Unit 3 - Sample approach to developing an assessment task

Outcome 1

On completion of this unit the student should be able to interpret a script across the stages of the production process through creative, imaginative and collaborative work undertaken in two production roles.​

Introduction

This task assesses students’ understanding of how to collaboratively develop an interpretation of a script for an audience through the production process, through application of skills specific to two production roles and through evaluative reflection.

Learning in this task becomes transferrable knowledge for Outcome 2 and also for the end-of-year written examination. Some materials generated to demonstrate development of production aims and work in production areas for Outcome 1 can also become revision materials for those other outcomes.

The task design needs to take into consideration:

• number of students in class
• time available
• chosen audience
• financial and material resources accessible to students.

Some of the learning activities can be structured with explicit knowledge that precedes practical experience and experimentation; others will be practical activities from which students derive their own knowledge through discovery. Both types of learning should be accounted for with an understanding of durational difference in the process of acquiring knowledge. Students’ ability to continually document their own learning in appropriate formats is an essential way for them to demonstrate evaluative reflection and consolidation of knowledge and process.

Task conditions

This outcome is worth 60 marks (45 marks for ongoing developmental contributions to creative interpretations of a script; 15 marks for analysis and evaluation). When combined with Outcomes 2 and 3 it will contribute 30 per cent of the study score.

The two aspects of this task should be completed across multiple sessions.

The 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 and identified timeframe.

Students should be aware of how each activity contributes to their final mark and expectations/deadlines of each task should be published prior to the commencement of the task.

The choice of activities and their duration will vary depending on the time allocated to this outcome.

The two aspects of this task should allow the students to:

• demonstrate knowledge of the production process required to facilitate the realisation of a creative and imaginative interpretation of the script for an audience
  
• contribute effectively to two production roles in collaboration with others to create an intended meaning for audiences using the elements of theatrical composition
• underpin their work with relevant dramaturgy
• use theatre technologies where appropriate
• demonstrate collaborative sensitivity
• document ongoing contributions
• analyse and evaluate these contributions and refine work accordingly
• use appropriate theatre terminology and expressions (in written and oral communication) to facilitate the realisation of the production aims.

Task 1 is an ongoing assessment with the outcome of an interpretation of a script being presented in performance to an audience. Practical production exercises are set for each stage of the production process. Teachers need to be able to track the developmental, collaborative contributions that a student makes to the interpretation of the script across the three stages of the production process and in two production roles.

Task 2 must be realised in two different formats (oral, written, visual and/or multimedia). It must enable the students to analyse and evaluate their own ongoing developmental contributions across all three stages of the production process. Students must be directed to support their responses with appropriate documentation.

A practical way to monitor each student’s progress and knowledge is to introduce analytical and evaluative tasks throughout the production process in the form of carefully scheduled production meetings and performance reviews. In this way, teachers can review students’ documentation and provide timely and relevant feedback and guidance on areas of work that students need to complete in subsequent stages of the production process.

The following three stages of the production process (plus evaluation as a fourth stage) are used for this assessment task. They may be adapted to suit a school’s particular needs.

• Production planning (e.g. role description, script analysis, production meetings, preliminary sketches, preliminary designs, rehearsal strategies)
• Production development (e.g. final designs, sourcing materials, production meetings)
  
• Presentation (e.g. rehearsal schedules, rehearsal notes, documentation)
• Evaluation (e.g. written notes, archiving materials)..

[See sample Production Meeting template (docx - 59.8kb) and Rehearsal Report template (docx - 61.16kb).]

Marking the task

Task 1 is worth 45 marks and Task 2 is worth 15 marks. The performance descriptors for Outcome 1 address both tasks through the same set of criteria.

The marking scheme used to assess a student’s level of performance should reflect the relevant aspects of the performance descriptors and be explained to students before commencing the task.

It is important to keep detailed notes about observations of students throughout the process. They should be able to copy the teacher into email communications and include the teacher in group chats/online platforms, where appropriate.