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Name: Christopher Morris

Student number: 11582654

Subject code and name: EEE314 — Assessment and Reporting

Assessment item number and title: Assessment item 2: Assessing and reporting on work
samples

Due date: 11/10/2018

Submission date: 09/10/2018

Word count (total): 1585/1500

Part A: 650/500

Part B: 249/250

Part C: 166/250

Part D: 520/500
EEE314 — Assessment and Reporting

Table of Contents
Table of Contents ............................................................................................................. 2
Link to work sample 1 .................................................................................................. 2
Link to work sample 2 .................................................................................................. 2
Part A ................................................................................................................................ 3
Sample 1 ....................................................................................................................... 3
Grade ........................................................................................................................ 3
Justification............................................................................................................... 3
Sample 2 ....................................................................................................................... 4
Grade ........................................................................................................................ 4
Justification............................................................................................................... 4
Part B ................................................................................................................................ 5
Sample 1 ....................................................................................................................... 5
Information about the level of achievement ............................................................. 5
Areas of Strength ...................................................................................................... 5
Areas where additional support might be required................................................... 5
Specific teaching or learning strategies .................................................................... 6
Sample 2 ....................................................................................................................... 6
Information about the level of achievement ............................................................. 6
Areas of Strength ...................................................................................................... 6
Areas where additional support might be required................................................... 6
Specific teaching or learning strategies .................................................................... 7
Part C ................................................................................................................................ 8
Part D .............................................................................................................................. 10
Sample 1 ..................................................................................................................... 10
Sample 2 ..................................................................................................................... 10
References ...................................................................................................................... 12

Link to work sample 1


Stage 3, Creative Arts (Visual Art) - Visual Arts: Cubist inspired self-portrait - Tracy (New
Work Samples)
https://arc.nesa.nsw.edu.au/A4F8F8BA-FD06-F99C-FABB1338481F4ADB
Link to work sample 2
Stage 3, Science - Designing and investigating a method by which everyday materials can be
used to filter dirty water - Reese (New Work Samples)
https://arc.nesa.nsw.edu.au/63AEFF27-ECDD-5663-0AF47397A16AD780

Christopher Morris 11582654 Bachelor of Education (K-12)


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EEE314 — Assessment and Reporting

Part A

Sample 1
Grade
Tracy has demonstrated a basic achievement (D) of Visual Arts (VAS3.2) for her cubist
inspired self-portrait.

Making (VAS3.2) – Makes artworks for different audiences assembling materials in a


variety of ways.

 examines a range of concepts and their relationships to selected forms, and


experiments with such things as the expressive use of colour in painting or
drawing.
Justification
Tracy has demonstrated a basic understanding of the Visual Arts elements, line
(varying use of thickness, and varying use of curved and straight line), shape (the figure of a
head is clear, but with minimal distortion), colour (warm colours used to generate a cheerful
mood), and contrast (minimal distinction from background and foreground). The use of these
Visual Arts elements indicates a basic understanding of ways to organise and assemble
materials according to a purpose (VAS3.2) – in this case to represent eccentricity of
character. Symbology of some elements of art have been experimented with in isolation
(VAS3.2), for example the schism through part of the face may illustrates an internal
dualism, however it does not include two distinct viewpoints, as is characteristic of Cubism.
Some experimentation with the Cubist style is evident through the creation of different
shaped eyes, but all facial features are predominantly realistic in location, size, and
viewpoint. The artwork is composed with wax pastel, with some use of artistic techniques
such as negative space and blending.
To demonstrate a sound achievement (C) of Visual Arts, Tracy would need to more
confidently apply the elements of art – e.g. manipulate shape by creating discrete facial
features, use colour to highlight specific features, or arrange the contrast of colours to more
distinctly create a foreground and background effect. A stronger understanding of the Cubist
style may be demonstrated through greater fragmentation and displacement of facial features,
as well as utilising more straight lines and creating angular intersections.

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EEE314 — Assessment and Reporting

Sample 2
Grade
Reese has demonstrated a basic achievement (D) of Science (INVS 3.7 & UTS 3.9) for
his design and investigation of water filtering materials.

Investigating (INVS 3.7) – Conducts their own investigations and makes judgements
based on the results of observing, questioning, planning, predicting, testing,
collecting, recording and analysing data, and drawing conclusions.

