MYP Programme

Australian International Academy, Kellyville 2020

ASSESSMENT TASK RUBRIC
YEAR LEVEL:…10………………………………SUBJECT: Visual Arts …………………………………….… TERM: 3………………..
NOTIFICATION DATE: …… / ….. / ………
DUE DATE: Part 1 DUE DATE: Week 2 of term 3, 2020 Finished Sculpture DUE DATE: Week 8 of term 3, 2020

STUDENT NAME: …………………………………………………………

UNIT: 3…………………………………………… TASK NAME: Altered Books ………………………………………………..
CRITERIA Criteria A Knowing and understanding
LEVEL LEVEL DESCRIPTORS TASK INDICATORS
The student does not reach a standard described by any of the  did not complete any of the items below.
0
descriptors given below.
The student:  Limited knowledge and understanding of art forms are
demonstrates through visual diary notes, step by step
i. demonstrates limited knowledge and understanding of the
drawings / notes, and limited use of visual arts terminology.
art form studied, including concepts, processes, and limited
use of subject-specific terminology.
 Demonstrates limited understanding of how artists
communicate messages to their audience.
1-2 ii. demonstrates limited understanding of the role of the art
form in original or displaced contexts.
 Demonstrates limited knowledge of environmental artists
iii. demonstrates limited use of acquired knowledge to through structural frame and conceptual framework.
purposefully inform artistic decisions in the process of
creating artwork.

The student:  Adequate knowledge and understanding of art forms are

demonstrates through visual diary notes, step by step
i. demonstrates adequate knowledge and understanding of
drawings / notes, and adequate use of visual arts terminology.
the art form studied, including concepts, processes, and
adequate use of subject-specific terminology.
 Demonstrates adequate understanding of how artists
communicate messages to their audience.
ii. demonstrates adequate understanding of the role of the art
3-4 form in original or displaced contexts.
 Demonstrates adequate knowledge of environmental artists
through structural frame and conceptual framework.
iii. demonstrates adequate use of acquired knowledge to
purposefully inform artistic decisions in the process of
creating artwork.

The student:  Substantial knowledge and understanding of art forms are

demonstrates through visual diary notes, step by step
i. demonstrates substantial knowledge and understanding of
drawings / notes and substantial use of visual arts
the art form studied, including concepts, processes, and
terminology.
substantial use of subject-specific terminology.
 Demonstrates substantial understanding of how artists
5-6 ii. demonstrates substantial understanding of the role of the art
communicate messages to their audience.
form in original or displaced contexts.
 Demonstrates substantial knowledge of environmental artists
through structural frame and conceptual framework.
iii. demonstrates substantial use of acquired knowledge to
purposefully inform artistic decisions.

The student:  Excellent knowledge and understanding of art forms are

demonstrates through visual diary notes, step by step
i. demonstrates excellent knowledge and understanding of the
drawings / notes, and excellent use of visual arts terminology.
art form studied, including concepts, processes, and excellent
use of subject-specific terminology.
 Demonstrates excellent understanding of how artists
communicate messages to their audience.
7-8 ii. demonstrates excellent understanding of the role of the art
form in original or displaced contexts.

 Demonstrates excellent knowledge of environmental artists

iii. demonstrates excellent use of acquired knowledge to through structural frame and conceptual framework.
purposefully inform artistic decisions in the process of
creating artwork.

TEACHER ASSESSMENT STUDENT ASSESSMENT

Teacher: Ms Watson

Assessment Tasks Task Rubric 1

 CRITERIA Criteria D Responding
LEVEL LEVEL DESCRIPTORS TASK INDICATORS
The student does not reach a standard described by any of the  did not complete any of the items below.
0
descriptors given below.
The student:  Limited meaning is portrayed through artwork.
i. constructs limited meaning and may transfer learning to new
settings  Art work demonstrates a limited response to the world
1-2 ii. creates a limited artistic response that may intend to reflect or around us.
impact on the world around him or her
iii. presents a limited critique of the artwork of self and others.  A limited critique or self evaluation is evident.

