National Certificate of Education 2024

School-Based Assessment for the Extended Programme

EDUCATOR’S BOOKLET - GRADE 9+

Art & Design

Mauritius Examinations Syndicate

March 2024
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Contents
School-Based Assessment...................................................................................2
Introduction........................................................................................................ 2
The School-Based Assessment in the NCE...................................................3
Purpose of the SBA.................................................................................................3
Objectives of School-Based Assessment in Art & Design..........................3
The SBA Tasks................................................................................................... 4
What Should Educators Do and Not Do?.......................................................4
Record Keeping and Quality Assurance Mechanism...................................5
Task 1: observational Study: Drawing and shading or painting from observation.......6
Activity 1.1: The Scenario................................................................................... 6
Learning Objectives............................................................................................ 6
Activity 2.1: The Scenario................................................................................... 7
Task 3: 3D Forms........................................................................................................ 8
Scenario............................................................................................................. 8
Summary Assessment Sheet...................................................................................... 1

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School-Based Assessment
Introduction
School-Based Assessment (SBA) is being implemented for students studying in the last two
years of the Extended Programme (EP), that is Grade 9 and Grade 9+. SBA serves as a crucial
component of the educational process, allowing Educators to evaluate students' creativity, critical
thinking, aesthetics, knowledge and understanding about art practices.

The School-Based Assessment in the NCE

The SBA for the Extended Programme will be used for summative purposes, that is it will
contribute to the final grading of students in the National Certificate of Education (NCE).
Table 1.0 provides the weighting of the SBA and the end-of-year (EoY) assessment in the
final grading of students in the EP.

Table 1.0: Weighting of the 2 Components in the NCE Grade

Component Weighting in NCE Grade

End-of-Year Assessment 60%

School-Based Assessment 40%

Purpose of the SBA

The primary purpose of SBA in Art & Design for Grade 9 and Grade 9+ students of the Extended
Programme is to assess students’ knowledge, skills, application, understanding and appreciation
of various art forms acquired.

The performance of students in the SBA component will contribute a maximum of 40% to the final
marks of students in the NCE assessment.

It also offers students an alternative way to show what they have acquired in terms of cognitive
knowledge and skills during their studies.

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Objectives of School-Based Assessment in Art & Design
 To assess students' knowledge and understanding of key concepts of Art & Design
outlined in the Teaching & Learning syllabus for Grade 9 (MIE, 2024).
 To evaluate students' ability to make their own artworks, drawing on their developing
knowledge, skills and understanding,
 To foster students' development of skills, techniques and processes and use materials to
explore a range of media, techniques, processes, styles and contexts.
 To provide feedback to both students and educators and to support student learning and
growth.

The SBA Tasks

The SBA in Art & Design will be used for summative purposes. However, given that it will be
internally marked by Educators, it also offers an opportunity for Educators to provide ongoing
feedback and to guide instruction. The tasks proposed in this booklet are to be carried out when
the students are ready, that is, when the learning outcomes being assessed have been covered.
The tasks are externally set by the MES and will be internally marked by the Educators.

The types of tasks set for students in Grade 9+ in Art & Design are practical works. They also aim
to develop a deep understanding of the concepts according to the syllabus. The tasks for Grade
9+ students are based on the topics covered at Grade 9+.

Students in Grade 9 (EP) will also be introduced to the SBA in 2024. The SBA for students
currently in Grade 9 will cover the whole syllabus and will be spread over Grade 9 and Grade 9+.

Candidates are provided a pre-release material which contain three tasks. Candidates are
instructed to choose only two tasks. Each task carries a total of 20 marks.

The two tasks should be completed by the end of August 2024.

The assessment tasks provided in this booklet aim to:

 provide general information about the learning outcomes being assessed;

 include guidance to the Educator about how to deliver or run the tasks;
 include information about the evidence that needs to be produced;
 provide the assessment criteria for Educators to mark each task.

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What should Educators do and not do?
Educators should:

 familiarise themselves with the assessment criteria and guidance provided for each task;
 inform the students about the general objective of the SBA and the specific objectives of
the tasks;
 inform students about the dates they intend to run the tasks and stress why it is important
for students to be present in class;
 ensure that students understand what they need to do in each task. The instructions can
be translated into French or KM/KR when required.
 ensure that all the materials required for the tasks have been prepared;
 ensure that all the safety precautions are understood and observed by the students;
 ensure that students complete all the tasks under their supervision;
 assess the task and record students’ performances in a database;
 provide meaningful feedback to students based on their performances;
 ensure that the pieces of evidence from the tasks are kept and made available for
monitoring and moderation purposes.

Educators should not:

 provide the A3 size papers to the students prior to carrying out the tasks;
 allow students to keep the sheets at any point with them when the tasks are being carried
out in class;
 use the task for practice;
 change any part of the assessment criteria.

