Assessment Criteria
Class Tasks Internal Assessment Internal Assessment is based on the teacher's assessment discretion related to the evaluation criteria.
Explain the practice of investigated artist and compare this with a more contemporary artist you have learned about.
Relevant examples should be used to develop an understanding of what constitutes practice: e.g., relationship of the artist to the audience, selected artworks, historical context, significant events, use of technologies, methods of working — individual, collective.
Visuals and annotated notes and diagrams may be used to amplify the comparisons made in VAPD
Source material including references to critical and historical accounts and selected images must be referenced.
Students must complete Assignments and Case Studies on time adhering to the HSC course prescriptions
Comparative work should build on one of the contemporary artists studied in another case study.
Assessment criteria
Students will be assessed on how well they:
Artmaking
H1) initiate and organise artmaking practice that is sustain, reflective and adapted to suit particular conditions.
H2) applies their understanding of the relations among the artist artwork, the world, and audience through the making of a body of work.
H3) demonstrates an understanding of the frames when working independently in the making of art.
H4) Selects and develops subjects matter and form in particular ways as representations in art making
H5) demonstrates conceptual strengths in the production of a body of work that exhibits coherence and may be interpreted in arrange of ways.
H6) demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions within a body of work
Art History / Criticism:
H7) applies their understanding of practice in art criticism and art history.
H8) applies their understanding of their relationships among the artist, artwork, world and audience.
H9) demonstrates an understanding of how frames work which provides for different orientations to critical and historical
investigations of art
H10) constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts
Note: An individual task would not normally be worth less than 10 percent,
nor more than 40 percent, of the total weighted mark.
Note:
Resource: http://www.boardofstudies.nsw.edu.au/manuals/pdf_doc/ace_manual.pdf
8.13.3 Development of HSC internal assessment programs
1. The Board’s syllabus packages indicate the mandatory components for HSC
assessment and the weightings to be attached to those components. Each school
will determine:
(a) the practical and written tasks, such as tests, assignments or projects, on
which their assessments are to be based;
and
(b) the weightings to be allocated to each task.
2. Schools are required to develop an assessment program for each of their courses.
This involves the following responsibilities:
(a) Identifying a minimum number of tasks that will be used to measure
students’ achievement in each syllabus component. Three to five tasks of
various types (eg formal examinations, practical tests, oral tests) are generally
sufficient to assess the components of a 2 unit course. In the case of 2 unit
English courses, five to six tasks are considered appropriate. For one unit
courses, two to three tasks generally would be sufficient.
(b) Allocating weightings to each of the tasks in accordance with the component
weightings and the school’s judgement of the relative importance of each
task. An individual task would not normally be worth less than 10 percent,
nor more than 40 percent, of the total weighted mark.
(c) Scheduling the assessment tasks for the HSC courses, being mindful of the
demands these tasks will place on students and teachers.
(d) Providing students with written advice about the school’s requirements for
assessment in each course. The advice given to students must include:
(i) the components and their weightings as specified in the syllabus package;
(ii) the general nature of each assessment task;
(iii) a schedule of when assessment tasks are planned to take place. In
addition, there must be provision for adequate notice of the precise
timing of each assessment task;
(iv) the weight value of each task in relation to the total weighted mark for
the course;
(v) details of administrative arrangements associated with each task (eg how
the school will deal with absence, late submission of tasks, illness during
the task, etc);
(vi) details of the school’s policy on malpractice in assessment tasks;
(vii) details of the procedures to be implemented if tasks produce invalid or
unreliable results. Note that the results of assessment tasks that have
been completed by the students generally cannot be discarded;
(viii) details of the procedures for dealing with student appeals arising from
assessment tasks.
The value of a task is weighted against the raw score; the raw mark could be assessed within in various
components and determine the total weighted mark.