[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-200714-105":53,"doc-detail-200714-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","2022-modern-history-subject-assessment-advice-overview","2022 Modern History Subject Assessment Advice - Overview","","Subject assessment advice based on the 2022 assessment cycle outlines how students’ school and external assessment results relate to learning requirements, assessment design criteria, and performance standards in the Modern History subject outline. It explains assessment types, how performance standards should be applied in both settings, and how to judge the quality of student performance. Guidance covers oral or multimodal responses, recording duration limits, and requirements for transcripts when video speed is flagged by markers or moderators.",{"@graph":63,"@context":123},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/2022-modern-history-subject-assessment-advice-overview/200714/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/2022-modern-history-subject-assessment-advice-overview/200714.png","ImageObject",442,249,{"name":88,"@type":89},"\tCallum ","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-26","2026-09-04",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",6,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115,119],{"name":106,"@type":107,"acceptedAnswer":108},"What is the purpose of the Modern History subject assessment advice for 2022?","Question",{"text":109,"@type":110},"It provides an overview of how students performed in school and external assessments relative to learning requirements, assessment design criteria, and performance standards. It also offers advice on assessment types and the quality of student performance.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How should students structure oral or multimodal responses within the time limit?",{"text":114,"@type":110},"Students can present responses in oral or multimodal form, where 6 minutes is the equivalent of 1000 words. They should not excessively speed up video recordings to fit more content into the maximum time limit.",{"name":116,"@type":107,"acceptedAnswer":117},"What happens if a video is flagged for speed in 2023 onward marking?",{"text":118,"@type":110},"Schools will be asked to provide a transcript. Markers/moderators will mark or moderate using evidence in the transcript, only considering evidence up to the maximum word limit (for example, up to 2000 words for AT3).",{"name":120,"@type":107,"acceptedAnswer":121},"What makes a response more likely to reach the highest levels for Assessment Type 1 (Historical Skills)?",{"text":122,"@type":110},"Successful responses commonly use tasks designed with clear criteria linked to learning objectives, enabling students to develop specific historical skills features. They often include well-targeted source analysis and varied, engaging task designs that demonstrate historical perspectives and conventions.","https://schema.org",{"og:url":78,"og:type":125,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":127,"canonical":78},"index,follow",{"doc_id":129,"site_id":56},200714,1788510223,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":88,"user_avatar":134,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":140,"language":141,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":61,"update_tm":130,"read_time":145},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","2022 Modern History Subject Assessment Advice\nOverview\nSubject assessment advice, based on the 2022 assessment cycle, gives an overview of how students performed in their school and external assessments in relation to the learning requirements, assessment design criteria, and performance standards set out in the relevant subject outline. They provide information and advice regarding the assessment types, the application of the performance standards in school and external assessments, and the quality of student performance.\nTeachers should refer to the subject outline for specifications on content and learning requirements, and to the subject operational information for operational matters and key dates.\nAcross the Assessment Types for this subject, students can present their responses in oral or multimodal form, where 6 minutes is the equivalent of 1000 words. Students should not speed-up the recording of their videos excessively in an attempt to condense more content into the maximum time limit.\nFrom 2023, if a video is flagged by markers/moderators as impacted by speed, schools will be requested to provide a transcript and markers/moderators will be advised to mark/moderate based on the evidence in the transcript, only considering evidence up to the maximum word limit (e.g. up to 2000 words for AT3).\nIf the speed of the recording makes the speech incomprehensible, it affects the accuracy of transcriptions and it also impacts the ability of markers/moderators to find evidence of student achievement against the performance standards.\nSchool Assessment\nAssessment Type 1: Historical Skills\nIt was pleasing to see that more teachers and students made the effort to access the 2021 Subject Assessment Advice, and where appropriate take measures to amend and improve practises based on explicit feedback provided. Teachers should recognise that task design and the types of tasks being set are critical in providing students with opportunities to attain the highest levels of achievement against each performance standard. This is especially relevant for the Application and Evaluation criteria, where task design allows students to demonstrate evidence of a higher level of critical analysis of sources and a range of historical perspectives. Teachers should also pay attention to the different, specific features being assessed in the Analysis assessment design criteria, with the focus lending itself to informing the study of Modern Nations and The World Since 1945.  There were examples where teachers clearly provided opportunities for students to extend their knowledge and understanding beyond the content being taught in class.\nTeachers can elicit more successful responses by:\ndue to the nature of the subject, the more support that schools can give moderators when confirming grades, the better. This includes attaching task sheets, marked rubrics for all students included in the sample and/or comments indicating how a grade was arrived at for individual tasks/student work\nthere appeared to be a number of teachers identifying 'Special Provisions' for missing tasks - this is of concern, especially for some who had students in the A+/A Band as it was obvious that there was some confusion between Special Provisions and Covid Adjustments - some teachers removed individual tasks for individual students, rather than the same task for all students\nensure LAPS and any variations are included.\nThe more successful responses commonly:\nallowed students to develop and demonstrate a selection of three or four specific features in each task\nresulted from tasks that were designed with specific criteria in mind that clearly linked to the learning objectives of the course and specific features of the assessment design criteria. Often tasks instructions included specific reference to the criteria being assessed in the task\nwere derived from tasks which were obviously intrinsically motivating, providing engagement for students and for the scope for applying individ","cbCaiksCeqq2RAOS","https://ap.wps.com/l/cbCaiksCeqq2RAOS","docx",867018,22,"English","# Overview\n## Assessment types and response formats\n## School assessment guidance (Assessment Type 1: Historical Skills)","[{\"question\":\"What is the purpose of the Modern History subject assessment advice for 2022?\",\"answer\":\"It provides an overview of how students performed in school and external assessments relative to learning requirements, assessment design criteria, and performance standards. It also offers advice on assessment types and the quality of student performance.\"},{\"question\":\"How should students structure oral or multimodal responses within the time limit?\",\"answer\":\"Students can present responses in oral or multimodal form, where 6 minutes is the equivalent of 1000 words. They should not excessively speed up video recordings to fit more content into the maximum time limit.\"},{\"question\":\"What happens if a video is flagged for speed in 2023 onward marking?\",\"answer\":\"Schools will be asked to provide a transcript. Markers/moderators will mark or moderate using evidence in the transcript, only considering evidence up to the maximum word limit (for example, up to 2000 words for AT3).\"},{\"question\":\"What makes a response more likely to reach the highest levels for Assessment Type 1 (Historical Skills)?\",\"answer\":\"Successful responses commonly use tasks designed with clear criteria linked to learning objectives, enabling students to develop specific historical skills features. They often include well-targeted source analysis and varied, engaging task designs that demonstrate historical perspectives and conventions.\"}]","2022 Modern History Subject Assessment Advice - Overview | DOCX",8]