The student:
i. constructs adequate meaning and occasionally transfers  Adequate meaning is portrayed through artwork.
learning to new settings
3-4 ii. creates an adequate artistic response that intends to reflect or  Art work demonstrates an adequate response to the world
impact on the world around him or her around us.
iii. presents an adequate critique of the artwork of self and others.
 A adequate critique or self evaluation is evident.
The student:  Appropriate meaning is portrayed through artwork.
i. constructs appropriate meaning and regularly transfers
learning to new settings  Art work demonstrates a substantial response to the world
5-6 ii. creates a substantial artistic response that intends to reflect or around us.
impact on the world around him or her
iii. presents a substantial critique of the artwork of self and others  A substantial critique or self evaluation is evident.

The student:  Highly effective meaning is portrayed through artwork.

i. constructs meaning with depth and insight and effectively
transfers learning to new settings  Art work demonstrates an excellent response to the world
7-8 ii. creates an excellent artistic response that intends to effectively around us.
reflect or impact on the world around him or her
iii. presents an excellent critique of the artwork of self and others.  An excellent critique or self evaluation is evident.

TEACHER ASSESSMENT STUDENT ASSESSMENT

Teacher: Ms Watson

CRITERIA Criteria B Developing skills

LEVEL LEVEL DESCRIPTORS TASK INDICATORS
The student does not reach a standard described by any of the  did not complete any of the items below.
0 descriptors given below.
The student:  You have limited evidence in your visual diary explanations
and skills workshops that you are developing skills and
i. demonstrates limited acquisition and development of the skills
techniques.
1-2 and techniques of the art form studied
ii. demonstrates limited application of skills and techniques to
create, perform and/or present art.  You have displayed limited use of skills and techniques
through the development of your street art work.
The student:
 You have adequate evidence in your visual diary explanations
i. demonstrates adequate acquisition and development of the
and skills workshops that you are developing skills and
skills and techniques of the art form studied
3-4 ii. demonstrates adequate application of skills and techniques to techniques.
create, perform and/or present art.
 You have displayed adequate use of skills and techniques
through the development of your street art work.
The student:  You have substantial evidence in your visual diary
explanations and skills workshops that you are developing
i. demonstrates substantial acquisition and development of the
skills and techniques.
5-6 skills and techniques of the art form studied

ii. demonstrates substantial application of skills and techniques to
create, perform and/or present art.  You have displayed substantial use of skills and techniques
through the development of your street art work.
The student:  You have excellent evidence in your visual diary explanations
skills workshops that you are developing skills and techniques.
i. demonstrates excellent acquisition and development of the
7-8 skills and techniques of the art form studied
ii. demonstrates excellent application of skills and techniques to  You have displayed excellent use of skills and techniques
create, perform and/or present art. through the development of your street art work.

TEACHER ASSESSMENT STUDENT ASSESSMENT

Assessment Tasks Task Rubric 2

Teacher: Miss Watson Student:……………………………………

CRITERIA Criteria C Thinking creatively

LEVEL LEVEL DESCRIPTORS TASK INDICATORS
The student does not reach a standard described by any of the  did not complete any of the items below.
0 descriptors given below.
The student:  You have used your limited research and understanding of art
form and style to influence your own art practice. You have
i. develops a limited artistic intention that is rarely feasible, clear,
rarely shown individuality and creativity in your work.
imaginative or coherent
 Limited creative thinking skills displayed in visual diary and
1-2 ii. demonstrates a limited range or depth of creative-thinking
during critical review of Banksy’s work. Limited use of visual
behaviours
diary to explore ideas in a number of ways.
iii. demonstrates limited exploration of ideas to shape artistic
intention that may reach a point of realization.

The student:  You have used your adequate research and understanding of
art form and styles to influence your own art practice. You
i. develops an adequate artistic intention that is occasionally
have been occasionally consistent in showing individuality and
feasible, clear, imaginative and/or coherent
creativity in your work.
ii. demonstrates an adequate range and depth of creative-
3-4 thinking behaviours  Adequate creative thinking skills displayed in visual diary and
during critical review of Banksy’s work.
iii. demonstrates adequate exploration of ideas to shape artistic
 Adequate use of visual diary to explore ideas in a number of
intention through to a point of realization.
ways.

