VCE Art: Administrative information for School-based Assessment in 2018 - Victorian Curriculum and Assessment Authority
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VCE Art: Administrative information for School-based Assessment in 2018 Units 3 and 4 School-assessed Task The School-assessed Task contributes 50 per cent to the study score and is commenced in Unit 3 and completed in Unit 4. Teachers will provide to the Victorian Curriculum and Assessment Authority (VCAA) a score against each criterion that represents an assessment of the student’s level of performance for Unit 3 Outcome 2 and Unit 4 Outcome 2. The recorded scores must be based on the teacher’s assessment of the student’s performance according to the criteria on pages 7–16. This assessment is subject to the VCAA’s statistical moderation process. The 2018 VCE Art assessment sheet on page 23 is to be used by teachers to record scores. The completed assessment sheet for each student’s School-assessed Task must be available on request by the VCAA. The performance descriptors for the assessment criteria are published annually on the Art study page of the VCAA website and notification of their publication is given in the February VCAA Bulletin. Details of authentication requirements and administrative arrangements for School-assessed Tasks will be updated annually and published in the current years VCE and VCAL Administrative Handbook. The Authentication Record Form on page 19 and Teacher Additional Comment Sheet on pages 21 and 22 are to be used to record information for each student and must be made available on request by the VCAA. The School-assessed Task has two components. Unit 3 Outcome 2 Unit 4 Outcome 2. Finished artwork/s submitted at the completion of Unit 3 must have secure storage at school until such time as they are released to be assessed collectively with finished artworks completed in Unit 4. Students must acknowledge and employ appropriate health and safety practices relevant to their practical work with respect to themselves and the environment. Teachers should be aware of the dates of submission of scores into VASS in June and November. These dates are published in the VCE Important Administrative Dates and Assessment Schedule, published annually on the VCAA website. www.vcaa.vic.edu.au/pages/schooladmin/admindates/index.aspx © VCAA Page 1
VCE Art: Administrative information for School-based Assessment in 2018 Unit 3 Investigation and interpretation through art making Outcome 2 On completion of this unit the student should be able to use the art process to produce at least one artwork, and use the Analytical Frameworks to document and evaluate the progressive development and refinement of their artistic practice. Nature of task The task is to produce a body of work that presents broad and creative explorations within the selected art form/s and/or media. The work includes both written and visual material that clearly demonstrates personal thinking and working practices. The work focuses on creative exploration, investigation and experimentation and includes at least one finished artwork. Students use appropriate aspects of the Analytical Frameworks to reflect upon and annotate their work. Scope of task A range of visual responses should be developed in a visual diary to demonstrate the student’s ideas, concepts and observations. Sound and video recording of performance art or site-specific artwork may be required, depending on the medium selected by the student. Written and visual responses should demonstrate the student’s development of thinking and working with personal ideas and concepts and employ the analytical frameworks to reflect upon and develop further works. The written and visual documentation should demonstrate how the student applies materials and techniques to develop and refine an effective visual language. The student’s use of visual language should demonstrate an aesthetic understanding at each stage of the artmaking process, and the application of the art elements and principles and skills in artmaking. At least one finished artwork must be produced in addition to the developmental work. A finished artwork is one that is judged by the student to best demonstrate their acquisition of the key knowledge and key skills for the outcome. The students’ knowledge of the visual language that reflects their artistic practice and demonstrates the communication of their ideas, concepts and skill in their application of techniques and materials is included in a visual diary. Evidence of initial ideas, exploration, investigation and experimentation of materials and techniques in the body of work accompanied by reflective annotations should be linked to the finished artwork. The finished artwork should be completed within the specified timeframe and clearly labelled ‘Finished artwork Unit 3’. Students must submit at least one finished artwork for Unit 3 to be eligible for an S for the Unit. Students should clearly identify the Analytical Frameworks when reflecting on, evaluating and annotating their artmaking. They should label and use appropriate aspects and language of the Analytical Frameworks. Use of the Analytical Frameworks should be identified and applied from the initial exploration of personal art responses, ideas, concepts and observations through to the finished art works. © VCAA Page 2
VCE Art: Administrative information for School-based Assessment in 2018 Students should: develop their own art responses that are inspired by personal ideas, concepts and observations develop a visual language that reflects imagination and demonstrates the development of personal ideas, concepts and the approaches to the investigation of materials, techniques, processes and artform/s engage in personal exploration, reflection, analysis and evaluation as they progressively develop and refine their ideas document any processes from initial investigation and experimentation of materials and techniques in art form/s through to the resolution and refinement of art works document, analyse and reflect on thinking and working practices using the language and context of relevant Analytical Frameworks, as appropriate, to support their reflection on the structural, personal, cultural and contemporary aspects of their artworks. Selected Analytical Frameworks must be clearly identified and labelled within the content of the annotation. The body of work may have a number of starting points and multiple directions. Starting points in the art process might involve: experimental exploration of media and materials investigation into the qualities of art form/s exploration of themes or concepts and aesthetic considerations used by artists through a variety of approaches. In addition to the finished artwork/s, the exploration and experimentation is part of the student’s body of work. The refinement of ideas leading to at least one finished artwork might occur through: trialling and refining techniques and processes progressive resolution of ideas and skills progressive annotation and evaluation of explorations and investigations realisation of defined objectives, experiments, explorations and concepts appropriate technical skill to complete at least one finished artwork by the end of Unit 3. The effective communication of thinking and working practices in the refinement of ideas and concepts must be documented with visual and written material. This may include: grouping, numbering, dating and/or commenting on specific aspects or sections of work from initial concept to the resolution of ideas related photographs, models and/or experimental proofs explaining the sequential development of work/s in progress progressive annotation, explanation and evaluation of ideas, concepts and visual directions work organised chronologically, thematically and/or stylistically to logically reflect the students’ conceptual approach to their practical work. Students should support the development and refinement of their artwork/s using appropriate written and visual material throughout Units 3 and 4. © VCAA Page 3
