Note some of the most useful assessment strategies in Years 7-10 and VCE and HSC found on the NSW and Victorian curriculum websites.

The structure for the NSW curriculum differs greatly from the Victorian counterpart when is comes to teaching media. The Years 7-10 Photographic and Digital Media syllabus, which is part of the Creative Arts, really outlines the need to use the standards to improve learning.

Teachers will be able to use standards in Photographic and Digital Media as a reference point for planning teaching and learning programs, and for assessing and reporting student progress. Standards in Photographic and Digital Media will help teachers and students to set targets, monitor achievement, and, as a result, make changes to programs and strategies to support and improve each student’s progress.

It specifically targets Assessment for Learning and even has a section for Choosing Assessment Strategies.

And an extensive “Photographic and Digital Media particularly lends itself to the following assessment techniques” section.

Three that I thought were simple yet effective (and ones that I may have taken for granted) are:

  • curating an exhibition to represent a point of view, idea or interest.
  • written tasks explaining a photographic and digital artist’s practice and their influences
  • role-play as an artist, photographer videographer, audience, critic, journalist, museum guide

The Assessment Tools on the VCAA website would complement these well: A reflective tool called Which Face gives students immediate, non-verbal feedback on their competency and understanding on how their exhibition went, a graphic organiser would work well for the written task and a rubrik designed by the students to critique each other’s role play could be a formative assessment for me and them.


From year 10 on, assessment seems to change dramatically, In Victoria, School Assessment Tasks (SATs) are an important part of assessment.

The VCE Media: Administration information for School-based Assessment in 2016 is found in the Design book for VCE media on the VCAA website. It has a list of the summative assessments necessary to complete VCE.

It says:

The School-assessed Task contributes 37 per cent to the study score and is commenced in Unit 3 and completed in Unit 4. Teachers will provide to the Victorian Curriculum and Assessment Authority (VCAA) through VASS a score against each criterion that represents an assessment of the student’s level of performance in achieving Unit 3 Outcomes 2 and 3, and Unit 4 Outcome 1. The recorded scores must be based on the teacher’s assessment of the student’s performance according to the criterion on pages 8-16. This assessment is subject to the VCAA statistical moderation process. The 2016 Media assessment sheet on page 20 is to be used by teachers to record scores. The completed assessment sheet for each student’s School-assessed Task must be available on request by the VCAA.

The School-assessed Task for 2016 has three components:

Unit 3 Outcome 2
Unit 3 Outcome 3
Unit 4 Outcome 1.

Unit 3 Media production skills Outcome 2: Use a range of technical equipment, applications and media processes and evaluate the capacity of these to present ideas, achieve effects and explore aesthetic qualities in media forms.

Unit 3 Media production design Outcome 3 Prepare and document a media production design plan in a selected media form for a specified audience.

Unit 4 Media process Outcome 1 Produce a media product for an identified audience from the media production design plan prepared in Unit 3.

Meanwhile, as there is no Media Arts in the HSC curriculum, my abilities and experience as a journalist are applicable to the  Visual Design syllabus modules of Publications and Information and Interactive and Multimedia.

Assessments include:

Explore the parameters and work within the specifications of design briefs related to the production of interactive and multimedia works such as:

  • storyboarding a film or developing a computer animation
  • multimedia design incorporating film/video, stills
  • sound and graphic design material
  • walk-through design incorporating time and space
  • touch-panel design
  • web-page design
  • video/computer game design


As a print journalist/sub editor for 20 years I also find myself aligned to the English syllabus. This is something I would like to discuss further with my mentor teacher and my uni lecturers/professors.



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