The student:  You have used your substantial research and understanding of
art form and styles to influence your own art practice. You
i. develops a substantial artistic intention that is often feasible,
have been often consistent in showing individuality and
clear, imaginative and coherent
creativity in your work.
ii. demonstrates a substantial range and depth of creative-
5-6 thinking behaviours  Substantial creative thinking skills displayed in visual diary and
during critical review of Banksy’s work.
iii. demonstrates substantial exploration of ideas to purposefully
 Substantial use of visual diary to explore ideas in a number of
shape artistic intention through to a point of realization.
ways.

The student:  You have used your excellent research and understanding of
art form and styles to influence your own art practice. You
i. develops an excellent artistic intention that is consistently
have been consistent in showing individuality and creativity in
feasible, clear, imaginative and coherent
your work.
ii. demonstrates an excellent range and depth of creative-thinking
7-8 behaviours  Excellent creative thinking skills displayed in visual diary and
during critical review of Banksy’s work.
iii. demonstrates excellent exploration of ideas to effectively
 Excellent use of visual diary to explore ideas in a number of
shape artistic intention through to a point of realization.
ways.

TEACHER ASSESSMENT STUDENT ASSESSMENT

Teacher: Miss Watson Student:……………………………………

ATL SELF REFLECTION:

Communication
Skill demonstration: Yes/No Yes/No
Use a variety of speaking techniques to communicate with a variety of audiences
Use appropriate forms of writing for different purposes and audiences
Use a variety of media to communicate with a range of audiences
Negotiate ideas and knowledge with peers and teachers
Read a variety of sources critically and for comprehension
Make inferences and draw conclusions
Use and interpret a range of discipline-specific terms and symbols
Take effective notes in class and make effective summary notes for studying
Use a variety of speaking techniques to communicate with a variety of audiences
Use appropriate forms of writing for different purposes and audiences
Use a variety of media to communicate with a range of audiences

Social
Skill demonstration: Yes/No Yes/No
Use e-learning platforms appropriately to build and develop learning partnerships
Delegate and share responsibility for decision-making

Assessment Tasks Task Rubric 3

Practice empathy and help others to succeed
Take responsibility for one’s own actions
Manage and resolve conflict and work collaboratively in teams
Build consensus
Make fair and equitable decisions
Listen actively to other perspectives and ideas
Negotiate effectively
Encourage others to contribute
Exercise leadership and take on a variety of roles within groups
Give and receive meaningful feedback
Advocate for one’s own rights and needs

Self-management Skills:
Skill demonstration: Yes/No Yes/No
Record information accurately
Set goals that are challenging and realistic
Plan short and long term assignments and meet deadlines
Keep and use a weekly planner/Agenda for assignments
Plan strategies and take action to achieve personal and academic goals
Make right choices within the stipulated time
Practice focus and concentration
Practice strategies to overcome distractions
Demonstrate persistence and perseverance
Practice strategies to reduce stress and anxiety
Practice positive thinking
Practice “bouncing back” after adversity, mistakes and failures

Research:
Skill demonstration: Yes/No Yes/No
Collect, record, verify, analyze and interpret data
Access information to be informed and inform others
Make connections between various sources of information
Find and use appropriate sources
Present information in a variety of formats and platforms
Understand and implement intellectual property rights
Identify primary and secondary resources
Create references and citations and construct a bibliography according to recognized conventions

Thinking skills:
Skill demonstration: Yes/No Yes/No
Think critically, analyzing and evaluating issues and ideas
Be creative in generating novel ideas and considering new perspectives
Transfer skills and knowledge across disciplines and subject groups

ATL skills comment:

What ATL skills did you use to complete this task?
How can you improve in future?
What were your strengths / weaknesses with regards to the requirements for each of the ATL?
Explain below.

……………………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………

Teacher: …………………………………… Student: ……………………………………

Assessment Tasks Task Rubric 4