VCE Art Administrative Information for School-based Assessment › ... › 2020ArtSBAAdminAdjusted.pdf · 2020-05-18 · VCAA Page 1 Revised:VCE Art: Administrative information for

VCAA Page 1

Revised: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 the 12 October and Unit 4 by 18 November, 2020

VCE Art: Administrative information for School-based Assessment in 2020

© VCAA Page 2

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 and 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 artworks, including 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 can be included in a visual diary or through a hard copy or electronic folio. 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 and realisation of a body of work. Not all Analytical Frameworks do not have to be applied to the exploration. However, students must clearly document their selection of the appropriate framework through insightful annotations that direct the exploration of student work.

and realisation refinement and resolution of finished artworks.


© VCAA Page 3

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 realisation 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.

The exploration and experimentation is part of the student’s body of work. A student can

commence work with the starting points through visual and written documentation.

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 development 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 realisation 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 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 4

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 one two finished artwork/s. 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, experimentation and development of ideas and

concepts and the use of materials and techniques. and , development and refinement of ideas, concepts, use of materials and technical skill.The refinement of a visual language includes the reflection of imaginationVisual language includes reflection 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 and realisation and

resolution, refinement and resolution contributes to and constitutes 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 body of work and finished artwork/s in this unit is different and

demonstrates a progression from the ideas and 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 and 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 5

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 and development and refinement of materials and techniques in the body of work

and in accompanying annotations should be linked to the 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 realisation 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 the appropriate concepts of the Analytical Frameworks, and their specific language and concepts, 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 and progression of their ideas, directions, skills and application of materials and techniques and how these constitute a body of work. This will

mark a significant difference in the students’ thinking and working practice in Unit 3.

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 their artistic practice. 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 selected Analytical Frameworks as appropriate to support their reflection on the structural, personal, cultural and/or contemporary aspects of their artistic

practice.

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 development of a visual language

continue to document their thinking and working practices to reflect exploration, experimentation, development and realisation of ideas the use of materials, techniques and

processes. , refinement, resolution and developed skill

provide documentation that indicates the initial idea/s or concepts, the realisation of 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 presentation 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 realisation resolution of ideas related photographs, models and/or experimental proofs explaining the sequential

development of work/s in progress through to the refinement of finished artwork/s

progressive annotation, explanation and evaluation of ideas, concepts and visual directions


© VCAA Page 6

work organised chronologically, thematically and/or stylistically to logically reflect the students’ conceptual approach to their practical work.

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 the finished artwork/s Students should consider carefully the presentation of their finished artwork/s. 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 artwork/s is

not required; however, if it is considered as part of the presentation of the finished artwork/s then

the student should ensure that this is part of the process of the realisation refinement of the finished artwork/s. 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 artwork/s. An installation work, documented in the final evaluation document, may consist of many individual works but should be considered in refinement as one finished work. Students can also present their

artwork/s as an electronic copy for assessment.


© VCAA Page 7

VCE Art: School-assessed Task Assessment Sheet 2020

Assessment Criteria Levels of Performance

Not shown 1–2 (very low) 3–4 (low) 5–6 (medium) 7–8 (high) 9–10 (very high)

Unit 3 Outcome 2 1. Exploration of

personal responses, ideas and concepts throughout artistic practice.

Exploration and experimentation with art forms.

Exploration and experimentation with art forms in ideas and responses.

Exploration and experimentation with art forms in personal responses, ideas and concepts through artistic practice.

Exploration and experimentation with art forms is relevant to the communication of personal responses, ideas and concepts through artistic practice.

Exploration and experimentation with art forms is explicit to the communication of personal ideas, responses and concepts through 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.

Teachers are to assess students on their experimentation of materials, techniques and art forms based on the materials and equipment available to them.


© VCAA Page 8




Unit 3 Outcome 2 2. Experimentation

with materials, techniques, processes and art forms, relevant to personal ideas and concepts, throughout the art process.

Experimentation with materials, techniques, processes and art forms.

Experimentation with materials, techniques, processes and art forms linked to ideas and concepts throughout the art process.

Experimentation with materials, techniques, processes and art forms to develop skills and in relation to personal concepts throughout the art process.

Experimentation with materials, techniques, processes and art forms to develop skills and to express personal concepts using visual language throughout the art process.

Experimentation with materials, techniques, processes and art forms to develop and to express and synthesise personal concepts using visual language 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.

Teachers are to assess students on their experimentation of materials, techniques and art forms based on the materials and equipment available to them.


