This assessment support material is provided in addition to the VCE Visual Communication & Design Assessment Handbook and should be used together with the handbook.

Visual Communication and DesignUnit 3, Outcome 1

Unit 3, Outcome 1

Apply the design process to produce a final visual communication presentation that satisfies a specified communication need.

Outcome 1 is assessed by one task, a folio which includes a description of the communication need/s, development work and one or more finished presentation/s.

Students are not required to produce more than one final presentation for this Unit 3, Outcome 1. Students who choose to produce more than one final presentation should not be considered as being more thorough in applying the design process simply because of the increased volume or effort any additional output generates.

A student’s performance in Unit 3, Outcome 1 is determined using an ‘on balance’ global assessment procedure.

Initially, the class teacher matches each student’s performance to one of the five ‘typical performance descriptors’ for this outcome in the current VCE Assessment Handbook.

The Assessment Handbook is published annually on the VCAA website.

Each performance descriptor reflects overall levels or standards of performance relative to the dot points in the key knowledge and key skills of the study design. Each descriptor takes into consideration the demonstrated quality and nature of the work submitted for assessment. Words and phrases used in each descriptor, rather than any numeric weighting or assessment grid, should drive the initial assessment process.

The performance descriptors represent the following mark ranges:60-49 48-37 36-25 24-13 12-1

Teachers initially sort each folio into one of the five categories.

A second comparative viewing is used to ensure:• accuracy of the original assessment (if the first

decision is inappropriate, recategorise the folio)• the actual mark for each folio within the mark

range• rank order of folios across the class.

a closer look ………

• Collect folios on date provided at beginning of Unit 3.

• Some teachers prefer to leave them for a couple of days to separate the assessment process from the classroom scenario.

• Highlight key words in each performance descriptor, noting changes across the levels.For example:– ‘Highly competent and effective

decisions about the selection, development and refinement of design alternatives ………’

– ‘Competent and appropriate decisions…’

– ‘Appropriate decisions ..’– ‘Decisions about ……are evident in a

limited way’.

49-60 37-48 25-36 12-24 1-1260-49 48-37 36-25 24-12 12-1

Mark Range CategoriesPlace each folio into the category with the description that most accurately reflects its qualities. Each folio needs to be considered relative to the communication need/s established in the brief/communication need statement.

Grade folios for each category one range at a time to compare placement across the mark range for that descriptor. Ensure the overlap between each range reflects a fluid transition between each category. There may be gaps between grades or perhaps a category/s unused. This system is designed to assist a clearer delineation in performance ability levels.

60-49 48-37 36-25 24-12 12-1

25-36

Mark Range – 36-25

25

27

29

30

34

3233

3534

Finalise the rank order within each selectedmark range.

Providing student feedback ..

Feedback may includethe mark awarded by the teacher and/or comments based on the descriptor content. Alert students that this mark may change as a result of statistical moderation processes.

Student: Task Description:Unit 3, Outcome 1

The student’s score was determined to be in the mark range: 36–25Descriptor:

(refer page 23 2005 Assessment Handbook)

score awarded: 35

Teacher: Date:Feedback comment: This mark may change as a result of statistical moderation processes.

Each of the following red boxes contain sentences which collectively form the basis of the ‘Very High’ performance descriptor.

Excerpts from the student sample ‘Fly Spray’ are used along with some text explanations, to place aspects of the folio work in context for each part of the descriptor.

This sample should not to be taken literally as a ‘Very High’ standard but rather as a set of visual reference examples that typify the type of work to be considered for assessment at this level.

Generation of design alternatives and development and refinement of selected solutions comprehensively supported by evidence of thorough understanding of the cyclical nature of the design process.

This requires tracking the generation of each design alternative, and readingstudent annotations to determine the level of thinking behind decisions and directions taken. The word ‘comprehensive’ indicates both the quality and quantity and diversity of design alternatives explored.

cyclical review led to a rethink and eventual abandoning of this design alternative

this design alternative went further

This explanatory diagram tracks the design process through a number of design alternatives for a logo.

Precise description of communication need/s supported by detailed research and analysis of relevant information.Highly competent and effective decisions about the selection,

development and refinement of design alternatives including ongoing evaluation of design alternatives to meet the communication need/s.

This requires a global decision regarding the quality of thinking behind decisions observed over the length of the design process evolution. Both imagery and annotations are the source for this evaluation. As you review the folio, ask yourself questions such as:•Are decisions incidental?•How thorough has the exploration been?•How much thought/insight has gone into these design alternatives?•How effective was the process? i.e. did it omit or barely attempt any stage/s?

•Does the work lose focus of the need?

High level of skill and original imaginative thought in the design process as well as ...

The skill level focuses on the level of quality established in the imagery and underpinning visual concepts. While determining the level of imagination and originality is subjective, there should be a genuine range of fresh ideas explored and that these ideas should grab the attention of the identified audience. The diversity of original ideas would further assist in ascertaining performance levels.

Students are expected to take considered risks in exploring materials, methods, media, throughout the generative and production phases. This experimentation can extend an idea further. The use of elements and principles further extends this potential. The degree to which such an expansion of quality imagery emerges reflects the level of skill demonstrated.

High level of skill in the design process in the application of appropriate materials, methods, media, design elements anddesign principles in both the developmental work and the final presentation/s.

Detailed technical knowledge and advanced skills in the use of information and communications technology (ICT) applications and, where applied, other method/s of image generation.

There is a significant difference in the technical knowledge required to, for example simply test fonts, from that required to construct an advertisement as a well thought-out visual communication. Students who attempt to push ICT further than font generation can demonstrate advanced knowledge of computer generated image building. A detailed technical knowledge of two methods of production in this case combines the drawing method and ICT by scanning manual drawing and using digital photography (2 cans spraying) to demonstrate advanced computer skills and technical knowledge. The final presentation reproduction quality reflects genuine ability to build such a detailed and effective visual solution.

Advanced application of drawing methods, including third-angle orthogonaldrawings observing Australian Standards conventions; paraline and perspectivedrawings to demonstrate form, and where appropriate, function; and accurate drawing from observation.

The communication need/s will determine the direction and strategy bestsuited to demonstrate knowledge, as will student decisions made whenapplying the design process. There are errors in the orthogonal drawing shownhere and convention is not always observed. The quantity of drawings required is determined by the task, however quality is paramount when key wordssuch as ‘advanced’ and ‘accurate’ are used in the descriptor.

*Not all key points are shown in examples.

Keep in mind that:• These descriptors are based on key knowledge and key

skills located in the VCE Visual Communication and Design Study Design.

• There is further information provided in the Assessment Handbook describing additional expectations and constraints related to assessment.

• Performance assessment is not about placing a numeric value on identified parts within the assessment task, but in determining overall achievement against the expected standards described in the performance descriptors.

• Now ‘performance descriptors’ collectively reflect expected standards in student performance rather than numerical values.