VCE Art: Administrative information for School-based Assessment in 2020 - VCAA
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VCE Art: Administrative
information for School-based
Assessment in 2020
Units 3 and 4
School-assessed Task
The School-assessed Task (SAT) 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 2020 VCE Art assessment sheet on page 26 is to be used by teachers to record scores. The
completed assessment sheet must be made 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 SATs will be updated annually
and published in the VCE and VCAL Administrative Handbook 2020.
The Authentication record form on pages 19–24 is to be used to record information for each
student and must be made available on request by the VCAA.
The SAT 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. Dates for release to students are published in the VCAA’s Important Administrative Dates.
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 VCAA’s Important Administrative Dates, published annually on
the VCAA website: www.vcaa.vic.edu.au/pages/schooladmin/admindates/index.aspx
The score for Unit 3 must be submitted by 12 June. The score for Unit 4 must be submitted by
4 November.
VCAA Page 1VCE Art: Administrative information for School-based Assessment in 2020 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 A body of work that presents explorations within selected art forms and that clearly demonstrates the development of the student’s thinking and working practices. The progressive realisation and resolution of the body of work reflects personal concepts, ideas, directions, explorations, aesthetic qualities and technical skills, and includes at least two finished artworks that resolve the student’s intentions. Scope of task A range of visual responses should be developed in a visual diary to demonstrate the student’s ideas, concepts and observations. 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 art making process, the application of the art elements and the principles and skills in art making. Sound and video recording of performance art or site-specific artwork may be required, depending on the medium selected by the student. 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 should clearly identify the Analytical Frameworks when reflecting on, evaluating and annotating their art making. 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 development, refinement and resolution of finished artworks. © VCAA Page 2
VCE Art: Administrative information for School-based Assessment in 2020
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 the students’ artistic practice, as outlined in the Cross-study
specifications on page 10 of the VCE Art Study Design, 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.
Scoring of criteria for the School-assessed Task
If a student does not submit any of the SAT, a score of N/A should be entered for the relevant
criterion. A score of ‘zero’ is deemed a score for the criterion. A student can score for all criteria in
Unit 3 and receive N/A for criteria in Unit 4 if the task is not submitted for Unit 4.
© VCAA Page 3VCE Art: Administrative information for School-based Assessment in 2020 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 A body of work that presents explorations within selected art forms and that clearly demonstrates the development of the student’s thinking and working practices. The progressive realisation and resolution of the body of work reflects personal concepts, ideas, directions, explorations, aesthetic qualities and technical skills, and includes at least two finished artworks that resolve the student’s intentions. 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 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. © VCAA Page 4
VCE Art: Administrative information for School-based Assessment in 2020
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
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.
© VCAA Page 5VCE Art: Administrative information for School-based Assessment in 2020 Scoring of criteria for the School-assessed Task If a student does not submit any of the SAT, a score of N/A should be entered for the relevant criterion. A score of ‘zero’ is deemed a score for the criterion. A student can score for all criterion in Unit 3 and receive N/A for criterion in Unit 4 in the task is not submitted for Unit 4. 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 record form. 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 2020
VCE Art: School-assessed Task Assessment Sheet 2020
Levels of Performance
Assessment Criteria
Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 3 Exploration and Exploration and Exploration and Exploration and Exploration and
Outcome 2 experimentation with art experimentation with art experimentation with art experimentation with art experimentation with art
forms. forms in ideas and forms in personal forms is relevant to the forms is explicit to the
1. Exploration of responses. responses, ideas and communication of personal communication of personal
personal concepts through artistic responses, ideas and ideas, responses and
responses, ideas practice. concepts through artistic concepts through artistic
and concepts practice. practice.
throughout artistic
practice.
0 1 2 3 4 5 6 7 8 9 10
Evidence EXPLORATION – EXPERIMENTATION
Exploration of personal responses and ideas – Concepts and ideas come from personal responses.