VCE Art: Administrative information for School-based Assessment in 2018 Unit 4 Realisation and resolution Outcome 2 On completion of this unit the student should be able to apply the art process to progressively communicate ideas, directions and personal concepts in a body of work that includes at least one finished artwork, and use selected aspects of the Analytical Frameworks to underpin reflections on their art making. Nature of task Students produce a refined body of work that builds on the investigation and artistic practice developed in Unit 3 and further develops a visual language reflecting imagination and the progressive exploration, experimentation, development and refinement of concepts, ideas and skills. The work includes both written and visual material that communicates ideas and directions within selected art form/s and the effective manipulation of art elements and principles. Students identify, label and use appropriate aspects and language of the Analytical Frameworks to reflect upon and annotate their work. The use of the Frameworks must demonstrate informed selections and contribute to the reflective annotation of art works. Scope of task A range of visual responses are developed into a body of work that demonstrates the student’s ideas, concepts and observations using a range of materials and techniques. In Unit 4 students continue to explore and experiment with ideas, concepts, materials and techniques to develop, refine and resolve them into finished artwork/s. The use of visual language should demonstrate the ability to manipulate art elements and principles and demonstrate the further exploration and experimentation, development and refinement of ideas, concepts, use of materials and technical skill. The refinement of a visual language includes the reflection of imagination used in conjunction with skills and techniques to communicate and demonstrate progressive development of ideas and personal concepts. All the student’s investigation, experimentation, exploration, development, refinement and resolution contribute to and constitute their body of work. One finished artwork/s must be produced in Unit 4. A finished artwork is one that is judged by the student to best demonstrate their acquisition of the key knowledge and key skills for the outcome. The finished artwork/s must demonstrate the use of visual language that reflects imagination and the communication of the student’s ideas, concepts and skill in their application of techniques and materials. It should be evident that the finished artwork/s in this unit is a progression from the ideas, exploration and artwork/s presented at the completion of Unit 3. The progression should be evidenced in the ideas and concepts and the use of techniques, materials and processes in the body of work. Written responses in Unit 4 should demonstrate further exploration, experimentation, progression and refinement on the work produced in Unit 3. The © VCAA Page 4
VCE Art: Administrative information for School-based Assessment in 2018 documentation should demonstrate how the student applies materials and techniques to achieve an effective visual language and indicate a progressive development of concepts and ideas. The manipulation of art elements and principles and technical qualities should be supported by the application of materials and techniques. Evidence of initial ideas and exploration, investigation, experimentation, development and refinement of materials and techniques in the body of work and in accompanying annotations should be linked to the finished artwork. The investigations and personal explorations of Unit 3 may be continued in Unit 4 and must evolve from the previous investigations in Unit 3. However, there must be evidence of further progression of these investigations, exploration, development, refinement and resolution in the body of work. Students continue to select the appropriate aspects and language of the Analytical Frameworks to reflect on and annotate their work in an informed manner. Students must select the specific language and appropriate concepts of the Analytical Frameworks to support their reflective annotation when discussing aspects of their art-making. Students continue to select the appropriate aspects and language of selected Analytical Frameworks to support their developed and reflective annotation on the structural, personal, cultural and contemporary aspects of their art making. The Analytical Frameworks selected by the student must be identified throughout their annotations. Students clearly indicate the explorations and experimentation or the continued development, progression and refinement of their ideas, directions, skills and application of materials and techniques and how these constitute a body of work. Students should: continue to develop the body of work begun in Unit 3 and complete at least one finished artwork/s for Unit 4 continue to reflect on personal concepts as they further explore and experiment and progressively develop, refine and resolve their artworks investigate, explore, experiment, refine and show their developed knowledge of materials, processes and art forms continue to analyse and reflect on thinking and working practices in an informed way, using the language and context of the Analytical Frameworks as appropriate to support their reflection on the structural, personal, cultural and/or contemporary aspects of their artworks apply and clearly identify selected Analytical Framework/s when annotating their work to demonstrate reflection on the context and influences on their work and on-going inquiry and refinement of a visual language continue to document their thinking and working practices to reflect exploration, experimentation, development, refinement, resolution and developed skill provide documentation that indicates the initial idea/s or concepts, the refinement of these directions and the resolution of all finished artwork/s. The realisation and resolution of students’ thinking and working practices, the further exploration and experimentation, and the refinement of ideas and concepts must be effectively communicated and documented with visual and written material. This may include: grouping, numbering, dating and/or commenting on specific aspects or sections of work from initial concept to the resolution of ideas © VCAA Page 5
