[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-315644-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-315644-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","2016-vce-visual-communication-design-examination-report-general-comments-specific-information","2016 VCE Visual Communication Design examination report - General comments - Specific information","","2016 VCE Visual Communication Design examination report summarises student performance across Units 3 and 4, highlighting strengths in using appropriate terminology, attempting all questions, and demonstrating understanding of design elements, principles, and the design process. The report identifies recurring weaknesses, especially careless reading that leads to irrelevant answers or missing required information, and difficulties with design field features, evaluation techniques, hierarchy in visual tasks, and rendering skills such as tone, texture, and light direction.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/2016-vce-visual-communication-design-examination-report-general-comments-specific-information/315644/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/2016-vce-visual-communication-design-examination-report-general-comments-specific-information/315644.png","ImageObject",300,407,{"name":42,"@type":43},"Caleb Sterling","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-09-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What general issues affected student results in the 2016 VCE Visual Communication Design exam?","Question",{"text":63,"@type":64},"Students often did not read questions carefully, leading to irrelevant answers or omission of required details. Some also misinterpreted parts of questions and answered in ways that did not allow full demonstration of knowledge.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What did high-scoring students typically do?",{"text":68,"@type":64},"They used correct terminology from the study design, attempted all questions while managing time effectively, read questions carefully, interpreted the prompts accurately, and addressed every aspect in their responses. They also showed a clear grasp of design process constraints and design elements and principles through visual emphasis.",{"name":70,"@type":61,"acceptedAnswer":71},"What specific skills and understandings were recommended for improvement?",{"text":72,"@type":64},"Students were encouraged to clearly describe key features and distinguishing characteristics of each design field, apply design elements and principles when evaluating examples, strengthen rendering skills (tone, texture, and light direction for shadows), and practise hierarchy in practical design tasks.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},315644,1790493492,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962084925290,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","2016 VCE Visual Communication Design examination report  \nGeneral comments  \nThe 2016 VCE Visual Communication Design examination assessed a range of key knowledge and key skills across Units 3 and 4.  \nStudents generally handled the examination well and demonstrated creativity in the design tasks. Students had difficulty with questions on the fields of design, evaluation of industrial and environmental designs, techniques for evaluating designs and creative thinking techniques. Students and teachers should continue to refer to the Technical Drawing Specifications Resource document, available on the VCAA website, when preparing for the examination.  \nA significant issue was that students often did not read the questions carefully and provided irrelevant answers or neglected to provide all of the required information. This was often the case with Questions 1 , 2cii. , 4b. , 4cii. , 7a. and 7c.  \nStudents with high-scoring responses:  \n• used correct and relevant terminology from the study design  \n• attempted all questions and considered their use of time appropriately  \n• read questions carefully, were able to interpret what each question was asking and addressed every aspect of the question in their answers  \n• had a good understanding of the design process, and design needs and constraints  \n• demonstrated a clear understanding of the design elements and principles and were able to emphasise them visually.  \nThe following should be noted:  \n• Students needed to demonstrate more clearly what the key features or distinguishing characteristics of the design fields were. They should know what types of drawings , final presentations, methods and conventions are used in each field of design specifically. They should be able to discuss typical contexts and specific purposes used by the design fields.  \n• Students needed to know the design elements and design principles as several questions focused on either identifying or discussing them, or using them in the students’ own designs.  \n• Many students simply identified ‘repetition’ as a principle, rather than a ‘repetitive pattern’ or‘pattern (repetition)’.  \n• Students should be encouraged to use the design elements and design principles when discussing and evaluating examples of industrial and environmental design.  \n• Students must read questions carefully. Some students responded to a question in an incorrect way because they missed some detail in the question or misinterpreted it. For example, students did not address the collaboration part of Question 4b. or completed twodimensional visualisation drawings in Question 7a. when the question required threedimensional drawings.  \n• Using reading time effectively is important. Some questions required students to relate the answer of the second part of a question to the response they gave in the first part , such as  \nQuestions 2ci. and 2cii. , and 4ci. and 4cii. Some students answered the first part of a question in a way that did not allow them to show their full knowledge in the second part. For example, in responses to Question 2ci. students identified a design need before considering how appropriate it was for answering Question 2cii. As a result, students were often only able to discuss how the selected design element was used to address the stated need and not how the design principal was also used.  \n• Students are encouraged to further develop their rendering skills, looking at creating form through tone, representing texture and understanding the direction of light source for cast shadows on the object and ground.  \n• Students should practise applying their understanding of hierarchy to practical design tasks. The required hierarchy was not always correctly emphasised in Questions 7b. and 7c.  \nSpecific information  \nNote: Student responses reproduced in this report have not been corrected for grammar, spelling or factual information.  \nThis report provides sample answers or an indication of what answers may have included. ","cbCainJY0ZkXAZY2","https://ap.wps.com/l/cbCainJY0ZkXAZY2","pdf",1394370,11,"English","# General comments\n## Students’ performance and common issues\n## High-scoring responses\n## Specific information\n# Question 1\n## Figure-ground, contrast, cropping, asymmetrical balance\n# Question 2a\n## Distinguishing design fields and terminology\n# Question 2bi","[{\"question\":\"What general issues affected student results in the 2016 VCE Visual Communication Design exam?\",\"answer\":\"Students often did not read questions carefully, leading to irrelevant answers or omission of required details. Some also misinterpreted parts of questions and answered in ways that did not allow full demonstration of knowledge.\"},{\"question\":\"What did high-scoring students typically do?\",\"answer\":\"They used correct terminology from the study design, attempted all questions while managing time effectively, read questions carefully, interpreted the prompts accurately, and addressed every aspect in their responses. They also showed a clear grasp of design process constraints and design elements and principles through visual emphasis.\"},{\"question\":\"What specific skills and understandings were recommended for improvement?\",\"answer\":\"Students were encouraged to clearly describe key features and distinguishing characteristics of each design field, apply design elements and principles when evaluating examples, strengthen rendering skills (tone, texture, and light direction for shadows), and practise hierarchy in practical design tasks.\"}]","2016 VCE Visual Communication Design examination report - General comments - Specific information | PDF",1789905577,28]