1. ASSESSMENT
For Learning
1
HANDYCRAFT
Learning area:Art and Design
Level: Year 7
Description
3D CERAMIC
Students will engage in an activities that related to the outcome of the Museum visit and applied
the knowledge in the vase making by using the coiling techniques and design the pattern
referred to their experience and interest, on the materials; clay and present the ending product
in a simple oral presentation before they display it in the school mini gallery.
The success criteria for the completed assessment task are:
 An ability to relate ideas from what they observe from outside learning into their artwork.
 Ability to show ideas on process of making their artwork through sketches and
observational drawing.
 An ability to structure an oral presentation.
 Effective skills of oral presentation.
State and Districts Curriculum Connections
 Problem solving skills
 Communication skills
 Social skills
 Aesthetic skills
Activities leading up to the assessment task involve the students in aspect of what is highlighted
based on the skills mentioned above. Skills are develops based on stages of students;
development for years 7; strengthen the skills, attitude interest and value.

2. ASSESSMENT
For Learning
2
PREPARATIO
N
Prior teaching and learning
For this task, students need to have an understanding of:

The relation between the museum field trips and the learning content

Different techniques, shapes of vase making. (Ceramic)

Produce an artwork related to the visit using the coiling technique.

Oral presentation (journal of artwork process making)
In addition, students should have had experience of:
With the materials; clay
Making oral presentation
Teacher preparation
Teacher provided three stages of preparation:
Before:
a) Explanation on the learning intentions for the visit and it’s relation to the assessment
task.
b) Procedure of the visit and assessment task.
c) Questions for students (P1)
d) Material preparations for the assessment task.
During:
a) Journal guidelines
b) Ongoing guidance throughout the visit and process making.
After:
a) Class discussion: Group discussion
b) Preparation of materials i.e tools and reading
c) Assessment rubrics

3. Student Resources:
 Suggested materials and product that have been produces before.
 Pictures of exhibited objects
 The student rubrics (P2) can be used:
a) To make certain that students are aware of the success criteria against which they will
be assessed by the teacher. Teachers should make certain that students fully
understand the terminology.
b) To assist students in the process of self and peer assessment.
Teacher Resources:
 Teacher rubrics for assessment task (P3)
 The teacher rubric will be used to provide feedback to students on completion of the
task.
Preparing students for the task:
 Explain to the students what they have to do throughout the visit to the museum where
they have to:
1. Make simple journal of their visit
2. Create a sketches of the vase
3. Aware of the assessment task or clarify the criteria against which they will be
assessed.
Activity One
 Discussion regarding the importance of museum visit and how it is relate to their
assessment task.
 Distribute the journal guidelines and explanation on what teachers’ expect students to
learn during the fieldtrip.
Activity Two
 Trip to the museum where they need to write a mini journal and draw sketches of the
vase.
Activity Three
 Discussion about their findings during the visit.
 Materials preparations.

4. Activity Four
 Vase making by coiling techniques and coloured by using acrylic
Activity Five
 Oral presentations , self and peer assessment sheet for the students and presentations
and assessment task rubrics for teacher.
 Feedback form
Activity 6
 Display artwork at mini-gallery

5. ASSESSMENT
For Learning
3
PROCESS MAKING
The Task
Introduce the task to the class by showing them the example of the vase or model and the
techniques used. Explain to them that they are going to produce a vase by using coiling
techniques and referred to their sketches that they had made during the visit to the museum.
When it is dry enough they will coloured the vase by using acrylic and then present it to the
group or class before they exhibit it in the school mini gallery.
As a class, they are allowed to brainstorm on how to do the task before they will do it individually
by referring it to the criteria they going to be assessed. Encourage the students to referred to the
rubrics and remind them that in their oral presentations they will need to highlight the
persuasive techniques and simple explanation on their vase.
Specify the time for the oral presentation and rubrics will be used to assess students’
performance. Where facilities permit, teachers could also consider videotaping the oral
presentations, as this would provide a useful tool for self/peer assessment.

