analyse to identify
obvious themes or
patterns




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.
where decisions are made,
supports them mainly with
opinions.
refers to mainly secondary
sources to make obvious
decisions.
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
In an essay response to an unseen historical question on the Augustan Principate under test conditions, the student:
Criterion 3:
Communicating
historical
knowledge



14
|
Ancient History 2004
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.