How to use VCE History 2022–2026 Performance Descriptors

The following shows an approach a teacher may use when using the VCAA Performance Descriptors to develop an assessing tool for an assessment task.
Teachers may select from the performance descriptors and apply them to individual assessment tasks where appropriate. The task design may not provide the
opportunities for students to demonstrate each skill at all levels and/or the full range of the skill. For example, a teacher is teaching VCE Revolutions Unit 3
Outcome 1: ‘Analyse the causes of revolution, and evaluate the contribution of significant ideas, events, individuals and popular movements.’ The teacher asks the
students to evaluate a number of historical sources.
Students were asked to answer four to six questions on the historical sources.
1. Rather than using the entire performance descriptor for the outcome, which contains eight skills and six levels of performance for each, the teacher decides to
choose those most appropriate for the designed assessment task. The teacher chooses the five key skills highlighted:

Units 3 and 4 Characteristic of

Outcome 1 Key skills DESCRIPTOR: Typical performance in each range
study
Analyse the causes of
revolution, and evaluate Ask and use a
Evaluate how
the contribution of range of historical Ask questions that Ask sub-questions
Ask historical Ask relevant Ask specific, open- Use questions to effectively questions
significant events, ideas, questions to explore the causes that help answer
questions. questions. ended questions. direct inquiry. guide the historical
individuals and popular explore the causes of the revolution. central question.
inquiry.
movements of the revolution.
Discuss relationship
Explain
Identify content of Describe content of Explain context of Explains purpose of between content,
meaning/inferences
source(s). source(s). source(s). source(s). context, and purpose
of source(s).
of source(s).
Use sources as Evaluate sources
evidence. for use as evidence. Evaluate the
Describe the Corroborate sources Explain how/why
reliability and
Identify reliable Identify useful reliability and/or to determine source(s) are
usefulness of
content of a source. content of a source. usefulness of reliability and/or reliable and useful
source(s) as
source(s). usefulness. as evidence.
evidence.
Analyse the
perspectives of Determine how
people during the events, ideas, Analyse how
Explain
development of the Identify a Summarise Compare individuals and perspectives have
Explore historical perspective(s) of
revolution and how perspective from the perspective(s) from perspectives from popular movements changed and/or
perspectives. people in their
perspectives past. the past. the past. influenced remained the same
historical context.
changed and/or perspectives from over time.
remained the same the past.
over time.
Use historical Evaluate historical Identify a historian’s Summarise a Explain a historian’s Question historian(s) Compare historians’ Evaluate historian’s
interpretations. interpretations interpretation historian’s interpretation interpretations. interpretations. interpretations.
about the causes of interpretation
the revolution.

© VCAA
How to use VCE History 2022–2026 Performance Descriptors

Explain why events,

Explain how events, ideas, individuals, or Analyse how causes
Distinguish between
ideas, individuals, or popular movements affect each other
Analyse cause Analyse the causes long-term causes
Identify a cause. Describe cause(s). popular movements have varying levels and have intended/
and consequence. of the revolution. and short-term
caused the of influence in unintended
triggers.
revolution. causing the consequences.
revolution.

Analyse how ideas,

Describe how a
individuals or
Describe how a pattern of continuity Explain why
Evaluate the extent Identify a continuity. popular movements
continuity occurred. can vary in pace and continuity occurred. Evaluate the overall
of continuity and contributed to
direction. extent of continuity
change in ideas, continuity.
Identify continuity and change by
individuals and
and change. referring to ideas,
popular movements Analyse how ideas,
Describe how a individuals and
in the development individuals or
Describe how a pattern of change Explain why change popular movements.
of the revolution. Identify a change. popular movements
change occurred. can vary in pace and occurred.
contributed to
direction.
change.

Evaluate the
historical
Explain why events,
significance of Evaluate historical
ideas, individuals, Use explicit criteria
Establish events, ideas, Determine historical significance using
Identify historical Describe historical and popular to determine
historical individuals and significance from multiple types of
significance. significance. movements were historical
significance. popular movements sources. evidence and
historically significance.
that contributed to sources.
significant.
the outbreak of the
revolution.

