Download VCE Theatre Studies Assessment Handbook 2014-2018

VCE Theatre Studies
Assessment Handbook 2014–2018
© Victorian Curriculum and Assessment Authority 2013
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ISBN 978-1-922082-47-3
Contents
Introduction ..........................................................................................................................................3
Assessment ..........................................................................................................................................4
VCE assessment principles ........................................................................................................4
School-assessed Coursework ....................................................................................................6
Scope of tasks ................................................................................................................7
Designing the assessment tasks ....................................................................................7
Making assessment part of teaching and learning .........................................................7
VCE Theatre Studies assessment advice and further resources ....................................................9
School-assessed Coursework ....................................................................................................9
Unit 3 Performance descriptors ......................................................................................9
Unit 4 Performance descriptors ....................................................................................15
Sample approaches to School-assessed Coursework .............................................................20
Unit 3 ............................................................................................................................20
Unit 4 ............................................................................................................................22
Further Resources ....................................................................................................................25
Examinations ................................................................................................................25
Publications ..................................................................................................................26
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Introduction
The VCE Theatre Studies Assessment Handbook 2014–2018 contains assessment information
for both school-based assessment and the examination in VCE Theatre Studies and advice for
teachers on how to construct assessment tasks. Advice on matters related to the administration
of Victorian Certificate of Education (VCE) assessment is published annually in the VCE and
VCAL Administrative Handbook. Updates to matters related to the administration of VCE
assessment are published in the VCAA Bulletin VCE, VCAL and VET. Teachers must refer to
these publications for current advice.
This assessment handbook is published in online format only and provides advice specifically
for Units 3 and 4.
Updates to the online assessment handbook are published in the VCAA Bulletin VCE, VCAL
and VET.
Units 1 and 2
In VCE Theatre Studies the student’s level of achievement in Units 1 and 2 is a matter for
school decision. Assessments of levels of achievement for these units are not to be reported to
the Victorian Curriculum and Assessment Authority (VCAA). Schools may choose to report
levels of achievement to students using grades, descriptive statements or other indicators.
Units 3 and 4
The VCAA will supervise the assessment of all students undertaking Units 3 and 4.
In VCE Theatre Studies the student’s level of achievement will be determined by Schoolassessed Coursework, an end-of-year stagecraft examination and an end-of-year written
examination. The VCAA will report the student’s level of performance as a grade from A+ to E
or UG (ungraded) for each of three Graded Assessment components: Unit 3 and Unit 4 Schoolassessed Coursework, the end-of-year stagecraft examination and the end-of-year examination.
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Assessment
VCE assessment principles
Assessment is an integral part of teaching and learning. At the senior secondary level it:
• identifies opportunities for further learning
• describes student achievement
• articulates and maintains standards
• provides the basis for the award of a certificate.
As part of VCE studies, assessment tasks enable:
• the demonstration of the achievement of an outcome or set of outcomes
• judgment and reporting of a level of achievement on a task or collection of tasks for
School-assessed Coursework, School-assessed Tasks or examinations.
Monitoring the results of VCE assessment also provides feedback that informs curriculum
implementation, assessment design and curriculum review.
In each VCE study, teachers and schools determine the assessment tasks to be used at Units 1
and 2. In Units 3 and 4, specified assessment tasks are set.
At the Units 3 and 4 level of this VCE study, School-assessed Coursework and the
examinations provide assessment results that are used in the calculation of a student’s study
score.
The following are the principles that underpin all VCE assessment practices. These are
extracted from the VCAA Principles and guidelines for the development and review of VCE
studies a document published on the VCAA website.
VCE assessment will be valid
Validating of VCE assessment means that it will enable judgments to be made about
demonstration of the outcomes and levels of achievement on assessment tasks fairly, in a
balanced way and without adverse effects on the curriculum or the education system. The
overarching concept of validity is elaborated in the following sections.
VCE assessment should be fair and reasonable
Assessment should be acceptable to stakeholders – including students, schools, government
and the community. The system for assessing the progress and achievement of students must
be accessible, effective, equitable, reasonable and transparent.
Assessment instruments should not assess learning that is outside the scope of a study design.
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Each assessment instrument (for example, examination, assignment, test, project, practical,
oral, performance, portfolio, presentation or observational schedule) should give students
clear instructions. It should be administered under conditions (degree of supervision, access to
resources, notice and duration) that are substantially the same for all students undertaking that
assessment.
VCE assessment should be equitable
Assessment instruments should neither privilege nor disadvantage certain groups of students
or exclude others on the basis of gender, culture, linguistic background, physical disability,
socioeconomic status and geographical location.
Assessment instruments should be designed so that, under the same or similar conditions, they
provide consistent information about student performance. This may be the case when, for
example, alternatives are offered at the same time for assessment of an outcome (which could
be based on a choice of context) or at a different time due to a student’s absence.
VCE assessment will be balanced
The set of assessment instruments used in a VCE study will be designed to provide a range of
opportunities for a student to demonstrate in different contexts and modes the knowledge,
skills, understanding and capacities set out in the curriculum. This assessment will also
provide the opportunity for students to demonstrate different levels of achievement specified
by suitable criteria, descriptors, rubrics or marking schemes.
Judgment about student level of achievement should be based on the results from a variety of
practical and theoretical situations and contexts relevant to a study. Students may be required
to respond in written, oral, performance, product, folio, multimedia or other suitable modes as
applicable to the distinctive nature of a study or group of related studies.
VCE assessment will be efficient
The minimum number of assessments for teachers and assessors to make a robust judgment
about each student’s progress and learning will be set out in the study design. Each
assessment instrument must balance the demands of precision with those of efficiency.
