EMA410 Teaching and Assessing the Creative Arts

Assignment Criteria and Mark Sheet

Subject Coordinator: Lynette Callaghan

Assessment Task 2
Assessment in Creative Arts (50 marks)

Student Name Lachlan Wilson

Student Number 11686594
Due Date 14/10/21
Date submitted
EASTS or URL? Please remove irrelevant instructions and add details as required.
Please EITHER upload your presentation
to EASTS (see our Subject Outline for
further details: ‘Requirements’ section),
1. EITHER: uploaded to EASTS as a separate item? YES / NO
OR upload it to a site of your own choice
(e.g. Google Drive, Dropbox, Google Drive,
SlideShare, YouTube), then copy and 2. OR: URL provided here (ensure the marker can access this).
paste the URL here. Make sure your
presentation is set to ‘public’ rather than
‘private’ viewing so that it can be seen by Note: you will just need to refresh your page or logout from EASTS after
the marker. submitting the coversheet with your Word document to enable a second
submission (i.e. your PowerPoint if you are not submitting a URL).

Assignment Result /50 Grade:

(mark out of 50)
Marker Name: Date:

Comments:
Assessment Task 2 Marking Criteria (50%) THIS RUBRIC WILL BE HIGHLIGHTED BY THE MARKER - PLEASE DO NOT REMOVE

Standard & High Distinction Distinction Credit Pass Fail

Mark (42.5 – 50 marks) (37.5 – 42 marks) (32.5 – 37 marks) (25 – 32 marks) (0 – 24.5 marks)
Part A

Analysing A highly articulate, robust analysis An articulate and robust analysis There is an attempt to construct a There is a simplistic analysis of There is little evidence of analysis
of each of the two Creative Arts of each of the two Creative Arts robust analysis of the two each of the two Creative Arts skills being employed in the
samples of samples is presented. All required samples is presented. All required Creative Arts samples, but this samples. Most but not all description of the two Creative
student work aspects have been analysed in aspects have been analysed lacks depth at times, even though required aspects (purpose, type, Arts samples. There are few/no
depth (purpose, type, judgement). (purpose, type, judgement). The all required aspects (purpose, judgement) have been included. clear references to the required
and presenting The diagram is visually engaging visually engaging diagram type, judgement) have been The visual appeal of the diagram aspects of purpose, type,
arguments and clearly illustrates the provided illustrates the included. The diagram provided could be improved, but the judgement. The diagram lacks
visually placement of the sample on the placement of the sample on the could have been more visually sample is appropriately placed visual appeal and does not reflect
creative arts learning continuum engaging, although it does serve and identified within the creative a creative arts learning
(20 marks) and the exploration is clear,
creative arts learning continuum
to illustrate the essence of the continuum placement.
and the exploration with analysis. arts learning continuum.
concise and analytical. creative arts learning continuum
and explores the placement of
the sample.

Part B

Connecting Three appropriate outcomes from Three appropriate outcomes from Three appropriate outcomes from Three outcomes from a specific The three required outcomes
a specific stage in the selected a specific stage in the selected a specific stage in the selected stage in the selected Creative Arts have not been identified from a
syllabus Creative Arts syllabus have been Creative Arts syllabus have been Creative Arts syllabus have been syllabus have been identified but selected Creative Arts syllabus,
outcomes and chosen; these three outcomes are chosen; these three outcomes are chosen; these three outcomes are there may be some confusion and/or they do not follow the
from three different art forms. from three different art forms. from three different art forms. over the three required outcomes task advice in terms of them
assessment Highly appropriate assessment Assessment strategies given for Assessment strategies for these from the syllabus; they do not needing to come from a specific
strategies strategies for each of these these outcomes are appropriate outcomes are described but come from the same stage, stage and from three different art
(10 marks) outcomes have been provided - and they have been evaluated needed further evaluation and and/or they are not from three forms. Strategies for each of
these have been comprehensively and justified. justification. different art forms. There is these outcomes have either not
evaluated and justified. attention paid to evaluating and been provided or they have
justifying the selected assessment merely been listed and neither
strategies for these outcomes. evaluated nor justified.

