Assessment

Outcome 1

Representation video essay

• Identify a topic that will be the focus of research into how representations from a variety of media forms and historical and cultural contexts are constructed from media codes and conventions.
• This research will be presented in an edited video essay of three to seven minutes in length.
• Select a specific topic from categories such as gender, race, religion or politics and collect examples of its media representation from a range of forms and contexts.
• Compile at least three to five examples of print or multimedia scenes or sequences that demonstrate a range of representations from historical to contemporary media.
• Categorise these representations into their respective contexts and media forms.
• Analyse the codes and conventions of each selected text and compare how they convey meaning.
• Develop a script and record the narration of the video essay for assessment.

The detailed example provided in the Teaching and Learning section for Unit 1, Outcome 1 can be used to support the development of a similar assessment task.

Outcome 2

On completion of this unit the student should be able to use the media production process to design, produce and evaluate media representations for specified audiences in a range of media forms.

Media representations in production

From their study of representations in Unit 1 Area of Study 1, students produce a range of media representations in different media forms. They could produce a short film and a photographic or audio sequence in the same genre or style. Or they could apply the same narrative to different media forms using different codes and conventions.

In the task students must explore different technologies that produce representations in their selected media form.

Set a series of categories to assist the students to document their work and reflections on their production processes in a Media journal:

• Document the concept development and pre-production planning for a range of media representations.
• Document the refinements made in production and post-production on each product.
• Document the planned use of codes and conventions to engage audiences and convey meaning.
• Reflect on the roles and responsibilities the student completed in each product.
• Collect feedback and reflect on the audience reception and response to each presented media representation.

The detailed example provided in the Teaching and Learning section for Unit 1, Outcome 2 can be used to support the development of this assessment task.

Outcome 3

On completion of this unit the student should be able to analyse how the structural features of Australian fictional and non-fictional narratives in two or more media forms engage, and are consumed and read by, audiences.

Australian identity in films and music videos – written analysis

Screen a selection of Australian music videos and films from the same period of time. Discuss the historic and cultural context of their production and reflect on the codes and conventions they use to engage audiences and communicate meaning. Students use the following prompts in their analysis:

• What is the overall meaning of each product?
• Research the codes and conventions of each product and discuss their meaning.
• How does the accompanying music or score support this intended communication?
• What codes and conventions were used to engage audiences?
• Who were the intended audiences for these films and music videos, and what were their responses when they were first distributed?
• What evidence can we find that supports this response?
• What technologies were involved in the production, post-production and distribution of these products?
• What role does popular media play in shaping Australian identity?
• How do both songs make use of Australian stereotypes, tropes and clichés to communicate their meaning?
• Compare the representation of Australian people and places in these films or videos.
• How do contemporary audiences consume and read media narratives such as these now? How does our current cultural and historic context shape our response to the representations and narratives of these products?

Screen some newer versions of the films and songs. What changed in the newer versions and why?

Outcome 1

On completion of this unit the student should be able to analyse the style of media creators and producers and the influences of narratives on the audience in different media forms.

Media narrative analysis

Compare two media narratives, either in the same genre across two different media forms, or two narratives in the same media form that belong to different genres.

When selecting media narratives, the teacher must consider the context of their school setting to determine appropriate texts. Factors that will determine the specific selection depend on the:

• school culture, values and beliefs
• student cohort, their needs and priorities for learning
• teacher, their experiences and knowledge.

Collect research and make notes on both texts that relate to the key knowledge of Outcome 1. These notes should be both written and visual, using both diagrams and annotated screenshots to demonstrate their analysis and understanding including:

• structuring of the story or plot – sequencing and events
• use of codes and conventions to engage the audience and convey meaning.

From the research, construct a narrative in different styles. For each of the main media codes, list how each would be manipulated to convey appropriate feelings or conceptual ideas related to the style of the media form.

This narrative will form the basis for students’ research into their planned product for Outcome 2.

The detailed example provided in the Teaching and Learning section for Unit 2, Outcome 1 can be used to support the development of this assessment task.

Outcome 2

On completion of this unit the student should be able to apply the media production process to create, develop and construct narratives.

Students should be assessed on a larger narrative media production, which can be completed individually, or in small groups.

Narrative production

Each student will individually complete the development stage of the media production process by developing a pitch that will be presented to the class. Once all students have pitched their narrative product, a selection will be nominated for production. Students will be assessed both on their individual pitch development, as well as the role and responsibility they take on in collaboration with others.

Production development and research

Students individually research a narrative media product in an identified genre, style and media form. They identify the codes and conventions used to engage audiences in this genre and media form.

