Download PCC Theatre program SAC 2010-2011 SAC Assessment planning

PCC Theatre program SAC
2010-2011 SAC Assessment planning and Reporting
SAC Chair: Patrick Tangredi
SAC participants: Dan Hays, Frances Marsh, Tobias Peletier, John Duncan, and Barry
Hunt
SECTION 1 SUMMARY OF THE SAC PLAN
GOAL:
To develop an “Assessment Plan” of both the “Communication” and
the “Community and Environmental Responsibility” PCC Core Outcomes.
Summary: After reviewing our Mapping Level Indicators and discussing the many
options in our October SAC meeting, we determined that assessing our fall term PCC
Theatre program production, Woyzeck, gave us the widest array of theatre program
students to assess. Since each production gathers students from our courses
(Technical theatre, the design of Lighting, Scenery, Costumes, Acting and
Improvisation) we determined that we could assess not a single class, but rather a
program wide achievement of the two “Core values” of Communication and
Community and Environmental Responsibility . Though this year’s assessment is
centered on Sylvania’s production related theatre classes we recognize that future
assessment choices (Cultural Awareness and Self Reflection next year) will allow for
more inclusivity for the classes that are taught at all campuses. Cascade and Rock
Creek offer classes in Acting (TA 141) and Theatre Appreciation (Ta 101), but they
have no current production classes or models to contribute to this year’s
assessment. This is due to the limited resources that their campuses have in terms
of theatre related infrastructure; viable theatre, lighting, scene shops, costume
shops, and the skilled designers and laborers to make theatre production possible.
Regarding the Communication core outcome the students acting, designing,
assigned to running crew and stage-managing the fall term production (“Woyzeck:
Never the Same Show Twice”, the play’s title, heretofore “Woyzeck”) are all assigned
individual tasks and assume unique responsibilities. In this way, the assessment of
communication is an apt fit. In theatre production collaboration has its foundations
in accomplished written, verbal and non-verbal communication skills. Because
there are corresponding outcomes, this should be a straightforward task. The
questionnaire has questions that have simple “ratings” (1-10, 1 being low, 10 being
high) followed by an opportunity to comment. The questions are variations on the
sample indicators found on PCC’s Core Outcomes web page, and adapted specifically
for the theatre production model.
Regarding the Community and Environmental Responsibility core outcome our
questionnaire is only slightly different in content, as the sample indicators are
different.
Direct Assessment: We, the staff and faculty who have current students assigned
to the production (Dan Hays, Frances Marsh, Tobias Peltier and Patrick Tangredi )
will meet following the production’s closing to assess the communication skills that
the students were required to develop, articulate and utilize during the preparation,
rehearsal/building, and performance of Georg Buhner’s Woyzeck. Because Woyzeck
has an entirely student-based production team, we have a rare opportunity to see
these student’s communication skills in play for at least a 10-week pre-production
experience, as well as the entire rehearsal period. We will follow up and give the
questionnaire to the students involved in our other two productions this year: Dead
Man’s Cell Phone (Winter term main stage Production) and Sexual Perversity in
Chicago (Spring term main stage production).
Indirect Assessment: We are creating the aforementioned questionnaire for the
nearly 30 students involved in the Woyzeck production. (see Section 2 for research
that we are continuing to cull from in order to create this questionnaire) and will
create a similar, if not the same document for the other productions. We will
tabulate the data and report on it to meet the goal.
Outside Assessment: We are also taking advantage of an outside assessment
vehicle, the American College Theatre Festival. We regularly participate in our
region’s festival by having faculty and staff from neighboring colleges attend our
productions and give a post-production verbal/written response to the work. We
have asked the 2 respondents (Assistant Professor Mindi Logan of the University of
Portland and Associate Professor Rhett Ludke of George Fox University) to include
“communication” as a part of their assessment of Woyzeck.
SECTION 2 RESEARCH FOR CREATING THE
STUDENT QUESTIONNAIRE
Communication
Communicate effectively by determining the purpose,
audience and context of communication, and respond to
feedback to improve clarity, coherence and effectiveness in
workplace, community and academic pursuits.
Read
* Identify the writer’s stated or implied central and
secondary ideas.
