Clarification details
Updated August 2015. This document has been updated to address new issues that have arisen from moderation.
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.
The intent of this standard
The intent of this standard is that students construct an argument about a selected topic in art history, based on their interpretation of research in art history.
Argument
An argument discusses points of view and reaches conclusion(s). Acceptable points of view may include a range of opinions or interpretations of the selected topic; it is not necessary that the points of view be opposed or debatable.
The selection of the topic
The selected topic must relate to art history. The selection of the topic may be made by the teacher or individual student. Care must be taken to ensure that the selected topic provides students with the scope to explain and evaluate points of view related to the topic.
Evidence
Teachers may choose how students present their arguments, e.g. debate, speech, digital commentary, essay, scripted PowerPoint; however, written or recorded evidence is required for moderation purposes. Although it is unlikely that evidence in the form of notes, diagrams or annotated images, will be sufficient for the achievement of this standard, formal sentence structure and linked paragraphs are not essential.
Research
Research materials must include art history sources and should provide students with sufficient scope to demonstrate their ability to select and process information. Teachers may provide students with research materials, however, these must be sufficiently broad to allow students to demonstrate the required skills. Research skills, such as annotations and the inclusion of a bibliography, are not assessed.
Grade level indicators
- An achievement level response will typically consist of a discussion of points of view that reach conclusion(s) about a topic, using information from research sources.
- The reasoned argument that is required for Merit will be demonstrated by the explanation of researched points and ideas; and conclusion(s) that are supported and justified.
- Excellence will be demonstrated by a perceptive discussion that weaves pertinent information into an evaluation that reaches convincing conclusions.