Senior Syllabus Film, Television and New Media
Awarding exit levels of achievement
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- 6.7.1 Making on-balance judgments about the standard of student work
- 6.7.2 Exit criteria and standards
6.7 Awarding exit levels of achievementOn completion of the course of study, the school is required to award each student an exit level of achievement from one of the five categories: Very High Achievement Sound Achievement Very Limited Achievement The school must award an exit standard for each of the three criteria (design, production, critique), based on the principles of assessment described in this syllabus. The criteria are derived from the general objectives and are described in section 6.3. When teachers are determining a standard for each criterion they should be informed by how the qualities of the work match the descriptors overall (refer to 6.7.1). The typical standards associated with the three exit criteria are described in section 6.7.2. For Year 11, particular standards descriptors may be selected from the matrix and/or adapted to suit the task. These standards are used to inform the teaching and learning process. For Year 12 tasks, students should be provided with opportunities to understand and become familiar with the expectations for exit. The exit standards are applied to the summative body of work selected for exit. Of the seven key competencies, the six5 that are relevant to this subject are embedded in the descriptors in the standards matrix. The descriptors refer mainly to organising, analysing and communicating ideas and information, solving problems and using technology through preproduction formats and production practices. When standards have been determined in each of the three criteria of design, production and critique, the following table is used to award exit levels of achievement, where A represents the highest standard and E the lowest. The table indicates the minimum combination of standards across the criteria for each level. Table 6: Awarding exit levels of achievement
6.7.1 Making on-balance judgments about the standard of student workAn on-balance judgment is one in which a judgment is made about how well the standard of the whole student response (the whole design, product or critique) matches one of the descriptors in the standards matrix (section 6.7.2). This does not involve judging the standard of small features of the response (such as particular technical skills) and then combining these separate standards in some way (often by averaging), but it does involve judging how well the student has applied the key concepts, hence the emphasis in each of the descriptors. The descriptors are written as typical standards (i.e. mid-A, mid-C etc) about whole responses, not as checklists of features to be counted, added up or ticked off. They describe in positive language the quality of the student response in relation to the exit criteria and in terms of observable evidence. To maintain validity of assessment and avoid compromising the comparability of judgments across schools, the descriptors should not have other expectations built into them (either overtly or covertly) that could hinder students’ chances of achieving the standard. For this reason and because the descriptors for production do not refer to specific camera, editing, animation or video game skills, teachers should not grade these separately when assessing a production or use them to grade the whole response. Similarly, because the descriptors for critique do not refer to features of the English language such as referencing or grammar (if the response is extended writing), judgments are made about the way the response meets the descriptor not on the standard of English composition. In summary, when making on-balance judgments, teachers need to: familiarise themselves thoroughly with the exit criteria and standards read, view, and/or listen to the entire student response for the task make a judgment using the standards matrix by determining which descriptor best matches the standard of the work take account of the conditions under which the task was completed. 6.7.2 Exit criteria and standardsTable 5: Typical standards associated with the exit criteria
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