VCE Art: Administrative information for School-based Assessment in 2018 related photographs, models and/or experimental proofs explaining the sequential development of work/s in progress through to refinement of finished artwork/s progressive annotation, explanation and evaluation of ideas, concepts and visual directions work organised chronologically, thematically and/or stylistically to logically reflect the students’ conceptual approach to their practical work. Framing of Finished Work Students should consider carefully the presentation of their finished artworks. Presentation should be carefully considered to ensure that the surface qualities of the work are not obscured, and the close examination of the use of materials and techniques is not obstructed. Framing of artworks is not required; however, if it is considered as part of the presentation of the finished artworks then the student should ensure that this is part of the process of refinement of the finished works. It should be remembered that the use of glass, perspex, plastic or other such materials may obscure the surface and obstruct the close examination of the techniques and texture of the medium/media used in the work presented for assessment. If these materials are used, they are considered to be part of the finished artwork. Any framing, mounting or use of these materials should be undertaken by the student. Any framing considerations should be included in the Authentication documentation. Presenting a series of images in a concertina book would be considered one artwork. Mounting more than one piece of work in a multi-cut mount may be considered one final artwork as such and does not present a range of finished artworks. An installation work, documented in the final evaluation document, may consist of many individual works but should be considered in refinement as one work. © VCAA Page 6
VCE Art: Administrative information for School-based Assessment in 2018
VCE Art: School-assessed Task Assessment Sheet 2018
Levels of Performance
Assessment Not
Criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Very limited evidence of Limited evidence of Evidence of an exploration Evidence of a focused Evidence of highly focused
exploration of personal informative exploration of of personal responses and exploration of personal exploration of personal
responses and/or ideas and/or personal responses and ideas in a conceptual and response and ideas in a responses and ideas in a
concepts in a practical ideas in a conceptual and practical investigation. conceptual and practical conceptual and practical
investigation. practical investigation. investigation. investigation.
Very limited exploration and Limited exploration and Effective exploration and Focused and effective Focused and effective
experimentation of selected art experimentation of selected experimentation of exploration and exploration and
Unit 3 forms and/or media, not always art forms and/or media, selected art forms and experimentation of the experimentation of the
relevant to intentions. Provides relevant to intentions. media, relevant to selected art forms relevant to selected art forms highly
Outcome 2 very limited evidence of the Provides limited evidence of intentions. Provides the student intentions. relevant to the student
1. Exploration and development of concepts, the development of evidence of the Provides clear evidence of the intentions. Provides
experimentation of directions and skills. concepts, directions and development of concepts, development of concepts, considered evidence of the
personal skills. directions and skills. directions and skills. exploration and synthesis of
responses, ideas concepts, directions and skills.
and concepts
throughout artistic The scope of the investigation is The scope of the The scope of the The scope of the investigation The scope of the investigation
practice. very narrow. Very limited investigation is narrow. investigation is clear. is clear and imaginative. is comprehensive and
exploration communicates some Limited exploration Relevant exploration Consistent and relevant imaginative. Consistent and
personal responses, ideas communicates personal communicates personal exploration communicates highly effective exploration
and/or concepts through artistic responses, ideas and responses, ideas and personal responses, ideas and clearly communicates personal
practice. concepts through artistic concepts through artistic concepts through artistic responses, ideas and
practice. practice. practice. concepts through artistic
practice.
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© VCAA Page 7VCE Art: Administrative information for School-based Assessment in 2018
VCE Art: School-assessed Task Assessment Sheet 2018
Levels of Performance
Assessment Not
Criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Very limited evidence of Limited evidence of Evidence of a sound Evidence of innovative Evidence of highly innovative
exploration and investigation exploration and investigation exploration and investigation exploration and investigation exploration and investigation
of selected art forms with of selected art forms relevant of selected art forms relevant of selected art forms relevant of selected art forms relevant
Unit 3 some relevance to personal to personal responses, ideas to personal responses, ideas to personal responses, ideas to personal responses, ideas
Outcome 2 responses, ideas and and concepts. and concepts. and concepts. and concepts.
concepts.
2.
Experimentation Evidence of very limited Evidence of limited Evidence of a sound Evidence of a high level of Evidence of a very high level
and exploration experimentation with experimentation with experimentation with experimentation with of sustained experimentation
with materials, materials, techniques and materials, techniques and materials, techniques and materials, techniques and with materials, techniques and
techniques, processes throughout the art processes throughout the art processes throughout the art processes throughout the art processes throughout the art
processes and art process. process. process. process. process.
forms, relevant to
personal ideas Very limited skills in the use Limited skills in the use of Satisfactory skills in the use of Effective, competent and Accomplished, effective and
and concepts, of materials, techniques and materials and techniques materials and techniques consistent skills in the consistent skills in the
throughout the art processes shown throughout shown throughout the art shown throughout the art handling of materials and handling of materials and
process the art process. process. process. techniques shown techniques throughout the art
throughout the art process. process.
0 1 2 3 4 5 6 7 8 9 10
© VCAA Page 8VCE Art: Administrative information for School-based Assessment in 2018
VCE Art: School-assessed Task Assessment Sheet 2018
Levels of Performance
Assessment Not
Criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Very limited use of the language Limited use of the language Sound use of the language Effective and relevant use of Highly effective selection and
of the Analytical Frameworks in of the Analytical Frameworks of the Analytical the language of Analytical relevant use of the language
reflective annotation throughout in reflective annotation Frameworks in reflective Frameworks in reflective of the Analytical Frameworks
artistic practice. throughout artistic practice. annotation throughout annotation throughout artistic in reflective annotation
artistic practice. practice. throughout artistic practice.