Assessment should not generate workload and/or stress that unduly diminish the performance
of students under fair and reasonable circumstances.
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School-assessed Coursework
School-assessed Coursework provides schools with the opportunity to make their own
administrative arrangements for the internal assessment of their students.
School-assessed Coursework also provides teachers with the opportunity to:
• select from the range of designated assessment tasks in the study design
• develop and administer their own assessment program for their students
• monitor the progress and work of their students
• provide important feedback to the student
• gather information about the teaching program.
Students should know in advance how and when they are going to be assessed and the
conditions under which they will be assessed.
Assessment tasks should be part of the teaching and learning program. For each assessment
task students should be provided with the:
•
•
•
•
•
type of assessment task and approximate date for completion
time allowed for the task
allocation of marks
nature of any materials they can utilise when completing the task
opportunity to demonstrate the highest level of performance.
Following an assessment task:
• teachers can use the performance of their students to evaluate the teaching and learning
program
• a topic may need to be carefully revised again prior to the end of the unit to ensure
students fully understand the key knowledge and key skills required in preparation for the
examination.
Feedback provides students with important advice about which aspect or aspects of the key
knowledge they need to learn and in which key skills they need more practice.
Authentication
Teachers should have in place strategies for ensuring that work submitted for assessment is
the student’s own. If aspects of School-assessed Coursework tasks are completed outside
class time, teachers must monitor and record each student’s progress through to completion.
This requires regular sightings of the work by the teacher and the keeping of records.
The teacher may consider it appropriate to ask the student to demonstrate their understanding
of the task at the time of submission of the work. If any part of the work cannot be
authenticated, the matter should be dealt with as a breach of rules.
To reduce the possibility of authentication problems arising, or being difficult to resolve, the
following strategies are useful:
• Ensure that a significant amount of classroom time is spent on the task so that the teacher
is familiar with each student’s work and can regularly monitor and discuss aspects of the
work with the student.
• Ensure that students document the specific development stages of work, starting with an
early part of the task, such as topic choice, list of resources and/or preliminary research.
• File copies of each student’s work at given stages in its development.
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• Regularly rotate topics from year to year to ensure that students are unable to use student
work from the previous year.
• If there is more than one class of a particular study in the school, the VCAA expects the
school to apply internal moderation/cross-marking procedures to ensure consistency of
assessment between teachers. Teachers are advised to apply the same approach to
authentication and record-keeping, as cross-marking sometimes reveals possible breaches
of authentication. Early liaison on topics, and sharing of draft student work between
teachers, enables earlier identification of possible authentication problems and the
implementation of appropriate action.
• Encourage students to acknowledge tutors, if they have them, and to discuss and show the
work done with tutors. Ideally, liaison between the class teacher and the tutor can provide
the maximum benefit for the student and ensure that the tutor is aware of the
authentication requirements. Similar advice applies if students receive regular help from
a family member.
Scope of tasks
Assessment tasks must be a part of the regular teaching and learning program and must not
unduly add to the workload associated with that program. They must be completed mainly in
class and within a limited timeframe. Where there is a range of options in assessment tasks,
teachers must ensure that they are comparable in scope and demand. Teachers should select
a variety of assessment tasks for their program to reflect the key knowledge and key skills
being assessed and to provide for different learning styles.
Designing the assessment tasks
Designing an assessment task is an important part of the teaching, learning and assessment
process. The assessment task needs to provide the opportunity for all students to demonstrate
the highest level of performance on the outcome. Teachers should design an assessment task
that is representative of the content (key knowledge and key skills underpinning the outcome).
Performance descriptors for each outcome in Units 3 and 4 are provided to assist teachers in
making a judgment about the student’s level of performance on the outcome.
The following information presents one approach to developing an assessment task.
Making assessment part of teaching and learning
Step 1: Define the parameters of an outcome and its related assessment task options.
This involves:
• listing the key knowledge and key skills that will be assessed by the outcome. These are
stated in the study design but may be reworded for student purposes
• choosing the assessment task from the options listed in the study design. It is possible for
students in the same class to undertake different options; however, teachers must ensure
that the tasks are comparable in scope and demand.
Step 2: Examine the assessment advice.
Examine the highest level of performance descriptors and clarify their meaning if unsure.
Use the study design as a reference point. Remember the performance descriptors for each
outcome identify the qualities or characteristics that need to be identified in a student
response. This helps in the development of the task. It also helps clarify what needs to be
taught as well as what needs to be included in the assessment task. It will assist students in
understanding the expectations of the task.
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Step 3: Determine teaching and learning activities.
Identify the nature and sequence of teaching and learning activities to cover the key
knowledge and key skills outlined in the study design. It is important that a variety of learning
opportunities are provided to cater for individual preferred learning styles. (Refer to the
companion document ‘Advice for teachers’ section for some specific examples of learning
activities for each outcome.)
Step 4: Design the assessment task.
• Try to use a range of task types across Units 3 and 4.
• The information in the stimulus should be relevant to the task and assist students in their
response.
• Check that the instructions are clear. Are they complete and unambiguous?
Conditions for the task
• It is important that students know what is expected of them in an assessment task. This
means providing students with advice about the outcome’s key knowledge and key skills
to be assessed. This allows students to understand what they are expected to know or do
during the teaching and learning stage.
• Students should be provided with the performance descriptors by which their response will
be assessed.
• Students should be advised about the conditions under which they will be expected to do
the task.
• Teachers can develop their own rules, consistent with school policies, about the material
that can be brought into the room and the use of textbooks. Make sure that these rules are
given to the students before the task is started and preferably in writing.
• One method of authentication is to collect the work at the end of each period and keep it in
an individual plastic folder, workbook or folio.