© VCAA Page 9




Unit 3 Outcome 2 3. Use of selected

Analytical Frameworks that reflects the exploration and development of artwork/s through artistic practice.

Frameworks are evident. Describes decisions using the analytical frameworks and art terminology.

Analyses the effects of decisions made throughout artistic practice identifying and applying the analytical frameworks. Annotations use art terminology.

Analyses and evaluates artistic practice selecting analytical frameworks to document decisions made. Annotations use art terminology to focus on the development of selected ideas and concepts.

Relevant use of the Analytical Frameworks and art terminology in annotations throughout artistic practice to analyse, interpret and evaluate ideas. Selected All of the analytical frameworks are applied, and decisions are 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 selected Analytical Frameworks in the exploration of personal art responses, ideas and concepts throughout artistic

practice. The documentation must be clearly evaluate the student’s thinking and working practices and development of artworks. Frameworks should not be just identified throughout the folio.

Understanding of art terminology in documentation.

Students are not required to document all Analytical Frameworks in their artistic practice in Unit 3.


© VCAA Page 10




Unit 3 Outcome 2 4. Use of visual

language to develop artwork/s relevant to the student’s intentions.

Demonstrates the use of visual language in the art process.

Uses visual language relevant to intentions in the art process.

Demonstrates links between intentions and conceptual directions using visual language throughout the art process.

Uses visual language in a variety of visual responses to intentions and in the development of conceptual direction throughout the art process.

Uses visual language to experiment with visual responses and in the development and refinement of conceptual directions throughout the art process.

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 artwork/s. Understanding of visual language through the experimentation development and refinement and application of materials, techniques and processes in the

development of artwork/s.

Teachers are to assess students on their use of techniques and the development of a visual language based on the materials available to them.


© VCAA Page 11




Unit 3 Outcome 2 5. Refinement and

resolution Development of personal ideas in the art process and finished artwork/s.

Application of skill demonstrated in artwork(s).

Application of skill linked to personal ideas, directions and concepts in artwork(s).

The student exploration, experimentation and development of artworks throughout the art process demonstrates the development of personal, concepts, ideas and directions. finished artwork(s) and art process to develop personal, concepts, ideas and directions.

The student exploration, experimentation and development of artworks throughout the art process demonstrates the application of skills to develop personal concepts, ideas and directions. finished artwork(s) art process to demonstrate refinement in the application of skills to develop resolve personal ideas, directions and concepts.

The student exploration, experimentation and development of artworks throughout the art process demonstrates the application of skills to develop personal ideas, directions and concepts. Development of concepts, ideas and directions through evaluation is demonstrated in all in the stages of the art process.

0 1 2 3 4 5 6 7 8 9 10

Evidence REFINEMENT – RESOLUTION DEVELOPMENT - REALISATION Realisation of personal ideas and concepts in the exploration, experimentation and development of finished artworks linked to the art process. Use of materials, techniques and processes in finished artworks. Refined use of skill in finished artwork(s). Use of visual language and analytical frameworks throughout art practice to refine and resolve artwork(s).

Teachers are to assess students on their use of techniques and the development of their ideas and concepts throughout the art process based on the materials and equipment available to them

STUDENTS ARE NOT REQUIRED TO PRODUCE A FINISHED ARTWORK AT THE END OF UNIT 3.


© VCAA Page 12




Unit 4 Outcome 2 6. Exploration,

investigation and experimentation of materials, techniques and processes relevant to personal concepts and ideas in Unit 4.

Exploration, investigation and experimentation are evident.

Exploration, investigation and experimentation is evident with techniques and processes relevant to personal ideas.

Exploration, investigation and experimentation with materials, techniques and processes demonstrates the development of ideas and use of processes development of skill from Unit 3 relevant to personal concepts and ideas.

Exploration, investigation and experimentation with materials, techniques and processes that demonstrates the development of ideas and use of processes progression and refinement of skills using visual language relevant to personal concepts and ideas from Unit 3.

Exploration, investigation and experimentation with materials, techniques and processes that demonstrates a progression from Unit 3 Development of ideas and use of processes refining skills to express and synthesise personal concepts and ideas using visual language.

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 developmentand refinement. Relevant use of materials and techniques and skill.

Teachers are to assess students on their use of techniques to explore, investigate and experiment and to develop personal ideas, concepts and visual language. based on the materials and equipment available to them in Unit 4.


© VCAA Page 13




Unit 4 Outcome 2 7. Use artistic

practice to refine and realise concepts in the body of work and finished artwork/s.

