using assessment to progress

8/7/2019 using assessment to progress

http://slidepdf.com/reader/full/using-assessment-to-progress 1/38

Plan:

Print: to work on blogs

Video: Work on assessment

Video: to work on blogs

Print: Work on assessment

All: coming together to plan ways to

move forward

Objective: Use the assessment objectives to support with progression to level 4 standard

PLTS:

Creative Thinkers:

Explore options and improvementssufficiently to be able to make

decisions and move things forward



Graded: Level 4

http://community.ocr.org.uk/core/communit

y/public/download_file?rid=3242

Use the assessment criteria to grade the following openings


PLTS:

Creative Thinkers:





Graded: Level 3 video

http://community.ocr.org.uk/core/community/

public/download_file?rid=3241



PLTS:

Creative Thinkers:





The case


The Case ± Mid Level 3

The finished piece shows a solid level of proficiency in the creative use of technical

skills

Most of the shots are steady although there is some perceptible wobble at times.

Most of the shots are well-framed although sometimes framing is too loose. A

variety of shot distances has been used. Material feels appropriate to an action

thriller with Eastern cinematic influences. Mise-en-scène is effective, if not

particularly sophisticated. Editing makes meaning mostly clear although some of the

shots are too long in length. Shot transitions are appropriate. Lack of diegetic sound

noticeable although non-diegetic is appropriately timed and establishes pace. Titles

are used appropriately but do not follow institutional conventions


PLTS:

Creative Thinkers:






Voice from the past

A Voice From the Past ± Mid Level 4

Excellent use of titles overall; the music and voiceover work well and the whole

scene is quite atmospheric and very clear in what it suggests. Some good

cutting, but some shots of the girls at the table seem to be held for too long.

There is a continuity error in the exterior footage missing the ellipsis when sheexits the door. The final part of the scene makes it look more like a trailer-

probably because of the flashback and the use of music, but also because of

the title being placed at the end, which is more a convention of the trailer.

Though shooting, use of mise-en-scène, editing, sound and titles all place this

clearly within level 4, it would not access the highest levels because of the

conflict between trailer and title sequence conventions, so mid Level 4 overall.


PLTS:

Creative Thinkers:





Ridin on luck

Use the assessment criteria to

grade the following openings

R idin¶ On Luck ± Mid Level 2[The audio has been removed from the video on our website as it contains three

copyrighted hip-hop/grime tracks. The audio track consisted of music and

narration read by the main character ± script on next page]

This piece shows a basic level of ability in the creative use of technical skills. Shots

generally steady but not well framed (lots of them skewed or too loose). Some variety of

shot distance. Material mostly appropriate to the task but inconsistency in use of mise-en- scène to support

narrative. Meaning is mostly apparent to the viewer through voiceover but there is a big

gap in the middle where protagonist looks around in silence. Pace is very slow until the

end. It¶s also unclear as to why the pickpocket¶s victim doesn¶t get on the train. Shot

transitions used appropriately. Voiceover helps to set up narrative but non-diegetic

sound is inappropriate and not original/copyright-free. Titles very weak.


PLTS:

Creative Thinkers:





Video

Level 4 48 ±60 marks

There is evidence of excellence in the creative use of most of the following

technical skills: holding a shot steady, where appropriate;

framing a shot, including and excluding elements as appropriate;

using a variety of shot distances as appropriate;

shooting material appropriate to the task set;

selecting mise-en-scène including colour, figure, lighting, objects and

setting; editing so that meaning is apparent to the viewer;

using varied shot transitions and other effects selectively and appropriatelyfor the task set;

using sound with images and editing appropriately for the task set;

using titles appropriately.


PLTS:

Creative Thinkers:





Print work

Marks must be based on the candidates' ability to show skill in thecreative use of the following technical skills:

framing a shot, including and excluding elements as appropriate;

using a variety of shot distances as appropriate; shooting material appropriate to the task set;

selecting mise-en-scene including colour, figure, lighting, objects andsetting;

manipulating photographs as appropriate to the context for presentation, including

cropping and resizing; accurately using language and register;

appropriately integrating illustration and text;

showing understanding of conventions of layout and page design;

showing awareness of the need for variety in fonts and text size;

using ICT appropriately for the task set.


PLTS:

Creative Thinkers:

Explore options and improvements

sufficiently to be able to makedecisions and move things forward



Print

Level 4 48 ±60 marks

There is evidence of excellence in the creative use of most of the following technical

skills: framing a shot, including and excluding elements as appropriate;

using a variety of shot distances as appropriate;

shooting material appropriate to the task set;

selecting mise-en-scène including colour, figure, lighting, objects and setting;

manipulating photographs as appropriate to the context for presentation, includingcropping and resizing;

accurately using language and register;

appropriately integrating illustration and text;

showing understanding of conventions of layout and page design;

showing awareness of the need for variety in fonts and text size;

using ICT appropriately for the task set.


PLTS:

Creative Thinkers:





Example 1


PLTS:

Creative Thinkers:





The Beat - High

Level 4

This piece shows a high level of excellence in the creative use of technicalskills overall.