Record Keeping and Quality Assurance Mechanism

Educators should maintain accurate records of students' assessment results for reporting and
analysis purposes. All tasks, preparatory works, the final workpiece and summary assessment
sheets should be kept throughout the year. The tasks are externally set by the Mauritius
Examinations Syndicate (MES), internally assessed by Educators and will be externally
moderated.

An internal monitoring of the assessment should be carried out by the Heads of Schools. The
MES will also put in place an external monitoring mechanism. The external moderation will be
performed upon final submission.

Authentication

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The preparatory works and the final work should bear the seal of the school and the signature of
the Educator at the back of each sheet.

Task 1: Observational Study: Drawing and

shading or painting from observation
Task 1 contains one activity. The task is to be carried out when the students have already
covered the learning outcomes listed below. Activity 1.1 can be run over one term. All the working
sheets of each student should be securely stored by the Educator. Students are not allowed to
keep working sheets with them.

The working sheets for Task 1 should be provided to them only when the Educator is setting the
task and not before.

Activity 1.1: The Scenario

Make a study of two fruits of different sizes, textures, and colours placed together.

Learning Objectives

The candidate should be able to demonstrate:

● understanding and process of direct observation

● creative and technical/manipulative skills

● aesthetic judgement and personal values

How to conduct the activity in class?

1. Introduce the task to the candidates.

2. Ask them to provide a list of fruits that they know and that are available in their locality.

3. Assist candidates in grouping their ideas in a mind map. Suggest that they make it visually

interesting with small drawings and/or collage.

4. Encourage candidates to do their research work from primary and secondary sources.

These can be objects they bring in class, own photographs, images from magazines,

newspapers and artists’ works that link to the theme.

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 5. Encourage candidates to collect different kinds of papers for their studies.

6. Monitor candidates at regular intervals so as they are consistent in their flow of ideas

7. At the end, collect all preparatory works and the final workpiece.

Task 2: Design on paper

Task 2 contains one activity. The task needs to be carried out when the students have already
covered the learning outcomes listed below. Activity 2.1 can be run over one term. All the working
sheets of each student should be securely stored by the Educator. Students are not allowed to
keep working sheets with them.

The working sheets for Task 2 should be provided to them only when the Educator is setting the
task and not before.

Activity 2.1: The Scenario

Design a logo for a ‘Ravan’ music shop selling musical instruments. The size of the logo should
be approximately 15 cm x 21cm. Use a maximum of five colours.

Learning Objectives:
The candidate should be able to demonstrate:
● an understanding and process of logo design;

● creative and technical/manipulative skills;

● aesthetic judgement and personal values.

How to conduct the activity in class?

1. Introduce the task to the candidates.

2. Ask them to carry out research on musical instruments and lettering styles from both
primary and secondary sources.
3. Assist candidates in grouping their ideas in a mind map. Suggest that they make it visually
interesting with small drawings and/or collage.
4. Encourage candidates to do their research work from primary and secondary sources.
These can be objects they bring in class, own photographs, images from magazines,
newspapers and artists’ works that link to the theme.

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 5. Ask candidates to select items and proceed with stylization. They should explore colour
scheme and media.
6. Monitor candidates at regular intervals so as they are consistent in their flow of ideas such
as blending of lettering and stylized images that form a few logos.
7. At the end, collect all preparatory works and the final workpiece.

Task 3: 3D Forms
Scenario
Create an assemblage based on the theme “Robot”.
The size of the assemblage should not be less than 15 cm and not more than 30 cm in any
direction.

Learning Objectives:
The candidate should be able to demonstrate:
● an understanding and process of 3D works;

● creative and technical/manipulative skills;

● aesthetic judgement and personal values.

How to conduct the activity?

1. Introduce the task to the candidates.

2. Ask them to collect a range of recycled, unused materials and guide them to select
appropriate ones.
3. Assist candidates in grouping their ideas in a mind map guiding them to make it interesting
with small sketches, pictures or collage.
4. Encourage candidates to do their research work from primary and secondary sources.
These can be objects they bring in class, own photographs, images from magazines,
newspapers and artists’ works that link to the theme.
5. Encourage candidates to experiment with materials and explore possibilities to make
different components and arrangements of the robot.
6. Monitor candidates' work consistently.
7. Collect all preparatory works and the final workpiece.
8. An example of the format for the preparatory work is given.

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A template for the submission of the activities is provided. The work should be presented
on A3 size paper.