Explains the
Construct
Identifies key ideas Use relevant relationship between Synthesis of
arguments about Identifies accurate
Construct Writes narrative in for a historical knowledge and historical knowledge, knowledge,
the causes of the knowledge in
historical response to a argument in evidence in evidence, and evidence, and
revolution using response to a
arguments. question. response to a response to a concepts in concepts into a
sources as question.
question. question. response to a historical argument.
evidence.
question.

© VCAA Page 2
How to use VCE History 2022–2026 Performance Descriptors

2. This table represents the teacher’s chosen skills with this 6x6 performance descriptors.

Key skills DESCRIPTOR: typical performance in each range

Discuss relationship
Describe content of Explain meaning/inferences Explains purpose of
Identify content of source(s). Explain context of source(s). between content, context,
source(s). of source(s). source(s).
Evaluate sources for use and purpose of source(s).
as evidence. Describe the reliability Corroborate sources to Explain how/why source(s) Evaluate the reliability and
Identify reliable content of a Identify useful content of a
and/or usefulness of determine reliability and/or are reliable and useful as usefulness of source(s) as
source. source.
source(s). usefulness. evidence. evidence.
Analyse the perspectives
of people during the Determine how events,
Analyse how perspectives
development of the Explain perspective(s) of ideas, individuals and
Identify a perspective from Summarise perspective(s) Compare perspectives from have changed and/or
revolution and how people in their historical popular movements
the past. from the past. the past. remained the same over
perspectives changed context. influenced perspectives from
time.
and/or remained the same the past.
over time.
Evaluate historical
Identify a historian’s Summarise a historian’s Explain a historian’s Question historian(s) Compare historians’ Evaluate historian’s
interpretations about the
interpretation. interpretation. interpretation. interpretations. interpretations. interpretations.
causes of the revolution.
Explain why events, ideas,
Explain how events, ideas, Analyse how causes affect
Distinguish between long- individuals, or popular
Analyse the causes of the individuals, or popular each other and have
Identify a cause. Describe cause(s). term causes and short-term movements have varying
revolution. movements caused the intended/unintended
triggers. levels of influence in causing
revolution. consequences.
the revolution.
Explains the relationship
Construct arguments
Identifies accurate Identifies key ideas for a Use relevant knowledge and between historical Synthesis of knowledge,
about the causes of the Writes narrative in response
knowledge in response historical argument in evidence in response to a knowledge, evidence, and evidence, and concepts into
revolution using sources to a question.
to a question. response to a question. question. concepts in response to a a historical argument.
as evidence.
question.

© VCAA Page 3
How to use VCE History 2022–2026 Performance Descriptors

3. The teacher has done a lot of work with their students in developing their source use and using historical interpretations, and thinks that they do not need the
lowest level descriptor for those skills. Therefore, the teacher decides to remove them.

Key skills DESCRIPTOR: typical performance in each range

Discuss relationship
Describe content of Explain meaning/ inferences Explains purpose of
Explain context of source(s). between content, context,
source(s). of source(s). source(s).
Evaluate sources for use and purpose of source(s.)
as evidence. Describe the reliability Corroborate sources to Explain how/why source(s) Evaluate the reliability and
Identify reliable content of a Identify useful content of a
and/or usefulness of determine reliability and/or are reliable and useful as usefulness of source(s) as
source. source.
source(s). usefulness. evidence. evidence.
Analyse the perspectives
of people during the Determine how events,
Analyse how perspectives
development of the Explain perspective(s) of ideas, individuals and
Identify a perspective from Summarise perspective(s) Compare perspectives from have changed and/or
revolution and how people in their historical popular movements
the past. from the past. the past. remained the same over
perspectives changed context. influenced perspectives from
time.
and/or remained the same the past.
over time.
Evaluate historical
Summarise a historian’s Explain a historian’s Question historian(s) Compare historians’ Evaluate historian’s
interpretations about the
interpretation. interpretation. interpretations. interpretations. interpretations.
causes of the revolution.
Explain why events, ideas,
Explain how events, ideas, Analyse how causes affect
Distinguish between long- individuals, or popular
Analyse the causes of the individuals, or popular each other and have
Identify a cause. Describe cause(s). term causes and short-term movements have varying
revolution. movements caused the intended/unintended
triggers. levels of influence in causing
revolution. consequences.
the revolution.
Explains the relationship
Construct arguments
Identifies accurate Identifies key ideas for a Use relevant knowledge and between historical Synthesis of knowledge,
about the causes of the Writes narrative in response
knowledge in response historical argument in evidence in response to a knowledge, evidence, and evidence, and concepts into
revolution using sources to a question.
to a question. response to a question. question. concepts in response to a a historical argument.
as evidence.
question.