Shots are varied, well framed and appropriate throughout the product. Mise-en-scene has been carefully considered across the images and imageshave been manipulated with a high level of finish where appropriate (e.g.the contents page). Use of language and register is considered andaccurate. Images and text are well integrated throughout the piece althoughsome of the graphic elements are less successful. Piece demonstrates ahigh level of understanding of conventions across the product: consistentand effective application of a house style although the contents page and

the DPS are a little spacey at times. Fonts are generally used well, althoughthere are minor discrepancies in the font used for the band's name and thetitle of the magazine on the contents page and DPS. Excellent andappropriate use of ICT


PLTS:

Creative Thinkers:





Example 2


PLTS:

Creative Thinkers:





PM-Level 3

T

he piece shows a high level of proficiency/low level of excellence inthe creative use of technical skills. Images are well-framed for themost part. There is a variety of images but the majority are mid-shots. Material is appropriate to task and mise-en-scene has beenconsidered although Polaroid/black and white effects arequestionable in their success. Images well manipulated for the DPS.Cover image has obviously been reversed. A few inaccuracies in

language although register seems appropriate. Integration of text/image and understanding of conventions successful for cover and contents pages, less so for the DPS (lack of grid structure).Fonts used well but not consistently throughout product. Strong useof ICT.


PLTS:

Creative Thinkers:





Example 3


PLTS:

Creative Thinkers:





M usic King - Low

Level 3

This piece shows a low level of proficiency in thecreative use of technical skills. Images are well framed

and manipulated but most of them are mid-shot and theyall look very similar apart from the image of the female,the appropriateness of which is questionable. Mise-enscene effective for the most part. Inaccuracies of language and register throughout product. Illustration

and text most successfully integrated on the DPS. Someunderstanding of conventions evident in the cover pageand the DPS but the contents page is weaker. Someattempt to use a house style palette and font throughoutproduct. Fonts over-large on cover and contents pages.

ICT has been used appropriately.


PLTS:

Creative Thinkers:





Research and Planning ±

How are you going to showthe following?:

There is excellent research into similar products and a potential target audience.

There is excellent organisation of actors, locations, costumes or props.

There is excellent work on shotlists, layouts, drafting, scripting or storyboarding.

There is an excellent level of care in the presentation of the research and planning

Time management is excellent.


PLTS:

Creative Thinkers:


sufficiently to be able to makedecisions and move things forward



Analysis of the conventions within your genre ± 3 or more ±

a summary of how that will focus your own work

Questionnaires/records of discussions with your target

audience and a summary to show how you intend to use

that information

Location shoots/Photo-Shoots

Evidence thoughts on costume and props and why it has

been selected (link to representation/conventions)

Timetable to indicate filming/shoots and editing process ± in

a group a divide of roles and responsibilities

Shotlists, contact lists, layouts, drafting, scripting,

storyboarding

Filming/Editing logs or print screens of developing print work


How are you going to show

the following?:


PLTS:

Creative Thinkers:





Meeting

Target Audience

Expectations

Research

Questionnaires

Focus Groups

Interviews

What are the benefits/weaknesses?


PLTS:

Creative Thinkers:





Creating a

QuestionnaireIt is important that you make the process of questioning someone quick andeasy.

Avoid asking open-ended questions, for example:

Why do you like magazines?

Instead give them a choice of possible answers, for example:

Do you like magazines because« a) They are entertaining

b) They help you to escape from your own problems

c) Just something to read d) You like the quizzes

e) Other

This will enable you to tick a box rather than writing out someone¶s answer.


PLTS:

Creative Thinkers:





Here is an example of some effective questions:

What is your gender? male female

(Please circle)

How often do you read magazines?

0-1 hour a week 2-3 hours a week 4-5 hours

How many times a year do you go to the cinema?

0 ± 1 2 ± 4 5 or more

On average which genre of film appeals to you the most?

Thriller Horror Comedy Action


PLTS:

Creative Thinkers:


sufficiently to be able to make




Video Option ± Exploring

generic conventions

Is the genre

established?

What is it?

How is the genre

established?

What conventions

are used?

What else does

the audience find

out in the first 2

mins?

How does the

audience find this

out?


PLTS:

Creative Thinkers:





My intentions:

Through my analysis I understand the conventionsof«.. to be«..

Through my target audience research I have

found««

Therefore I plan to meet the followingconventions«.by««.

However, I plan to challenge the conventions

by«..because««


PLTS:

Creative Thinkers:





My intentions:


PLTS:

Creative Thinkers:





Example:

http://www.ocr.org.uk/download/sm/ocr_52660_sm_gce_unit_321_rp_eval.pps


PLTS:

Creative Thinkers:





Analysis of the conventions within your genre ± 3 or more ±

a summary of how that will focus your own work

Questionnaires/records of discussions with your target

audience and a summary to show how you intend to use

that information

Location shoots/Photo-Shoots

Evidence thoughts on costume and props and why it has

been selected (link to representation/conventions)

Timetable to indicate filming/shoots and editing process ± in

a group a divide of roles and responsibilities

Shotlists, contact lists, layouts, drafting, scripting,

storyboarding

Filming/Editing logs or print screens of developing print work



PLTS:

Creative Thinkers:



using assessment to progress

Documents

Transcript of using assessment to progress