Very limited reference to the Limited use of the Analytical Documentation and critical Informative documentation Highly informative
Unit 3 Analytical Frameworks evident Frameworks evident in evaluation using the and critical evaluation, with documentation and critical
in evaluation of personal art evaluation of personal art Analytical Frameworks in consistent application and use evaluation, with insightful and
Outcome 2 responses, ideas and concepts responses, ideas and the initial exploration of of Analytical Frameworks, and consistent use of the selected
3. Use of throughout artistic practice. concepts throughout artistic personal art responses, reference to the initial Analytical Frameworks, and
Analytical practice. ideas and concepts exploration of personal art reference to the initial
Frameworks that throughout artistic practice. responses, ideas and exploration of personal art
reflects the concepts throughout art responses, ideas and
exploration and practice. concepts throughout artistic
development of practice.
art works through
artistic practice. Evidence of very limited Evidence of a limited Evidence of a sound level Clear evidence of a high level Strong evidence of a
understanding of art language understanding of art of understanding of art of understanding of art sophisticated level of
through limited documentation language through limited terminology through terminology through informed understanding of art
throughout artistic practice. documentation throughout adequate documentation and reflective documentation terminology through insightful
artistic practice. throughout artistic practice. throughout artistic practice. and reflective documentation
throughout artistic practice.
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© VCAA Page 9VCE Art: Administrative information for School-based Assessment in 2018
VCE Art: School-assessed Task Assessment Sheet 2018
Levels of Performance
Assessment Not
Criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Very limited evidence of manipulation Limited evidence of manipulation Evidence of sound manipulation Evidence of innovative manipulation Evidence of highly innovative
and application of materials, and application of materials, and application of materials, and application of materials, manipulation and application of
techniques and processes in visual techniques and processes in techniques and processes in techniques and processes in visual materials, techniques and processes
language relevant to art forms in the visual language relevant to art visual language relevant to art language relevant to art forms in the in visual language relevant to art
development of art works. forms in the development of art forms in the development of art development of art works. forms in the development of art
works. works. works.
Very limited evidence of materials, Limited use of materials, Sound use of materials, Effective use of materials and Highly effective use of materials and
techniques and processes techniques and processes techniques and processes techniques demonstrates evidence techniques demonstrates evidence
Unit 3 demonstrates links between student demonstrates some evidence of demonstrates evidence of links of clear links between student of precise links between student
intentions and conceptual directions in links between student intentions between student intentions, intentions, conceptual directions and intentions, conceptual directions and
Outcome 2
the development of art works. and conceptual directions in the conceptual directions and the the development of art works. the development of art works.
4. Use of visual development of artworks. development of art works.
language and
manipulation of Evidence of very limited understanding Evidence of some understanding Evidence of a sound level of Clear evidence of a high level of Strong evidence of a very high level
materials, of visual language through the very of visual language through limited understanding of visual understanding of visual language of understanding of visual language
techniques and limited experimentation, development experimentation, development and language through the through the experimentation, through the experimentation,
processes to and refinement of materials, refinement of materials, experimentation, development development and refinement of development and refinement of
techniques and processes throughout techniques and processes and refinement of materials, materials techniques and processes materials, techniques and processes
develop artworks
artistic practice. throughout artistic practice. techniques and processes throughout artistic practice. throughout artistic practice.
relevant to the
throughout artistic practice.
student intentions.
Very limited evidence of the Limited evidence of the Evidence of a satisfactory Evidence of a strong relationship Evidence of a very strong
relationship between the use of relationship between some use of relationship between the use of between the effective use of relationship between the innovative
Analytical Frameworks and limited Analytical Frameworks and some Analytical Frameworks and the Analytical Frameworks and the and insightful use of Analytical
manipulation and application of manipulation and application of manipulation and application of skilful manipulation and application Frameworks and the skilful
materials, techniques and processes in materials, techniques and materials, techniques and of materials, techniques and manipulation and application of
the development of art works. processes in the development of processes in the development of processes in the development of art materials, techniques and processes
art works. art works. works. in the development of art works.
0 1 2 3 4 5 6 7 8 9 10
© VCAA Page 10VCE Art: Administrative information for School-based Assessment in 2018
VCE Art: School-assessed Task Assessment Sheet 2018
Levels of Performance
Assessment Not
Criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
The finished artworks and art The finished artworks and art The finished artworks and The finished artworks and art The finished artworks and art
process demonstrate a very process demonstrate a art process demonstrate a process demonstrate a process demonstrate an
limited understanding of art limited understanding of art sound understanding of art comprehensive understanding insightful understanding of art
practice. practice. practice. of art practice. practice.