Points to consider
When constructing a task, consider the following:
• Does the task enable students to demonstrate the highest possible performance level?
• Will students select the form of the response or will you select the form that the whole
class will use?
• Will the task be completed in one lesson or over several lessons? If the task is going to run
over several lessons will the task be divided into parts or will students’ work be collected
at the end of each lesson? If a school has multiple VCE Theatre Studies classes and a task
is designed to last several lessons, will the task be altered slightly for each class?
• Does the task allow easy identification of the key aspects of the response to be assessed?
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VCE Theatre Studies assessment advice and further resources
School-assessed Coursework
Teachers will provide to the VCAA a score for each outcome in each of Units 3 and 4,
which represents an assessment of the student’s achievement. The score must be based on
the teacher’s assessment of the level of performance of each student on the outcomes for
the unit specified in the study design. Teachers must select assessment tasks from the
designated list for each outcome published in the study design.
Assessment tasks should be a part of the regular teaching and learning program and should
not add unduly to student workload. Assessment tasks should be completed mainly in class
and within a limited timeframe. The overall assessment program for the unit should include
a variety of assessment task formats, include provision for authentication of student work
and take into account the overall workload for students.
School-assessed Coursework for the outcomes in Unit 3 will contribute 30 per cent to the
student’s study score for VCE Theatre Studies.
School-assessed Coursework for the outcomes in Unit 4 will contribute 15 per cent to the
student’s study score for VCE Theatre Studies.
Performance descriptors
Performance descriptors provide holistic statements of achievement developed from the
outcome statement and its key knowledge and key skills, as specified in the study design.
They provide guidance for the setting and marking of assessment tasks.
Unit 3 Area of Study 1 Outcome 1
Apply stagecraft to interpret a playscript for performance to an audience.
This outcome will contribute 60 marks out of 100 marks allocated to School-assessed
Coursework for Unit 3. It will be assessed by one or more tasks, which will contribute
a total of 60 marks.
Performance descriptors
The following descriptors provide a guide to the levels of performance typically demonstrated
within each range on the assessment tasks.
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MARK RANGE
DESCRIPTOR: typical performance in each range
49–60 marks
A sophisticated knowledge of the nature and purpose of the stages of the
production process is demonstrated through imaginative, detailed and
thorough contributions to the interpretation of a playscript for an audience.
Very detailed, insightful and well-researched application of two areas of
stagecraft at all stages of the production process contributes to the
imaginative development and presentation of a production. Outstanding and
highly informed contribution to the collaborative processes used by the
production team to interpret a playscript, including development of initial
concepts, exploration and trialling of approaches to achieve production
aims and presentation of the production. Precise and perceptive use of
appropriate theatre terminology and expression to facilitate the
development and presentation of the interpretation of the playscript and
communicate a high level understanding of the stages of the production
process.
37–48 marks
Detailed knowledge of the nature and purpose of the stages of the
production process is demonstrated through imaginative contributions to
the interpretation of a playscript to an audience. Detailed and wellresearched application of two areas of stagecraft at all stages of the
production process contributes to the imaginative development and
presentation of a production. Informed contribution to the collaborative
processes used by the production team to interpret a playscript, including
development of initial concepts, exploration and trialling of approaches to
achieve production aims and presentation of the production. Proficient use
of appropriate theatre terminology and expressions to facilitate the
development and presentation of the interpretation of the playscript and
communicate a high level understanding of the stages of the production
process.
25–36 marks
Well-developed knowledge of the nature and purpose of the stages of the
production process is demonstrated through thoughtful contributions to the
interpretation of a playscript to an audience. Well-researched application of
two areas of stagecraft at all stages of the production process contributes to
realisation of the production aims across all stages of the development and
presentation of a production. Satisfactory contribution to the collaborative
processes used by the production team to interpret a playscript, including
development of initial concepts, exploration and trialling of approaches to
achieve production aims and presentation of the production. Accurate use
of appropriate theatre terminology and expressions to facilitate the
development and presentation of the interpretation of the playscript and
communicate understanding of the stages of the production process.
13–24 marks
Some knowledge of the nature and purpose of the stages of the production
process is demonstrated through contributions to the interpretation of a
playscript to an audience. Limited application of two areas of stagecraft at
all stages of the production process contributes to realisation of the
production aims across all stages of the development and presentation of a
production. Some contribution to most of the collaborative processes used
by the production team to interpret a playscript, including development of
initial concepts, exploration and trialling of approaches to achieve
production aims and presentation of the production. Limited use of
appropriate theatre terminology and expressions to facilitate the
development and presentation of the interpretation of the playscript and
communicate some understanding of the stages of the production process.
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1–12marks
VCE Theatre Studies
Limited knowledge of the nature and purpose of the stages of the
production process is demonstrated through uneven contributions to the
interpretation of a playscript to an audience. Very limited application of
two areas of stagecraft at stages of the production process contributes to
realisation of the production aims. Very limited contribution to some of the
collaborative processes used by the production team to interpret a
playscript, including development of initial concepts, exploration and
trialling of approaches to achieve production aims and presentation of the
production. Very limited use of appropriate theatre terminology and
expressions to facilitate the development and presentation of the
interpretation of the playscript, and limited understanding of the stages of
the production process.
Tasks
Description
Practical application of two areas of stagecraft in the three stages of the production process,
and demonstration of understanding of how selected stagecraft can be applied effectively to
interpret a playscript in performance to an audience.
The selected playscript should allow each student to apply selected stagecraft in imaginative
ways to achieve the intended aims of the production. Development of the interpretation of the
playscript for performance to an audience should focus on allowing students to develop and
use relevant skills, techniques and processes to apply stagecraft in collaborative and relevant
ways at all stages of the production process.
