VCE Forum: BLINDSIDE’s Debut exhibition
SATURDAY 16 FEBRUARY, 2-4pm
BLINDSIDE presents Debut IX, the ninth installment of BLINDSIDE’s annual exhibition surveying the hottest talent of students graduating from Melbourne’s art schools. Debut IX delves into the minds of our freshest artists, presenting a variety of installation and screen-based works.
In partnership with Art Education Victoria, BLINDSIDE is hosting a free artists’ forum for VCE students who are thinking ahead to art school. Moderated by BLINDSIDE, the forum will feature some of the artists from the show discussing the transition from VCE to art school. There will be a chance for questions from the current VCE students.
The Australian Centre for Contemporary Art together with Art Education Victoria Inc are proud to present the first Teacher Professional Learning Opportunity for 2013:
NEW & reNEWing: Art Teachers’ Program
ACCA, 111 Sturt St, Southbank
4.00 – 6.00pm Monday 11 February
Know the curriculum content - Improve your Professional Knowledge - Engage in discussion of contemporary issues - Be actively involved with your profession.
Photosensitive Students and Digital Media: A Survey of Educators
Are any of your students photosensitive?
Given the increasing use of digital media in classrooms, it is important for us to understand how these media might affect students. It is possible that there is a student in your class with who is photosensitive, and so may be adversely affected when using these media. Photosensitivity in this research refers to an adverse response to visual light stimuli.
The primary aims of this study are to:
- Determine current educator knowledge and confidence in working with students who are photosensitive
- How best to facilitate future information dispersal regarding support and policy amendments.
The survey is found at https://www.surveymonkey.com/s/KDNDPTR. Completing the survey will act as implied anonymous consent for participation in the study.
Australian Curriculum: The Arts – F-10 Response from VCAA
AEV provided feedback to the VCAA during the consultation about the draft Australian Curriculum: The Arts.
The response is now available on the VCAA website: http://www.vcaa.vic.edu.au/Pages/foundation10/curriculum/consultation.aspx.
VCE Art & Studio Arts NEWS from VCAA
From 2012 the School assessed Tasks are statistically moderated along with the consistent practice for all VCE studies.
This information was made available to schools in December 2011 at http://www.vcaa.vic.edu.au/correspondence/bulletins/2011/December/2011DECSUP1.pdf.
The VCAA have conducted a number of professional Development forums to address this change, schools have been notified through the Bulletin.
Grade scaling is dependent upon the group performance within the subject. This is a standard procedure for all VCE Studies.
Information regarding the satisfactory completion of outcomes is located on page 80 of the VCE VCAL Administrative Handbook: http://www.vcaa.vic.edu.au/schooladmin/handbook/2012/index.html.
7.1 SATISFACTORY COMPLETION OF VCE UNITS For satisfactory completion of a VCE unit, a student must demonstrate achievement of the set of outcomes for the unit as specified in the study design. The decision about satisfactory completion of outcomes is based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit. Satisfactory performance on these tasks is sufficient evidence to award an S for the unit. The decision to award an S for the unit is distinct from the assessment of levels of achievement.
The award of grades for student achievement in the School assessed Task is separate to the teacher’s acknowledgement of whether a student has satisfactorily achieved an outcome indicated with an S or N.
From 2012 VCE Visual Arts teachers are required to enter scores only. These scores will be statistically moderated for all students and the award of a letter grade will be made by the VCAA according to the whole group’s performance throughout the state. Therefore the continuing standard practice, when communicating to students regarding performance, should be qualitative and descriptive and students should be aware that a teacher assessment may be affected by statistical moderation.
If you have not already done so, please register for the Bulletin online at http://www.vcaa.vic.edu.au/correspondence/bulletins/bulletinonlinesubcribe.html to receive any further updates regarding VCE studies.
VCE SAT Moderation Changes
The VCAA Board approved the statistical moderation of School-Assessed Tasks (SATs) from 2012 because it was clearly shown to be a more equitable process of determining the final marks for the SAT across the entire cohort for each relevant study. The previous approach of review by visitation was narrow in that it could only cover a limited number of schools in each study each year. In essence the majority of students SAT marks in each study were not subject to a review process. All School-assessed Coursework is subject to review by Statistical Moderation to ensure that all results are comparable across the state and fair to all students – SATs will now be subject to the same Quality Assurance process.
The VCAA ran a number of simulations of this program to ensure that no study or student would be disadvantaged by the new process. We also ran a number of targeted focus groups in 2011 with study teachers and subject associations.
Statistical Moderation works by aligning the scores given by the school in the school-assessed task to the scores obtained by the group in the exam. It is important to remember that a student’s individual exam result does not affect their school-assessed task result. If a student is ranked number one by their teacher by their SAT score, that student will still receive the highest SAT score after moderation; even if that particular student did not score highly in the exam.
There should be no difference in the way teachers deliver and assess the school-assessed tasks. The VCAA still publishes the assessment criteria and descriptors for each task.
The VCAA is also looking at running further professional learning activities for teachers in these studies. The first professional learning activity for Studio Arts will be the Information Session detailed in Notice 3 http://www.vcaa.vic.edu.au/correspondence/notices/2012/03.html.
“Advocacy White Papers for Art Education” are a collection of 14 essays written in response to the NAEA report, Learning in a Visual Age: The Critical Importance of Visual Arts Education. These essays communicate the value of visual arts education in a constantly changing educational environment and demonstrate why visual arts education is important for meeting each student’s educational needs. We urge you to share the White Papers for Art Education with colleagues, policy makers, supervisors and administrators, preservice art educators, and parents.
Visit http://www.arteducators.org/advocacy/whitepapers to download the essays.
Learning in a Visual Age: The critical importance of Visual Arts Education.
www.arteducators.org/olc/pub/NAEA/learning/learning_page_5.html - published by the US professional association of art educators, NAEA.
Images from InSEA 32 World Congress
Marian Strong attended the InSEA 32 World Congress, Osaka, Japan, held in August 2008. View some of the photos she took while at the Congress.
Have you considered writing an article for the AEV Journal? We’re always looking for stories about innovative and successful programs, or new approaches and techniques. Why not share some of your knowledge and ideas with your peers.
You could also consider reviewing a book, CD-ROM, documentary or exhibition. We have a selection of books for review or you can suggest a resource/exhibition you would like to review and we will try to obtain a review copy/press pass. Tips and guidelines are available to help you write your article or review.
For more information please contact the AEV office.