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 Research & Investigation
Name:…………………
Index No. : …………..
2. Development of ideas and media exploration
Task: ………………
Name:…………………
Index No. : …………..
Task: ………………

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2. Final work
Name:…………………
Index No. : …………..
Task: ………………

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MARKING SCHEME
CONFIDENTIAL

MINISTRY OF EDUCATION, TERTIARY EDUCATION,

SCIENCE AND TECHNOLOGY

ART & DESIGN

GRADE 9+

SCHOOL-BASED CONTINUOUS ASSESSMENT

MARK SCHEME

General marking principles

Some general marking guidelines to encourage positive marking and to build markers’ confidence
in addressing common issues that may arise during a marking exercise are as follows:
 Marks must be awarded positively.
 Marks awarded are always whole marks (not half marks, or other fractions).
 Mark(s) is awarded for unambiguous and correct answer(s) even if they are not spelt
properly.

You should look at the work and then make a ‘best fit’ judgement as to which level statement it
fits.

Each achievement level is assigned a value (0 - 5).

 Outstanding (5)
 Confident (4)
 Competent (3)
 Limited (2)
 Minimal (1)
 Ungraded (0)
The overall achievement of a student is computed as an addition of the levels achieved in the
task undertaken.

For example, the overall achievement of a student in Task 1: he/she obtains Confident in
Research & Investigate, Competent in Develop & Organise, Outstanding in Respond and
Confident in Present, will be computed as follows:
4 + 3+ 5+ 4 =16
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The same mark scheme is used to mark the three activities.

Mark scheme

Assessment Outstanding Confident Competent Limited Minimal

Objectives
5 4 3 2 1 0

Research & Systematic and Focused research Adequate research Limited and scanty Minimal and /no
Investigate focused research and investigation and investigation research and research and No creditable
and in-depth related to some with less emphasis investigation from investigation response
investigation related aspects of the on key aspects of secondary sources
to key aspects of chosen question the chosen only Minimal/no research
the chosen question from primary nor
questions secondary sources
Research and Research and
Research and investigation from investigation mostly
investigation from a few primary and from secondary
variety of primary secondary sources sources, with only a
and secondary few primary
sources sources
Develop & Mature and Relevant use of Some link between Development of Minimal/no use of
Organise consistent use of research and research and ideas is loosely research to explore No creditable
research and imagination to development of linked to research ideas response
imagination to explore ideas ideas
explore a range of Limited creativity Minimal/no
ideas Appropriate Evidence of some and originality in development of ideas
development of creativity and the development
Systematic and creative and original originality in of ideas
coherent ideas compositions
development of
creative and
innovative ideas

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Assessment Outstanding Confident Competent Limited Minimal
Objectives
5 4 3 2 1 0
Respond Coherent and Focused Adequate Limited and Experimentation is No creditable
systematic experimentation experimentation coherent minimal/missing response
experimentation demonstrating an demonstrating a experimentation
demonstrating appropriate range of materials, demonstrating
thoughtful selection selection of media, techniques limited selection of
of materials, media, materials, media, and processes materials, media,
techniques and techniques and techniques and
processes processes processes
Present Skillful use of Appropriate use of Reasonable use of Limited use of Minimal/very poor No creditable
elements of art (line, elements of art elements of art elements of art use of elements of art response
colour, tone, texture, (lines, colour, tone, (lines, colour, tone, (lines, colour, tone, (lines, colour, tone,
etc.) texture, etc.) texture, etc.) with texture, etc.) texture, etc.)
less emphasis on a
Compositions Compositions few elements Compositions
demonstrate demonstrate good Compositions demonstrate very
outstanding knowledge, Compositions demonstrate poor/no knowledge,
knowledge, understanding and demonstrate limited knowledge, understanding and
understanding and application of adequate understanding and application of
application of compositional knowledge, application of compositional
compositional elements (layout, understanding and compositional elements (layout,
elements (layout, composition, application of elements (layout, composition,
composition, balance, etc.) compositional composition, balance, etc.)
balance, etc.) elements (layout, balance, etc.)
composition, Compositions
Compositions Compositions balance, etc.) Compositions demonstrate minimal
demonstrate very demonstrate good demonstrate personal qualities
good personal personal qualities Compositions limited qualities and minimal
qualities and well- and informed demonstrate and aesthetic aesthetic
informed aesthetic aesthetic adequate personal judgements judgements
judgements judgements qualities and some
aesthetic
judgements

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Summary Assessment Sheet
The Educator should keep a record of the marks scored in each task by each student
in the summary record sheet provided below.

NCE- SCHOOL-BASED ASSESSMENT Art & Design

GRADE 9+ 2024
Summary Record Sheet
Name of Educator:
Task
Task 1 Task 2
……………………………………………………………. 3 Total

Date Assessed:

Students’ Details

SN Surname Name Index No. 20 20 20 Total

mark
scored in
any 2
activities

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SN Surname Name Index No. 20 20 20 Total
mark
scored in
any 2
activities

Signature of Educator:……………………………….
School seal

Name of Rector: ……………………………………. Signature:……………………