They develop a concept for their own media narrative in the selected form, style and genre. The production development will include:

• the manipulation of codes and conventions to engage audiences
• a synopsis of the planned product, identifying characters as well as the opening, development and resolution of their narrative 
• relevant visual material to communicate the student’s intentions, such as character sketches, style guides and similar products in the media form and genre
• identification of the key roles and responsibilities as well as the media technologies required to produce their planned narrative
• a timeline of the production and post-production process drafted to demonstrate the scope of the product. 

Pre-production

Together, students begin the pre-production planning of the selected media products, extending on the work already collected in the pitch, writing scripts or interview questions, casting actors or finding interview subjects. They document the use of codes, conventions, roles and responsibilities in the combined production plan.

Visualisations of their planned product, appropriate to their media form, are documented; for example, storyboards, lighting designs, page layouts, costumes and props.

Production

Once the teacher has approved the pre-production plan, the teams begin production, documenting and reflecting on the work they undertake as per their timeline. Each student is assigned a role in the production and writes reflections on their role in the process.

Students annotate their group work, making amendments to their plan as needed, and reflecting on their production.

Post-production

Students edit and refine their work using appropriate media technologies and programs. They reflect individually on their work and seek feedback from other groups about their manipulations of codes and conventions to engage and communicate meaning.

Students refine their product, annotating any changes and recording the post-production processes they use.

Distribution

Students submit the final version of their product, and all of them are presented or screened to the class for final feedback and reflection.

Individually, students reflect on the success of their narrative product, as well as the nature of their collaboration.  

The detailed example provided in the Teaching and Learning section for Unit 2, Outcome 2 can be used to support the development of this assessment task.

Outcome 3

On completion of this unit the student should be able to discuss the influence of new media technologies on society, audiences, the individual, media industries and institutions.

Written analytical task or visual presentation

Students are presented with contextual information about a relevant topic of media and change in society. Examples can include:

• artificial intelligence
• the influence of social media and the way it has changed in society over time
• broadcast television versus streaming services
• virtual reality and its influence on documentary programs
• the impact of global news cast services on society and individuals.

In the task, they address the following prompts using examples from the selected topic:

• Identify the nature and forms of new media technologies.
• Discuss the characteristics of new media audiences.
• Explain the ways audiences interact and engage with the media as a result of the growth of technologies across media forms.
• Analyse the influence of technological development, the individual, media industries and institutions.
• Analyse social, ethical and legal issues in the media industry in the last two years

Students should compile extensive notes both on the teacher-directed topic and their own selected media technology.

The detailed example provided in the Teaching and Learning section for Unit 2, Outcome 3 can be used to support the development of this assessment task.

Outcome 1

On completion of this unit the student should be able to analyse the construction of media narratives; discuss audience engagement, consumption and reading of narratives; and analyse the relationship between narratives and the contexts in which they are produced.

For this task students must examine one fictional or non-fictional narrative in the form of film and / or television and / or radio and / or audio product (that may be broadcast or streamed) and / or photographic products one feature length film product of one hour or more in length or the equivalent length in television or streaming. It is important that the teacher considers the narratives for study carefully as they may wish to study different media forms; for example, one narrative in film and one in audio. The media forms and length of the narrative are listed on page 26 of the VCE Media Study Design.

For the task students must present a video essay or multimedia presentation and one of the following:

• a written report
• an essay
• short responses
• structured questions
• an annotated visual report
• an oral report.

When planning the two aspects of the task, the teacher should consider how these aspects relate to one another. They will need to decide how the key knowledge and skills are presented for both the Section A and Section B.

Section A: Video essay or multimedia presentation

1. Look at Outcome 1 and its key knowledge and skills.
2. Plan how you would like to structure and scaffold the video essay or multimedia presentation. In your planning consider the following:
• the ‘script’ of the narration of the presentation
• the shots, scenes and sequences from the selected products that will be used in the discussion
• inclusion of supplementary content such as historic contextual video and images are made available for students to use in their analysis
• video and audio editing equipment available for recording and editing of narration tracks.