Experimentation of art forms and media relevant to student intentions – Responds to artistic inspiration visually- small studies with annotation indicating influences
and student direction and approach from this influence.
Exploration communicates personal responses, ideas and concepts through artistic practice – in all areas of artistic practice.
© VCAA Page 7VCE Art: Administrative information for School-based Assessment in 2020
VCE Art: School-assessed Task Assessment Sheet 2020
Levels of Performance
Assessment Criteria
Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 3 Experimentation with Experimentation with Experimentation with Experimentation with Experimentation with
Outcome 2 materials, techniques, materials, techniques, materials, techniques, materials, techniques, materials, techniques,
processes and art forms. processes and art forms processes and art forms to processes and art forms to processes and art forms to
2. Experimentation linked to ideas and develop skills and in develop skills and to develop and refine skills
with materials, concepts throughout the art relation to personal express personal concepts and to express and
techniques, process. concepts throughout the art using visual language synthesise personal
processes and art process. throughout the art process. concepts using visual
forms, relevant to language throughout the art
personal ideas process.
and concepts,
throughout the art
process.
0 1 2 3 4 5 6 7 8 9 10
Evidence EXPERIMENTATION – EXPLORATION
Exploration and investigation of selected art forms relevant to personal responses, ideas and concepts – Manipulates materials techniques and processes to
strengthen visual language.
Experimentation with materials, techniques and processes throughout the art process.
Skill in the use of materials, techniques and processes throughout the art process.
© VCAA Page 8VCE Art: Administrative information for School-based Assessment in 2020
VCE Art: School-assessed Task Assessment Sheet 2020
Levels of Performance
Assessment Criteria
Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 3 Frameworks are evident. Describes decisions using Analyses the effects of Analyses and evaluates Relevant use of the
Outcome 2 the analytical frameworks decisions made throughout artistic practice selecting Analytical Frameworks and
and art terminology. artistic practice identifying analytical frameworks to art terminology in
3. Use of Analytical and applying the analytical document decisions made. annotations throughout
Frameworks that frameworks. Annotations Annotations use art artistic practice to analyse,
reflects the use art terminology. terminology to focus on the interpret and evaluate
exploration and development of selected ideas. All of the analytical
development of ideas and concepts. frameworks are applied,
artworks through and decisions are
artistic practice. evaluated with an indication
for further expansion and
improvement.
0 1 2 3 4 5 6 7 8 9 10
Evidence EXPERIMENTATION – EXPLORATION – DEVELOPMENT
Use of the Analytical Frameworks in annotations throughout artistic practice.
Documentation and evaluation using the Analytical Frameworks in the exploration of personal art responses, ideas and concepts throughout artistic practice.
Understanding of art terminology in documentation.
© VCAA Page 9VCE Art: Administrative information for School-based Assessment in 2020
VCE Art: School-assessed Task Assessment Sheet 2020
Levels of Performance
Assessment Criteria
Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 3 Demonstrates the use of Uses visual language Demonstrates links Uses visual language in a Uses visual language to
Outcome 2 visual language in the art relevant to intentions in the between intentions and variety of visual responses experiment with visual
process. art process. conceptual directions using to intentions and in the responses and in the
4. Use of visual visual language throughout development of conceptual development and
language to the art process. direction throughout the art refinement of conceptual
develop artworks process. directions throughout the
relevant to the art process.
student’s
intentions.
0 1 2 3 4 5 6 7 8 9 10
Evidence EXPERIMENTATION – EXPLORATION – DEVELOPMENT
Manipulation and application of materials, techniques and processes in visual language.
Links between student intentions, conceptual directions and the development of artworks.
Understanding of visual language through the experimentation, development and refinement of materials, techniques and processes in the development of
artworks.