Note: Teaching and learning activities for this outcome should allow the students to document
application of stagecraft to support collaborative working practices across the stages of
production.
Designing assessment tasks
Teachers should develop assessment tasks that allow the student to work collaboratively to:
• present an imaginative interpretation of a playscript performance to an audience that
demonstrates knowledge of the three stages of the production process – production
planning, production development and presentation
• work collaboratively as members of a production team, to complete exercises and tasks
applying two areas of stagecraft across all stages of the production process by:
– contributing to the creation of initial concepts for the production and other appropriate
production planning
– exploring and trialing approaches to achieving production aims during the production
development stage
– completing appropriate tasks and undertake specific roles during bump-in,
technical/dress rehearsal, performance, bump-out and evaluation phases of the
presentation stage
– contributing and substantiating points of view and giving and receiving feedback as
appropriate at all stages
• develop skills and the ability to use theatrical terminology and expression appropriately
• have the opportunity to demonstrate the highest level of performance.
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Resources and scheduling
Schools may determine the conditions for the task, including access to resources and notes.
Students should be advised of the timeline and conditions under which the task is to be
conducted.
Unit 3 Area of Study 2 Outcome 2
Document an interpretation of excerpts from a playscript and explain how stagecraft can
be applied in the interpretation.
This outcome will contribute 15 marks out of 100 marks allocated to School-assessed
Coursework for Unit 3. It will be assessed by one or more tasks, which will contribute
a total of 15 marks.
Performance descriptors
The following descriptors provide a guide to the levels of performance typically demonstrated
within each range on the assessment tasks.
MARK RANGE
DESCRIPTOR: typical performance in each range
13–15 marks
Imaginative and insightful interpretation of the theatrical and production
possibilities evident in selected excerpts from a playscript. Perceptive
and relevant commentary and use of examples reflects a sophisticated
understanding of the language of the playscript and ways in which
meaning can be constructed through application of stagecraft. Precise and
perceptive use of appropriate theatre terminology and expressions to
justify the interpretation.
10–12 marks
Perceptive interpretation of the theatrical and production possibilities
evident in selected excerpts from a playscript. Relevant commentary and
use of examples reflects a sound understanding of the language of the
playscript and ways in which meaning can be constructed through
application of stagecraft. Proficient use of appropriate theatre
terminology and expressions to justify the interpretation.
7–9 marks
Generally thoughtful interpretation of the theatrical and production
possibilities evident in selected excerpts from a playscript. Clear
commentary and use of some examples reflects a satisfactory
understanding of the language of the playscript and some ways in which
meaning can be constructed through application of stagecraft. Generally
accurate use of appropriate theatre terminology and expressions to justify
the interpretation.
4–6 marks
Limited interpretation of some theatrical and production possibilities
evident in selected excerpts from a playscript. Some commentary and use
of examples demonstrates limited understanding of the language of the
playscript and some ways in which meaning can be constructed through
application of stagecraft. Limited use of appropriate theatre terminology
and expressions to justify the interpretation.
1–3 marks
Very limited interpretation of some theatrical and production possibilities
evident in selected excerpts from a playscript. Very limited commentary
about the language of the playscript and how meaning can be constructed
through the application of stagecraft. Very limited use of appropriate
theatre terminology and expressions to justify the interpretation.
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Tasks
Description
Any one or combination of the following:
• a written report
• structured questions
• a multimedia report.
Designing assessment tasks
Teachers should develop assessment tasks that allow the student to:
• describe theatrical and production possibilities evident in the excerpts
• explain how stagecraft could be applied in the interpretation to realise theatrical and
production possibilities
• document and justify their interpretation using a range of techniques, such as script
annotations, diagrams and illustrations and/or prose
• use theatre terminology and expression appropriately
• have the opportunity to demonstrate the highest level of performance.
Resources and scheduling
Schools may determine the conditions for the task including access to resources and notes.
Students should be advised of the timeline and conditions under which the task is to be
conducted.
Unit 3 Area of Study 3 Outcome 3
Analyse and evaluate the interpretation of a written playscript in production to an audience.
This outcome will contribute 25 marks out of the 100 marks allocated to School-assessed
Coursework for Unit 3. It will be assessed by one or more tasks, which will contribute a
total of 25 marks.
Performance descriptors
The following descriptors provide a guide to the levels of performance typically demonstrated
within each range on the assessment tasks.
MARK RANGE
DESCRIPTOR: typical performance in each range
21–25 marks
Highly perceptive analysis and comprehensive evaluation of ways the
performance interprets the contexts of the written playscript. Detailed
and comprehensive evaluation of how the written playscript is interpreted
within and through the performance. Complex analysis and insightful
evaluation of how acting and other stagecraft contributes to the
presentation of the performance as an interpretation of the written
playscript. Comprehensive discussion of the similarities and differences
of the theatrical styles used in the performance and the written playscript.
Comprehensive use of appropriate analytical and evaluative theatrical
terminology and expressions.
16–20 marks
Perceptive analysis and detailed evaluation of ways the performance
interprets the contexts of the written playscript. Detailed evaluation of
how the written playscript is interpreted within and through the
performance. Detailed analysis and considered evaluation of how acting
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and other stagecraft contributes to the presentation of the performance as
an interpretation of the written playscript. Thorough discussion of the
similarities and differences in the use of theatrical styles between the
performance and the written playscript. Thorough use of appropriate
analytical and evaluative theatrical terminology and expressions.
11–15 marks
Satisfactory analysis and some evaluation of how the performance
interprets the contexts of the written playscript. Some evaluation of
how the written playscript is interpreted within and through the
performance. Satisfactory analysis and evaluation of how acting and
other stagecraft contributes to the presentation of the performance as
an interpretation of the written playscript. Satisfactory discussion of
similarities and differences in the use of theatrical styles between the
performance and written playscript. Satisfactory use of appropriate
analytical and/or evaluative theatrical terminology and expressions.