Very limited evidence of Limited evidence of Evidence of the sound Evidence of imaginative Evidence of highly imaginative
resolution of ideas in the resolution of ideas in the resolution of ideas in the resolution of ideas in the resolution of ideas in the
Unit 3 refinement of materials, refinement of materials, refinement of materials, refinement of materials, refinement of materials,
Outcome 2 techniques and processes in at techniques and processes in techniques and processes techniques and processes in techniques and processes in
5. Resolution of least one finished artwork. at least one finished artwork. in at least one finished at least one finished artwork. at least one finished artwork.
personal ideas artwork.
and intentions and Very limited skill in the use of Limited skill in the use of Sound skill in the use of Competent and consistent skill Accomplished and consistent
refinement of the materials and techniques materials and techniques materials and techniques in the handling of materials skill in the handling of
use of materials, relevant to selected art form/s relevant to selected art relevant selected art form/s and techniques relevant to materials and techniques
techniques and are demonstrated in the finished form/s are demonstrated in are demonstrated in the selected art form/s are relevant to selected art form/s
processes artwork/s. the finished artwork/s. finished artwork/s. demonstrated in the finished are demonstrated in the
relevant to artwork/s. finished artwork.
selected art forms
Very limited evidence of an Limited evidence of an Evidence of an Evidence of a comprehensive Evidence of an insightful and
and a finished
understanding of the Analytical understanding of the understanding of the understanding of the Analytical comprehensive understanding
artwork.
Frameworks in any refinement Analytical Frameworks in Analytical Frameworks in Frameworks in the refinement of the Analytical Frameworks
of materials, techniques and some refinement of the refinement of materials, of materials, techniques and in the skilful refinement of
processes in the finished materials, techniques and techniques and processes processes in the finished materials, techniques and
artwork/s. processes in the finished in the finished artwork/s. artwork/s. processes in the finished
artwork/s. artwork/s.
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© VCAA Page 11VCE Art: Administrative information for School-based Assessment in 2018
VCE Art: School-assessed Task Assessment Sheet 2018
Levels of Performance
Assessment Not
Criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Very limited experimentation Limited experimentation Sound experimentation, High level of exploration, Very high level of sustained
and/or exploration and/or and/or exploration and/or exploration and experimentation and exploration, investigation and
investigation of materials, investigation of materials, investigation of materials, investigation of materials, experimentation of materials
techniques and processes techniques with some techniques and processes techniques and processes and techniques and processes
relevant to personal concepts relevance to personal relevant to personal relevant to personal concepts relevant to personal concepts
Unit 4 and ideas throughout the art concepts and ideas and concepts and ideas and art and ideas and selected art and ideas and selected art
Outcome 2 process continuing on from Unit selected art forms forms throughout the art forms throughout the art forms throughout the art
3. throughout the art process process continuing on from process continuing on from process continuing on from
6. Exploration,
continuing on from Unit 3. Unit 3. Unit 3. Unit 3.
investigation and
experimentation
of materials, Very limited evidence of the Limited evidence of the Evidence of the Evidence of the continuation of Comprehensive evidence of
techniques and continuation of the art process continuation of the art continuation of the art the art process from Unit 3 the continuation of the art
processes from Unit 3, demonstrating very process from Unit 3, process from Unit 3, demonstrating consistent process from Unit 3
relevant to minimal progression. demonstrating minimal demonstrating sound progression. demonstrating a highly
personal concepts progression. progression. consistent progression.
and ideas in
selected art Very limited skill in the use of Limited skill in the use of Sound skill in the use of High level of skill in the use of Very high level of skill in the
form/s. materials, techniques and materials, techniques and materials, techniques and materials, techniques and use of materials, techniques
processes continuing from processes in artistic practice processes in artistic processes in artistic practice and processes in artistic
Unit 3. continuing from Unit 3. practice continuing from continuing on from Unit 3. practice continuing on from
Unit 3. Unit 3.
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© VCAA Page 12VCE Art: Administrative information for School-based Assessment in 2018
VCE Art: School-assessed Task Assessment Sheet 2018
Levels of Performance
Assessment Not
Criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Limited use of the art process Sound use of the art process Highly innovative use of the art
Very limited use of the art process Innovative use of the art process
with limited reflection on the with reflection on the process with thoughtful reflection
with very limited reflection on the with thoughtful reflection on the
development, refinement and development, refinement and on the development, refinement
development, realisation and development, refinement and
realisation of ideas and realisation of ideas and and realisation of ideas and
refinement of ideas and concepts realisation of ideas and concepts
concepts throughout the body concepts throughout the body concepts throughout the body of
throughout the body of work. through the body of work.
of work. of work. work.
Very limited evidence of the use of Limited evidence of the use of Evidence of the use of artistic Evidence of the use of creative Evidence of the use of creative
visual language in the visual diary artistic practice in the visual practices and visual language artistic practice and visual and innovative artistic practice
and in the presentation of at least diary and in the presentation of in the visual diary and in the language in the visual diary and and visual language in the visual
two finished artworks in the body of at least two finished artworks in presentation of at least two in the presentation of at least two diary and in the presentation of at
Unit 4 work. the body of work. finished artworks in the body finished artworks in the body of least two finished artworks in the
Outcome 2 of work. work. body of work.
7. Use artistic
practice to refine Very limited use of critical, creative Limited use of critical, creative Sound use of critical, creative Considered use of critical, Insightful and consistent use of
and realise and reflective thinking to realise and reflective thinking to realise and reflective thinking to creative and reflective thinking to critical, creative and reflective
concepts in the personal ideas, concepts and personal ideas, concepts and realise personal ideas, realise personal ideas, concepts thinking to realise personal ideas,
body of work. directions in artworks. directions in artworks. concepts and directions in and directions in artworks. concepts and directions in
artworks. artworks.
