Stage 6 Visual Arts Assessment Task Notice

Task Title: Body of Work Progress Assessment Task No: 2

Date of Issue: Week 1 Term 1 Course/Year: 12
Date to be Submitted: Week 6 Term 1 Task Weighting: 20%

Task Description:
Assessment of Body of Work and VAPD.
 Students will be coming up with their own concepts/ideas and creating a Body of Work.
 Students will be documenting the research on artist influence and development of Body of
Work in their VAPD.

Submission Details:
To complete this assessment task, you must submit the progress of your started body of
work and the Visual Arts Process Diary that record all your process.

Body of Work - 10 marks

You must at least have started your actual body of work and present some work samples you will
be assessed on the following:
 Well time management and effort put into your work.
 Developed a strong concept for your body of work.
 Demonstrated work samples and what your work will be look like at the end.
Visual Arts Process Diary - 10 marks
You must submit your VAPD along with your work and you will be assessed on the following:
 Detailed project timeline of the production process of your body of work.
 Explained on the development of your concept/idea and what would be the final
artwork that you are going to make
 Used your VAPD to document research, artist/s of influence, issues, subject matter,
compositions, expressive forms, experiments and explorations of materials and
techniques, images of your progress, challenges, and feedback.
 Included sketches, drawings, paintings, mind maps, brainstorms, tables, notes, critical
comments, reviews and reflections about your work.
 Demonstrated ongoing reflection and evaluation of the work based on concept/idea
development, experimentation, progress and feedback.
 Maintained in an authentic, organised and sequential manner.
Syllabus Outcomes Being Assessed:
 H1: Initiates and organises artmaking practice that is sustained, reflective and adapted to suit
particular conditions.
 H4: Selects and develops subject matter and forms in particular ways as representations in
artmaking.
 H5: Demonstrates conceptual strength in the production of a body of work that exhibits
coherence and may be interpreted in a range of ways.
 H7: Applies their understanding of practice in art criticism and art history.

Student Declaration:

By submitting the task for marking, I acknowledge the following:

1. The work submitted is my own work and appropriate acknowledgement of all
sources has been made.
2. I am aware that the work may be submitted to plagiarism detection processes for
the purpose of detecting possible plagiarism.
3. Where the work of others is used and not acknowledged, a finding of plagiarism will
be made, a mark of zero awarded and I will have to resubmit the task.
4. I have a copy of this assessment if the original is lost or stolen.
5. The assessment notice is included with my completed task.

Student’s Name: _______________________ Student’s Signature: ____________________

Date of Submission: ____________________

Marking Notes:
Marker: _______________________ Signature: ____________________

Mark:

Feedback:
 Marking Criteria

Body of Work Description of Marking Criterion Mark Range

 Demonstrates a strong concept/idea showing elaboration. Meanings 8-10
investigated and shows development process in a high level.
 Demonstrates high quality work samples and clearly explains the final artwork.
 Demonstrates the progression of technique refinement and experiment
process on different media and materials.
 Demonstrates the effective use of teacher feedback to make evaluation and
reflection on artmaking practice.
 Demonstrates a concept/idea showing some elaboration. Meanings 6-8
investigated and shows some development process.
 Demonstrates a good level of quality work samples and explains the final
artwork.
 Demonstrates some progression of technique refinement and some
experiment process on different media and materials.
 Demonstrates a good use of teacher feedback to make some level of
evaluation and reflection on artmaking practice.
 Demonstrates a concept/idea showing some connection. Meanings 4-6
investigated and shows development process in limited ways.
 Demonstrates some quality in work samples and some explanation on the final
artwork.
 Demonstrates limited progression of technique refinement and limited
experiment process on different media and materials.
 Demonstrates some use of teacher feedback to make some evaluation and
reflection on artmaking practice.
 Demonstrates a concept/idea confined to some aspect(s) of the work. 2-4
Meanings showed development process.
 Demonstrates limited quality in work samples and limited explanation the final
artwork.
 Demonstrates little progression of technique refinement and a basic
understanding of visual arts.
 Demonstrates limited evaluation and reflection on artmaking practice, and
not taking on teacher feedback.
 Demonstrates a simplistic concept/idea without meanings and development 0-2
process.
 Demonstrates simplistic work samples and unclear explanation of the final
artwork.
 Demonstrates unrefined technical skills.
 Demonstrates unwillingness to take on teacher feedback and no evaluation
and reflection on artmaking practice.
 VAPD Description of Marking Criterion Mark Range
 Demonstrates a detailed and reasonable schedule/timeline of the project 8-10
shows well-management of time.
 Thoroughly demonstrates research, artist/s of influence, issues, subject matter,
compositions, expressive forms, experiments and explorations of materials and
techniques, images of your progress, and challenges.
 Includes sketches, brainstorms, tables, notes, critical comments to
demonstrate idea development process and how your work will be
presented.
 Demonstrated ongoing reflection and evaluation of the work based on
concept/idea development, experimentation, progress and feedback.
 Demonstrates a detailed schedule/timeline of the project shows good 6-8
management of time.
 Demonstrates good research, artist/s of influence, issues, subject matter,
compositions, expressive forms, experiments and explorations of materials and
techniques, images of your progress, and challenges.
 Includes sketches, brainstorms, tables, notes, critical comments to
demonstrate idea development process and how your work will be
presented, but may need further development.
 Demonstrated good reflection and evaluation of the work based on
concept/idea development, experimentation, progress and feedback.
 Demonstrates a schedule/timeline of the project with some information shows 4-6
some management of time.
 Demonstrates research, artist/s of influence, issues, subject matter,
compositions, expressive forms, experiments and explorations of materials and
techniques, images of your progress, and challenges.
 Includes sketches, brainstorms, tables, notes, critical comments to
demonstrate idea development process and how your work will be
presented, however, not completely developed.
 Demonstrated some reflection and evaluation of the work based on
concept/idea development, experimentation, progress and feedback.
 Demonstrates a schedule/timeline of the project with limited information 2-4
shows limited level of management of time.
 Demonstrates some research, artist/s of influence, issues, subject matter,
compositions, expressive forms, experiments and explorations of materials and
techniques, images of your progress, and challenges.
 Includes sketches, brainstorms, tables, notes, critical comments to
demonstrate idea development process and how your work will be
presented, however, lacking in layers of meaning.
 Demonstrated limited reflection and evaluation of the work based on
concept/idea development, experimentation, progress and feedback.
 Demonstrates a simplistic schedule/timeline of the project shows no skills of 0-2
time management.
 Demonstrates limited documentation, limited sketch, reflection and
evaluation of work. An idea is presented.
 FEEDBACK
Student Name: ____________________________ Classroom Teacher:_______________________
Mark: __________________________________ Weighting: ___________________________________

HOW AM I GOING?
What you did well?

(Strength)

What needs to do better?

(Weakness)

Where to next?

(Improvement)

(e.g. deeper
understanding, more
information about what is
and what is not understood,
more tasks, more strategies
and skills, more self-
regulation, etc.)

What I have learnt for next time:

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________
Formative assessment in Visual Arts subject and feedback in secondary education

Assessment is a significant element in teaching and learning process and also a powerful teaching tool (Hattie
& Timperley, 2007). It plays a substantial role not only in monitoring educational standards across
educational systems as a whole (Rasmussen & Friche, 2011), but also promote student learning (Andrade,
Hefferen and Palma, 2014). Students’ performance is based on assessment tasks by comparing them to a set of
predetermined achievement standards, such as marking rubrics and marking guidelines (Andrews, 2003). And
assessment results can be the evidence on whether the learning outcomes have been met in art education
(Brewer, 2011). In this essay, formative assessment will be discussed in relate to Visual Arts subject, which
includes self-assessment and peer-assessment. And the important of feedback and ways to deliver effective
feedback for students.

Formative assessment involves a set of learning goals and checking the progress toward them. It intends to
improve and facilitate learning by planning, monitoring the progress of the student work, assessing the quality
of student’s work, generating feedback and guiding further learning on student’s performance (Andrade &
Valtcheva, 2009; Nicol & Macfariane-Dick, 2006). Many researches considered formative assessment an
effective intervention for improving self-regulation strategies and motivates students to self-regulate their
learning (Nicol & Macfariane-Dick, 2006; Andrade & Valtcheva, 2009; Andrew, 2003). In order to empower
students as self-learners and to foster self-regulation in student’s future lives, formative assessment should be
incorporated in teaching and learning (Nicol & Macfariane-Dick, 2006).