3. Design the task considering the scaffolding of the key knowledge and skills of the outcome.
4. Develop a framework for students to cover the following key skills in both of the selected media products:
   • analyse the construction of the media narrative and how it is constructed, consumed and read by audiences.
   • analyse the relationship between and the function of codes and narratives
   • explain the relationship between media narratives and the contexts in which they were produced.
   • discuss the construction of representations in media narratives and how they reflect or challenge views and values of a specific context
   • analyse the ways in which audiences from different contexts engage with, consume, and read media narratives.
5. Students develop their analysis and begin construction of their video essay. They can share the development of the video essay in small groups to receive feedback from their peers on the communication of their main points. They can then refine their presentation.
6. Once the video essays are constructed the teacher can screen all or a selection of the student work to the class so that students can reflect on the main ideas that are discussed and what shots, scenes or sequences from the text were used to exemplify key concepts. This formative assessment can prepare students for the second part of the task.

Section B: Example using structured questions

1. Structured questions are a set of multi-part questions scaffolded to enable the demonstration of performance at the highest levels while providing access (at each part) for students to be able to provide a response independent of prior responses. The questions should target both key knowledge and key skills related to the outcome being assessed.
2. Discuss the key knowledge and skill points of the Area of Study and relate each to evidence from the selected text to prepare students for the task. The questions for the task could be developed from the framework and feedback from Part A.
3. The task words indicate the key skills that students require. These key skills should be used to formulate appropriate questions that are scaffolded (define, explain, interpret, apply, calculate, gather, synthesise).
4. Stimulus material such as sequences from the media texts, images or script excerpts can be used.
5. Each set of questions could have two to four parts, starting with low-order thinking questions and building up to high-order thinking questions. Two to three sets of questions for the task are ideal, depending on the time allocated to complete them.

Developing assessment and feedback for students

Develop the marking scheme and assessment criteria for the task. The Performance Descriptors published on the VCE Media website can be used to develop a marking scheme for the task.

With case study questions, it can be appropriate to allocate marks for each answer. The marks allocated, however, should reflect the degree of difficulty or complexity required by task words. These, in turn, should be based on the key skills listed for the outcome.

Outcome 2

On completion of this unit the student should be able to use evidence, arguments and ideas to discuss audience agency, media influence, media regulation and ethical and legal issues in the media.

For this task students must investigate audience agency, media influence, media regulation and legal issues in the media, in either a written report or an essay.
The Teaching and learning activities and the detailed example for Unit 4 Outcome 2 can be used to support the development of this task.

Step 1: Resources for the task

After introducing students to Unit 4 Area of Study 2, including the outcome, key knowledge and key skills, it is recommended that teachers introduce a series of case studies that addresses the requirements of the outcome. The teaching and learning activities for Unit 4, Outcome 2 provide a series of topics and case studies for discussion. These topics could be the basis for a case study:

• Research organisations such as the Australian Competition and Consumer Commission (ACCC) and the Australian Communications and Media Authority (ACMA). What do these organisations do?
• Look at legislation such as the Australian Content and Children's Television Standards 2020, the National Classification Code and the News Media and Digital Platforms Mandatory Bargaining Code. Discuss what these standards do, and how they are implemented.
• Compare traditional models of media production and distribution with contemporary examples.
• Analyse contemporary media products such as advertising campaigns that claim to influence audience behaviour.
• Research different examples in which governments, individuals and global media institutions have used social media platforms.
• Compare traditional arguments and evidence related to media influence and audience agency, such as the Uses and Gratification Theory or Two-step flow Theory, with more contemporary concepts such as Filter-bubble or Spreadable Media
• Find examples of media regulation, such as community complaints about specific content or the classification and censorship of a media product. What issues and challenges were there in these examples?

Step 2: Designing the task

Once the teacher has collated the topics for discussion in the case study they need to consider the design of the task such as the prompts for discussion and timing of the task. This task is worth 40 marks and is 10 percent of the study score.

Step 3: Developing the assessment of the task

Develop the marking scheme and assessment criteria for the task. The Performance Descriptors published on the VCE Media website can be used to develop a marking scheme for the task.

With case study questions, it can be appropriate to allocate marks for each answer. The marks allocated, however, should reflect the degree of difficulty or complexity required by task words. These, in turn, should be based on the key skills listed for the outcome.

Outcome 2

On completion of this unit the student should be able to research and document aspects of a media form, codes, narrative conventions, style, genre, story and plot to inform the plan for a media production.

Developing the assessment task

Students are completing the following:

• a research portfolio and accompanying documentation examining ideas, concepts and aspects of the selected media form
• production exercises with accompanying documentation that demonstrate a range of skills in the use of media technologies and production processes relevant to the student’s concepts, intentions and the selected media form.

Students should be provided with the following documents for the School-assessed Task at the beginning of Unit 3, Outcome 2:

• School developed guidelines for the authentication of the School-assessed Task from the VCAA Information for School-based assessment for VCE Media, including copies of the VCAA authentication record form
• School-assessed Task assessment criteria for the relevant year of study
• Timeline for the completion of their research and two production experiments, their production plan, production and post-production.

