Secondary Curriculum 2C Gabriella Talarico: 17992262

School assessment tasks are extremely important as it enables students to be assessed which allows the teacher

to see whether they are understanding the course material. There are three main types of assessment which

are diagnostic, formative and summative. These three assessment types each allow students to be assessed in

different ways which allows the teacher to assess if students require additional assistance in understanding

course material provided to them. The outcomes assessed which are available in the Visual Arts Syllabus show

outcomes for Artmaking and Art Criticism and Art History. These outcomes allow teachers to address and assess

whether students are meeting the required criteria. An effective form of assessment that allows students to

demonstrate their learning inside the classroom is school-based assessment which is an appropriate

pedagogical approach to allow students to meet the required outcomes. School-based assessments can be

diagnostic, formative and summative. This can motivate students to learn course content so that they can

provide necessary information to complete a school-based assessment task well. Students can sometimes take

advantage of assignments that are not based at school which can involve them plagiarising from the internet

which is never any good. Therefore, school-based assessments are a key component when assessing students

and understanding if they require additional assistance or are performing above the standard. School-based

assessments allow students to work during class, and study inside and outside of school so they can achieve an

adequate mark for their school-based assessment task.

In the assessment task created for Year 12 (attached below), the school-based assessment requires students to

construct an essay in class where will include one artwork already analysed during class, as well as an artwork of

their own choosing. By giving students the opportunity to select an artwork of their own choosing, the teacher

is providing means of expression as students are selecting an artwork and expressing their own ideas on the

piece of art. Providing students with multiple means of expression is one of the principles of the Universal

Design for Learning (UDL) framework and can successfully motivate students to participate in selecting their

own artwork to write an essay about. The UDL has two other principles which are providing multiple means of

representation and providing multiple means of engagement. These three principles are key aspects to consider
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when creating an assessment task for students. It is important that all students are catered to such as those

with additional needs, and those who excel far beyond the standard. It is also crucial that students are meeting

the outcomes and by implementing the UDL framework, students can meet the outcomes in their own unique

way.

The UDL framework has been developed to cater for the entire student population which allows students to

receive appropriate assistance and resources to achieve their full potential. Providing students with the three

principles indicated above allow all students to grasp an understanding of content material and each work to

the fullest of their ability. Mainstream students, additional needs students, and gifted and talented students

should all be catered for so they can each complete the required workload as a student and understand the

content material. This will result to all students wanting to learn as activities of students’ interests will be

implemented where they can benefit (Johnson-Harris & Mundschenk, 2014 & Vitelli, 2015).

For this Year 12 assessment class, there is the standard task attached below, which includes an assessment task

that covers the relevant course material that majority of students will be able to easily complete. This

assessment task covers the topic of Frames, where students will have learned all the four frames; subjective,

structural, cultural and postmodern. Students can select whichever artwork they desire from the given list, as

well as one from their own choosing. This allows the teacher to understand what frame students may prefer

and enjoy. As a result, the teacher can incorporate what the student enjoys into lessons to encourage

motivation and learning.

If the assessment task were for additional needs students, the guidelines would change, as would the question.

These students would still be required to meet the criteria and write a 1000 word essay, but it would be

presented in a much more simplified way. Additional needs students would not have the opportunity to select

artworks, but instead be provided with teacher/student direction. An example question for additional needs

would be:
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From the two Cultural artworks below, explain how an artist’s intentions can be different to what an

audience understands in a Cultural artwork. Think of the artist’s culture and why they may have created

this work. Think of the audience and if they can relate to this culture, if not, is this why their views differ?

This question is very similar to the mainstream question attached in the assessment task provided but has been

simplified so additional needs students can easily understand the question. For gifted and talented students,

they would be required to find two artworks of their own choosing and relate it to only one frame. An example

question for gifted and talented students would be:

Construct a 1000 word essay on two artworks of your own choosing from ONE Frame and explain how

both the artist’s intentions and audience’s understanding can differ. You must include at least two

sources where your information was found and reference it below your essay in APA 6 th edition

referencing. You cannot use Wikipedia and your resources must be peer-reviewed.

This question challenges gifted and talented students to find quality resources and correctly reference them,

additionally to constructing a well-developed 1000 word essay. The scaffolding worksheet would be provided to

all students as it is simplified for all students to understand and extremely beneficial. The assessment task

covers Visual Arts Year 11-12 Syllabus outcomes H7, H8 and H9. Students can easily achieve these outcomes

with the scaffolded assistance and simplified instructions that cater to each student that has been created by

the teacher.

Overall, it is clear and evident that assessment tasks are crucial and with careful and powerful pedagogical

methods, teachers are able to create assessment tasks that will allow all students to complete. Mainstream,

additional needs and gifted and talented students should all benefit from being able to complete assessment

tasks that provide them with the necessary material which helps them to understand the content better. The

UDL framework is a great method to implement throughout the classroom as students are provided with the

three principles of representation, engagement and expression which is beneficial for all students.
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Park High School

HSC Visual Arts
Assessment Task 1: Term 4 2019

Date Given: Week, Term 4

Due Date: 20 September 2019

Weighting: 30% (10% of your internal HSC mark)

Outcomes to Be Assessed:
H7: applies their understanding of practice in art criticism and art history
H8: applies their understanding of the relationships among the artist, artwork, world and audience
H9: demonstrates an understanding of how the frames provide for different orientations to critical
and historical investigations of art

Essay (1000 Words ) /30

Question:
Using at least one artwork studied in class (listed below), explain how the artist’s
intentions of an artwork can differ from the audience’s understanding. You are
required to select a second artwork of your own choosing. You must include at
least two resources where your information was found.

