Criterion Referenced Framework

Integrating Language & Clinical Practice, Semester 2 - November 2020

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REPORT

This criterion referenced framework (hereby referred to as CRF) was created to assess Visual Arts levels 9 and 10 in writing a critical analysis of an artwork. A critical analysis requires students to understand how visual language and information contribute to conveyed meaning in the artwork, as intended by the artist or interpreted by the viewer themselves. 

Students use reading and writing literacy skills to form an understanding, discussion, interpretation and evaluation of the non-linguistic text. Students develop their reading skills through dissecting the non-linguistic text and finding meaning in the semiotics. Additionally, this task allows students to practice and develop their writing skills through text and sentence structure, grammar and spelling, as well as developing their subject-specific visual arts language and terminology. These literacy skills are important for students to be able to convey and express their opinions and knowledge and justify them linguistically, which is fundamental for developing critical thinking skills and interpretating the world around them.

This task relates to the following levels 9 and 10 descriptions in the Victorian curriculum:

  • Visual Arts - Respond & Interpret 

    • analyse and interpret artworks to explore the different forms of expression, intentions and viewpoints of artists and how they are viewed by audiences

  • Cross Curriculum Priority - Critical and Creative Thinking

    • critically examine their own and others thinking processes and discuss factors that influence thinking, including cognitive biases

This critical analysis will act as a formative assessment. Students will be introduced to and practice these analytical skills in levels 9 and 10 in order to prepare them for the Victorian Certificate of Education curriculum. Both VCE Art and Studio Arts require students to develop and apply skills in visual analysis, and subsequently draw inspiration to assist in their own art making practice. Therefore, this CRF will be used by both the students and the teacher to determine their current position on the developmental progression and assist in developing learning goals. 

The purpose of this CRF is to provide students with an indication of their developmental progression in order to help them improve. Showing students where they sit and what the next step is in their learning process allows that goal to become more attainable. The teacher will also use this CRF to plan future teaching methods and scaffolding strategies, in order for students to reach their learning goals. Using a CRF for this task, rather than a different form of assessor like a checklist, allows students to recognise what they are already capable of doing, rather than pointing out what they have missed. Encouraging students to further develop skills they already have and then creating realistic learning goals, rather than focusing on what skills they are deficit in, promotes a supportive learning environment. Furthermore, this develops stronger student-teacher relationships, therefore leading to increased motivation and academic achievement.

In the CRF, I have identified an example of a Zone of Actual Development and the subsequent Zone of Proximal Development. This CRF is structured so that each level represents a higher level of competency on the developmental progression. This was developed and ordered with Dreyfus’ Model of Skill Acquisition taxonomy in mind. The descriptors of novice, advanced beginner, competent, proficient and expert have been used synonymously with each level of proficiency. Through the developmental progression, the student gains more knowledge and a deeper understanding. It is therefore expected that the average student would sit at either level 3 or 4 (competent or proficient), while further learning goals have been included for those students to reach level 5 (expert). Therefore, by understanding Drefus’ Model of Skill Acquisition and the developmental progression, the example student’s Zone of Proximal Development and learning goal would sit one level higher than their Zone of Actual Development. In the example given, the student has demonstrated a good understanding of the qualities of the artwork and has begun inferring an interpretation drawing upon evidence in the artwork, therefore placing their Zone of Actual Development at level 3. Additionally, a deeper understanding has begun to emerge. Through scaffolding and further practice, the student’s Zone of Proximal Development and learning goal is placed at level 4, with some criterions moving up to level 5. 

In conclusion, this CRF will help assist both teachers and students in identifying their current level of capability, while providing a framework to base future learning methods and goals upon. Both analytical and literacy skills can be recognised and developed through positive reinforcement of what the student is capable of.