6–10 marks
Some analysis of how the performance interprets the contexts of the
written playscript. Limited evaluation of how the written playscript is
interpreted within and through the performance. Limited evaluation of
how acting and other stagecraft contributes to the presentation of the
performance as an interpretation of the written playscript. Identification
and some comparison of similarities and differences in use of theatrical
styles between the performance and the written playscript. Some use of
appropriate theatrical terminology and/or expressions.
1–5 marks
Limited analysis and evaluation of how the performance interprets the
contexts of the written playscript. Limited evaluation of how the written
playscript is interpreted within and through the performance. Limited
analysis and evaluation of how acting and other stagecraft contributes to
the presentation of the performance as an interpretation of the written
playscript. Very little identification of similarities and differences of the
theatrical styles used in the performance and the written playscript. Very
limited use of appropriate theatrical terminology and expressions.
Tasks
Description
Any one or combination of the following:
• a written report
• an analytical essay
• structured questions.
Designing assessment tasks
Teachers should develop assessment tasks that allow the student to:
• analyse how the historical, social and cultural contexts of a written playscript are
interpreted in performance for an audience
• analyse and evaluate interpretation of the playscript in performance including application
of acting and other stagecraft
• discuss similarities and differences of theatrical styles of the playscript and the play in
performance
• use appropriate theatrical terminology and expression to describe, analyse and evaluate a
production
• have the opportunity to demonstrate the highest level of performance.
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Resources and scheduling
Schools may determine the conditions for the task including access to resources and notes.
Students should be advised of the timeline and conditions under which the task is to be
conducted.
Unit 4 Area of Study 2 Outcome 2
Develop a theatrical treatment that presents an interpretation of a monologue and its
prescribed scene.
This outcome will contribute 25 marks out of the 50 marks allocated to School-assessed
Coursework for Unit 4. It will be assessed by one or more tasks, which will contribute a
total of 25 marks.
Performance descriptors
The following descriptors provide a guide to the levels of performance typically demonstrated
within each range on the assessment tasks.
MARK RANGE
DESCRIPTOR: typical performance in each range
21–25 marks
An imaginative and sophisticated outline of theatrical possibilities to
interpret a monologue and its prescribed scene in a performance to an
audience. Extensive research and thorough knowledge of the contexts of
the period in which the playscript is set and conceived and a perceptive
understanding of the influences on the playwright. Insightful analysis of
the scene’s structure, plot and character/s informs an original and
innovative outline of how themes, images and/or ideas could be
conveyed within the scene and how theatrical styles could be applied.
Sophisticated description of how the intended meaning of the playscript
could be interpreted in the performance. Thorough explanation of how
decisions relate to the application of stagecraft in the performance.
Precise use of theatrical terminology and expressions enhances the
presentation of the treatment.
16–20 marks
An imaginative outline of theatrical possibilities to interpret a monologue
and its prescribed scene in a performance to an audience. Thorough
research and detailed knowledge of the contexts of the period in which
the playscript is set and conceived and a sound understanding of the
influences on the playwright. Detailed analysis of the scene’s structure,
plot and character/s informs an innovative outline of how themes, images
and/or ideas could be conveyed within the scene and ways theatrical
styles could be applied. Detailed description of how the intended
meaning/s of the playscript could be interpreted in the performance.
Clear explanation of how decisions relate to the application of stagecraft
in the performance. Accurate use of theatrical terminology and
expressions throughout the treatment.
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11–15marks
Adequately detailed outline of theatrical possibilities to interpret a
monologue and its prescribed scene in a performance to an audience.
Evidence of some research and knowledge of the contexts of the period
in which the playscript is set and conceived and some understanding of
the influences on the playwright. Satisfactory analysis of the scene’s
structure, plot and character/s informs a clear outline of how themes,
images and/or ideas could be conveyed within the scene and how
theatrical styles could be applied. Adequate description of how the
intended meaning/s of the playscript could be interpreted in the
performance. Adequate explanation of how decisions relate to the
application of stagecraft in the performance. Generally accurate use of
theatrical terminology and expressions throughout the treatment .
6–10 marks
Limited outline of theatrical possibilities to interpret a monologue and its
prescribed scene in a performance to an audience. Evidence of limited
research and knowledge of the contexts of the period in which the
playscript is set and conceived and limited understanding of the
influences on the playwright. Some analysis of the scene’s structure, plot
and character/s informs an outline of how some themes, images and/or
ideas could be conveyed within the scene and how theatrical styles could
be applied. Limited description of how the intended meaning/s of the
playscript could be interpreted in the performance. Limited explanation
of how decisions relate to the application of stagecraft in the
performance. Limited use of theatrical terminology and expressions
throughout the treatment.
1–5 marks
Very limited outline of theatrical possibilities to interpret a monologue
and its prescribed scene in a performance to an audience. Evidence of
very limited research and little knowledge of the contexts of the period in
which the playscript is set and conceived and limited understanding of
the influences on the playwright. Very limited analysis of the scene’s
structure, plot and character/s informs an outline of ways in which some
themes, images and/or ideas could be conveyed within the scene and
ways theatrical styles could be applied. Very limited description of how
the intended meaning/s of the playscript could be interpreted in the
performance. Very limited explanation of how decisions relate to
application of stagecraft in the performance. Very limited use of
theatrical terminology and expressions throughout the treatment.
Tasks
Description
A theatrical treatment that outlines theatrical possibilities for interpreting a monologue
and a scene in a performance to an audience. The treatment may be presented in any one
or combination of the following formats:
• a written report
• short responses
• structured questions.
