Clarification details
Updated May 2015. This document has been updated to reflect issues arising from the implementation of the new standards. In particular, definitions of key terms have been provided.
The purpose of clarifications
We create clarification documents to help people understand the current requirements of achievement standards. Clarifications do not introduce new criteria, change the intent of the standard, or change what we expect from assessment.
These documents unpack and explain the language and intent of the standard so people interpret and apply the standard consistently. We provide examples or guidance as illustrations only. They are not prescriptions or requirements.
For official requirements, always refer to the current version of the achievement standard as published by NZQA.
Definition of terms used in this standard
Personal means relating to one particular person, rather than to other people or to people in general. This means that the emphasis of an appropriate response will be on the student’s personal response to actual art works, rather than information taken from secondary sources.
Considered means given careful or deliberate thought.
Selection of art works. Art works may be selected by the teacher or students. This achievement standard is about personal responses to art works, therefore actual art works should be selected for examination, rather than reproduced images such as photographs or online images.
Making assessment decisions
This standard is about personal responses to art works, therefore all assessment decisions should be based on original evidence in the student’s own words, rather than information from teachers, artists or texts. Evidence from other sources may be used to support the responses, although this is not essential, and assessment decisions should not be based on the use or range of sources used.
Grade level indicators
- An Achievement level response will typically consist of carefully worded statements, in the student’s own words, which express ideas, views, opinions and/or interpretations of the features of at least two art works, using supporting evidence from the art works and/or other sources.
- A Merit level response will typically consist of clear explanations of at least two art works, in the student’s own words, supported by explained points derived from the art works and/or other sources.
- An Excellence level response will typically consist of clear statements, in the student’s own words, which discuss and weigh up various points about at least two art works and express personal conclusions about the art works. These ideas are expected to be supported with evidence from the art works and/or other sources.