© VCAA Page 10VCE Art: Administrative information for School-based Assessment in 2020
VCE Art: School-assessed Task Assessment Sheet 2020
Levels of Performance
Assessment Criteria
Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 3 Application of skill Application of skill linked to The finished artwork(s) and The finished artwork(s) and The finished artwork(s) and
Outcome 2 demonstrated in artwork(s). personal ideas, directions art process demonstrate an art process demonstrate art process demonstrate
and concepts in artwork(s). application of skill and refinement in the refinement in the
5. Refinement and resolution of personal application of skills to application of skill and the
resolution of ideas, directions and resolve personal ideas, resolution of personal
personal ideas in concepts. directions and concepts. ideas, directions and
the art process concepts through
and finished evaluation and
artwork/s. improvement in all stages
of the art process.
0 1 2 3 4 5 6 7 8 9 10
Evidence REFINEMENT – RESOLUTION
Resolution of personal ideas and concepts in finished artwork(s) linked to the art process.
Use of materials, techniques and processes in finished artwork(s).
Refined use of skill in finished artwork(s).
Use of visual language and analytical frameworks throughout art practice to refine and resolve artwork(s).
© VCAA Page 11VCE Art: Administrative information for School-based Assessment in 2020
VCE Art: School-assessed Task Assessment Sheet 2020
Levels of Performance
Assessment Criteria
Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 4 Exploration, investigation Exploration, investigation Exploration, investigation Exploration, investigation Exploration, investigation
Outcome 2 and experimentation are and experimentation is and experimentation with and experimentation with and experimentation with
evident. evident with techniques materials, techniques and materials, techniques and materials, techniques and
6. Exploration, and processes relevant to processes demonstrates processes that processes that
investigation and personal ideas. the development of skill demonstrates a demonstrates a
experimentation from Unit 3 relevant to progression and refinement progression from Unit 3
of materials, personal concepts and of skills, using visual refining skills to express
techniques and ideas. language relevant to and synthesise personal
processes personal concepts and concepts and ideas using
relevant to ideas from Unit 3. visual language.
personal concepts
and ideas in
Unit 4.
0 1 2 3 4 5 6 7 8 9 10
Evidence EXPERIMENTATION – EXPLORATION – DEVELOPMENT – REFINEMENT
Clear link and progression from Unit 3.
Experimentation, exploration and investigation of personal concepts.
Consistent progression of the art process – focus on development and refinement.
Relevant use of materials, techniques and skill.
© VCAA Page 12VCE Art: Administrative information for School-based Assessment in 2020
VCE Art: School-assessed Task Assessment Sheet 2020
Levels of Performance
Assessment Criteria
Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 4 At least one finished An art process is evident to An art process is used to An art process is evident An art process is evident
Outcome 2 artwork is presented in the develop concepts in the realise concepts in the with the use of critical, with the use of critical and
Unit 4 body of work. Unit 4 body of work with at body of work in Unit 4 with creative and reflective creative thinking to refine
7. Use artistic least one finished artwork. at least one finished thinking in and realise concepts in
practice to refine artwork. conceptualisation of at Unit 4 body of work with at
and realise least one finished artwork. least one finished artwork.
concepts in the
body of work and
finished
artwork(s).
0 1 2 3 4 5 6 7 8 9 10
Evidence DEVELOPMENT – REFINEMENT – RESOLUTION
Focus on a body of work (Unit 3 and 4).
Reflection on the development, refinement and realisation of ideas and concepts in Unit 4.
Visual language contributing to a minimum of one final artwork from Unit 4.
Use of critical, creative and reflective thinking in conceptualisation and direction of artworks in Unit 4.
© VCAA Page 13VCE Art: Administrative information for School-based Assessment in 2020
VCE Art: School-assessed Task Assessment Sheet 2020
Levels of Performance
Assessment Criteria
Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 4 Use of materials and Manipulation of materials Manipulate materials and Manipulation and The development and
Outcome 2 techniques and processes and techniques and techniques and processes application of materials and application of materials and
to create visual language. processes to create visual to develop and refine visual techniques and processes techniques and processes
8. Manipulation of visual language. language. developed from Unit 3 to from Unit 3 is refined and
language and create links between visual resolved with clear links
technical qualities to language, ideas, concepts between visual language,
explore, develop, and visual imagery. ideas, concepts and visual
refine and resolve imagery.
personal ideas and
visual imagery
throughout Unit 4.
