Exemplar for Internal Assessment Resource History Level 1. Resource title: The Desegregation of Little Rock High School

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1 Exemplar for internal assessment resource History 1.4B for Achievement Standard 91004! Exemplar for Internal Assessment Resource History Level 1 Resource title: The Desegregation of Little Rock High School This exemplar supports assessment against: Achievement Standard Demonstrate Understanding of Different Perspectives of People in an Historical Event of Significance to New Zealanders Expected responses The moderators have developed expected student response from a wide variety of sources. Date version published by Ministry of Education December 2010 To support internal assessment from 2011 Crown 2010

2 Exemplar for internal assessment resource History 1.4B for Achievement Standard Grade Boundary: Low Excellence 1. Pride in achievement. 2. Brief evidence concerning pride. 3. Perspective presented danger in the situation. 4. A section of evidence concerning the danger in the situation more detail in the supporting evidence here would help to confirm a level of knowledge that could allow a higher Excellence judgement. 5. Further evidence concerning the danger in the situation. 6. Perceptiveness demonstrated here. 7. Perspective presented there is support for integration from a white President. 8. Evidence concerning the President s support. 9. Perspective presented a well-summarised view of the broad perspective that Faubus might have felt. 10. Brief supporting evidence for that perspective. 11. Perspective presented the importance of the integration issue. 12. Perspective presented the importance of Little Rock. 13. Supporting evidence for the importance of Little Rock is needed here. 14. Perceptive observation/guess. 15. Perspective presented attitude to federal intervention. 16. Brief evidence concerning federal intervention. Crown 2010

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5 Exemplar for internal assessment resource History 1.4B for Achievement Standard Grade Boundary: High Merit 17. Perspectives identified pride and danger. 18. Evidence for why there is danger is presented, but more discussion concerning pride is needed. 19. Supporting evidence here is historically accurate but greater depth and explanation is required to ensure that understanding is at Merit standard. The supporting evidence is a little rushed at this point. 20. Further evidence supporting the perspective of danger. 21. A different perspective is presented prospects are now different with Federal support. 22. Some supporting evidence but depth is lacking. 23. Perspectives identified failure to prevent integration and Eisenhower has created a military-style intervention. 24. A suggestion here of insight: this is the likely overview of the situation that a southerner like Faubus would have held. 25. Brief evidence concerning failure to prevent integration; no evidence concerning military intervention. 26. Perspective presented worry about Little Rock s integration. 27. Evidence concerning worry about Little Rock. 28. Racist perspective presented. 29. Evidence supporting a racist perspective. 30. Brief evidence now concerning military intervention. Crown 2010

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8 Exemplar for internal assessment resource History 1.4B for Achievement Standard Grade Boundary: Low Merit 31. Perspective identified but not supported yet in a way that communicates understanding. 32. A perspective on the day s events is communicated. 33. A long section of evidence supporting the day from hell perspective and shows good understanding, in some depth. 34. The unfairness perspective is reiterated here, and supported by fairly vague evidence in the first part of the same paragraph. 35. A perspective about integrating schools is stated. Some perceptiveness shown in the rest of the paragraph concerning parental attitudes being communicated to children. 36. Evidence in this paragraph supports the views stated concerning integrated education. 37. Weak statement of a perspective unsupported with evidence. 38. Two weak perspectives identified in this paragraph ( a very intense day and I was exposed ). Supporting evidence is not specific but some general understanding of events is included in support of the perspective. 39. Although perspectives are not strongly stated, there is a feeling from the accompanying relevant evidence that the student has a reasonable understanding of different perspectives concerning Central High and the reasons behind them. Some detail in description of events makes understanding reasonably convincing and thus meets the Merit requirement for in-depth understanding (see the wording of the achievement criterion and Explanatory Note 2). More analysis of the perspectives and reasons behind them would help to move the judgement to the next performance level. Crown 2010

