Unit 3 Outcome 2 | assessment task | Published: December 3, 2023 | Revised: November 24, 2025
This assessment task has been prepared in response to the Key Skills for this outcome. Teachers are reminded that they must assess to VCAA assessment guidelines, for their local context and their own students' needs. The author of this website takes no responsibility for the suitability or compliance of this material. It is the sole responsibility of teachers to design and implement and update assessments.
A simplified illustration of a document with lines of text and a red pencil, placed next to a landscape plan with green shapes, all set against a green circular background, reflecting Unit 1 Area of Study 2 VCE Visual Communication Design principles.
A simplified white human figure stands before a grid of nine circles, highlighting the interactive nature of design. The top center circle glows orange while the others remain gray, suggesting focus among various fields or environments.
Simple illustration of a person holding an orange bowling ball in each hand, set against a light gray circular background. This design highlights how interactive objects can communicate messages within visual environments.
A simplified illustration of a large white figure and a smaller white figure standing near a gray dome-shaped building with a dark doorway, set on an orange and beige background—evoking interactive environments and design messages.
An orange computer mouse cursor icon with radiating click lines, centered on a circular background with alternating light and dark horizontal stripes, evokes interactive environments and dynamic fields of design.
The image is completely blank with a plain white background and no visible objects, text, or features.

VCD UNIT 3 AOS 2 V2 2025

Design analysis.

How do designers use visual language to communicate ideas and information to audiences or users?

In this assessment task, students will demonstrate their knowledge of how aesthetic considerations and other influencing factors shape designers’ uses of Visual Language to communicate ideas and information to audiences or users. Students will create a written or annotated visual report or respond to a range of questions in timed conditions, following their teacher’s directions.

outcome

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What students need to do
ON COMPLETION OF THIS UNIT THE STUDENT SHOULD BE ABLE TO

  • compare and analyse design examples from selected field(s) of design practice, describing how aesthetic considerations contribute to the effective communication of information or ideas.

(VCE VCD Study Design 2024 – 28 p.34. )

CAUTION

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Good to know
What is a contemporary Designer?

Whilst students must study 'historical and contemporary design practices' (1), they must prepare two contemporary designers for their comparative analysis. 'A contemporary designer is defined as a designer who is practising current to the year of study for Units 3 and 4, and should be working at least post 2000'. (1)

(1) Visual Communication Design Frequently Asked Questions. Available from this VCAA page.

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Assessment Criteria

Comparative Analysis

The assessment task for this Area of Study assessment is to write a comparative analysis. Students will demonstrate their understanding of the role of Visual Language in creating aesthetic qualities and communicating ideas and information. Teachers may elect to run a timed assessment task.

key skills

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How I will demonstrate skills and knowledge
key Skills points for this outcome
  • compare and analyse design examples from selected field(s) of design practice
  • describe the role of visual language in communicating ideas and information
  • analyse influences on aesthetic decisions made by designers
  • analyse and evaluate applications of methods, media and materials, and design elements and principles in selected design examples
  • use conceptions of good design to evaluate design examples
  • use appropriate terminology during analysis and evaluation.

(VCE VCD Study Design 2024-28, p. 34)

Timed assessment task

Teachers refer to p37 of the Study Design for Visual Communication Design for a list of assessment tools appropriate for the analysis component of this Area of Study. Teachers may use the prompt questions shown on the Learning Page to inform the writing of an assessment task. They are reminded to ensure that a broad range of prompts are given, in order to meet all of the Key Skills listed on page 34 of the Study Design.

task

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1.1 Assessment task

Students complete an assessment task as directed by their teacher.

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assessment criteria

Below is a broad indication of the evidence a student should show.

Click here to purchase a complete assessment rubric for this task.

Comparative Analysis

The extent to which the student:

  • compares and analyses design examples from selected field(s) of design practice
  • describes the role of visual language in communicating ideas and information
  • analyses influences on aesthetic decisions made by designers
  • analyses and evaluates applications of methods, media and materials, and design elements and principles in selected design examples
  • uses conceptions of good design to evaluate design examples
  • uses appropriate terminology during analysis and evaluation.

    Please note: To achieve good marks in criteria-based assessment, you must include some work for each part of the task. Spread your time evenly across the tasks.

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