0 1 2 3 4 5 6 7 8 9 10
Evidence EXPLORATION – DEVELOPMENT – REFINEMENT – RESOLUTION
Application and manipulation of materials, techniques and processes to explore, develop and refine visual imagery in finished artworks.
Links between visual language, ideas, concepts and visual imagery.
© VCAA Page 14VCE Art: Administrative information for School-based Assessment in 2020
VCE Art: School-assessed Task Assessment Sheet 2020
Levels of Performance
Assessment Criteria
Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 4 Finished artwork/s are Finished artwork/s Finished artwork/s resolve The finished artwork/s Aesthetic considerations
Outcome 2 presented. demonstrate ideas and ideas and concepts using demonstrates aesthetic and the refined application
concepts. an understanding of artistic considerations and skill in of skills are used to resolve
9. Resolution practice. the application of the finished artwork/s.
of skills, ideas selected artform.
and personal
concepts evident
in Unit 4 finished
artwork/s.
0 1 2 3 4 5 6 7 8 9 10
Evidence RESOLUTION – REFINEMENT
Resolution of ideas and concepts in finished artwork/s across the body of work.
Finished artwork/s demonstrate an understanding of artistic practice.
© VCAA Page 15VCE Art: Administrative information for School-based Assessment in 2020
VCE Art: School-assessed Task Assessment Sheet 2020
Levels of Performance
Assessment Criteria
Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)
Unit 4 Analytical frameworks are Describes decisions using Evaluates the effects of Selected and relevant Selected and relevant
Outcome 2 evident. the analytical frameworks decisions made throughout frameworks are applied frameworks are applied
and using art terminology. Unit 4 identifying and throughout the body of throughout the body of
10. Use of the applying the analytical work. The use of the work. Consistent use of the
Analytical frameworks using art analytical frameworks and analytical frameworks and
Frameworks in terminology. art terminology are applied art terminology are applied
reflective and in Unit 4 to evaluate and in Unit 4 to analyse,
evaluative reflect on decisions and interpret and justify
annotations ideas. decisions and ideas.
throughout
Unit 4.
0 1 2 3 4 5 6 7 8 9 10
Evidence EXPLORATION – EXPERIMENTATION – DEVELOPMENT – REFINEMENT – RESOLUTION
Application of art terminology in reflective and evaluative annotations throughout the art process.
Application of Analytical Frameworks in evaluative and reflective annotations throughout the art process.
© VCAA Page 16VCE Art: Administrative information for School-based Assessment in 2020
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
2020. 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 SATs:
1. The body of work created for the 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 to provide the student with
feedback on their progress for each criterion 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.as
px
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 2020
8. 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.
9. 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 record 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 record form.
10. 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. 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 must be 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. The School-based Assessment Audit includes the
inspection of Authentication record forms. Authentication record forms will also be required
to be forwarded for all works nominated for the Season of Excellence awards in 2020.
Incomplete Authentication record forms 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 2020 – Authentication Record Form
Authentication Record Form: VCE Art School-assessed Task 2020
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 the School-based Assessment Audit.
Student name …………………………………………………………………Student No. Unit 3
School…………………………………………………………………………………………Teacher ……………………………………..…………………………………………….
Component of School- Teacher comments Teacher Student
assessed Task Use the Criterion Evidence and Descriptors to inform the comments. initials and initials
(At least 4 observations Date and Date
should be carried out
throughout the Semester)
Criterion 1: Exploration of personal responses, ideas and concepts throughout artistic practice.