Development of at least one finished artwork/s is presented in the Unit 4 body of work.

An art process is evident to develop concepts in the Unit 4 body of work with at least one finished artwork/s.

An art process is used to realise concepts in the body of work in Unit 4 with at least one finished artwork/s.

An art process is evident with the use of critical, creative and reflective thinking in conceptualisation of at least one finished artwork/s.

An art process is evident with the use of critical and creative thinking to refine and realise concepts in Unit 4 body of work with at least one finished artwork/s.

0 1 2 3 4 5 6 7 8 9 10

Evidence DEVELOPMENT – REALISATION 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/s from Unit 4. Use of critical, creative and reflective thinking in conceptualisation and direction of artworks in Unit 4.

Teachers are to assess students on their realisation of ideas in the body of work based the materials and equipment available to them in Unit 4.


© VCAA Page 14




Unit 4 Outcome 2 8. Manipulation of visual

language and technical qualities to explore, develop, refine and realise resolve personal ideas and visual imagery throughout Unit 4.

Use of materials and techniques and processes to create visual language.

Manipulation of materials and techniques and processes to create visual language.

Manipulate materials and techniques and processes to develop and refine visual language.

Manipulation and application of materials and techniques and processes developed from Unit 3 to create links between visual language, ideas, concepts and visual imagery.

The development and application of materials and techniques and processes from Unit 3 is refined and resolved with clear links between visual language, ideas, concepts and visual imagery.

0 1 2 3 4 5 6 7 8 9 10

Evidence EXPLORATION – DEVELOPMENT – REALISATION – REFINEMENT – RESOLUTION Application and manipulation of materials, techniques and processes to explore, develop and refine visual imagery in finished artwork/s. Links between visual language, ideas, concepts and visual imagery.

Teachers are to assess students on their use of techniques and processes to explore, develop and realise ideas and personal imagery based on the material and equipment available to them in Unit 4.


© VCAA Page 15




Unit 4 Outcome 2 9. Realisation

Resolution of skills, ideas and personal concepts evident in Unit 4 finished artwork/s.

Finished artwork/s are presented.

Finished artwork/s demonstrate ideas and concepts.

Finished artwork/s realise resolve ideas and concepts using an understanding of artistic practice.

The finished artwork/s demonstrates aesthetic considerations and application of skill in the application of the selected artform.

Aesthetic considerations and the refined application of skills are used to realise resolve finished artwork/s.

0 1 2 3 4 5 6 7 8 9 10

Evidence REALISATION RESOLUTION – REFINEMENT Realisation Resolution of ideas and concepts in finished artwork/s across the body of work. Finished artwork/s demonstrate an understanding of artistic practice.

The student’s realisation of ideas and concepts and use of technical skill are to be assessed based on the materials and equipment available to them in Unit 4.


© VCAA Page 16




Unit 4 Outcome 2 10. Use of selected

Analytical Frameworks in reflective and evaluative annotations throughout Unit 4.

Analytical frameworks are evident.

Describes decisions using the analytical frameworks and using art terminology.

Evaluates the effects of decisions made throughout Unit 4 identifying and applying selected analytical frameworks using art terminology.

Selected and relevant frameworks are applied throughout the body of work. The use of selected analytical frameworks and art terminology are applied in Unit 4 to evaluate and reflect on decisions and ideas.

Selected and relevant frameworks are applied throughout the body of work. Consistent use of selected analytical frameworks and art terminology are applied in Unit 4 to analyse, interpret and justify decisions and ideas.

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 of at least TWO Analytical Frameworks in evaluative and reflective annotations throughout the art process.

The application of Analytical Frameworks must indicate focused direction in Unit 4 and demonstrate a difference in thinking and working practices from Unit 3.


© VCAA Page 17

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. The authentication of student work can be carried out

using an electronic signature. Authentication can be carried out electronically through the following methods:

Through email with the student – the teacher comments to the student and they

reply as a record to act as their signature and date

Some learning management systems may provide an opportunity to include the student acknowledgement as part of the student feedback and comment process

Collect the student declaration through a shared electronic version of the authentication record using Office 365 or Google Docs – the students provide an electronic signature into the document. All versions of the document are maintained

and are trackable. The record can be converted to an excel document where all cells


© VCAA Page 18

are locked to other users except the authorized teacher. The student signature cells are kept unlocked so they can enter provide electronically their signature and date

Students can record video or audio for the purposes of authentication

7. Students should be encouraged to complete their artwork at school. Where students 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.