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13 Exemplar for internal assessment resource History 1.4B for Achievement Standard Grade Boundary: High Achieved 40. The perspective is identified. 41. Very vague reasons for the perspective. Examples to support statements such as things are extremely unfair. and we have every reason to do so! would be expected if the evidence is to rise above the Achievement standard. 42. Evidence concerning responses, not just perspectives, is being presented here, which make it possible that the Excellence standard could be reached. But a lot of specific detail and at least one perceptive observation will be required for Excellence. At this point in the student s writing a major step-up in detail presented would be needed from this point onwards if the Merit or Excellence standard is to be reached. 43. Please omit this paragraph to ensure it is a high Achievement exemplar. 44. The perspective is identified. 45. Since this is naked racism, perhaps it is unsurprising that there can be no detail in this paragraph. 46. This can be taken as a perceptive observation a requirement for Excellence. However, the assessment schedule requires at least one example of perceptiveness in each diary entry, which is a fair requirement. The previous entry had no perceptive observation and therefore this student will not be at the Excellence standard. 47. Evidence concerning responses, not just perspectives, is being presented here, which make it possible that the Excellence standard could be reached. 48. Mention of threatening, yelling, abusing is coming close to specific examples, but for Excellence in particular this detail might be expected to be more specifically related to particular occasions or incidents. 49. Overall, perspectives of each writer are clearly communicated but with little detail. Responses are also mentioned, again with little detail. Evidence at this point is at Achievement level nationally, but the inclusion of one perceptive observation, an Excellence skill, and communication of some responses as well as perspectives, raises the judgement to the high Achievement standard. In-depth understanding is required for Merit, but detail is largely missing. Note that the format of the communication, and whether it is realistic or authentic, is not assessed by this Achievement Standard. Crown 2010

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17 Exemplar for internal assessment resource History 1.4B for Achievement Standard Grade Boundary: Low Achieved 50. A perspective about educational rights is stated here but there is no evidence supporting the statement at this point that indicates the student s understanding of the perspective. 51. A second perspective is stated (therefore the Standard s requirement for more than one perspective is satisfied). A very weak explanation is offered. 52. A perspective about the quality of education is stated, with a little relevant evidence to support it and indicate understanding. 53. A specific perspective about one s day s activities is provided ( Not good at all ). The perspective has a little historically accurate supporting evidence. 54. Perspective stated, but similar to the first statement by this person. No further explanation offered. 55. Reiteration of the first perspective that was stated no further evidence offered. 56. A factual error here Cherry instead of Faubus. The odd error may still allow Achievement, but one or two more errors of this magnitude would probably mean there is sufficient lack of understanding to prevent Achievement. 57. Perspective about the Governor is stated. 58. Weak supporting evidence for the previous perspective. 59. Unsupported perspective. 60. A number of historically accurate perspectives are communicated, but there is little evidence to support them. There is a degree of overall understanding that allows Achievement just. More discussion of the reasons for the perspectives and more relevant supporting evidence concerning events of the time would help to move the evidence to the next performance level. Crown 2010

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22 Exemplar for internal assessment resource History 1.4B for Achievement Standard Grade Boundary: High Not Achieved 61. A perspective is stated here, but without explanation that would show the student s understanding. 62. A perspective is stated here, but the following evidence does not indicate the student s understanding of the perspective that was stated. 63. Another perspective is provided here and the explanations provided before and after (about mobs forming) it is relevant, though rather vague. Unclear, though, whether this is the perspective, also, of the writer. 64. Similar perspective to that provided on the first page unhappiness at the way both the President and the Governor dealt with matters. But explanation for that view is very lacking in both cases therefore there are doubts about the student s understanding. 65. Evidence here that relates to the two perspective statements, but the evidence is very unclear more explanation is badly needed. 66. The student has some understanding but the interview suddenly ends before evidence that has sufficient depth for Achievement is communicated. Clearer description of perspectives, with some clearly stated supporting evidence concerning events surrounding, and at, Central High would help to move the evidence to the next performance level. Crown 2010

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