Observation comments:
Comment on submission
Criterion 1:
What are the personal ideas the student has explored? What studies or trials have they completed in response to personal ideas? What visual and/or written evidence is there that explains the
expression of personal ideas?
Criterion 2: Experimentation with materials, techniques, processes and art forms, relevant to personal ideas and concepts, throughout the art process.
Observation comments:
Comment on submission
Criterion 2:
What experimentation has the student completed using materials, techniques and processes? What are the links between the experimentation and the student’s personal ideas? How has the student
used visual language in their expression of ideas?
© VCAA Page 19VCE Art: Administrative information for School-based Assessment in 2020 – Authentication Record Form
Criterion 3: Use of Analytical Frameworks that reflects the exploration and development of artworks through artistic practice.
Observation comments:
Comment on submission
Criterion 3:
Has the student documented the Structural, Cultural, Personal and Contemporary frameworks in their artistic practice? How has the student used the Analytical Frameworks to analyse and evaluate their
artistic practice? Has the student used art terminology in their documentation?
Criterion 4: Use of visual language to develop artworks relevant to the student’s intentions.
Observation comments:
Comment on submission
Criterion 4:
What evidence is there of the use of visual language in the experimentation, development and refinement of the artistic practice? How does the use of visual language relate to the student’s intentions?
How has the student manipulated materials, techniques and processes using visual language?
Criteria 5: Refinement and resolution of personal ideas in the art process and finished artworks.
Observation comments:
Comment on submission
Criterion 5:
What evidence is there of the refinement of materials, skills and techniques by the student in at least one finished artwork? How has the student resolved their ideas in at least one finished artwork? Has
the student used visual language and the Analytical Frameworks in the refinement and resolution of one artwork?
© VCAA Page 20VCE Art: Administrative information for School-based Assessment in 2020 – Authentication Record Form
Unit 3 Checklist Student has referenced all imagery and sources in the visual diary by annotating the source next to the images.
Student has submitted at least one final artwork at the completion of Unit 3.
All material has been sourced and acknowledged. Written copyright approval has been provided for the use of any 3 rd party material.
List any copyright or trademark material used in the folio or final artworks.
I declare that all resource materials and assistance used have been acknowledged and that all unacknowledged work is my own.
Student signature ……………………………………………………………………………………………………………………………………………………………………………
Teacher signature: ………………………………………………………………………………………………………………………………………………………………………….. Date …………………………………………
© VCAA Page 21VCE Art: Administrative information for School-based Assessment in 2020
Authentication Record Form: VCE Art School-assessed Task 2020
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 the School-based Assessment Audit.
Student name …………………………………….……………… Student No. Unit 4
School…………………………………………………………………………………………Teacher ……………………………………..…………………………………………….
Component of School-assessed Teacher comments Teacher Student
Task Use the Criterion Evidence and Descriptors to inform the comments. initials initials
and Date and Date
Criteria 6: Exploration, investigation and experimentation of materials, techniques and processes relevant to personal concepts and ideas in Unit 4.
Observation comments:
Comment on submission
Criterion 6:
What links are evident between Unit 3 and Unit 4 in the student’s artistic practice? How has the student progressively experimented with materials, techniques and processes from Unit 3? How has the
student progressively explored personal concepts from Unit 3 in Unit 4?
Criteria 7: Use artistic practice to refine and realise concepts in the body of work and finished artwork(s)
Observation comments:
Comment on submission
Criterion 7:
How has the student refined and realised a body of work across Units 3 and 4? How has the student further refined and realised ideas and concepts from Unit 3 the finished artworks in Unit 4? How has
the student used visual language to refine and realise at least artwork in Unit 4? What evidence is there of critical, creative and reflective thinking?
© VCAA Page 22VCE Art: Administrative information for School-based Assessment in 2020
Criteria 8: Manipulation of visual language and technical qualities to explore, develop, refine and resolve personal ideas and visual imagery throughout Unit 4.