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 realisation 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 artwork/s 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 resolution of the refinement of the ideas, aesthetics, techniques demonstrated in the artwork and processes used to produce it. Identification of the use of framing of artwork/s 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 can also ask students to demonstrate their understanding of the School-assessed Task when, or around the time, they submit their work on their return to school from remote learning. If any part of the work cannot be authenticated, the matter must be dealt with as a

breach of rules.

13. 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


© VCAA Page 19

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.

VCE Art: Administrative information for School-based Assessment in 2020 – Authentication Record Form

© VCAA Page 20

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.

School…………………………………………………………………………………………Teacher ……………………………………..…………………………………………….

Component of School-assessed Task (At least 4 observations should be carried out throughout the Semester)

Teacher comments Use the Criterion Evidence and Descriptors to inform the comments.

Teacher initials and Date

Student initials and Date

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.



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?

Unit 3


© VCAA Page 21

Criterion 3: Use of selected Analytical Frameworks that reflects the exploration and development of artworks through artistic practice.


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? How have they selectively 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.



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: Development and realisation resolution of personal ideas in the art process.



Criterion 5:

What evidence is there of the use refinementof materials, skills and techniques by the student in at least one finished artwork? How has the student realised resolved their ideas? Has the student used visual language and the Analytical Frameworks in the development of their artistic practice in the refinement and resolution of one artwork?


© VCAA Page 22

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 3rd party material.

List any copyright or trademark material used in the folio or final artwork/s.

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 23

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.

School…………………………………………………………………………………………Teacher ……………………………………..…………………………………………….

Component of School-assessed Task

Teacher comments Use the Criterion Evidence and Descriptors to inform the comments.

Teacher initials and Date

Student initials and Date

Criteria 6: Exploration, investigation and experimentation of materials, techniques and processes relevant to personal concepts and ideas in Unit 4.



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 realise concepts in the body of work and finished artwork(s)



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?

Unit 4


© VCAA Page 24

Criteria 8: Manipulation of visual language and technical qualities to explore, develop and resolve personal ideas and visual imagery throughout Unit 4.



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: Realisation Resolution of ideas and personal concepts evident in Unit 4 finished artworks.



How has the student resolved realised their ideas and personal concepts in the Unit 4 finished artwork/s? How has the student resolved skills in the Unit 4 finished artworks?

Criteria 10: Use of selected Analytical Frameworks in reflective and evaluative annotations throughout Unit 4.




© VCAA Page 25

Has the student documented at least two of the Analytical frameworks throughout the exploration, development and realisaton refinement of art work/s in Unit 4? How has the student used at least two of 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 artwork/s.

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 26

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 3 Criteria 5

the student is scored N/A for Unit 3 Criteria 5

If a student has submitted a body of work but has not satisfactorily met the requirements for Unit 3 Criteria 1, 2, 3 and 4

the student is scored between 0–2 for Unit 3 Criteria 1, 2, 3 and 4

If a student does not present a body of work but has presented at least one finished artwork for Unit 4


If a student presents at least one finished artwork but has not satisfactorily met the requirements for Unit 4 Criteria 9

the student is scored between 0–2 for Unit 4 Criteria 9

If a student presents a body of work but has not satisfactorily met the requirements for Unit 4 Criteria 6, 7, 8 and 10


If a student does not submit the School-assessed Task at all

N/A is entered in the total score box

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 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.

2020

Performance on criteria: teacher’s commentsYou may wish to comment on aspects of the student's work that led to your assessment.

student number

assessing school number


Page 27

student name

For use

in 2020 only

Victorian Certificate of Education Art Assessment SheetSchool�assessed Task: Investigation and Interpretation, Realisation and Resolution

TOTAL SCORE

SUBTOTALSIf a student does not submit the School�assessed Task at all, N/A should be entered in the total score box.

Criteria for the award of grades

The extent to which the folio demonstrates:Not Shown

(0)Very Low

(1–2)Low (3–4)

Med (5–6)

High (7–8)

Very High (9–10)

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 development and realisation 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

realise personal ideas and visual imagery throughout Unit 4 9 resolution of skills, realisation of ideas and personal concepts evident in Unit 4 finished

artwork/s 10 use of the selected Analytical Frameworks in reflective and evaluative annotations throughout

Unit 4

Documents

VCE Art Administrative Information for School-based Assessment › ... › 2020ArtSBAAdminAdjusted.pdf · 2020-05-18 · VCAA Page 1 Revised:VCE Art: Administrative information for