A better world?
Performance task assessment rubric
A
B
C
D
E
Develop
knowledge and
understanding
related to the
trans-Atlantic
slave trade.
Students use relevant concepts and
chronological terms to demonstrate
a sophisticated understanding of the
trans-Atlantic slave trade and the
experience of individuals and
groups.
An attempt at undertaking
the task. Indicate to
student where they have
been successful.
Students devise insightful research
questions, locate and carefully
select a range of historical sources
appropriate to the task.
Students demonstrate a strong
capacity to analyse and synthesise
historical information extracted from
primary and secondary sources, and
to evaluate sources for their
reliability and usefulness.
Students use some relevant
concepts and chronological
terms to demonstrate some
understanding of the transAtlantic slave trade and the
experience of individuals and
groups.
Students devise research
questions, locate and select a
range of historical sources.
Students demonstrate a
capacity to extract historical
information from primary and
secondary sources, and to
evaluate some sources for
their reliability and/or
usefulness.
Successful performance in
some facets of the task (at
grade C level) without
meeting task specifications in
full. Indicate to student where
they have been successful.
Devise and
execute a
historical
investigation,
including
identifying, using
and evaluating a
range of
appropriate
historical
sources.
Work
collaboratively
and individually
to construct a
current affairs
exposé and
justify their
decisions and
choices.
Students use relevant concepts
and chronological terms to
demonstrate a sound
understanding of the transAtlantic slave trade and the
experience of individuals and
groups.
Students devise appropriate
research questions, locate and
select a range of historical
sources appropriate to the task.
Students demonstrate a capacity
to analyse and synthesise
historical information extracted
from primary and secondary
sources, and to evaluate
sources for their reliability and
usefulness.
Students use the evidence
extracted from historical sources
to construct a sound concept
and justify their decision-making.
Select and use a
range of
communication
forms (oral,
graphic, written)
and digital
technologies.
Students select and use a wide
range of forms and technologies to
communicate a sophisticated
historical knowledge and wellformed ideas about the past.
Students select and use a range
of forms and technologies to
communicate a sound historical
knowledge and ideas about the
past.
Students select and use a
small range of forms and
technologies to communicate
some historical knowledge
and ideas about the past.
Students use the evidence extracted
from historical sources to construct
a strong concept and provide a well
thought out justification of their
decision-making.
Students use the evidence
extracted from historical
sources to construct an
adequate concept and justify
some of their decision
making.