Very limited and inconsistent use of Limited use of the language of Sound use of the language of Effective and relevant use of the Highly effective selection and
the language of the Analytical the Analytical Frameworks in the Analytical Frameworks in language of Analytical relevant use of the language of
Frameworks in reflective reflective annotations reflective annotations Frameworks in reflective the Analytical Frameworks in
annotations throughout artistic throughout artistic practice to throughout artistic practice to annotations throughout artistic insightful annotations throughout
practice to realise personal ideas realise personal ideas and realise personal ideas and practice to realise personal ideas artistic practice to realise
and concepts in artworks. concepts in artworks. concepts in artworks. and concepts in artworks. personal ideas and concepts in
artworks.
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© VCAA Page 13VCE Art: Administrative information for School-based Assessment in 2018
VCE Art: School-assessed Task Assessment Sheet 2018
Levels of Performance
Assessment Not
Criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Very limited manipulation and Limited manipulation and Evidence of sound Innovative manipulation and Highly innovative manipulation
application of materials, application of materials, manipulation and application of materials, and application of materials,
techniques and processes to techniques and processes to application of materials, techniques and processes to techniques and processes to
explore, develop, refine and explore, develop, refine and techniques and processes explore, develop, refine and explore, develop, refine and
resolve visual imagery in resolve visual imagery in forms to explore, develop, resolve visual imagery in resolve visual imagery in
finished artworks. finished artworks. refine and resolve visual finished artworks. finished artworks.
Unit 4 imagery in finished
Outcome 2 artworks.
8. Manipulation of Very limited links between the Limited links between the Sound links between the Clear links between the Very strong and clear links
visual language use of visual language, use of visual language, use of visual language, effective use of visual between the highly effective
and technical materials, techniques, materials, techniques, materials, techniques, language, materials, use of visual language,
qualities to processes and some ideas or processes and ideas or processes and ideas, techniques, processes and materials, techniques and
explore, develop, concepts and visual imagery. concepts and visual imagery. concepts and visual ideas, concepts and visual processes and ideas and
refine and resolve imagery. imagery. concepts and visual imagery.
personal ideas
and visual Very limited use of the Analytical Limited use of the Analytical Satisfactory use of the Effective use of the Analytical Highly effective use of the
imagery Frameworks to explore, develop Frameworks to explore, Analytical Frameworks to Frameworks to explore, Analytical Frameworks to
throughout the and refine the application of develop and refine the explore, develop and refine develop and refine the explore, develop and refine
body of work. materials, techniques and application of materials, the application of application of materials, the application of materials,
processes and resolve visual techniques and processes materials, techniques and techniques and processes and techniques and processes and
imagery in finished artworks. and resolve visual imagery in processes and resolve resolve visual imagery in resolve visual imagery in
finished artworks. visual imagery in finished finished artworks. finished artworks.
artworks.
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© VCAA Page 14VCE Art: Administrative information for School-based Assessment in 2018
VCE Art: School-assessed Task Assessment Sheet 2018
Levels of Performance
Assessment Not
Criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Finished artworks across the Finished artworks across the Finished artworks across Finished artworks across the Finished artworks across the
body of work demonstrate a very body of work demonstrate a the body of work body of work demonstrate body of work demonstrate
limited resolution of ideas and limited resolution of ideas demonstrate sound sophisticated resolution of highly sophisticated resolution
personal concepts. and personal concepts. resolution of ideas and ideas and personal concepts. of ideas and personal
personal concepts. concepts.
The body of work presents a The body of work presents a The finished artworks and The finished artworks and The finished artworks and
very limited understanding of limited understanding of visual diary demonstrate a visual diary demonstrate visual diary demonstrate
Unit 4 artistic practice in the resolution artistic practice in the sound understanding of refined artistic practice in the insightful artistic practice in the
Outcome 2 of ideas and personal concepts. resolution of ideas and artistic practice in the resolution of ideas and resolution of ideas and
personal concepts. resolution of ideas and personal concepts. personal concepts.
9. Resolution of personal concepts.
ideas and
personal concepts
Very limited and inconsistent Limited use of the language Sound use of the language Effective and relevant use of Highly effective selection and
in the body of
use of the language of the of the Analytical Frameworks of the Analytical the language of Analytical relevant use of the language
work.
Analytical Frameworks in in reflective annotation Frameworks in reflective Frameworks in reflective of the Analytical Frameworks
reflective annotation throughout throughout artistic practice in annotation throughout annotation throughout artistic throughout artistic practice in
artistic practice in the resolution the resolution of personal artistic practice in the practice in the resolution of the resolution of personal
of personal ideas and concepts ideas and concepts in resolution of personal personal ideas and concepts ideas and concepts in
in artworks. artworks. ideas and concepts in in artworks. artworks.
artworks.
0 1 2 3 4 5 6 7 8 9 10
© VCAA Page 15VCE Art: Administrative information for School-based Assessment in 2018
VCE Art: School-assessed Task Assessment Sheet 2018
Levels of Performance
Assessment Not
Criteria shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Very limited application of art Limited application of art Sound application of Detailed application of relevant Comprehensive and insightful
terminology in reflective and terminology in reflective and relevant art terminology in art terminology in reflective application of relevant art
evaluative annotations evaluative annotations reflective and evaluative and evaluative annotations terminology in reflective and
Unit 4 throughout the art process. throughout the art process. annotations throughout the throughout the art process. evaluative annotations through
art process. the art process.