Schönau (2012) pointed out that formative assessment task to assess on students’ technical skills should be
incorporated in the learning process in Visual Arts subject. And only when students are able to use technical
skills, medias, materials and techniques to give form to meaning their artwork, the assessment could become
relevant and effective (Schönau, 2012). Moreover, Schönau (2012) concluded that it is also significant for
students to be able to assess their own learning process, find strengths and weaknesses, and evaluate their own
results, which is called self-assessment. According to Schönau (2012), by evaluating and elaborating what the
student done in the assessment, the student can make decisions to explore new skills or materials, investigate
new concept, look for new challenge or other methods to develop their skills. Thus, assessment can become
an instrument in the student’s personal artistic learning process and development. In visual arts subject, self-
assessment or self-criticism is often accomplished through discussion and conversation and through this
process, students take the lead to decide on the aspects to be assessed, criteria to be set and people involved
(Schönau, 2012). To be more explicit, Schönau (2012) concluded that self-assessment can be constructed in
the following aspects. First, students design their own assessment in either an individual task or group task by
using their artistic skills and tools to generate the meaning they want to express through their artworks.
Second, students construct the criteria on what will be assessed to support the learning process or what
improvement can be made in the work. Third, students evaluate strengths and weakness and come up with
ideas to improve the quality of their artworks and their learning process.
Andrade, Hefferen and Palma (2014) presented an example of the approach to assess student learning utilise
self-assessment in Year 7 Visual Arts class. Firstly, the teacher introduced the instruction in gradation and
how it can be used in the project that asks students to draw a toy car by applying gradation value. Then, a
visual gradation rubric of four of students’ work (anonymous) that represent four different levels of work was
showed to students. After that, students are asked to compare four works in the visual gradation rubric,
describe the positive and negative use of gradation in each work, and translate the visual rubric into a table
with descriptions of each rubric level. After students completed the rubric table, they are asked to engage in
self-assessment of the application of gradation in their own drawings of toy car by writing responses to some
self-assessment questions, for instance, “what is the rubric level of your first car?” and “what will you do to
improve the gradation of your car?” (p. 37). In this way, students are able to evaluate the quality of their
artworks and methods in which it can be improved (Andrade, Hefferen and Palma, 2014).

Peer-assessment is another form of formative assessment. It allows students to collaborate and assess their
peers’ performance, as well as comment and provide feedback on the strengths and weaknesses of peers’ work
(Rotsaert, Panadero, Schellens, & Raes, 2017). The peer-assessment implemented in class could permit
students to recognize the gaps in their learning, encourage and support students to make evaluation and
revision to close the gaps, and enhance students’ engagement in learning (Andrade, Hefferen and Palma,
2014). The example of the approach of self-assessment to draw a toy car using gradation that has been
explained above has been extended to a peer-assessment of a different project peers (Andrade, Hefferen and
Palma, 2014). The project asks students to provide their feedback for each other based on the rubric level they
created previously but modifying the vocabulary to fit in the new project. After students receiving feedback,
then they will reflect on the feedback they chose to follow, revise their artwork and plan for improvement.
The results showed that many artworks have been improved after receiving feedback from their peers
(Andrade, Hefferen and Palma, 2014).

The quality of peer feedback is significant for students to be engaged in an interactive and collaborative way,
make improvement on their work, as well as take ownership of their learning (Rotsaert et al., 2017). Hattie
and Timperley (2007) summarized that three components should be included in peer feedback to provide
beneficial and useful feedback for their peers. The three components are the current performance level
according to rubric, the effort and progress made to achieve the level, and the improvement that can be done
to make the work better (Hattie & Timperley, 2007). The findings of the research (Rotsaert et al., 2017)
demonstrated that peer-assessment practice has an impact on the quality of peer feedback over time. All
students noticed that their peer feedback skills were improved by involving in multiple peer-assessment
sessions (Rotsaert et al., 2017).

Feedback is an important and powerful component in teaching and learning process (Hattie & Timperley,
2007). According to Andrade, Hefferen and Palma (2014), ongoing and informal feedback from both teachers
and peers could be beneficial for students to deepen their understanding of the learning goals, acknowledge
the gap between learning goals and their current state, and also learn to close the gap and make improvements
by revision and evaluating. However, the type of feedback and the way it is given to students should be
thoughtfully considered, as feedback could impact on students in an either positive or negative way (Hattie &
Timperley, 2007). Hattie and Timperley (2007) concluded that feedback should be delivered to students in an
effective way to reduce the gap between what the students understood and what is aimed to be understood.
For instance, students’ understandings can be restructured, the strengths and weaknesses or correct and
incorrect parts can be identified, directions that students could pursue can be pointed out, extra information
that is available or needed can be indicated, as well as alternative skills and strategies to make improvement
can be suggested (Hattie & Timperley, 2007).

In conclusion, formative assessment and feedback should be organised in an effective way to support
students’ learning process in secondary education (Nicol & Macfariane-Dick, 2006). Formative assessment
allows students to develop and enhance their self-regulation strategies of their own learning process to be
prepared for learning throughout life (Nicol & Macfariane-Dick, 2006). Furthermore, feedback plays a
significant role for students to identify the gaps between current performance and learning goals (Andrade,
Hefferen and Palma, 2014), engage students in learning process and promote self-regulation (Nicol &
Macfariane-Dick, 2006), as well as foster students’ motivation and lead to improvement (Hattie & Timperley,
2007).
Reference

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