Designing assessment tasks
Teachers should develop assessment tasks that allow the student to:
• present a theatrical treatment outlining theatrical possibilities for interpretation of a
monologue and prescribed scene showing:
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– research focusing on the contexts of the period/s in which they playscript is set and
conceived, and influences on the playwright
– analysis of the scene’s structure, plot and character and the place of this scene within
the playscript
• outline ways of conveying themes, images and/or ideas and applying theatrical styles to
communicate intended meaning/s in an interpretation of the playscript
• outline how stagecraft can be applied to realise intended interpretation of the monologue
scene in performance
• use appropriate theatrical terminology and expressions
• have the opportunity to demonstrate the highest level of performance.
Resources and scheduling
Schools may determine the conditions for the task, including access to resources and notes.
Students should be advised of the timeline and conditions under which the task is to be
conducted.
Unit 4 Area of Study 3 Outcome 3
Analyse and evaluate acting in a production
This outcome will contribute 25 marks out of the 50 marks allocated to School-assessed
Coursework for Unit 4. It will be assessed by one or more tasks, which will contribute
a total of 25 marks.
Performance descriptors
The following descriptors provide a guide to the levels of performance typically demonstrated
within each range on the assessment tasks.
MARK RANGE
DESCRIPTOR: typical performance in each range
21–25 marks
Detailed and insightful analysis of the character/s in the production
including their status, motivation and characteristics. A highly detailed
analytical commentary and evaluation of the contribution of the actor/s
to the interpretation of a playscript in performance, including specific
and relevant references to the actor’s or actors’ use of expressive skills,
focus, the acting space and verbal and non-verbal language to realise
character/s. A fluent and well-informed description of how acting and
other stagecraft are utilised by the actor/s to communicate the intended
meaning/s of the playscript. A highly sophisticated discussion that
analyses the interrelationships between the acting and the theatrical
style/s utilised in the production, together with perceptive analysis and
evaluation of the establishment and maintenance of actor–audience
relationships. Accurate and sophisticated use of appropriate theatre
terminology and expressions to support the analysis and evaluation.
16–20 marks
Detailed analysis of the character/s in the production including relevant
status, motivation and characteristics of the character/s. A detailed
analytical commentary and evaluation of the contribution of the actor/s
to the interpretation of a playscript in performance, including relevant
references to the actor’s or actors’ use of expressive skills, focus, the
acting space and verbal and non-verbal language to realise character/s.
A well composed and informed description of how acting and other
stagecraft are utilised by the actor/s to communicate the intended
meaning/s of the playscript. A considered discussion that analyses the
interrelationships between the acting and the theatrical style/s utilised
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in the production, together with sound analysis and evaluation of the
establishment and maintenance of actor–audience relationship/s.
Accurate and competent use of appropriate theatre, terminology and
expressions to support the analysis and evaluation.
11–15 marks
A satisfactory analysis of the character/s in the production including
status, motivation and characteristics of the character/s. A clear
analytical commentary and evaluation of the contribution of the actor/s
to the interpretation of a playscript in performance, including some
references to the actor’s or actors’ use of expressive skills, focus, the
acting space, verbal and non-verbal language to realise character/s. A
clear description of how acting and other stagecraft are utilised by the
actor/s to communicate the intended meaning/s of the playscript. A
satisfactory discussion that analyses the interrelationships between the
acting and the theatrical style/s utilised in the production, together with
some analysis and evaluation of the establishment and maintenance of
actor–audience relationship/s. Generally accurate use of appropriate
theatre terminology and expressions to support the analysis and
evaluation of acting in a production.
6–10 marks
A limited discussion of the character/s in the production with some
references to status, motivation and/or characteristics of the
character/s. Some analytical commentary and evaluation of the
contribution of the actor/s to the interpretation of a playscript in
performance with limited references to the actor’s or actors’ use of
expressive skills, focus, the acting space and verbal and non-verbal
language to realise character/s. A basic description of how acting
and other stagecraft are applied by the actor/s to communicate the
intended meaning/s of the playscript. A limited discussion on the
interrelationships between the acting and the theatrical style/s utilised
in the production, with some discussion of the establishment and
maintenance of actor–audience relationship/s. Limited and inconsistent
use of theatre terminology and expressions to support the analysis and
evaluation.
1–5 marks
A very limited discussion of the character/s in the production, with
little reference to their status, motivation and characteristics. A very
limited commentary and discussion of the contribution of the actor/s to
the interpretation of a playscript in performance, with very few
relevant references to the actor’s or actors’ use of expressive skills,
focus, the acting space and verbal and non-verbal language to realise
character/s. Very little description of how acting and other stagecraft
are utilised by the actor/s to communicate the intended meaning/s of
the playscript. Very limited discussion of the interrelationships
between the acting and the theatrical style/s utilised in the production
with minimal attempt to evaluate the establishment and maintenance of
actor–audience relationship/s. Very limited and inconsistent use of
theatre terminology and/or expressions.
Tasks
Description
An analysis and evaluation of acting and its interrelationships to direction and design in a
production from the prescribed playlist in any one or a combination of the following formats:
• a written report
• short responses
• structured questions
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Designing assessment tasks
Teachers should develop assessment tasks that allow the student to:
• analyse character/s in the production, including their status, motivation and characteristics
• analyse and evaluate interpretation of character/s by actor/s in a performance of a
playscript, including use of expressive skills, focus, acting space and non-verbal language
to convey the intended meaning/s of the playscript
• analyse and evaluate the establishment and maintenance of actor–audience relationship/s
and how theatrical style/s are utilised in the production
• use theatrical terminology and expressions
• have the opportunity to demonstrate the highest level of performance.