Understanding The backward mapping approach The backward mapping approach The backward mapping approach The backward mapping approach There is no real understanding of
in the presentation is used in a in the presentation is used in an is used in the presentation. is apparent in the presentation, the backward mapping approach
and application confident and highly appropriate appropriate manner. Suggested Suggested teaching strategies, but there are times when it is not in the presentation, since there
of backward manner. Suggested teaching teaching strategies, learning learning activities and assessment used appropriately. Suggested are regular errors during its
strategies, learning activities and activities and assessment strategies are creative and teaching strategies, learning usage. Nominal teaching
mapping, assessment strategies are creative strategies are creative and student-centred. The required activities and assessment strategies, learning activities and
including and student-centred; they would student-centred. The required minimum of three academic strategies are, for the most part, assessment strategies are given,
overall quality effectively support children's minimum of three academic sources supports the general creative and student-centred. The and these are neither creative nor
learning in the classroom. The sources underpin the whole content. The presentation is required minimum of three student-centred. No academic
of presentation required minimum of three effectively. The presentation creative and innovative and it academic sources supports the sources have been used to
(10 marks) academic sources are synthesised design is of a high standard. It is included visually pleasing and general content. The presentation underpin the whole as advised.
throughout the whole. The creative, innovative and visually engaging elements. The selected is creative and innovative at There is a lack of quality in the
pleasing. The technology used technology is appropriate for the times,
 presentation design is of a very supports the general content. content. although there were presentation. Creativity and
high standard. It is creative, opportunities for more visually innovation are minimal/not
innovative, engaging and visually pleasing and engaging elements. evident. The technology does not
pleasing. The technology used The selected effectively support the general
effectively scaffolds the general technology is appropriate for the content.
content. content.

Understanding The marking rubric clearly mirrors The marking rubric mirrors the The marking rubric is aligned to The marking rubric demonstrates Marking rubric is not provided.
the summative task and is very summative task and is closely the summative task and some understanding of the NESA And/or the marking rubric does
and application closely aligned to the NESA aligned to the NESA Common demonstrates an understanding Common Grade Scale. Each grade not demonstrate an
of a marking Common Grade Scale. The Grade Scale. Each grade clearly of the NESA Common Grade describes the knowledge and/or understanding of the NESA
detailed grade descriptions for links the knowledge, Scale. Each grade describes the skills that students working at Common Grade Scale. And/or
rubric as an each of the marking criteria are understanding and skills that knowledge and skills that that each grade does not outline the
assessment developmental and synthesise the students working at that standard students working at that standard standard would display within the knowledge and/or skills
tool knowledge, understanding and would display within the K-12 would display within the K-12 K-12 Continuum. associated with it.
skills expected of a student at that continuum. Continuum.
(5 marks) stage of the K-12 continuum.

Parts A & B

Use of language Fluent, formal and confident use Written/spoken Australian English Reasonably clear and accurate Written/spoken Australian English Written/spoken Australian English
of written/spoken Australian is fluent and appropriately written/spoken Australian not always clear, formal or unclear, inaccurate and
and referencing English with no spelling or formal, with no spelling or English, although there are some accurate. There are some spelling inappropriate in style. Multiple
(5 marks) grammatical errors. An accurately grammatical errors. An accurately minor spelling and/or and/or grammatical errors. A spelling, punctuation and
referenced product using APA 7th referenced product using APA 7th grammatical errors. Formal referenced product that requires grammatical errors. An
ed. format. ed. format. language lapses at times. A further accuracy to comply with inaccurately referenced product
predominantly accurately APA 7th ed. format. that does not use APA 7th ed.
referenced product using APA 7th format.
ed. format.
Present your answers to all tasks other than the presentation (Part B, Task 2) in this space below:
Part A, Task 1: Samples of student work.
Visual Arts: Insect sculpture - Chris : Grade C
The purpose
The purpose of the task refers to the reasons for doing the activity, this is detailed within the section labelled
“description of activity”. This section explains the components of the task including its basic concept of “Students create
a 3-dimensional sculpture of an insect” (ARC :: Visual Arts: Insects - 3D Sculptures, 2021). This section of the task also
outlines extensively the steps taken in order to complete the task successfully. This outlines the many learning areas the
teacher is aiming to inform the students about including appreciation, focusing on specific artist and their unique work
including Louise Bourgeois (spiders), Lin Onus (bats), John Davis (fish), Panamerenko (extinct hybrid creatures)
(ARC :: Visual Arts: Insects - 3D Sculptures, 2021). Also specific jargon related to sculpture making is also referenced
throughout to inform students of the key components of this specific art form including: malleable, structural, frame,
viewpoints and decorations. The section “criteria for assessing learning” also expands on the purpose of the task by