Outcome 2
Very limited documentation and Limited documentation and Sound documentation and Informed documentation and Insightful documentation and
10. Use of the evaluation of the use and evaluation of the use and evaluation of the use and evaluation of the use and evaluation of the use and
Analytical manipulation of art elements and manipulation of art elements manipulation of art manipulation of art elements manipulation of art elements
Frameworks art principles throughout the art and art principles throughout elements and art principles and art principles throughout and art principles throughout
throughout artistic process. the art process. throughout the art process. the art process. the art process.
practice, in
reflective and Very limited use of the language Limited use of the language Sound use of the language Effective and relevant use of Highly effective selection and
evaluative of the Analytical Frameworks in of the Analytical Frameworks of the Analytical the language of the Analytical relevant use of the language
annotations evaluative and reflective in evaluative and reflective Frameworks in evaluative Frameworks in evaluative and of the Analytical Frameworks
throughout the art annotation throughout the art annotation throughout the art and reflective annotation reflective annotation in evaluative and annotation
process. process. process. throughout the art process. throughout the art process. throughout the art process.
0 1 2 3 4 5 6 7 8 9 10
© VCAA Page 16VCE Art: Administrative information for School-based Assessment in 2018
Authentication of VCE Art
School-assessed Task (SAT)
Teachers are reminded of the need to comply with the authentication requirements specified in the
Assessment: School-based Assessment section of the VCE and VCAL Administrative Handbook
2018. This is important to ensure that ‘undue assistance [is] not … provided to students while
undertaking assessment tasks’.
Teachers must be aware of the following requirements for the authentication of VCE Art School-
assessed Tasks:
1. The body of work created for the School-assessed Task (SAT) is based on work developed
and completed in Unit 3 Outcome 2 and Unit 4 Outcome 2.
2. Teachers are required to fill out the Authentication Record Form and Additional Comment
Sheet and provide the student with feedback on their progress at each observation.
3. The study design requires students to document how any assistance will be sought and/or
use of appropriated images or other material will be acknowledged or copyright observed.
Students should refer to the VCAA Copyright guidelines of the VCAA Season of Excellence
webpage for information regarding copyright and third-party material. It should be noted that
all applications to Top Arts must have written copyright clearance for the use of third party
material:
www.vcaa.vic.edu.au/Pages/excellenceawards/seasonofexcellence/generalinfo/copyright.aspx
4. The VCE Art study design notes that ‘work related to the outcomes of each unit will be
accepted only if the teacher can attest that, to the best of their knowledge, all
unacknowledged work is the student’s own’.
5. Undue assistance should not occur at any time during the development of the body of work
and teachers need to be vigilant. Students are required to demonstrate development of their
artistic practices. The progressive realisation of the body of work should reflect personal
concepts, ideas, directions, explorations, aesthetic qualities and technical skills. Teachers are
reminded that it is not appropriate to provide ‘detailed advice on, corrections to, or actual
reworking of students’ drafts or productions or folios’.
6. Teachers must sight and monitor the development and documentation of the student’s art
process throughout the unit to authenticate the work as the student’s own. Students must
acknowledge the source of materials and information used to support the development of
ideas, including materials identified for inspiration and further development.
This includes documentation of any appropriated imagery, with information detailing how the
work has evolved from the source imagery.
7. Students should be encouraged to complete their artwork at school. Where they use external
service providers, their documentation should demonstrate that they have researched and
identified the appropriate and correct technical methods required and also created their own
specifications for the service provider. This includes visual documentation. Receipts are not
acceptable as documentation. The student’s documentation will show their complete creative
control over the making of their artwork. Without this evidence the teacher may not be able to
authenticate the student’s artwork or apply the SAT assessment criteria fairly.
© VCAA Page 17VCE Art: Administrative information for School-based Assessment in 2018
During development of the body of work, teachers must plan and use observations of student
work in order to monitor and record each student’s progress as part of the authentication
process. The further exploration, experimentation, development, refinement and resolution of
student work should be clearly documented for Authentication purposes. Teachers cannot
assess any work produced in Unit 3 in Unit 4.
8. Teachers must ensure that all source and reference material, all appropriate imagery used in
the final artwork, all use of non-school (home, outsourced) resources and any external
assistance (for example, tutors) are acknowledged on the authentication form. If a student
acknowledges using appropriated imagery, outsourcing production and/or receiving external
assistance the teacher should record complete details as an attachment to the Authentication
Form.
9. The use of external support and/or equipment must be planned and documented with
appropriate detail to demonstrate that the student has retained complete creative control;
teachers must certify that such support does not constitute undue assistance.
This ensures the body of work can be authenticated and that the student is not receiving
undue assistance and in turn ensures that all students are assessed equitably.
10. Framing of finished artworks or any aspect of the body of work is not required. However,
students should use appropriate labelling to clearly identify their finished artwork and label as
‘Finished artwork Unit 3’ and ‘Finished artwork Unit 4’. If the artwork has the framing as part of
the artwork then the student should clearly document the use of framing and how this
contributes to the refinement of ideas, aesthetics, techniques and processes. Identification of
the refinement is also required in their documentation and evaluation.
