7/29/2019 Assessment Criteriavisual Arts

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Assessment cr iteria for the Visual Arts at OCA

1st 2.1 2.2 3rd Fail

Weighting A+ 85%+Exceptional

A 70-84%Excellent

B 60-69%Very good

C 50-59%Good/Average

D 40-49%Satisfactory

E 30-39%Limited

F 29% orbelowInadequate

Demonstration of

technical and Visual SkillsMaterials, techniques,observational skills, visualawareness, design andcompositional skills

Level 440%

Level 535%

Level 630%

Outstanding technical andvisual skills

Complete fluency oftechnical and visualskills

Very competenttechnical and visual skills

Competent technicaland visual skills

Adequate technicaland visual skills

Limited technical andvisual skills

Inadequatetechnical and visualskills

Quality of OutcomeContent, application ofknowledge, presentation ofwork in a coherent manner,discernment,conceptualisation ofthoughts,communication of ideas

Level 420%

Level 520%

Level 620%

Outstanding workpresented in a highlyprofessional way andcommunicates with flair.

Outstanding grasp ofideas andcommunication of visualideas*

Highly effective workpresented in aprofessional way,showing strong

judgement.

Highly effective grasp ofideas andcommunication ofvisual ideas*

Competent realisation ofideas, presented well,showing consistency in

judgement.

Effective grasp of ideas

and communication ofvisual ideas*

Competent realisation ofideas, presented well,showing judgement

Reasonably effectivegrasp of ideas and

communication of visualideas*

Adequate realisationof ideas andsatisfactorypresentation of work

Limited grasp ofideas andcommunication ofvisual ideas*

Poor work andpresentation

Lack ofconceptualisation* orcommunication of

visual ideas*

Inadequate workand presentation

Complete lack ofconceptualisation*or communicationof visual ideas*

Demonstration of

CreativityImagination,experimentation, invention,development of a personalvoice

Level 420%

Level 525%

Level 630%

Highly creative, takesrisks with imaginative andsuccessful outcomes,powerful evidence ofpersonal voice*

Strongly creative, takesrisks with manyimaginative andsuccessful outcomes,strong evidence ofpersonal voice*

Creative, takes risks withimaginative andsuccessful outcomes,evidence of a developingpersonal voice*

Some evidence ofcreativity, little evidenceof risk-taking, with a fewimaginative outcomes,some evidence of adeveloping personalvoice*

Some evidence ofcreativity, little risktaking with fewimaginativeoutcomes, strugglingto find a personalvoice.

Limited evidence ofcreativity, no risktaking or imaginativeoutcomes, nopersonal voice.

Inadequateevidence ofcreativity.

ContextReflection, research, criticalthinking* (learning logs and,

at levels 5 and 6, criticalreviews and essays)

Level 420%

Level 520%

Level 620%

Highly articulate and selfaware, extensively andthoroughly researched,

demonstrating a highlydeveloped intellectualunderstanding

Very articulate and selfaware, very wellresearched,

demonstrating adeveloped intellectualunderstanding

Articulate and self aware,good range of research,demonstrating a

developing intellectualunderstanding

Evidence of self-reflection and research,and satisfactory ability to

analyse and synthesiseinformation.

Variable levels of self-reflection andresearch, and poor

analysis andsynthesis ofinformation.

Limited self-reflectionor research, and noanalysis or synthesis

of information.

Inadequateresearch orevidence of critical

thinking.

These assessment criteria should be used in conjunction with the level descriptions as described overleaf:

7/29/2019 Assessment Criteriavisual Arts

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Feedback at different levelsDifferent feedback is needed at each level. Students at Level 4, for example, shouldnt be criticised for not having found their own personal artistic voice. Similarly students at Level 6 should be expected toknow how to keep sketchbooks and learning logs.

Level 4is about laying the foundations. The emphasis is on the acquisition of skills and good working habits, such as the keeping of sketchbooks and learning logs. Its about students informing themselvesabout others work by reading and viewing exhibitions, etc. At this level, they are not expected to have developed a great deal of autonomy or have found a strong personal (visual) language -- if they havealready done so, this is a bonus. Feedback at Level 4 should focus on their success in acquiring the necessary skills and working habits, at the same time encouraging the student to push their limits.

AtLevel 5 the student continues to improve their skills and the quality of their work. But at this level, they should be starting to develop a personal visual language or voice and to choose the direction of theirwork in consultation with their tutor. This means that in addition to skills, your feedback should reflect back to the student whether they are taking enough responsibility for the shaping of their own work,whether they are doing enough reading and or viewing of other artists' work and whether they are clearly articulating their own views and backing them up with reasoned arguments.

Level 6 is about the transition from being a self-motivated student to becoming a self-motivated and independent artist (or photographer, textile artist, designer maker, writer or musician. The expectation isthat the quality of work will continue to improve, and the student can demonstrate evidence of inventiveness, aesthetic judgement, as well as originality and independence. They should be developing theirunderstanding of the professional arena they aspire to move into and developing their intellectual understanding of the theory and concepts underpinning their discipline.