National Qualifications 2018 2018 History Advanced Higher Finalised Marking Instructions Scottish Qualifications Authority 2018 The information in this publication may be reproduced to support SQA qualifications only on a non-commercial basis. If it is reproduced, SQA should be clearly acknowledged as the source. If it is to be used for any other purpose, written permission must be obtained from [email protected]. 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 page 02 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. 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 on next page 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 attempt An attempt to The structure The structure is Clearly structured, Well-defined Structured so that the to set out a structure the displays a basic readily apparent perceptive, structure displaying argument convincingly structure for essay, seen in organisation with a competent presentation of a very confident builds and develops the essay. at least one of but this may presentation of the issues. This would be grasp of the throughout: the following: be loose. This issues. This would included in: demands of the would refer to: include: question: No relevant Relevant Relevant Relevant Relevant Relevant Relevant Structure functional functional functional functional introduction with introduction with introduction with introduction. introduction. introduction. introduction with main main main interpretations Marking Criteria Marking main interpretations interpretations prioritised and clear interpretations. prioritised which prioritised which direction of debate looks at the debate looks at the and a clear line of and a suggested debate and a clear argument. line of argument. line of argument. No Conclusion Conclusion Conclusion which Conclusion which Conclusion which Conclusion which conclusion which makes which makes makes an overall makes an overall makes an overall makes an overall which makes an overall an overall judgement on the judgement on the judgement on the judgement on the an overall judgement judgement on issue, bringing issue evaluating issue based on issue based on judgement on the issue. the issue. together the key the key issues. synthesis and direct synthesis and on the issue. issues. evaluation of key evaluation of key issues/points. issues/points. page 04 Mark range 0-9 10-12 13-14 15-17 18-19 20-22 23-25 No evidence of Treatment of Treatment of Treatment of Treatment of Treatment of Treatment of relevant knowledge of the issue shows the issue shows the issue shows the issue is the issue is the issue is the issue. little relevant sufficient an awareness of based on a fair based on wide clearly based on knowledge. knowledge the width and quantity of research and a wide range of which reflects a depth of the research, demonstrates a serious reading basic knowledge demonstrating considerable and understanding of required for a width and depth width and depth demonstrates a the issue. study of the of knowledge. of knowledge. considerable issue. width and depth of knowledge. Marking criteria Marking THOROUGHNESS/ Some elements The factual The factual Evidence is Evidence is Evidence is of the factual content links to content links to linked to points linked to points clearly linked to content and the issue. the issue. of analysis or of analysis or points of approach relate The approach The approach evaluation. evaluation. analysis or only very loosely reflects some reflects some evaluation. to the issue. analysis. analysis and RELEVANCE OF INFORMATION AND APPROACH AND INFORMATION OF RELEVANCE evaluation. page 05 Mark range 0-9 10-12 13-14 15-17 18-19 20-22 23-25 No evidence There is much There is an There is a firm There is a firm grasp There is a firm Fluent and insightful of analysis. narrative and attempt to grasp of the of the evaluative grasp of the presentation of the description answer the evaluative aims aims of the question evaluative aims of issues with a OR rather than evaluative aims of the question and an assured and the question and a detailed and analysis or of the question and the consistent control of very assured and effective analysis Analysis is evaluation. and analyse the candidate the arguments and consistent control and evaluation which not relevant issues involved. tackles it with a issues. of all the advances the to the This is possibly fairly sustained arguments and argument and question. not deep or analysis. issues. considers various sustained. possible implications of the question, going beyond the most obvious ones. There is a Arguments are Arguments are Arguments are clear Fluent and weak sense of generally clear clear and and directed insightful Marking criteria Marking argument. and accurate accurate, and throughout the presentation of LINE OF ARGUMENT OF LINE but there may comes to a essay. the issues and ANALYSIS/EVALUATION/ be confusions. suitable — arguments. largely Clarity in direction summative — of argument conclusions. linking to evaluation. The conclusions arise The conclusions The conclusions give logically from the give a robust a robust evidence and overview/synthesis overview/synthesis arguments in the and a qualitative and a qualitative main body, and judgement of judgement of attempts synthesis.