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History Advanced Higher Finalised Marking Instructions

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History Advanced Higher Finalised Marking Instructions + National Qualifications 2016 History Advanced Higher Finalised Marking Instructions Scottish Qualifications Authority 2016 The information in this publication may be reproduced to support SQA qualifications only on a non-commercial basis. If it is to be used for any other purposes written permission must be obtained from SQA’s NQ Assessment team. Where the publication includes materials from sources other than SQA (secondary copyright), this material should only be reproduced for the purposes of examination or assessment. If it needs to be reproduced for any other purpose it is the centre’s responsibility to obtain the necessary copyright clearance. SQA’s NQ Assessment team may be able to direct you to the secondary sources. These Marking Instructions have been prepared by Examination Teams for use by SQA Appointed Markers when marking External Course Assessments. This publication must not be reproduced for commercial or trade purposes. © General Marking Principles for Advanced Higher History This information is provided to help you understand the general principles you must apply when marking candidate responses to questions in this paper. These principles must be read in conjunction with the Detailed Marking Instructions, which identify the key features required in candidate responses. (a) Marks for each candidate response must always be assigned in line with these General Marking Principles and the Detailed Marking Instructions for this assessment. (b) Marking should always be positive. This means that, for each candidate response, marks are accumulated for the demonstration of relevant skills, knowledge and understanding: they are not deducted from a maximum on the basis of errors or omissions. (c) If a specific candidate response does not seem to be covered by either the principles or detailed Marking Instructions, and you are uncertain how to assess it, you must seek guidance from your Team Leader. (d) Marking must be consistent. Never make a hasty judgement on a response based on length, quality of hand writing or a confused start. (e) Use the full range of marks available for each question. (f) The Detailed Marking Instructions give illustrative examples of points that would be relevant within a candidate response. They are neither an exhaustive list nor a model answer. Other relevant points and approaches should be credited. (g) For credit to be given, points must relate to the question asked. However, where candidates give points of knowledge without specifying the context, these should be rewarded unless it is clear that they do not refer to the context of the question. (h) For points of knowledge/understanding in any response, marks should be awarded for points that are: a. relevant to the issue in the question b. developed (by providing additional detail, exemplification, reasons or evidence) c. used to respond to the demands of the question (eg evaluate, analyse, etc) Marking principles: 25-mark essay questions To obtain more than 12 marks in a 25-mark essay question, there must be a reference (however minor) to historiography. If the candidate is unable to show that they have referred to or quoted from historians, or considered historical schools of thought, then they are not meeting the basic requirements of the marks scheme for a pass. Full guidance on the intention of each essay, and possible format and relevant content of candidates’ answers, is given in the detailed Marking Instructions for each question. The grid that follows describes how 25-mark questions will be assessed against the following four criteria: structure analysis/evaluation/line of argument thoroughness/relevance of information and approach historical sources/interpretations The two key criteria which are used to help determine where an essay is placed within a mark range are analysis/evaluation/line of argument and thoroughness. Page 02 The descriptions on the grid provide guidance on the features of essays falling within mark ranges which approximately correspond with the grades D, C, B, A, A+ and A++, assuming an even level of performance across all questions in the paper, and in the coursework. Many essays will exhibit some but not all of the features listed; others will be stronger in one area than another. Features described in one column may well appear in a response which overall falls more within another column(s). ‘Historical interpretations’ is the only criteria that should be thought of as a hurdle. The others are not. Markers should reward what the candidate has tried to argue and not penalise what may have been omitted. Remember, a candidate’s arguments and evidence may differ substantially from the marks scheme, but the candidate should still be given whatever credit they deserve. The grid below guides markers in placing responses within an overall likely mark range, and indicates how to avoid individual marks against the four marking criteria. The grid describes the typical or most likely qualities of responses. Individual candidate responses do not follow a set pattern and many responses may fall outside these descriptions, or be close to two or more descriptions. Where this is the case, markers will use their professional expertise in awarding marks appropriately. Page 03 25 mark question – mark ranges and individual marking criteria Mark ranges 0-9 10-12 13-14 15-17 18-19 20-22 23-25 no relevant An attempt to The structure The structure is Clearly Clearly structured, perceptive functional structure the displays a basic readily apparent structured, presentation of issues. Structured introduction essay, seen in at organisation but with a perceptive, so that the argument clearly no separate least one of the this may be competent presentation of develops throughout the response. sections following: loose. This presentation of issues. This which relate would refer to: the issues. This would include This would include each of: to relevant relevant would include each of: factors functional relevant each of: relevant functional no conclusion introduction functional relevant introduction which makes separate introduction relevant functional separate sections which relate an overall sections separate functional introductio to relevant factors judgement on which relate sections introductio n conclusion which makes an the issue to relevant which relate n separate overall judgement on the factors to relevant separate sections issue Structure conclusion factors sections which Marking Criteria Marking which makes conclusion which relate to an overall which relate to relevant judgement makes an relevant factors on the issue overall factors conclusion judgement conclusion which on the issue which makes an makes an overall overall judgement judgement on the issue on the issue Page 04 Mark range 0-9 10-12 13-14 15-17 18-19 20-22 23-25 No evidence of There is much There is an There is a firm There is a firm Fluent and Fluent and analysis narrative and attempt to grasp of the grasp of the insightful insightful description answer the evaluative aims evaluative aims presentation of presentation of Or rather than evaluative aims of the question of the question the issues the issues with a analysis and of the question and the and an assured detailed and Analysis is not evaluation and analyse the candidate and consistent There is a firm effective analysis relevant to the issues involved, tackles it with a control of the grasp of the and evaluation question There is a weak although this is fairly sustained arguments and evaluative aims of which advances sense of possibly not analysis issues the question and a the argument and teria argument deep or very assured and considers various sustained; the Argument is The conclusion consistent control possible analysis includes clear and arises logically of all the implications of the relevant isolated accurate, and from the arguments and question, going factor comes to a evidence and issues beyond the most Marking cri Marking suitable – arguments in obvious ones Argument is largely the main body, The conclusion generally clear summative - and attempts gives a robust The conclusion and accurate conclusion synthesis overview/synthesis gives a robust Analysis/evaluation/line of argument Analysis/evaluation/line but there may and a qualitative overview/synthesis be confusions judgement of and a qualitative factors judgement of factors Page 05 Mark range 0-9 10-12 13-14 15-17 18-19 20-22 23-25 No discernible No discernible There is some There is an There is a sound There is a sound There is a sound reference to reference to awareness of awareness of knowledge and and consistent knowledge and historical works historical works historians’ historians’ understanding of knowledge and understanding of interpretations interpretations historians’ understanding of historians’ in relation to the and arguments interpretations historians’ interpretations issue and arguments interpretations and arguments Historians may and arguments and an Historians may be used as There is some engagement with be used as illustrative point awareness of There is some current illustrative of main lines of possible awareness of historiography points of interpretation variations of possible NB the term knowledge these variations of ‘current interpretations these historiography’ or connections interpretations or refers to the between them connections prevailing between them; present thinking there may be an on the issue, not appreciation of necessarily the context recent works Marking criteria Marking which gives
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