Resources and scheduling
Schools may determine the conditions for the task, including access to resources and notes.
Students should be advised of the timeline and conditions under which the task is to be
conducted.
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Sample approaches to School-assessed Coursework
The following examples are one teacher’s approach to the development of assessment tasks
using the study design and performance descriptors.
Unit 3
Outcome 2
Document an interpretation of excerpts from a playscript and explain how stagecraft can be
applied in the interpretation.
Step 1: Define the parameters of an outcome and its related assessment task options.
The VCE Theatre Studies Study Design (page 21) provides details of the key knowledge and
key skills related to Unit 3 Outcome 2 and the Area of Study 2: Theatrical interpretation. In
order to plan and conduct an assessment for this outcome it is necessary to be familiar with
the key knowledge and key skills. Teachers should design an assessment task that is
representative of the content (key knowledge and key skills underpinning the outcome). The
study design identifies a range of task formats that can be used to assess this outcome.
Step 2: Examine the assessment advice.
The performance descriptors should be fully understood because they give a clear indication
of qualities and characteristics that you are looking for in a student response. For example,
students need to describe theatrical and production possibilities and explain how stagecraft
could be applied to realise these possibilities.
Step 3: Determine teaching and learning activities.
The assessment task for Unit 3 Outcome 2 requires students to explore how stagecraft can be
applied across the stages of the production process to interpret previously unseen playscript
excerpts and other stimulus material; justifying possible theatrical responses and documenting
their interpretation.
The teacher plans a sequence of teaching and learning activities that will develop pre-task
knowledge and skills. For example, students might participate in discussion about how
stagecraft options they have explored during their work for Outcome 1 could be applied to
interpret other playscripts and/or consider opportunities and limitations that occur in
application of a range of stagecraft choices.
Teaching the pre-task knowledge and skills
Use the key knowledge and key skills to be learnt in Unit 3 Outcome 2 and ensure that
students:
• has experience in imagining theatrical and production possibilities through analysis of
playscript excerpts and related stimulus material
• has knowledge of different ways that stagecraft can be used to construct meaning in
theatrical performances
• is confident in using theatrical terminology and expressions.
In relation to Unit 3 Outcome 1, teaching and learning activities could involve:
• brainstorming theatrical possibilities in response to previously unseen script excerpts and
stimulus material
• brainstorming production possibilities in response to previously unseen script excerpts and
stimulus material
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• exercises that will assist students to explore different meanings that can be created in
response to the same excerpts through varied application of stagecraft
• activities that allow students to gain an understanding of approaches to interpreting the
nature, purpose and effect of language in playscripts and how this can be enhanced
through application of stagecraft
• class activities that will allow students to gain an understanding of theatrical styles
inherent in playscript excerpts
• exercises that help students develop an understanding of how to document application of
stagecraft to interpret excerpts from a playscript
• exercises that help students develop the range of theatrical terminology and expressions
they are able to use accurately and confidently.
Step 4: Design the assessment task.
The assessment task for Unit 3 Outcome 2 is based on analysis of previously unseen playscript
excerpts and associated stimulus material.
For example, students might be provided with:

one or two excerpts from a previously unseen playscript

information about an intended production of the playscript such as a description of the
performance space

background and contextual information about the playscript and relevant theatrical style/s

stimulus material relating to ideas, issues and/or themes evident in the excerpts.
All instructions must be clear. For example, the types of documentation and number of
stagecraft areas to be applied must be specified.
Marking the task
The performance descriptors can be adapted into a marking scheme, which should be
explained to students before starting the task.
The task should provide students with a question or questions that relate directly to the key
knowledge and key skills and it should provide the opportunity to meet the standard reflected
in the highest performance descriptor for the task.
This task is worth 15 marks towards the total marks allocated to School-assessed Coursework
for Unit 3. A possible breakdown of marks could be:
Description of theatrical and production possibilities.
(5 marks)
Justification of how the proposed interpretation could be realised through
application of stagecraft.
(5 marks)
Use of theatre terminology and expression.
(5 marks)
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Other considerations
When to assess the students
The teacher must decide the most appropriate time to set this task. This decision is the result
of several considerations, including:
• the estimated time it will take to cover the key knowledge and key skills for the outcome
• the possible need to provide a practice, indicative task
• the likely length of time required for students to complete the task
• when tasks are being conducted in other subjects and the workload implications for
students.
The task should be provided at the end of Area of Study 2. This is likely to be around Week 8
or 9 of Term 2. This area of study and task should be completed after work for Outcome 1.
The exact date and time can be decided in consultation with students, the VCE coordinators
and other key staff.
Unit 4
Outcome 2
Develop a theatrical treatment that presents an interpretation of a monologue and its
prescribed scene.
Step 1: Define the parameters of an outcome and its related assessment task options.
The VCE Theatre Studies Study Design (page 26) provides details of the key knowledge and
key skills related to Unit 4 Outcome 2 and the Area of Study: Scene interpretation. In order to
plan and conduct an assessment for this outcome it is necessary to be familiar with the key
knowledge and key skills. Teachers should design an assessment task that is representative of
the content (key knowledge and key skills underpinning the outcome). The study design
identifies the task format that can be used to assess this outcome. Teachers should be familiar
with the essential characteristics of these task types and the implications of this for task
design and conduct of assessment.
Step 2: Examine the assessment advice.
The performance descriptors should be fully understood because they give a clear indication
of qualities and characteristics that you are looking for in a student response. For example, a
response for this outcome would need to to outline theatrical and production possibilities and
how that meaning can be constructed in a performance to an audience.
Step 3: Determining teaching and learning activities.
The assessment task for Unit 4 Outcome 2 requires students to develop a theatrical treatment.