6. ASSESSMENT
For Learning
4
FORMATIVE ASSESSMENT
Using assessment to improve student learning
The information gained about student skills, knowledge and understanding can be used by
teachers to shape future learning and teaching. Teachers could use the diagnostic grid to record
students’ performance on each of the expected qualities to obtain a snapshot of those areas in
which students will need further instruction. The teaching and learning activities that follow the
grid are also related to each of the expected qualities and suggest some ways in which teachers
could consolidate or extend student performance.
Ability to give ideas and express the concepts.
1. If students performed at a low level on this aspect of the task, teacher needs to assist them to
further communicate ideas with representational artworks. Teacher might assist them orally
or by showing them pictures or by drafting sections or by helping them to use the media,
materials, techniques and approaches through one-on-one demonstration. Remind them that
proportion and realism are not really necessary considerations in this task.
2. If students performed at a medium level on this aspect of the task, teacher needs to develop
their ideas and assist them to represent their artwork. Provide ideas and expose them on
using varieties of techniques and design.
3. If students performed at a high level on this aspect of the task, ask them to consider using
further media, materials, techniques and approaches. With regard to media, this could
include mixing clay with paint to create textures, or layering one medium over another (eg
drawing over paint). The students could also experiment with painting or colouring
photocopies of their earlier drawings to explore multiple effects over the one image. Have the
students discussed with the class the effects that they have created and how they achieved
them.
Ability to develop creativity and originality
1. If students performed at a low level on this aspect of the task, suggest different ways of
placing together the shapes and images that they have drawn. Suggest omitting or adding

7. sections, or varying the scale of the shapes. Talk about the media, techniques and approaches
that they liked and ask them to consider which they would like to use in the final work. Show
them more successful designs and explain why they are more visually effective.
2. If students performed at a medium level on this aspect, assist them on to developing their
creativity by trying different approaches in their artwork and explore it. Referred to art
sample or further research.
3. If students performed at a high level on this aspect of the task, ask them to consider further
ways of resolving the work. Encourage them to complete a range of design options that might
consider two- and three-dimensional completed artworks. Have them suggest alternative
purposes and placements for the artwork beyond the classroom, eg a public sculpture in a
park, a piece of jewellery etc.
Ability to communicate the plan for the proposed artwork
1. If students performed at a low level on this aspect of the task, ask the student how they
propose the artworks would look and if they believe that this is clear through the design.
Suggest options for more clearly communicating their design – eg annotations, further
drawings, more discussion, cutting up and reassembling or rearranging previous drawings etc.
Examine work by other students that appear successful in how the proposed designs are
communicated and ask students why they think this is.
2. If students performed at a medium level on this aspect, ask them to consider on trying
another approaches and discuss it with their peer to gain ideas. Consider also on the usage of
different media and apply it to their artwork.
3. If students performed at a high level on this aspect of the task, ask them to consider making a
further design that incorporates media or techniques that they hadn't considered in their
existing designs – eg formats that include industrial materials and scale such as billboards,
neon lights, steel etc – and propose an alternative design if they were able to use these media
and techniques. Have them identify where they might display their final artworks and why.
Oral presentation
(a) Relevant and appropriate content
1. If students performed at a low level on this aspect of the task, teacher may consider
'adjusting' or redesigning presentation so that the content match the target audience,
encourage student to refer to his sketches as they do process of making. If students

8. performed at a high level on this aspect of the task, provide them with opportunities to
discuss the concept of 'appropriate content'.
(b) Awareness of the audience of the presentation
1. If students performed at a low level on this aspect of the task, provide them with more
opportunities to speak in pairs, small groups and class. Use their own ceramic as a basis for an
informative
talk.
Students
could
move
on
to
'explain'
ceramic.
2. If students performed at a high level on this aspect of the task, provide them with
opportunities to speak about more complex material. Give them an opportunity to persuade
small groups or the class about specific products or ideas. The material could be from any
subject area. Teacher may also consider challenging students with impromptu talks.
(c) Appropriate structure of the presentation
1. If students performed at a low level on this aspect of the task, consider using a variety of
examples to assist them with planning and structuring of their presentation.
2. If students performed at a high level on this aspect of the task, ask them to consider other
ways in which they might structure presentations, particularly in order to appeal to the
interests and concerns of different audiences.
(d) Effective oral presentation skills
1. If students performed at a low level on this aspect of the task, provide them with
opportunities to speak in front of a small group of friends. Model effective non-verbal
language or role-play inappropriate non-verbal language and discuss its impact.
2. If students performed at a high level on this aspect of the task, set them challenging fun
scenarios in which they must use both verbal and non-verbal language to explain and to
persuade.

9. ASSESSMENT
For Learning
5
ANNOTATED WORKSAMPLES
Task description
Students will engage in a series of teacher- and self-directed activities exploring media),
techniques (ways of using the media) and approaches, on different materials (eg different
papers, cardboard) before completing a preliminary plan for an artwork (or artworks) depicting
their special place.
Although a completed artwork is not required for this task, it is envisaged that students will go
on to complete the artwork following feedback on their experiments and plans.
The success criteria for the completed assessment task are:
 ability to experiment with media, materials, techniques and approaches
 ability to develop and refine ideas informed by experimentation into a plan for a
proposed artwork
 ability to communicate the plan for the proposed artwork.
 Ability to present their artwork through the oral presentation.
Task conditions
This task was produced under the following conditions:
 in class
 individually
 with teacher feedback.
Worksample 1
Worksample 2
Worksample 3