Using Technology (UTS 3.9) – Evaluates, selects and uses a range of equipment,
computer-based technology, materials and other resources to meet the requirements
and constraints of investigating and designing tasks.
Justification
In the short answer component, Reese has demonstrated a basic comprehension of the
scientific approach, evident in his response to question 3, “Hold it up to the ceiling lights to
see if there is silt. Then compare it with tap water.” (UTS 3.9), however, this is a subjective
measurement with low reliability. Reese’s response to question 1, “So there is a starting of
the experiment.”, indicates a basic understanding of the need for a control experiment, yet
with a pronounced lack of metalanguage to communicate his understanding.
The procedure component of the investigation design indicates an elementary
understanding of the steps required to reliably conduct an experiment (INVS 3.7). Reese's
inability to effectively draft or plan for the written procedure has impaired the structure of
this component, for example, steps 3 and 4 in reverse order, and clarification for steps 2 and 5
are included following the procedure. However, the clarification is of relatively high quality;
if Reese synthesised this throughout the procedure it would markedly improve his final
product.
Reese has evidently conducted the investigation, as he has clearly rated the selected
filter materials. The presentation of observations is the strongest component of this task
(INVS 3.7). There is a general consistency between the filter material ratings and
observations, however reasons for each filter's capacity have not been provided.
To demonstrate a sound achievement (C) of Science, Reese must use more appropriate
metalanguage to compose his responses. Additionally, a clearer understanding of the
conventions of procedural texts will enhance his ability to express his scientific
understanding.

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EEE314 — Assessment and Reporting

Part B

Sample 1
Information about the level of achievement
This sample of work indicates that Tracy has a basic (D) understanding of Cubist art
and its typical conventions. Tracy has demonstrated a basic (D) competence of wax pastel
composition techniques in relation to the Cubist style of art (VAS3.2).
Describe this achievement level Using this And/or
word this letter
The student has an extensive knowledge and understanding of Outstanding A
the content and can readily apply this knowledge. In addition,
the student has achieved a high level of competence in the
processes and skills and can apply these skills to new
situations.
The student has a thorough knowledge and understanding of High B
the content and a high level of competence in the processes
and skills. In addition, the student is able to apply this
knowledge and these skills to most situations.
The student has a sound knowledge and understanding of the Sound C
main areas of content and has achieved an adequate level of
competence in the processes and skills.
The student has a basic knowledge and understanding of the Basic D
content and has achieved a basic level of competence in the
processes and skills.
The student has an elementary knowledge and understanding Limited E
in few areas of the content and has achieved very limited
competence in some of the processes and skills.

Achievement rubric retrieved from Policy Standards for Curriculum Planning and
Programming, Assessing and Reporting to Parents K-12. Area 3.2.2 (NESA, 2018).

Areas of Strength
Within this sample of work, Tracy’s use of shape creates a clear figure. However, the
placement of these shapes is arranged in a manner that is typical of realist art pieces, not
Cubist.
Areas where additional support might be required
In order increase Tracy’s achievement of Visual Arts (VAS3.2), she must increase her
understanding of Cubist art conventions, for example using more straight lines to create
angular intersections, displacement of facial features, and employing multiple perspectives.

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EEE314 — Assessment and Reporting

Specific teaching or learning strategies


A supportive strategy for Tracy’s achievement of Visual Arts (VAS3.2) is specific,
high-quality instructions on Cubist composition techniques. This would benefit Tracy, as it
would aid in the expansion of her repertoire of ways of artistic expression.

Sample 2
Information about the level of achievement
This sample of work indicates that Reese has a basic (D) of knowledge and
understanding of Stage 3 Science content. He has demonstrated a basic competence (D) in the
relevant processes and skills of investigating (INVS 3.7) and using technology (UTS 3.9).
Describe this achievement level Using this And/or
word this letter
The student has an extensive knowledge and understanding of Outstanding A
the content and can readily apply this knowledge. In addition,
the student has achieved a high level of competence in the
processes and skills and can apply these skills to new
situations.
The student has a thorough knowledge and understanding of High B
the content and a high level of competence in the processes
and skills. In addition, the student is able to apply this
knowledge and these skills to most situations.
The student has a sound knowledge and understanding of the Sound C
main areas of content and has achieved an adequate level of
competence in the processes and skills.
The student has a basic knowledge and understanding of the Basic D
content and has achieved a basic level of competence in the
processes and skills.
The student has an elementary knowledge and understanding Limited E
in few areas of the content and has achieved very limited
competence in some of the processes and skills.

Achievement rubric retrieved from Policy Standards for Curriculum Planning and
Programming, Assessing and Reporting to Parents K-12. Area 3.2.2 (NESA, 2018).

