Transcript YES - Brockport

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
1
2
3
4
5.
6.
7.
Assess theatrical activity within an historical perspective
Locate appropriate sources in the discipline of Theatre
Analyze and /or research a theatrical text
Apply critical thinking skills to the discipline of Theatre *
Apply appropriate theatrical protocol
Collaborate in the production Process
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
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
.
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.
THEATRE SLO #4 - Apply critical thinking skills to the
discipline of Theatre
Course
Task/Assignment Assessment results
evaluated
THE 111 Production
Intro to Critique Paper #1
Theatre
(Bloom) (See Rubric)
Number of students
(n): 149
Percent exceeding 61.7%
Percent meeting
22.8%
Percent approaching 5.3%
Percent not meeting 10.0%
Production
Number of students
Critique Paper #2 (n): 149
Percent exceeding 94.6%
Percent meeting
4.0%
Percent approaching 0.0%
Percent not meeting 1.3%
Benchmark or criterion
Restate Benchmark:
85% achieve B or
higher
Benchmark achieved?
Yes
Restate Benchmark:
85% achieve B or
higher
Benchmark achieved?
Yes
Closing the loop: Maintain assignments and benchmark. Evidence of significant
improvement from first to second critique papers
THEATRE SLO #4 - Apply critical thinking skills to the
discipline of Theatre
Course
Task/Assignment Assessment results
evaluated
Benchmark or criterion
THE 221
Acting I
(Childs)
Perform Monologues
and
scenes
Number of students
(n): 15
Percent exceeding 80.0%
Percent meeting
6.7%
Percent approaching 13.3%
Percent not meeting 0.0%
Restate Benchmark:
75% apply learned knowledge with
informed objectivity to perform scenes
Benchmark achieved?
Yes
Critical response to
productions
Critique Paper #1 (n): 15
Percent exceeding 94.6%
Percent meeting
4.0%
Percent approaching 0.0%
Percent not meeting 1.3%
75% apply learned knowledge with
informed objectivity to respond to
performances
Benchmark achieved?
Yes
Critique Paper #2 (n): 15
Percent exceeding: 66.7%
Percent meeting:
13.3%
Percent approaching 0.0%
Percent not meeting 20.0%
75% apply learned knowledge with
informed objectivity to respond to
performances
Benchmark achieved?
Yes
Closing the loop:
(continued)
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.
THEATRE SLO #4 - Apply critical thinking skills to the
discipline of Theatre
Course
Task/Assignment Assessment results
evaluated
Benchmark or criterion
THE 232
Improvisational
Theatre
(Childs)
Critique paper on
each of two department productions this
Semester with focus
on:
1) Choices made by
the director
2) Message of the
play
3) Value of the production.
Critique Paper #1 (n): 21
Percent exceeding 76.2%
Percent meeting
14.2%
Percent approaching 0.0%
Percent not meeting 9.6%
Restate Benchmark:
75% achieve B- or higher on assignment
Critique Paper #2 (n): 21
Percent exceeding: 85.72%
Percent meeting:
9.52%
Percent approaching 0.0%
Percent not meeting 4.76%
Restate Benchmark:
75% achieve B- or higher on assignment
Closing the Loop: (CONTINUED)
Benchmark achieved?
Yes
Benchmark achieved?
Yes
THEATRE SLO #4 - Apply critical thinking skills to the discipline of Theatre
THE 232, continued.
Closing the Loop: In the first 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 oncampus 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.
THEATRE SLO #4 - Apply critical thinking skills to the
discipline of Theatre
Course
Task/Assignment Assessment results
evaluated
Benchmark or criterion
THE 322
Acting II
(Kuhn)
Script analysis
as evidenced
in scene
Restate Benchmark:
85% achieve B or higher
Benchmark achieved?
Yes
Number of students
(n): 14
Percent exceeding 71.42%
Percent meeting
14.28%
Percent approaching 0 %
Percent not meeting 14.28%
Closing the loop: Continue and possibly expand written assignments evidencing application of analytical tools.
THEATRE SLO #4 - Apply critical thinking skills to the discipline of Theatre
Data Summary 2012-2013
#
Classes
#
Students
#Assign
ments/
Tasks
# Submission/
presentn
24
684
47
1266
Mean% Mean%
exceed
meet
69.625
19.332
Mean%
approach
Mean%
not
meet
3.065
6.821
Benchmarks typically 75-85% achieve B- or higher on assignment/task
In some tech classes, benchmark is 100%.
Benchmarks not met: 4 assignments
• Play critiques in some Improvisational Theatre classes (Rubric used)
• Essay questions requiring critical thinking on the final exam in Theatre History
• Some scenes in Directing Class (Rubric)
• Evidence of character analysis in scenes in Play Analysis class (Rubric)
SLO#7: Prepare a resume, audition piece or portfolio
appropriate to enter the profession or graduate school
Course
THE 239
Intro to
Design
(Ralph)
Assignment/task
evaluated
Applies only to
production-based
projects:
Portfolio or resume
developed specific to
project
Assessment results
Number of students:
(n): 16
Benchmark or
Criterion
Restate your benchmark:
100% complete
appropriate resume
or portfolio
Meet benchmark?
YES
Closing the loop:
No adjustment; SLO Satisfactorily achieved; tasks/assignment and benchmark are
appropriate; students attained benchmark.
SLO#7: Prepare a resume, audition piece or portfolio
appropriate to enter the profession or graduate school
Course
Assignmt/task evaluated
Assessment results
Benchmark or
Criterion
THE 345
Stage
Makeup
(Arget
singer)
Develop stage makeup
portfolio, including:
Number of students (n): 21
Percent exceeding: 75%
Percent meeting:
20%
Percent approaching 5%
Percent not meeting 0%
85% achieve B- or
higher on portfolio
component
Meet benchmark?
Yes
2. Photographs of weekly
graded assignments,
interesting experiments
Number of students (n): 21
Percent exceeding 85%
Percent meeting:
15%
Percent approaching 0%
Percent not meeting 0%
85% achieve B- or
higher on portfolio
component
Meet benchmark?
Yes
3. Final notebook, including
all photos, renderings,
research images and
processes
Number of students (n): 21
Percent exceeding:
85%
Percent meeting:
10%
Percent approaching: 5%
Percent not meeting: 0%
85 % achieve B- or
higher on portfolio
1. Weekly assignment
rendering
Meet benchmark?
Yes
Closing the loop: Continue assignments, maintain benchmark; maintain method of evaluation
Actual assessment data
SLO #7: Prepare a resume, audition piece or portfolio appropriate to enter the
profession or graduate school
DATA SUMMARY 2012-2013
#
Classes
#
Students
# Assign
ments/
tasks
# Submissions/
presntatn
Mean%
Exeed
Mean %
Meet
Mean%
Approach
Mean%
Not
Meet
5
70
11
134
56.18
42.00
2.50
0
Benchmarks not met: none
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)
(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
(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
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.
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
What resources were used or have been
requested to close the loop?
• None necessary