© VCAA Page 4
How to use VCE History 2022–2026 Performance Descriptors

4. The teacher also decides to remove some other descriptors, as they don’t believe these necessarily apply to the task that has been designed.

Key skills DESCRIPTOR: typical performance in each range

Describe content of Explain meaning/ inferences Explains purpose of
Explain context of source(s).
source(s). of source(s). source(s).
Evaluate sources for use
as evidence. Corroborate sources to
Identify reliable content of a Identify useful content of a
determine reliability and/or
source. source.
usefulness.
Analyse the perspectives
of people during the
development of the Explain perspective(s) of
Identify a perspective from Summarise perspective(s) Compare perspectives from
revolution and how people in their historical
the past. from the past. the past.
perspectives changed context.
and/or remained the same
over time.
Evaluate historical
Summarise a historian’s Explain a historian’s Compare historians’ Evaluate historian’s
interpretations about the
interpretation. interpretation. interpretations. interpretations.
causes of the revolution.
Explain why events, ideas,
Explain how events, ideas, Analyse how causes affect
individuals, or popular
Analyse the causes of the individuals, or popular each other and have
Identify a cause. Describe cause(s). movements have varying
revolution. movements caused the intended/unintended
levels of influence in causing
revolution. consequences.
the revolution.
Construct arguments
Identifies accurate Identifies key ideas for a Use relevant knowledge and Synthesis of knowledge,
about the causes of the Writes narrative in response
knowledge in response to a historical argument in evidence in response to a evidence, and concepts into
revolution using sources to a question.
question. response to a question. question. a historical argument.
as evidence.

© VCAA Page 5
How to use VCE History 2022–2026 Performance Descriptors

5. The teacher then collapses the table, so it is easier to read.

Key skills DESCRIPTOR: typical performance in each range

Explain meaning/inferences of
Describe content of source(s). Explain context of source(s). Explains purpose of source(s).
source(s.)
Evaluate sources for use as
evidence.
Identify reliable content of a Identify useful content of a Corroborate sources to determine
source. source. reliability and/or usefulness.

Analyse the perspectives of

people during the development
of the revolution and how Identify a perspective from the Summarise perspective(s) from Explain perspective(s) of people Compare perspectives from the
perspectives changed and/or past. the past. in their historical context. past.
remained the same
over time.

Evaluate historical
Summarise a historian’s Explain a historian’s Compare historians’ Evaluate historian’s
interpretations about the
interpretation. interpretation. interpretations. interpretations.
causes of the revolution.

Explain why events, ideas,

Explain how events, ideas,
individuals, or popular Analyse how causes affect each
Analyse the causes of the individuals, or popular
Identify a cause. Describe cause(s). movements have varying levels of other and have intended/
revolution. movements caused the
influence in causing the unintended consequences.
revolution.
revolution.

Construct arguments about the Identifies key ideas for a historical Use relevant knowledge and Synthesis of knowledge,
Identifies accurate knowledge in Writes narrative in response to a
causes of the revolution using argument in response to a evidence in response to a evidence, and concepts into a
response to a question. question.
sources as evidence. question. question. historical argument.

© VCAA Page 6
How to use VCE History 2022–2026 Performance Descriptors

6. The teacher may choose to include additional performance descriptors such as specific key knowledge.

Key skills DESCRIPTOR: typical performance in each range

Explain meaning/inferences of
Describe content of source(s). Explain context of source(s). Explains purpose of source(s).
source(s).
Evaluate sources for use as
evidence.
Identify reliable content of a Identify useful content of a Corroborate sources to determine
source. source. reliability and/or usefulness.

