HIGHER HISTORY2009
A SIGNIFICANT CHANGE
The 2009 Higher History Paper saw one highly significant change…..
The introduction of Revised Marking Instructions for Paper I
To bring Paper I marking more in line with the Extended Essay
The New Marking Instructions
KNOWLEDGE AND UNDERSTANDING
ANALYSIS
STRUCTURE
SPECIFIC MARKS ALLOCATED UNDER EACH OF THESE HEADING
NEW MARKING INSTRUCTIONS
Knowledge and Understanding—-6 marks
Argument/Analysis----------------10 marks Structure------------------------------4 marks
Deliberate weighting to Argument/Analysis
“Raise the Ceiling…..Keep the Floor where it is”
KNOWLEDGE
ANALYSIS
ANSWER THE QUESTION! DO WHAT IT ASKS YOU TO DO!
STRUCTURE
NEW MARKING INSTRUCTIONS
Under the previous holistic Marking Instructions, essays were always assessed in terms of Evidence, Analysis, and Structure
The Revised Marking Instructions continue this---but award specific marks for each of the three aspects
PREPARATION
Several models were considered before we decided on the 6/10/4 version……
Trial marking was carried out—schools in Angus, and other areas………
A full day was spent preparing the markers……
FEEDBACK FROM MARKERS
Feedback was very positive…….
Markers appreciated being able to award specific marks for components………new system made it more clear why specific marks were awarded….
They reported increases in marks at the top end of the range………..
Implications For Schools?
NO CHANGE!.........
CONTINUE TEACHING ESSAY SKILLS AS BEFORE……..
ENCOURAGE ANALYTICAL AND EVALUATIVE WRITING, AS WE ALL DO…….
WELL-STRUCTURED ESSAYS WILL BE REWARDED!
DISCUSSION?
AND NOW……
THE GOOD NEWS!
THE 2009 HIGHER HISTORY PAPER HAS BEEN WELL RECEIVED…………
VIRTUALLY NO ADVERSE CRITICISM…….
GENERALLY REGARDED AS A FAIR PAPER
EXTENDED ESSAYS
Extended essays continue to allow candidates the opportunity to demonstrate effectively both their knowledge and their skills of analysis and evaluation.
The revised Marking Instructions introduced in 2007 continue to allow candidates the opportunity to access the full range of marks.
WHAT THE MARKERS SAID
Generally, markers commended the good quality work being done in many schools.
They recognised and praised the quality of the teaching and preparation…and the diligence of many candidates in responding to this.
Many markers commented on the quality of some of the evaluation and argument
In addition, there appeared to be an increase in successful attempts to show an awareness of historical debate and historiography
SUCCESSFUL EXTENDED ESSAYS
Successful Essays were produced on a wide range of issues……
Medieval---------the Church, Henry II, Early Modern—American Revolution Later Modern—Bismarck, German Unification,
Liberal Reforms, Labour Government
BUT………
THERE WERE A FEW
PROBLEMS!
SHORT PLANS------we are still getting Extended Essays with plans of under 100 words! Please……allow your candidates to use the maximum!
INADEQUATE PLANS-----Plans which are largely lists of facts are unlikely to lead to quality essays
OVER-DEMANDING ISSUES
“How important were changes in leisure activities in Scotland up to 1930?”
“To what extent did foreign intervention influence the outcome of the Spanish Civil War”
A number of markers reported their concern on the issue of the over-demanding title, like these above. Titles like these usually did not lead to quality work.
“GROUP” ESSAYS
A number of markers expressed concern at an apparent increase in this practice….
Basically, a batch of essays from a centre which are very similar in structure…….
Same title…….. Same structure and order….. Same quotes being used…… Sometimes even very similar sentence and
paragraph structure and phrasing
SOME CONCERNS
Yes, we all support our candidates as they work on their Extended Essays………
But, the issue of the “Group” essay, appears to go well beyond support …….