Observation comments:
Comment on submission
Criterion 8:
How has the student used visual language throughout Unit 4 to explore, develop and refine personal ideas in their art practice that demonstrates progression from Unit 3? What are the links between
visual language, ideas and visual imagery in the body of work?
Criteria 9: Resolution of skills, ideas and personal concepts evident in Unit 4 finished artworks.
Observation comments:
Comment on submission
Criterion 9:
How has the student resolved their ideas and personal concepts in the Unit 4 finished artworks? How has the student resolved skills in the Unit 4 finished artworks?
Criteria 10: Use of the Analytical Frameworks in reflective and evaluative annotations throughout Unit 4.
Observation comments:
Comment on submission
Criterion 10:
© VCAA Page 23VCE Art: Administrative information for School-based Assessment in 2020
Has the student documented the Structural, Cultural, Personal and Contemporary frameworks throughout the exploration, development and refinement of art works in Unit 4? How has the
student used the Analytical Frameworks to analyse and evaluate their artistic practice in Unit 4 that indicates progression from Unit 3? Has the student used art terminology in their
documentation?
Unit 4 Checklist Student has referenced all imagery and sources in the visual diary by annotating the source next to the images.
Student has submitted at least one final artwork at the completion of Unit 4 and has produced a body of work.
All material has been sourced and acknowledged. Written copyright approval has been provided for the use of any 3rd party material.
List any copyright or trademark material used in the folio or final artworks.
I declare that all resource materials and assistance used have been acknowledged and that all unacknowledged work is my own.
Student signature ……………………………………………………………………………………………………………………………………………………………………………
Teacher signature: ………………………………………………………………………………………………………………………………………………………………..Date …………………………………
© VCAA Page 24VCE Art: Administrative information for School-based Assessment in 2020 Art Additional information to be used in conjunction with the Assessment Sheet. Criteria Score Students must submit at least one finished artwork for Unit 3 to be eligible for an S for the Unit. If a student does not present a finished artwork for Unit the student is scored N/A for Unit 3 Criteria 5 3 Criteria 5 If a student has submitted a body of work but has not the student is scored between 0–2 for Unit 3 Criteria 1, satisfactorily met the requirements for Unit 3 Criteria 1, 2, 3 and 4 2, 3 and 4 If a student does not present a body of work but has the student is scored between 0–2 for Unit 4 Criteria 6, presented at least one finished artwork for Unit 4 7, 8 and 10 If a student presents at least one finished artwork but the student is scored between 0–2 for Unit 4 Criteria 9 has not satisfactorily met the requirements for Unit 4 Criteria 9 If a student presents a body of work but has not the student is scored between 0–2 for Unit 4 Criteria 6, satisfactorily met the requirements for Unit 4 Criteria 6, 7, 8 and 10 7, 8 and 10 If a student does not submit the School-assessed Task N/A is entered in the total score box at all © VCAA Page 25
VCE Art: Administrative information for School-based Assessment in 2020
2020
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
The extent to which the folio demonstrates: (0) (1–2) (3–4) (5–6) (7–8) (9–10)
work that led to your assessment.
Unit 3, Outcome 2: Investigation and Interpretation through art making
1 exploration of personal responses, ideas and concepts throughout artistic practice
2 experimentation 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 work/s
through artistic practice
4 use of visual language to develop artworks relevant to the student intentions
5 refinement and resolution of personal ideas in the art process and finished artwork/s
Unit 4, Outcome 2: Realisation and resolution
6 exploration, investigation and experimentation of materials, techniques and processes
relevant to personal concepts and ideas in Unit 4
7 use artistic practice to refine and realise concepts in the body of work and finished artwork/s
8 manipulation of visual language and technical qualities to explore, develop, refine and resolve
personal ideas and visual imagery throughout Unit 4
9 resolution of skills, ideas and personal concepts evident in Unit 4 finished artwork/s
10 use of the Analytical Frameworks in reflective and evaluative annotations throughout Unit 4
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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