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This document outlines assessment techniques and response conditions that could be used to achieve range and balance within an assessment program. Schools should consider the local context, and the age and capabilities of the students, when selecting appropriate assessment techniques and response conditions.
Techniques
Project — develop ideas Project — display artwork Extended response Examination Description focuses on responding to a problem, question, stimulus and/or series of
focused tasks within a scenario or context. This may be to solve a problem, or to inform new actions and/or understandings
focuses on responding to a task or stimulus to communicate,
describe, analyse, interpret and/or evaluate ideas or information for a purpose and/or audience. It may occur over an extended period.
While students may undertake some research when creating their response, it is not the focus.
focuses on responding
independently to seen or unseen assessment item/s under
supervised conditions and in a set time frame. Assessment item/s may include question/s, scenario/s, and/or problem/s.
Learning
area advice Students develop ideas for artwork/s to represent and/or communicate ideas, perspectives and/or meaning. Considering purpose, audience and/or context students develop ideas for a visual artwork using:
• conventions
- elements of art/design (e.g. line, shape, form, space, texture, tone and value, colour, light, time, sound)
Students resolve artwork/s to present, display and/or curate, to represent ideas and communicate ideas, perspectives and/meaning.
Considering purpose, audience and/or context, students resolve and display a visual artwork using:
• conventions (elements and principles of art/design,
composition, and appropriation)
• processes (as relevant to 2D, 3D or 4D artworks)
• materials (e.g. paint, pastels, ink, charcoal, fabric, paper, clay).
Students respond to their own or others’ visual arts work/s, ideas and/or information, using visual arts terminology, knowledge, understand and skills to:
• analyse the artwork which may include
- conventions (elements and principles of art/design, composition, and appropriation)
- processes (as relevant to 2D, 3D or 4D artworks)
- genre/style (as relevant)
Students create one or more short responses, or an extended response based on items that are either seen or unseen. Students may respond through description, analysis, interpretation and/or evaluation. Items may be based on stimulus, e.g. photographs, paintings, films, contextual information.
Note:
• Seen stimulus should be provided with sufficient time for students to adequately engage
Years 9–10 assessment techniques and conditions
The Arts: Visual Arts
Years 9–10 assessment techniques and conditions
The Arts: Visual Arts Queensland Curriculum & Assessment Authority
February 2023 Page 2 of 3
Techniques
Project — develop ideas Project — display artwork Extended response Examination Learning
area advice - principles of art/design (e.g. movement, balance, pattern, text, contrast, proportion, unity)
- composition (e.g. parts of an artwork)
- appropriation
• processes (e.g. drawing, painting, printmaking, photography, collage, video, animation).
An artist statement explaining and justifying choices accompanies the resolved artwork.
to develop or support an opinion or perspective
• evaluate choices and/or the communication of meaning in the artwork.
with the materials prior to the examination.
• Unseen stimulus should not have been directly used in class.
Modes multimodal multimodal, practical^ written, spoken/signed, multimodal written Examples Examples may include:
• folio, journal, annotated photographs, images to document ideas and processes
• graphic organisers (e.g. mind maps, Venn diagram).
Examples may include:
• resolved artwork — virtual or real.
Examples may include:
• artist statement (e.g. analysing and/or evaluating choices in students’ own artwork)
• investigation (e.g. of a
genre/style to inform their own artwork)
• panel discussion or podcast
• digital response (e.g. vlog to review an artwork).
Examples may include:
• analysis of a stimulus in communicating meaning (which may or may not be provided)
• review (e.g. an artwork or series of artworks)
• response to a series of questions relevant to the provided stimulus.
Years 9–10 assessment techniques and conditions
The Arts: Visual Arts Queensland Curriculum & Assessment Authority
February 2023 Page 3 of 3
Techniques
Project — develop ideas Project — display artwork Extended response Examination Conditions Suggested length:*
• multimodal responses - 1½ –2 ½ minutes
- annotated images 3–5 pages.
Suggested length:*
• practical responses as negotiated with the teacher - assessed individually - presented individually or as
part of a group Artist statement:
• written responses 100–200 words
• spoken/signed responses 1–2 minutes.
Suggested length:*
• written responses can be short, extended or a
combination response - short response/s 50–200
words per item, up to 600 words for the task of folio of responses
- extended response 400–600 words
• spoken/signed/multimodal responses 2–3 minutes.
Suggested time:
• up to 90 minutes, plus 10 minutes planning, completed in a single allocation of time, or over several lessons, under supervised conditions Suggested length:*
• short, extended or combination response 400–600 words in total - short response/s
50–200 words per item, up to 600 words for the task - extended response
400—600 words.
* Length of student responses should be considered in the context of the assessment. Longer responses do not necessarily provide better quality evidence of achievement.
^ All practical work must be organised with student safety in mind. Schools must ensure their practices meet current guidelines.
Note: A project technique may be a technique used to connect two assessment techniques and extend the creative process of making and responding, e.g. reflect on their draft artwork as an extended response to refine and resolve their work.
© State of Queensland (QCAA) 2023
Licence: https://creativecommons.org/licenses/by/4.0 | Copyright notice: www.qcaa.qld.edu.au/copyright — lists the full terms and conditions, which specify certain exceptions to the licence. | Attribution (include the link): © State of Queensland (QCAA) 2023 www.qcaa.qld.edu.au/copyright.
Unless otherwise indicated material from the Australian Curriculum is © ACARA 2010–present, licensed under CC BY 4.0. For the latest information and additional terms of use, please check the Australian Curriculum website and its copyright notice.