Please select TWO of the following:

 The Two Frida’s – Frida Khalo
 The Persistence of Time – Salvador Dali
 Starry Night – Vincent Van Gogh
 Scream – Edvard Munch
 Mona Lisa – Leonardo Da Vinci

 You may decide to select artworks that have the same or different frame
 Support your explanation with evidence from at least TWO resources.
 Refer to one of the above artworks first.
 This should be in the format of an essay, use the scaffolding guidelines to help you.
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This will assist you in writing your essay (Scaffolding):

Step 1: Unpack the question

 Select one artwork studied in class (from list)
 Find an artwork of your own choosing
 Assess each artwork regarding the artist’s intention and audience (you)
Step 2: Introduction
 Introduce the artworks with a topic sentence
 Provide background information on both artworks
 Explain what will be in your essay
Step 3: Body:
 Explain first artwork and give in depth background knowledge (identify the frame)
 Discuss artist’s intentions and audience intentions
 Explain how they differ and why this may be
 Explain second artwork and give in depth background knowledge (identify the
frame)
 Discuss artist’s intentions and audience intentions
 Explain how they differ and why this may be
 Compare both artworks to each other and point out any differences or similarities
Step 4: Conclusion:
 Complete a concluding paragraph on the essay overall
 Include an evaluation of the understandings of why artist’s intention and
audience’s understanding differ
 Concluding statement
Step 5: Bibliography:
 Include at least two websites where you received information from. Remember, do
not directly copy from any online website, always write it your own words!
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Year 12 Assessment Task 1 - MARKING GUIDELINES

• A coherent, sustained and well-developed explanation is represented which acknowledges various
intentions of artist’s and audience’s understandings
• All relevant aspects of information provided are comprehensively explained and interpreted in relation to
the question
26–30
• One artwork from the list, as well of one of the students own choosing are included with detail throughout
the essay with explanations of which frames are represented
• Artists’ intentions are explained in depth as well as audience’s understanding on different interpretations
of artworks
• Essay is formatted from the scaffolded guidelines
• Bibliography is present and consists of at least two sources
• A coherent and developed essay is represented which acknowledges artist intentions and audience
understanding
• All relevant aspects of information provided are explained and interpreted in relation to the question
• One artwork from the list, as well as one of the students own choosing are included throughout the 21-25
essay with explanations of which frames are represented
• Artist’s intentions are explained well as well as audience’s understandings on different interpretations of
artworks
• Essay is formatted from the scaffolded guidelines
• Bibliography is present and consists of at least two sources
• A developed essay is represented which includes artist intentions and audience understanding
• Most relevant aspects of information provided are broadly explained but does relate to the question
• One artwork from the list, as well as one of the students own choosing are included throughout the 13-20
essay with broad explanations and/or understanding of which frames are represented
• Artist’s intentions are broadly explained well as well as audience’s understandings on different
interpretations of artworks
• Essay is briefly formatted from the scaffolded guidelines
• Bibliography is present and consists of at least two sources
• An essay is somewhat developed and lacks to demonstrate understanding of artist intentions and
audience understanding
• Aspects of information provided are not explained well and superficial statements may not relate to the
question
6- 12
• One artwork from the list, as well as one of the students own choosing are included throughout the
essay but lacks understanding of which frames are represented
• Artist’s intentions are almost not present as well as well as audience’s understandings on different
interpretations of artworks
• Essay is poorly formatted from the scaffolded guidelines
• Bibliography is present and may consist of at least two sources
• Essay provides information that may relate to some aspects of the question
• Ideas are identified and may be explored to some extent in an isolated way
• One artwork from the list, as well as one of the students own choosing may not be included throughout 1–5
the essay
• Artist’s intentions and audience’s understanding is poorly represented, and limited understanding is
demonstrated regarding the frames
• Essay is poorly formatted and may not address the scaffolding guidelines
• Bibliography is poorly constructed and may not contain at least two sources
 Secondary Curriculum 2C Gabriella Talarico: 17992262

References:

Bourke, P. & Carrington, S. (2007). Inclusive education reform: Implications for teacher aides.
Australasian Journal of Special Education, 31(1), 15-24.

Johnson-Harris, K. M. & Mundschenk, N. A. (2014). Working effectively with students with BD in

a general education classroom: The case for Universal Design for Learning. Issues and Ideas,
87(4), 168-174. doi: 10.1080/00098655.2014.897927

Loreman, T. (2007). seven pillars of support for inclusive education.

Vitelli, E. M. (2015). Universal Design for Learning: Are we teaching it to preservice general
education teachers? Journal of Special Education Technology, 30(3), 166-178. doi:
10.1177/0162643415618931