The treatment can be presented as a response to structured questions.
The teacher plans a sequence of teaching and learning activities that will develop pre-task
knowledge and skills.
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Teaching the pre-task knowledge and skills
Use the key knowledge and key skills to be learnt in Unit 4 Outcome 2 and ensure that
students:
• select a monologue and prescribed scene from the list published annually by the VCAA
• research the contexts of the period in which the playscript was set and conceived, and the
influences on the playwright/s
• understand the place of the prescribed scene within the playscript, and the playscript’s
structure, plot and character/s
• are aware of how themes, images and ideas can be conveyed within a scene and how
selected stagecraft can be applied to communicate meaning
• develop their skill in using theatrical terminology and expression.
In relation to Unit 4 Outcome 1, teaching and learning activities could involve:
• reviewing the specifications for the stagecraft examination to develop awareness of the
scope of the examination task for both the acting/direction and design options. Note that
for Unit 4 Outcome 2, students are not required to focus on specific stagecraft and should
be encouraged to consider the widest possible range of stagecraft in developing and
presenting their interpretation of a monologue and scene
• exercises that will assist students to explore how the monologue and scene could be
approached as a piece of theatre
• research tasks that support students’ exploration of the contexts of the playscript and
relevant theatrical styles
• trialling application of stagecraft to convey intended meanings of a monologue and its
specified scene
• establishing and maintaining a folio of ideas for the interpretation.
Step 4: Design the assessment task.
The assessment task for Unit 4 Outcome 2 requires students to prepare a theatrical treatment
that presents an interpretation of a monologue and scene selected from the list published
annually by the VCAA.
Structured questions provide a structured format for students to present their interpretation of
the monologue and prescribed scene.
All instructions must be clear. For example, information about the number of stagecraft areas
to be applied must be specified and the resources such as a folio or notes that students can use
as they complete the task.
Marking the task
The performance descriptors can be adapted into a marking scheme, which should be
explained to students before starting the task.
This task is worth 25 marks towards the total marks allocated to School-assessed Coursework
for Unit 4. A possible breakdown of marks could be:
Analysis of the monologue and the prescribed scene demonstrating
knowledge and understanding of the contexts of the playscript, influences
on the playwright/s, the place of the scene within the playscript, the
structure and plot of, and the character/s in, the playscript.
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Description of theatrical possibilities for the presentation of an
interpretation of the monologue and scene to an audience, including
application of theatrical styles and stagecraft and how intended meanings
will be conveyed to the audience.
(10 marks)
Use of theatre terminology and expression.
(5 marks)
Other considerations
When to assess the students
The teacher must decide the most appropriate time to set this task. This decision is the result
of several considerations including:
• the estimated time it will take to cover the key knowledge and key skills for the outcome
• when tasks are being conducted in other subjects and the workload implications for
students.
The monologue and scene should be selected from the published list at the start of Unit 4. The
task should be completed in about Week 6 of Unit 4. The exact dates and times can be
decided in consultation with students, VCE coordinator/s and other key staff.
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Further Resources
Examinations
End-of-year stagecraft examination – Units 3 and 4
Description
The examination will be set by a panel appointed by the VCAA. The key knowledge and key
skills that underpin Unit 4 Outcomes 1 and 2 are examinable.
Conditions
• Duration: seven minutes.
• Date: end-of-year, on a date to be published annually by the VCAA.
• VCAA examination rules, published on the VCAA website, will apply.
• The examination will be marked by VCAA-appointed assessors.
Contribution to the final assessment
The examination will contribute 25 per cent.
End-of-year written examination – Units 3 and 4
Description
The examination will be set by a panel appointed by the VCAA. The key knowledge and key
skills that underpin Unit 3 Outcomes 1, 2 and 3 and Unit 4 Outcomes 2 and 3 are examinable.
Conditions
• Duration: one and a half hours.
• Date: end-of-year, on a date to be published annually by the VCAA.
• VCAA examination rules, published on the VCAA website, will apply.
• The examination will be marked by VCAA-appointed assessors.
Contribution to the final assessment
The examination will contribute 30 per cent.
Further advice
The VCAA publishes specifications for all VCE examinations on the VCAA website.
Examination specifications include details about the sections of the examination, their
weighting, the formatting of questions, and any other essential information. The specifications
are published in the first year of implementation for the revised Units 3 and 4 sequence
together with any sample materials.
VCE Examination Papers
Examination papers for all studies are published on the VCAA website.
Assessment Reports
The assessment reports are published on the VCAA website and provide teachers with
feedback on the examination for Units 3 and 4.
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Publications
Regular updates and study advice are published in the VCAA Bulletin VCE, VCAL and VET
and on the VCAA website. Teachers should also refer to the following publications for
assessment of VCE Theatre Studies.
VCE Theatre Studies Study Design 2014–2018
The course developed and delivered to students must be in accordance with the VCE Theatre
Studies Study Design, accredited 2014–2018.
The companion document ‘Advice for teachers’ section contains sample learning activities for
Units 1 to 4 and suggested tasks.
VCE Theatre Studies 2014–2018 resources
Teachers are advised to use the resources list in conjunction with the companion document
‘Advice for teachers’ for the VCE Theatre Studies Study Design. The resources list is
published online and will be updated annually.
VCAA website
Teachers are advised to keep up-to-date with developments in VCE Theatre Studies by
accessing the Theatre Studies study page on the VCAA website.
Administrative procedures for assessment in VCE studies
This online publication provides summary information about assessment procedures for VCE
studies <http://www.vcaa.vic.edu.au/Pages/vce/generaladvice/index.aspx>. The information
is extracted from the current VCE and VCAL Administrative Handbook.
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