referring to the Creative Arts K-6 Syllabus (Creative Arts K-6 | NSW Education Standards, 2006), showcasing the
significance of learning, teaching and assessment in the task. This includes the investigation of a range of materials
and techniques to make a 3-D sculpture, and the representation of an insect and its features. Providing a clear

meaning and understanding of the tasks intentions and desired outcomes (ARC :: Visual Arts: Insects - 3D Sculptures,
2021).

The means of assessment (how)

This sample was assessment utilising multiple types of feedback techniques across the feedback continuum. This is
initially shown through evaluative feedback through measuring his grade or achievement with a score of “C” (Kivunja,
2015). This is supported using a full list of grade descriptions, depicting his work as having sound knowledge and
understanding of the main areas of content and the processes and skills (ARC :: Visual Arts: Insects - 3D Sculptures,
2021). This technique is an essential aspect of assessment in allowing this student to gauge their ability on a spectrum.
This process is often detrimental unlike corrective feedback, this feedback technique initially used does not explore
steps to take to correct their work (Kivunja, 2015, pg 407). However, the means of assessment also included a grade
commentary which further explored the reason behind the initial evaluative feedback. This involved summarising the
students’ achievements and areas to work on utilising corrective feedback, explaining what the student did right or
wrong in the sentence “Sound choices have been made regarding materials, construction techniques and spatial
arrangements to create a three-dimensional structure, but there is limited surface decoration, and the display
placement could be more effective” (ARC :: Visual Arts: Insects - 3D Sculptures, 2021). This is effective as it states what
they did correctly and incorrectly and how to fix it but doesn’t clearly state how to independently move forward.
The judgement that was made (what)
As stated previously the grade given was “C” which was in reference to a full list of grade descriptions, showing
the grade was based off criteria. This grade depicted that his work had an overall sound knowledge and understanding
of the main areas of content and the processes and skills (ARC :: Visual Arts: Insects - 3D Sculptures, 2021). The
assessment the teacher made was first person and viewpoints and angles can take into account whilst analysing a 3D art
project. However my point of view is from a 2D picture and my initial analyses of the sculpture is I struggled identifying
its features in a structured manner. This has resulted in me analysing the students work sample as a “D” rather than the
“C” grade the teacher gave. This is due to my interpretation that the student has some knowledge and understanding in
few areas of the content including the insect having legs and antennas. The grade change has been made as I believe
this knowledge of the insect has not been translated to the modelling of the structure, showing limited competence in
some of the processes and skill ( ARC :: Visual Arts: Insects - 3D Sculptures, 2021)s. However it is noted that it is on the
higher end of the grade of “D”, involving some clear features and visual aesthetics.

