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Chair: P. Gibson Ralph Assessment Coordinator: Gail Argetsinger

2012-2013 Assessment Report School of The Arts, Humanities and Social Sciences Department: Theatre and Music Studies. Chair: P. Gibson Ralph Assessment Coordinator: Gail Argetsinger Date of Presentation: 1 October 2013. What was assessed? Student learning outcomes for Theatre.

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Chair: P. Gibson Ralph Assessment Coordinator: Gail Argetsinger

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  1. 2012-2013 Assessment ReportSchool of The Arts, Humanities and Social SciencesDepartment: Theatre and Music Studies Chair: P. Gibson Ralph Assessment Coordinator: Gail Argetsinger Date of Presentation: 1 October 2013

  2. What was assessed? Student learning outcomes for Theatre 1 Assess theatrical activity within an historical perspective 2 Locate appropriate sources in the discipline of Theatre 3 Analyze and /or research a theatrical text 4 Apply critical thinking skills to the discipline of Theatre * 5. Apply appropriate theatrical protocol 6. Collaborate in the production Process 7. Prepare a resume, audition piece, or portfolio appropriate to enter the profession or graduate school * 8 Remain current in the discipline of theatre 9 Observe standards of professional conduct 10 Discuss a broad range of dramatic literature

  3. How was the assessment accomplished? Assignments/tasks are of 3 varieties: • Written assignments, such as play critiques or research papers • Performance assignments, also including design, construction, directing • Exam questions – usually essay questions—requiring critical thinking skills Instructors much more likely to evaluate performance, project or written assignments than give formal exams. Measurements strategies are most often by rubric and aesthetic judgment. Some tech classes require full mastery of the equipment or technique to meet criterion .

  4. How was the assessment accomplished? By course, all eligible students are assessed. For this presentation, samples will be shown and summaries showing all course data. SLO #4, Critical thinking skills, is assessed in nearly all courses. SLO #7 Portfolios/resume’s, is assessed in only tech courses.

  5. THEATRE SLO #4 - Apply critical thinking skills to the discipline of Theatre

  6. THEATRE SLO #4 - Apply critical thinking skills to the discipline of Theatre

  7. THE 121 Acting I (Childs), Continued • Closing the loop: In the monologue assignment, all the students approached, met, and exceeded the benchmark. The students who approached the benchmark scored lower on the assignment because they did not turn in the accompanying paperwork. The students who did not turn in the accompanying paperwork had multiple opportunities to do so, and knew it was part of the assignment, but ultimately they did not complete that part of the assignment. One option would be to give examples of completed paperwork on Angel. Maybe having a visual reminder would help that small group of students to fully complete the assignment. • In the first critique paper assignment, over 86% of the students met or exceeded the benchmark. The students who did not meet the benchmark did not turn in the assignment. I do not know what I can do to further assist the students who did not turn in the paper. I do give students the option to see an alternate play, if they missed the on-campus production. They can do that for partial credit. None of the students chose to go to an alternate performance. Posting examples of a successful critique paper on Angel might further assist students to learn. I will do this in the future. • In the second critique paper assignment, over 96% of the students met or exceeded the benchmark. The students who did not meet the benchmark did not turn in the assignment. I do not know what I can do to further assist the students who did not turn in the paper. I do give students the option to see an alternate play, if they missed the on-campus production. They can do that for partial credit. None of the students chose to go to an alternate performance. Posting examples of a successful critique paper on Angel might further assist students to learn. I will do this in the future.

  8. THEATRE SLO #4 - Apply critical thinking skills to the discipline of Theatre

  9. THEATRE SLO #4 - Apply critical thinking skills to the discipline of TheatreTHE 232, continued.

  10. THEATRE SLO #4 - Apply critical thinking skills to the discipline of Theatre

  11. THEATRE SLO #4 - Apply critical thinking skills to the discipline of TheatreData Summary 2012-2013

  12. SLO#7: Prepare a resume, audition piece or portfolio appropriate to enter the profession or graduate school

  13. SLO#7: Prepare a resume, audition piece or portfolio appropriate to enter the profession or graduate school

  14. Actual assessment dataSLO #7: Prepare a resume, audition piece or portfolio appropriate to enter the profession or graduate schoolDATA SUMMARY 2012-2013

  15. Assessment results: What have the data told us? Fostering Critical Thinking: • We are generally doing so and meeting benchmarks. • Most but not all instructors are using rubrics for assignments • In courses where two or more critiques or papers were assigned, grades improved on the second and again on the third assignment. • Students who did not meet benchmark disregarded rubrics and/or ignored opportunities for help. • More than one instructor noted the unusually low level of writing skill in critiques and papers in General Education classes this year. (Continued)

  16. (Fostering Critical Thinking, continued) • Students were more likely to exceed benchmark on performance assignments than written assignments and exam essay questions. Exceeding benchmark: 70% (Mean) Performance/design/final projects 62% (Mean) Play critiques, research papers 59% (Mean) Exam essay questions requiring critical thinking

  17. (Fostering Critical Thinking, continued) • Students were more likely to fail (Not meet benchmark) on essay exam questions and final projects than on written critiques or research papers. Not meeting benchmark: 13 % (Mean) Exam essay questions 7.7% (Mean) Performance/design/final project 3.7% (Mean) Written play critiques, research papers

  18. Assessment results: What have the data told us? Fostering the building of portfolios and resumes.: • We are generally doing so and meeting benchmarks. • Most but not all instructors are using rubrics for assignments • This course is addressed by the tech classes rather than performance or theory and criticism classes • There is discussion on the necessity of continuing this as a department SLO, rather than just a course specific learning outcome.

  19. Data-driven decisions: How the department has or plans to “close the loop” based on these results. • Individual instructors have assumed the responsibility to close the loop or modify content, assignments, or method of instruction. • Revision of SLO’s under discussion

  20. What resources were used or have been requested to close the loop? • None necessary

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