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National
Qualifications
2019
2019 History
Advanced Higher
Finalised Marking Instructions
© Scottish Qualifications Authority 2019
These marking instructions have been prepared by examination teams for use by SQA appointed
markers when marking external course assessments.
The information in this document may be reproduced in support of SQA qualifications only on a non-
commercial basis. If it is reproduced, SQA must be clearly acknowledged as the source. If it is to be
reproduced for any other purpose, written permission must be obtained from permissions@sqa.org.uk.
©
General marking principles for Advanced Higher History
This information is provided to help you understand the general principles you must apply
when marking candidate responses to questions in this paper. These principles must be read in
conjunction with the detailed marking instructions, which identify the key features required
in candidate responses.
(a) Marks for each candidate response must always be assigned in line with these general
marking principles and the detailed marking instructions for this assessment.
(b) Marking should always be positive. This means that, for each candidate response, marks
are accumulated for the demonstration of relevant skills, knowledge and understanding,
they are not deducted from a maximum on the basis of errors or omissions.
(c) If a specific candidate response does not seem to be covered by either the principles or
detailed marking instructions, and you are uncertain how to assess it, you must seek
guidance from your team leader.
(d) Marking must be consistent. Never make a hasty judgement on a response based on
length, quality of hand writing or a confused start.
(e) Use the full range of marks available for each question.
(f) The Detailed Marking Instructions give illustrative examples of points that would be
relevant within a candidate response. They are neither an exhaustive list nor a model
answer. Other relevant points and approaches should be credited.
(g) For credit to be given, points must relate to the question asked. However, where
candidates give points of knowledge without specifying the context, these should be
rewarded unless it is clear that they do not refer to the context of the question.
(h) For points of knowledge/understanding in any response, marks should be awarded for
points that are
a. relevant to the issue in the question
b. developed (by providing additional detail, exemplification, reasons or evidence)
c. used to respond to the demands of the question (eg evaluate, analyse, etc).
Marking principles 25 mark essay questions
To obtain more than 12 marks in a 25 mark essay question, there must be a reference (however
minor) to historiography. If the candidate is unable to show that they have referred to or
quoted from historians, or considered historical schools of thought, then they are not meeting
the basic requirements of the marks scheme for a pass. Full guidance on the intention of each
essay, and possible format and relevant content of candidates’ answers, is given in the detailed
marking instructions for each question.
The grid that follows describes how 25 mark questions will be assessed against the following
four criteria
structure
analysis/evaluation/line of argument
thoroughness/relevance of information and approach
historical sources/interpretations.
page 02
The two key criteria which are used to help determine where an essay is placed within a mark
range are analysis/evaluation/line of argument and thoroughness.
The descriptions on the grid provide guidance on the features of essays falling within mark
ranges which approximately correspond with the grades D, C, B, A, A+ and A++, assuming an
even level of performance across all questions in the paper, and in the coursework. Many essays
will exhibit some but not all of the features listed, others will be stronger in one area than
another. Features described in one column may well appear in a response which overall falls
more within another column(s). ‘Historical interpretations’ is the only criteria that should be
thought of as a hurdle. The others are not. Markers should reward what the candidate has tried
to argue and not penalise what may have been omitted. Remember, a candidate’s arguments
and evidence may differ substantially from the marks scheme, but the candidate should still be
given whatever credit they deserve.
The grid below guides markers in placing responses within an overall likely mark range, and
indicates how to avoid individual marks against the four marking criteria.
The grid describes the typical or most likely qualities of responses. Individual candidate
responses do not follow a set pattern and many responses may fall outside these descriptions,
or be close to two or more descriptions. Where this is the case, markers will use their
professional expertise in awarding marks appropriately.
page 03
25 mark question — mark ranges and individual marking criteria
Mark ranges
0−9 10−12 13−14 15−17 18−19 20−22 23−25
No attempt to An attempt to The structure The structure is Clearly structured, Well-defined Structured so that the
set out a structure the displays a basic readily apparent perceptive, structure displaying a argument convincingly
structure for essay, seen in at organisation but with a competent presentation of very confident grasp builds and develops
the essay. least one of the this may be loose. presentation of the issues. This would be of the demands of throughout
RE following This would refer issues. This would included in the question
U to include
T
C No relevant relevant relevant relevant relevant relevant relevant
U functional functional functional functional introduction with introduction with introduction with
STR introduction. introduction. introduction. introduction with main main main interpretations
main interpretations interpretations prioritised and clear
interpretations. prioritised which prioritised which direction of debate
looks at the looks at the and a clear line of
debate and a debate and a clear argument.
suggested line of line of argument.
ia argument.
r
e No conclusion Conclusion which Conclusion Conclusion which Conclusion which Conclusion which Conclusion which
it
r which makes an makes an overall which makes an makes an overall makes an overall makes an overall makes an overall
c
overall judgement on overall judgement on the judgement on the judgement on the judgement on the
ng judgement on the issue. judgement on issue, bringing issue evaluating issue based on issue based on direct
ki
r the issue. the issue. together the key the key issues. synthesis and synthesis and
a
M issues. evaluation of key evaluation of key
issues/points. issues/points.
No evidence of Treatment of the Treatment of Treatment of the Treatment of the Treatment of the Treatment of the
OF relevant issue shows little the issue shows issue shows an issue is based on a issue is based on issue is clearly based
CH
CE OA knowledge of relevant sufficient awareness of the fair quantity of wide research and on a wide range of
N R the issue. knowledge. knowledge width and depth research, demonstrates a serious reading and
A P
V P which reflects of the knowledge demonstrating considerable width demonstrates a
E A
L a basic required for a width and depth and depth of considerable width
RE D understanding study of the issue. of knowledge. knowledge. and depth of
N
S/ A
of the issue. knowledge.
ES N
N O
I Some elements The factual The factual content Evidence is linked Evidence is linked Evidence is clearly
T of the factual content links to links to the issue. to points of to points of linked to points of
GH A
U M content and the issue. The approach analysis or analysis or analysis or
RO OR approach relate The approach reflects some evaluation. evaluation. evaluation.
F only very loosely reflects some analysis and
N
THO I to the issue. analysis. evaluation.
page 04
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