Dance Choreography: Telling stories Years 3 and 4 Above satisfactory

The purpose (why)
The purpose of this task is described within the section labelled “summary of task”. This section explains the elements of
the task including its basic idea of “Students investigated how elements of dance can be used to tell a story” (ARC ::
Visual Arts: Insects - 3D Sculptures, 2021). This section of the task also outlines the different requirements that the
students were assessed on including understanding of repetition and contrast to communicate their fictional country or
place and their integration of a totem animal. This section also outlines the main purpose of the task in prompting
students to be creative and imaginative in their groups (ARC :: Visual Arts: Insects - 3D Sculptures, 2021). This is done
through stating they should be “imagining themselves as a family or clan” and “demonstrating their fictional
country and totem animal”. Additionally, in the “achievement standard” section it also states that students upon the
conclusion of the task be able to structure movements into dance sequences using elements of dance to create a story
or mood (ARC :: Visual Arts: Insects - 3D Sculptures, 2021). This description is a clear indicator of what the students will
be assessed on primarily as the task purpose is revealed.

The means of assessment (how)

This sample also incorporated multiple types of feedback strategies as a means of assessment. Within the
feedback continuum this is in this dance work sample through evaluative feedback (Kivunja, 2015, pg 407).
However contrary to the last sample which used the typical A-E grading scale, this task was assessed using
below satisfactory, above satisfactory and satisfactory. This still involved an evaluative feedback strategy as
the groups mark was measured at above satisfactory. Additionally, this method of scaling an assessment is
different and has its pros and cons. As there are only three sections to place students if they are slightly over
or under satisfactory for example they won’t know which end of the scale they are. However, for a group task
with multiple students and multiple different contribution this method is applicable (Kivunja, 2015). Descriptive
feedback was also used by detailing how to improve the student’s performance through criteria-based
language. This is done in the annotated video through “uses the chorographic devices of contrast, tempo and
running to create visual interest” (ARC :: Visual Arts: Insects - 3D Sculptures, 2021). This is an effective means
of assessment as its direct and allows them to see what they achieved and what they need to improve, using
criteria as an equitable guide for feedback.

The judgement that was made (what)

Analysing the teacher's judgement of the grade of “above satisfactory” involves investigating deeper than just
identifying the outcome of this evaluative feedback. This sample doesn’t have a set table or content area where it
specifically states what an “above satisfactory” involves. However, within the “Achievement standard” section it states
again the purpose of the task and the correct ways and high standard for the task to be performed (ARC :: Visual Arts:
Insects - 3D Sculptures, 2021). This section is highlighted accordingly to the sample with the majority being highlighted
indicating the groups’ ability to complete the task requirements extensively. Highlighting that the students organised
the elements and processes in artworks and collaborated to plan and make artworks that communicate ideas. This
coupled with the extensive descriptive feedback within the annotated video which outlined their success against criteria
using dance specific terminology I would agree with the teachers judgement of “above satisfactory” (ARC :: Visual Arts:
Insects - 3D Sculptures, 2021). Additionally, it would have been interesting to see how these positive comments and
highlighted sections of the achievement standard area would have been used to determine if the student was an A or a
B on the other scale used in the visual arts sample.
Part A, Task 2: Diagram.
Part B, Task 1: Outcomes.

Visual arts
VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing
among aspects of subject matter
The assessment strategy for this outcome involved a portfolio assessment which involved the students work
being accumulated for one piece of work across the term (Kivunja, 2015). These work samples will involve
multiple aspects of visual arts that primary aim on representing “aspects of your environment”. This form of
assessment in this activity focuses on the divergent aspect of assessment, as feedback is based on the
completion of the task, recording via tick list etc, authoritative judgmental or quantitative feedback (Kivunja,
2015, pg 104). This assessment strategy will involve an assortment of work samples created by the student,
demonstrating progressive achievement of multiple learning outcomes and in particular VAS2.1 (Creative Arts
K-6 | NSW Education Standards, 2006). Prior learning has taken place up to this point will have involved looking
at “aspects of your environment” in multiple KLA and using this knowledge and applying it to art solutions
(Kivunja, 2015). This portfolio will focus on outcomes and achievements involving the students consciously
thinking about their decisions and ideas over a sustained period. Showing their intentions for visual arts in
their portfolio, recognising and appreciating how their ideas, materials, tools and techniques and methods of
working have come together to make one piece of work. This assessment strategy is particularly suitable for
this outcome as it can cover a range of different components to be assessed on through the multiple work
samples (Kivunja, 2015).
This summative assessment will be marked on how each individual artwork is formed and how it relates to the
outcome VAS2.1 (Creative Arts K-6 | NSW Education Standards, 2006). The assessment criteria involved focusing
on key factors that the student will be assessed on including: focuses on details of visual arts components
surrounding areas of beauty, interest, awe, wonder and delight regarding “aspects of your environment”,
understanding of facial expressions, body positions and body angles, representation of activities people are
involved in, representation of moving objects and animals, contrasts in a streetscape and/or natural
environments and interior and exterior views (Creative Arts K-6 | NSW Education Standards, 2006.