Research and development

1. Provide the students with a framework to develop their production folio or journal. The framework should outline the media production process. Provide students with the terminology of the media production process and discuss how to document and annotate the development, refinement and resolution of their media product.
2. There is information in the planning advice and examples of teaching and learning activities for Unit 3, Outcomes 2 and 3, and Unit 4, Outcome 1.
3. Students conduct mind-map and brainstorm activities to record initial ideas for their media productions.
4. They review previous VCE Media products from the VCAA Season of Excellence program Top Screen and Top Designs and document these in their production folio.
5. Once they have decided on their media form students then research a range of media forms to analyse and evaluate the following:
   • investigation into narrative, genre, style, and the characteristics of the works of media creators
   • investigation into codes and conventions
   • exploration of audience characteristics including the consumption of, engagement with and readings of, works in the selected media form
   • exploration and use of technologies, equipment, materials and processes in forms relevant to the student’s proposed media product, and which develops skills and investigates techniques, aesthetic (visual and auditory relevant to the media form) and structural qualities. Research can include equipment, tutorials and skills.

Production experimentation

1. Develop a structure for the students to conduct two production experiments. From their research students should elect to investigate any aspect of a media product that they think will help them in their own media production. The production experiments can come from any aspect of pre-production, production or post-production and can include an investigation of media technologies, codes and conventions, narrative, style or genre.
2. Outline a schedule for the students to conduct their production experiments.
3. Consider how the students will evaluate their production experiments, including what aspects they will evaluate and how they will document the evaluation.
4. Students may want to share their experiments with the class or in small groups, receiving feedback about the response audiences have to their work.
5. They can reflect on this response and evaluate their work in consideration of their initial intentions. They can also consider how they can use the results of their production experiments in their media production.

Outcome 3

On completion of this unit the student should be able to develop and document a media pre-production plan demonstrating the student’s concepts and intentions in a selected media form for a specified audience.

Developing the assessment task

• Students will be preparing and writing a pre-production plan based on the concepts, intentions and the selected media form identified in Unit 3, Outcome 2. There is information in the planning advice and examples of teaching and learning activities for Unit 3, Outcomes 2 and 3, and Unit 4, Outcome 1.
• The pre-production plan is developed for one of the following media forms listed on page 29 of the study design. In their plan, students document:
• the intended audience and how they will engage them with relevant codes and conventions of their selected genre or style
• a synopsis that outlines the key characters and events of their narrative. From this they develop more detailed written documentation of their narrative, such as scripts, interview questions or treatments
• visualisation of their narrative in an appropriate form, such as storyboards, page layouts, lighting and character designs
• the media technologies and appropriate workflows they will use
• the key roles and responsibilities of their selected media form and relevant production processes
• a timeline of the production.
• Students should be provided with examples of how the pre-production planning should be documented.

Outcome 1

On completion of this unit the student should be able to produce, refine, resolve and distribute to a specified audience a media product designed in Unit 3.

Developing the assessment task

• Students create the media product for a specified audience developed from the pre-production plan produced in Unit 3. The teacher can provide students with a document and materials that provide information about the activities carried out during production and post-production. There is information in the planning advice and examples of teaching and learning activities for Unit 3, Outcomes 2 and 3, and Unit 4, Outcome 1.
• Ensure that students have a production timeline planned to produce and document their production throughout Unit 4. Below is a list of suggested activities for students to carry out throughout production, which can be documented in the production journal or folio.
• Document the work they complete during their production and post-production stages.
• Reflect on the processes they use and amend their initial timeline to reflect any changes made to their schedule.
• Copy aspects of their written or visualised planning documents into their Unit 4 SAT documentation, annotating any changes made to scripts, page layouts, storyboards etc.
• Document their use of media technologies (software, equipment, materials) in the creation of their media product throughout the production and post-production stages.
• Document any skills they have developed or applied that were not part of their initial plan and annotate accordingly.
• Document their application of relevant codes and conventions of their media form and narrative genre.
• Annotate changes made to this application, referencing the way their audiences read their product.
• Students must seek feedback from their relevant audience on the way the audience is engaged and read the production. To assist them in this aspect of the production process, provide students with examples of the presentation of the media product, feedback and evaluation.
• Once they have the feedback, students refine their production, making amendments and annotations that detail what they are changing and why.
• To finalise the outcome, students reflect on their production and their use of the media production process.