Into the area of Malpractice……on which the SQA issues guidance to Markers
GOOD PRACTICE
Vast majority of centres are behaving very honourably…….giving their candidates effective guidance, advice and support---KEEP DOING THIS!
If some candidates choose the same issue?---that’s fine, but continue to apply the usual common sense precautions……e.g. by making them use different isolated factors, or different dates
Avoid the Whole Class Essay!
PAPER I
MARKERS WERE IMPRESSED BY THE QUALITY OF SOME OF THE ESSAY-WRITING……
MANY CENTRES CONTINUE TO PRODUCE CANDIDATES WHO SHOW A THOROUGH UNDERSTANDING OF THE PERIODS BEING STUDIED, AN ABILITY TO DEMONSTRATE ANALYSIS AND EVALUATION OF SPECIFIC ISSUES, AND TO STRCTURE THEIR ESSAYS APPROPRIATELY
THESE ARE NOT MEANINGLESS PLATITUDES……THE MARKERS ARE TELLING US THIS!
WELL DONE!
AREAS OF SUCCESS
Medieval—markers noted successful responses to many of the questions, particularly those dealing with the Church, David I, Henry II.
Early Modern---examples of successful essays on Mary Queen of Scots, Charles I, and Joseph II
Later Modern—there were effective responses to questions on Democracy, the Labour Government, the rise of Hitler, and American and Russian topics
Some Specific Problems
Later Modern, Question 1--some candidates wrote almost exclusively on Votes for Women.
Question 4—some candidates wrote extensively on the Liberal Reforms
Questions 8 and 9—some candidates used factual content which was more appropriate for the “other” Nazi question
Question 17---a few instances of a failure to understand “black radical movements”
Paper II
Markers reported a general improvement in answers to source comparison questions, with an encouraging readiness to give overall comparisons, in addition to point-by-point comparisons……
The quality of the 8-mark question showed some improvement, generally…..
Some good responses to specific topics-Patterns of Migration, Cold War, Ireland
Appeasement and the Road to War
Markers reported many effective answers……
Question 3 appears to have been quite successful
Question 5 was done particularly well by many candidates, with many responses which were virtually essay length
Areas of Difficulty
Insufficient Recall---too many candidates are still making insufficient use of recall…..they virtually wring the sources dry, but fail to apply enough recalled information
Evaluation of Every Source—again, some candidates are still evaluating each of the sources, and effectively wasting valuable time by doing this
Appeasement—Specific problems
Question 1---too many candidates answered only in terms of Britain, despite the question instructing them to consider other countries----a maximum of 3 marks was awarded in these cases
Question 2---some candidates carried out extensive evaluations of the cartoon, and added virtually no recall.
Advice to Centres
Keep up the good work!—the overall quality of teaching and learning in Higher History is good…….
Continue to remind your candidates of the need to read questions thoroughly……..
Advise candidates to choose from a range of topics for their Extended Essays—avoid the whole class/group essay approach
2010
The revised Marking Instructions for Paper I have been successful-----they will continue……
As will the MIs for the Extended Essay…..
2011……….
APPEALS
The Appeals system is peculiar to the Scottish education system……
It permits schools to generate internal evidence for the purpose of national awards…….
Very few other countries do this……
BASIC PRINCIPLES
FAIRNESS TO THOSE CANDIDATES FOR WHOM APPEALS ARE SUBMITTED…….
AND FAIRNESS FOR THOSE WHO ARE NOT……
IN OTHER WORDS, THE INTERNAL EVIDENCE MUST MATCH THE STANDARDS OF THE EXTERNAL EXAMINATION
INTERNAL EVIDENCE
Paper I must have the correct number of questions……..5 on Britain, and 4 on European and World
Paper II must have 5 sources, and 5 questions
Question origin must be clear…… Current PN paper only……. Current version of NABs……. Marking Instructions!.......
DISCUSSION
2009 PAPER
APPEALS