Music
MUS2.2 Improvises musical phrases, organises sounds and explains reasons for choices.
The next proposed assessment strategy is a pair and share activity using a formative assessment strategy
primarily achieving outcome MUS2.2 (Creative Arts K-6 | NSW Education Standards, 2006). This activity will be at
the conclusion of a music task that would entail students to compose their own melody to a chosen partner at
the end of a lesson. Playing their melody on their chosen instrument to their partner whilst they provide
feedback, reversing the roles one this has been achieved (Kivunja, 2015). Prior learning has taken place within
the lesson before the pair and share activity, informing students of what a melody is and how to form one
(Classroom Talk Techniques, 2010). This is important as without this they may not feel conformable
independently constructing one to perform to a partner. Students need to demonstrate to their partners and
the observing teacher competence in multiple areas to achieve the outcome MUS2.2 (Creative Arts K-6 | NSW
Education Standards, 2006). These include improvising and exploring musical ideas based on melodic patterns

and incorporates these into own compositions, exploring ways of varying musical material, organises own
musical ideas into simple compositions selecting materials to form compositions, and gives reasons for making
these choices (Creative Arts K-6 | NSW Education Standards, 2006). This assessment strategy is particularly
suitable for this outcome as from a social constructivist view, learning is effectively developed when its
socially situated (Kivunja, 2015). Deriving these many components in this outcome through a social form of
assessment which is applicable in this activity, focussing on the divergent aspect of assessment. This is shown
as the pair and share activity is peered based, descriptive rather than judgemental, feedback is reflective and
creates dialogue between learners (Kivunja, 2015). These components are an integral part of a formative and
divergent assessment strategy which is effective for maintain motivation in new and unfamiliar contexts.

Dance
DAS2.1 Performs dances from a range of contexts, demonstrating movement skills, expressive qualities
and an understanding of the elements of dance.
The final proposed assessment strategy is a practical composition of a group dance as a summative
assessment. this form of assessment aims to evaluate students at the end of a period of time whilst also
comparing it to a range or standard. This activity will aim to achieve the outcome DAS2.1 and multiple other
outcomes as their work through the time period is integrated to a final presentation (Creative Arts K-6 | NSW
Education Standards, 2006). Prior learning has taken place before this assessment through the period of time

before the final presentation, learning dance composition, elements of dance etc, to build their skills before
the final assessment. This is again a crucial part of a summative assessment to build their prior knowledge
extensively before marking them against criteria (Kivunja, 2015). Students need to demonstrate an
understanding in multiple areas in performing dance to achieve the outcome. These include students moving
with awareness of dance elements including movement skills, action in space, control, alignment, use of
breath and with sensitivity to the sound accompaniment (Creative Arts K-6 | NSW Education Standards, 2006).
Also students dance using expression and communicate feelings and ideas effectively, showing ability of a
range of actions and dynamics. This assessment strategy is particularly suitable for this outcome as it utilises a
performance-based assessment (Kivunja, 2015). This assessment is applicable for this final presentation as it
requires students to perform real-world tasks that shows meaningful application of critical knowledge and
skills for the outcome DAS2.1 (Creative Arts K-6 | NSW Education Standards, 2006). Performance-based
assessment is the most applicable and effective for this activity as the task replicates the consumers or
professionals in the field’ (Kivunja, 2015).

