Criterion B: Understanding and Application of Concepts (time, space, global
awareness, systems, place, change)
Level of
Achievement
Descriptor
1–2
Concepts and ideas are poorly
understood. The student
demonstrates very little awareness of
how to use them.
Indicators
-
3–4
There are a few difficulties in
explaining concepts and ideas. The
student shows a bit of awareness the
historical background, but does not
use the concepts and ideas well.
-
-
5–6
Understanding of concepts and ideas
is satisfactory. The student
demonstrates the ability to use these
concepts and ideas while talking
about a time in history in a
consistent manner.
-
7–8
9–10
Understanding of concepts and ideas
is good. The student demonstrates
the ability to use these concepts and
ideas while talking about a time in
history, and recognizes their
weaknesses.
-
Understanding of concepts and ideas
is excellent. The student
demonstrates the ability to use these
concepts and ideas while talking
about a time in history and shows a
high level of critical awareness of
their relevance and limitations.
-
-
-
The concepts and ideas aren’t really
understood
The students doesn’t seem to know how to
use them
Recognises connections
The student can’t quite explain everything
about the concepts and ideas or the
application is not always appropriate
The student can talk/write a bit about what
was going on at that time…
but doesn’t use the concepts and ideas
well
Attempts to make connections
The concepts and ideas are understood
quite well
The student is able to talk/write about
these concepts and ideas…
And, talk/write about a time in history
without making too many mistakes
Applies connections
The concepts and ideas are understood
The student can use them while
talking/writing about a time in history
Explains connections
The concepts and ideas are very well
understood and applied
The student knows how to use them while
talking /writing about a time in history
The student can explain their
weaknesses…
And show that they are relevant to the
subject.
Detailed conceptual awareness
Connections are effective
Criterion C: Application of Skills
Level of
Achievement
1–2
3–4
5–6
7–8
9–10
Descriptor
Little ability is shown when using
skills. The student can put information
together but this lacks detail or is not
always relevant. The work mostly
describes and tells a story and doesn’t
show much evidence of analysis, good
conclusions, judgments or decisions.
-
A bit more ability is shown in using
skills. The student can put together and
organize information which doesn’t
have enough detail but is mostly
relevant. The work still tells a story too
much and doesn’t show enough deep
analysis, but it does show the student’s
ability to arrive at simple conclusions,
judgments or decisions.
-
Quite good ability is shown in using
skills. The student is able to put together
and organize detailed and relevant
information. There is evidence of
analysis in the work which shows that
the student can come up with quite good
conclusions, judgments or decisions,
even if these are not always well
supported by examples.
-
Skills are used in a clear and consistent
manner. The student is able to put
together and organize very detailed and
relevant information. Good analytical
skills/techniques are used well. There is
some evidence of being aware of
criticisms to be made. This shows the
student’s ability to come up with valid
and well supported conclusions,
judgments or decisions.
-
Skills are excellent. The student is able
to put together and organize very
detailed information. Good analytical
skills/ techniques are used very
effectively. The student shows
awareness of criticisms to be made. The
student also shows the ability to come
-
-
-
-
-
-
The research isn’t detailed enough, or
isn’t always relevant
The student is telling a story instead of
analyzing
It’s hard to see a good conclusion in the
work.
The research still isn’t detailed enough
But the student has managed to come to
simple conclusions
And the information is usually relevant
The skills are a little better
The student has shown quite good skills
The work shows more detailed research
The information is relevant
The student can come to quite good
conclusions, judgments or decisions
More examples are needed though
The research is very detailed and is
relevant
The student has shown he/she is able to
analyze the information very well.
The student has come to good
conclusions with examples to back them
up
The student is aware of other points of
view
Excellent investigative skills
The information is very well analyzed
The student has come to very good
conclusions with excellent examples to
back them up.
up with valid and fully supported
conclusions, judgments or decisions.
Criterion D: Organization and Presentation
Level of
Achievement
Descriptor
1–2
The piece of work submitted by the
student doesn’t have a clear structure.
The organization and some of the
material selected may not be relevant to
the question/topic. The overall
presentation is poor. If included, sketch
maps, charts and diagrams are badly
presented.
-
The student has produced a structured
piece of work including an introduction,
development and a conclusion. The
material selected is usually relevant to
the question/topic and generally well
presented. If included, sketch maps,
charts and diagrams are used effectively
and appropriately.
-
The student has produced a wellstructured and a logically-structured
piece of work which includes an
introduction, development and a
conclusion. The material selected is
always relevant to the question/ topic.
The work is clearly expressed and well
presented. Where references have been
used, they are clearly documented in
the form of footnotes and/or
bibliography. Where relevant, sketch
maps, charts and diagrams are presented
at a high standard and may show the
use of initiative.
-
Presentation and expression are clear,
concise and effective, and the language,
style and visuals used are always used
appropriately. All information (charts,
diagrams…) is very well presented and
shows initiative. All the information is
relevant. All sources are documented
-
3–4
5–6
7-8
Indicators
-
-
-
-
-
The structure isn’t obvious
The presentation is poor
The organization and material isn’t
always relevant
Lack of sketch maps, charts or
diagrams…
Or they are not well presented
There is an introduction, a body and a
conclusion
The information is relevant most of
the time
The presentation is quite good
Any charts or such information is
well used
The work shows a good, logical
structure
Clear introduction, body and
conclusion
The information is always relevant
Good presentation
The information about the quotes (if
there are any) is in the footnotes or
bibliography
Sketch maps, charts, etc.. are relevant
and well presented
The student is starting to show
initiative
The presentation is clear and focused
The student has expressed his/her
ideas clearly and effectively
The language, images and style are
always well used
Great presentation
The student has shown initiative
All sources are documented in a
bibliography