Areas of Strength
The rating and observation components of Reese’s work sample indicate that he has the
ability to conduct a valid scientific investigation and record results with some accuracy.
Areas where additional support might be required
Reese’s understanding of procedural texts requires additional support. Additionally,
Reese’s developing knowledge of Science metalanguage impairs his ability to effectively
communicate his judgements and observations regarding the investigation.

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EEE314 — Assessment and Reporting

Specific teaching or learning strategies


To support Reese’s ability to compose procedural texts, scaffolding may be provided in
the form of a self-assessment checklist. This would include criteria such as, “sentences start
with an instructional verb”, “steps are in the correct order”, and “all details are included
within each step”.
To support Reese’s knowledge of Science metalanguage, providing a word bank of
essential language for the investigation may act as a prompt to include sufficient language.

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EEE314 — Assessment and Reporting

Part C

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EEE314 — Assessment and Reporting

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EEE314 — Assessment and Reporting

Part D

Sample 1
Tracy has demonstrated a basic achievement (D) of Visual Arts for her Cubist styled
self-portrait. The task relates specifically to student’s ability to make artworks for different
audiences assembling materials in a variety of ways (VAS 3.2). This syllabus outcome
requires students to examine a range of concepts relating to certain artistic forms, in this case
Cubist (disjointed, angular shapes with multiple perspectives, such as the paintings by Pablo
Picasso), and experiment with artistic techniques for expression. Tracy has demonstrated a
basic understanding of Cubism, evident in her experimentation with some conventional
techniques such as asymmetry and displacement of facial features.
An area in which Tracy may be able to improve is her understanding of the conventions
specific to artistic styles. This will provide Tracy with greater repertoire of techniques for
artistic expression. Additionally, an improved understanding of the conventions of artistic
styles will benefit Tracy’s achievement of Visual Arts, as it will enhance her ability to create
artworks with a distinctive style.
To assist with the development of Tracy’s artistic skill, she may be provided with
additional time to experiment with artistic techniques. Additional time for experimentation
will allow Tracy to refine known artistic techniques, as well increase her confidence,
therefore encouraging greater artistic risks.
Another way to assist Tracy’s artistic development would be to increase the amount of
diverse art styles and works she is exposed to. An example of this would be to visit art
museums and exhibitions. This would facilitate a rich experience of appreciating art, and
provide Tracy with a variety of stimuli to inspire her future work.

Sample 2
Reese has demonstrated a basic achievement (D) of Science for his design and
investigation of water filtering materials. The task relates to students’ ability to conduct
investigations and make judgements from their observations (INVS 3.7) and evaluate, select,
and use a range of equipment, materials and other resources to meet the requirements and
constraints of investigating and designing tasks (UTS 3.9). Reese has demonstrated a basic
understanding of process of scientific investigation, and an elementary understanding of
scientific terminology. Improvement of Reese’s vocabulary would enhance his ability to

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EEE314 — Assessment and Reporting

clearly communicate his understandings, which would greatly benefit his achievement within
the Science key learning area.
An area in which Reese may be able to improve is his ability to communicate
understanding through writing. Using the appropriate scientific language (e.g. quantity,
reliable, control) will significantly benefit Reese's ability to demonstrate his understanding.
Additionally, improvement of Reese's understanding of text genres and consistency of
writing will greatly benefit his achievement within Science: he demonstrates adequate skill in
writing full sentences (see question 3), but does not continue with this level of detail in the
written procedure component.
To assist with the development of Reese's writing skills, he may be involved in tasks
which require the use of a procedure, for example cooking. The skill of procedure reading
and writing is transferrable; meaning all engagement with procedures will be beneficial to
Reese's learning. Additionally, engaging with procedures specifically relating to science will
assist in the development of Reese's vocabulary, allowing him to more articulately present his
understandings.

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EEE314 — Assessment and Reporting

References

Board of Studies NSW. (n.d.). Designing and investigating a method by which everyday
materials can be used to filter dirty water - Reese (New Work Samples). Retrieved
October 9 from https://arc.nesa.nsw.edu.au/63AEFF27-ECDD-5663-
0AF47397A16AD780

Board of Studies NSW. (n.d.). Visual Arts: Cubist inspired self-portrait - Tracy (New Work
Samples). Retrieved October 9 from https://arc.nesa.nsw.edu.au/A4F8F8BA-FD06-
F99C-FABB1338481F4ADB

NSW Education Standards Authority. (2006). Creative Arts K-6 Syllabus. Sydney, NSW:
Board of Studies NSW.

NSW Education Standards Authority. (2018). Policy Standards for Curriculum Planning and
Programming, Assessing and Reporting to Parents K-12. Retrieved from
https://education.nsw.gov.au/policy-library/associated-
documents/policystandards161006.pdf

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