Part B, Task 2: Backward mapping presentation. Follow the instructions in our Subject Outline (and above).
 Part B, Task 3:
Rubric:
Marking criteria A B C D E

Students ability to process their Demonstrates an extensive The student has thorough The student has sound The student has basic The student has an
intentions for artmaking and knowledge and ability to knowledge and high level knowledge and an knowledge and a limited elementary
recognises how these affect process their intensions for of competence in adequate level of level of competence in knowledge very
their selection of ideas, artmaking and recognise processing their competence in processing processing their intentions limited competence in
materials, tools and techniques how their selection of intentions for artmaking their intentions for for artmaking and processing their
can represent meaning visual arts components can and recognises how these artmaking and recognises recognises how these intentions for
represent meaning and can affect their selection of how these affect their affect their selection of artmaking and
readily apply this ideas, materials, tools selection of ideas, ideas, materials, tools and recognises how these
knowledge. and techniques can materials, tools and techniques can represent affect their selection
represent meaning techniques can represent meaning of ideas, materials,
meaning tools and techniques
can represent
meaning
Investigates and develop and Demonstrates an extensive The student has thorough The student has sound The student has basic The student has an
understanding of various knowledge and ability to knowledge and high level knowledge and an knowledge and a limited elementary
construction techniques and Investigates and develop of competence in adequate level of level of competence in knowledge very
spatial arrangements and understanding of investigating and develop competence in investigating and develop limited competence in
various construction and understanding of investigating and develop and understanding of investigating and
techniques and spatial various construction and understanding of various construction develop and
arrangements techniques and spatial various construction techniques and spatial understanding of
 and can readily apply this arrangements. techniques and spatial arrangements. various construction
knowledge. arrangements. techniques and spatial
Experiments with techniques in Demonstrates an extensive The student has thorough The student has sound The student has basic The student has an
various types of visual arts to knowledge and ability to knowledge and high level knowledge and an knowledge and a limited elementary
create particular effects to experimenting with of competence in adequate level of level of competence in knowledge very
suggest such things as close- techniques in various types experimenting with competence in experimenting with limited competence in
ups, long distance views, mood of visual arts to create techniques in various experimenting with techniques in various types experimenting with
and atmosphere, light and dark particular effects suited to types of visual arts to techniques in various types of visual arts to create techniques in various
suited to how subject matter how subject matter may be create particular effects of visual arts to create particular effects suited to types of visual arts to
may be interpreted. interpreted and can readily suited to how subject particular effects suited to how subject matter may be create particular
apply this knowledge. matter may be how subject matter may be interpreted. effects suited to how
interpreted. interpreted. subject matter may be
interpreted.
References

Creative Arts K-6 | NSW Education Standards. (2006). Education Standards.

[Link]

6-syllabus

ARC :: Visual Arts: Insects - 3D Sculptures. (2021). NESA.

[Link]

Center for Excellence in Learning and Teaching. (2021, October 6). Formative and Summative Assessment.

Retrieved October 15, 2021, from

[Link]

Christi Bergin, C. B., David Bergin, D. B., & Sue Walker, S. W. (2018). Child and Adolescent Development for

Educators (1st ed.). Cengage.

Kivunja, C. (2015). Teaching, Learning and Assessment: Steps towards Creative Practice (UK ed.). Oxford

University Press.

Santrock, J. (2018). Adolescence (17th ed.). McGraw-Hill Education.

Teacher Standards. (2021). Teaching Standards. [Link]

McLeod, E. D., Australian Teacher Education Association (ATEA). Conference (2004 : Charles Sturt

University), & Charles Sturt University. (2004). Making Spaces - Regenerating the Profession.

Australian Teacher Education Association.

Classroom talk techniques. (2020). Education and Training.

[Link]

speakinglistening/Pages/[Link]