11. If a student is not meeting the expectations of the study or is at risk of not completing the art
process, teachers must indicate this on the Authentication Record Form and advise the
student of this situation. Clear evidence about what the student needs to do to complete the
art process in order to receive a satisfactory assessment must be recorded on the
Authentication Record Form and the Additional Comment sheets and must discussed directly
with the student.
12. Teachers are reminded that the authentication procedures are required to be followed for all
student work in relation to this SAT. School-based Assessment Audits include the inspection of
authentication records. Where authentication records are not provided, the school is
automatically audited the following year. Authentication records and Additional comment
sheets will also be required to be forwarded for all works nominated for the Season of
Excellence in 2018. Incomplete authentication records will result in an automatic
disqualification of the student work from the nomination process.
© VCAA Page 18VCE Art: Administrative information for School-based Assessment in 2018
Authentication Record Form VCE Art School-assessed Task 2018
This form must be completed by the class teacher. It provides a record of the monitoring of the student’s work in progress for authentication
purposes. This form is to be retained by the school and filed. It may be collected by the VCAA as part of its School-based Assessment Audit.
Student name …………………………………………………………….. Student No.
School…………………………………………………………………………………………
Teacher ……………………………………..…………………………………………….
Component of School- Date Teacher comments Teacher Student
assessed Task observed / initials initials
submitted
Observation No. 1: Exploration
of ideas, materials and
techniques
Student has begun a process of
investigation and exploration of
ideas, concepts, materials and
techniques
Student has referenced all
imagery and sources in the visual
diary
Observation No. 2: Progressive
development and refinement of
ideas and skills
Student has continued to develop
ideas and trial materials and
techniques.
End Unit 3
Student has submitted at least
one final artwork at the
completion of Unit 3.
Observation No. 3 Unit 4:
Continued exploration,
development and refinement of
body of work.
Student has continued to develop
a body of work. Refinement of
materials, processes and art form
and resolution of ideas.
End Unit 4:
Student has submitted at least
one Final Artwork at the
completion of Unit 4.
Documentation and reflection
Analytical Frameworks are
identified, selected and applied
throughout the body of work.
© VCAA Page 19VCE Art: Administrative information for School-based Assessment in 2018 Copyright All material has been sourced and acknowledged. Written copyright approval has been provided for the use of any 3rd party material. I declare that all resource materials and assistance used have been acknowledged and that all unacknowledged work is my own. Student signature …………………………………………… Date ………………………………… © VCAA Page 20
VCE Art: Administrative information for School-based Assessment in 2018 Teacher Additional Comment Sheet for 2018 This sheet is to assist teachers to provide feedback to student and document observations of the School- assessed Task in each Criterion. Teachers should supply written information based on discussions and observations of student work. Please complete this sheet and retain at the school. The VCAA may request submission of this sheet as part of the school-based assessment audit and for the Season of Excellence student applications. Student number Comments Unit 3 Criterion 1 Criterion 2 Criterion 3 Criterion 4 Criterion 5 © VCAA Page 21
VCE Art: Administrative information for School-based Assessment in 2018 Teacher Additional Comment Sheet 2018 Unit 4 Criterion 6 Criterion 7 Criterion 8 Criterion 9 Criterion 10 Teacher’s signature ______________________ Date ______/______/ 2018 Please retain this sheet. It may be requested as part of the School-based Assessment Audit. © VCAA Page 22
VCE Art: Administrative information for School-based Assessment in 2018
2018
Victorian Certificate of Education student name
Art Assessment Sheet
School-assessed Task: Investigation and Interpretation, Realisation and Resolution
This assessment sheet will assist teachers to determine their score for each student. Teachers need to make judgments on the student's performance for each student number
criterion. Teachers will be required to choose one number from 0–10 to indicate how the student performed on each criterion with comments, as appropriate.
Teachers then add the subtotals to determine the total score. assessing school number
Criteria for the award of grades Performance on Criteria: Teacher’s Comments
Not Shown Very Low Low Med High Very High
You may wish to comment on aspects of the student's
(0) (1–2) (3–4) (5–6) (7–8) (9–10)
work that led to your assessment.
The extent to which the folio demonstrates:
1 exploration and experimentation of personal responses, ideas and concepts throughout artistic
practice
2 experimentation and exploration with materials, techniques, processes and art forms, relevant
to personal ideas and concepts, throughout the art process
3 use of Analytical Frameworks that reflects the exploration and development of art works
through artistic practice
4 use of visual language and manipulation of materials, techniques and processes to develop
artworks relevant to the student intentions
5 resolution of personal ideas and intentions and refinement of the use of materials, techniques
and processes relevant to selected art forms and a finished artwork
6 exploration, investigation and experimentation of materials, techniques and processes relevant
to personal concepts and ideas in selected art form/s
7 use of artistic practice to refine and realise concepts in the body of work
8 manipulation of visual language and technical qualities to explore, develop, refine and resolve
personal ideas and visual imagery throughout the body of work
9 resolution of ideas and personal concepts in the body of work
10 use of the Analytical Frameworks throughout artistic practice, in reflective and evaluative
annotations throughout the art process.
If a student does not submit the School-assessed Task
at all, N/A should be entered in the total score box.
SUBTOTALS
TOTAL SCORE
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