Analyse the perspectives of

people during the development Explain perspective(s) of Compare perspectives of
Summarise perspective(s) from
of the revolution and how Identify a perspective from 1917. different individuals in Russia different individuals and
1917.
perspectives changed and/or during 1917. groups in Russia during 1917.
remained the same over time.

Evaluate historical
Summarise a historian’s Explain a historian’s Compare historians’ Evaluate historian’s
interpretations about the
interpretation. interpretation. interpretations. interpretations.
causes of the revolution.

Explain how Lenin, Marxist- Explain why Lenin, Marxist-

Analyse how causes affect each
Analyse the causes of the Leninism and the Bolsheviks Leninism and the Bolsheviks
Identify a cause. Describe cause(s). other and have intended/
revolution. caused the October Revolution had varying influence in causing
unintended consequences.
1917. the October Revolution 1917.

Construct arguments about the Identifies key ideas for a historical Use relevant knowledge and Synthesis of knowledge,
Identifies accurate knowledge in Writes narrative in response to a
causes of the revolution using argument in response to a evidence in response to a evidence, and concepts into a
response to a question. question.
sources as evidence. question. question. historical argument.

© VCAA Page 7
How to use VCE History 2022–2026 Performance Descriptors

7. Each outcome is allocated 50 marks. When designing an assessment task, teachers decide how they wish to allocate marks for each selected performance
descriptor. Also, teachers may consider allocating different marks and/or weight to each skill determined by the level of difficulty of the skill.
*The assessment scale is an example only. Teachers have the flexibility to determine the assessment task design, assessment tool and assessment scale once it is compliant with
the VCE History Study Design 2022–2026 and VCE Assessment Principles.

Key skills DESCRIPTOR: typical performance in each range

Describe content of Explain context of source(s). Explain meaning/inferences Explains purpose of
source(s). of source(s). source(s). 9 Marks
1–2 Marks 3–4 Marks 5–7 Marks 8–9 Marks
Evaluate sources for use
as evidence. Corroborate sources to
Identify reliable content of Identify useful content of
determine reliability and/or
a source. a source. 5 Marks
usefulness.
1 Marks 2–3 Marks
4–5 Marks
Analyse the perspectives
of people during the Compare perspectives of
Explain perspective(s) of
development of the Identify a perspective from Summarise perspective(s) different individuals and
different individuals in
revolution and how 1917. from 1917. groups in Russia during 10 Marks
Russia during 1917.
perspectives changed 1 Mark 2–4 Marks 1917.
5–7 Marks
and/ or remained the same 8–10 Marks
over time.
Evaluate historical Summarise a historian’s Explain a historian’s Compare historians’ Evaluate historian’s
interpretations about the interpretation. interpretation. interpretations. interpretations. 9 Marks
causes of the revolution. 1–2 Marks 3–4 Marks 5–7 Marks 8–10 Marks
Explain why Lenin, Marxist-
Explain how Lenin, Marxist-
Leninism and the Bolsheviks Analyse how causes affect
Leninism and the Bolsheviks
Identify a cause of the Describe cause(s) of the ideas, individuals or popular each other and have
Analyse the causes of the ideas, individuals or popular
October Revolution 1917. October revolution 1917. movements had varying intended/unintended 9 Marks
revolution. movements caused the
1 Mark 2–3 Marks influence in causing the consequences.
October Revolution 1917.
October Revolution. Marks 8–9 Marks
4–5 Marks
Marks 6–7 Marks
Construct arguments Identifies accurate Identifies key ideas for a Use relevant knowledge and Synthesis of knowledge,
Writes narrative in response
about the causes of the knowledge in response to a historical argument in evidence in response to a evidence, and concepts into
to a question. 8 Marks
revolution using sources question. response to a question. question. a historical argument.
3 Marks
as evidence. 1–2 Marks 4–5 Marks 6–7 Marks 8 Marks

Very Low 1–10 Low 11–20 Medium 21–30 High 31–40 Very High 41–50

© VCAA Page 8
How to use VCE History 2022–2026 Performance Descriptors

8. The teacher has used the performance descriptors to develop an assessment tool to determine each student’s level of achievement on the assessment task.
It is important for teachers to evaluate the effectiveness of the adapted performance descriptors to ensure there is scope for clear differentiation between
students’ level of achievement.

© VCAA Page 9