* Measure the writer’s viewpoint against their own
experiences.
* Think critically about the writer’s assumptions about
experience.
* Analyze the writer’s use of style and logic to
manipulate audience.
Write
* Understand and use writing as a way of thinking and
imagining.
* Focus on a central purpose, determine audience, and
write coherent and effective prose using standard English
conventions.
* Use creative problem-solving techniques and knowledge
of various modes of critical thinking to create and
evaluate text.
* Use collaborative techniques to explore and test
ideas.
* Apply knowledge of writing process.
* Develop and organize a text by using details,
examples, data, metaphor, etc.
Speak
* Identify and apply communication strategies
appropriate to interpersonal, group, and public speaking
contexts.
* Organize and deliver verbal and non-verbal messages
for effective audience reception and retention.
Listen
* Check personal understanding of a message by
summarizing.
* Question as appropriate.
* Analyze message critically for assumptions, purposes,
use and misuse of rhetorical and argumentative forms.
Interpret Visual Images and Communicate Visually
* Use visual elements and materials effectively to
convey a message or idea.
* Analyze visual elements to assess their influence on
perception of purpose and assumptions.
* Use technology as appropriate (e.g. computers) to
convey ideas visually.
* Appreciate the various forms of art and the contexts
from which they emerge.
* Make and defend judgments about the quality of
artistic expressions.
* Explain how personal and formal factors shape own
responses to works of art.
* Take a position on the merits of specific artistic
works and reconsider own judgments about specific works as
knowledge and experience change.
Sample Indicators
Level 1
Limited demonstration or application of knowledge and
skills.
Identify a variety of communication models.
Understand written and oral communication basics.
Use written word appropriately yet isn’t able to fully
communicate thoughts and ideas effectively in all
situations.
Give a rehearsed oral presentation on a familiar subject
using notes.
Level 2
Communicate thoughts and ideas in writing using appropriate
format and mode.
Use prescribed models to provide organizing structure for
ideas.
Demonstrate congruency between verbal and nonverbal
communication.
Give an oral presentation which includes main points,
detail and supporting evidence.
Level 3
Demonstrates comprehension and is able to apply essential
knowledge and skill.
Integrate research and identify sources of evidence used in
written and oral communication.
Level 4
Use written and oral communication in academic, work and
personal communication to convey complex ideas and thoughts
in a clear and coherent manner without technical flaws.
Make a polished presentation that demonstrates audience
awareness, topic development, research, verbal and
nonverbal communication skills.
Community and Environmental Responsibility
Apply scientific, cultural and political perspectives to
natural and social systems and use an understanding of
social change and social action to address the consequences
of local and global human activity.
Demonstrate Effective Community Interaction
* Assess own knowledge, participation, and skills in
thinking about and acting on local issues.
* Analyze community and global issues and develop
strategies for informed response.
* Evaluate personal and organization characteristics,
skills, and strategies that facilitate the accomplishment
of mutual goals.
* Respond to community issues and contribute to the
community.
Apply Scientific Methods
* Interpret social, natural, and physical phenomena
using scientific methods of assessment.
* Identify how natural phenomena impact human activity.
* Apply scientific standards and practices that
recognize the interdependence between people and the
natural world.
* Identify and evaluate solutions to community and
environmental problems.
Analyze Cultural Impact
* Analyze varying viewpoints, priorities, and standards
regarding how humans interact with the environment and its
limitations and resources.
* Identify how culture affects people’s responses to
and sense of responsibility toward the community and the
environment, including the creation and dissemination of
images and ideas through various media.
Sample Indicators
Level 2
Demonstrates participation in civic and environmental
action.
Predict the consequences of solutions to one or two social
and environmental issues.
Level 3
Describe the relationship of the democratic process to
community problem-solving.
Evaluate the impact of one’s own daily actions on the
community and the environment.
Level 4
Recommend a solution to a community issue based on
information collected.
Takes active roles in community problem solving.
Recommend and rank daily actions for their impact on the
community and the environment.
SECTION 3 STUDENT QUESTIONNAIRE
Student Questionnaire on
Communication and Community and Environmental Responsibility
This questionnaire will help the staff and faculty of the theatre program to
assess two of the six PCC Core Outcomes. Please take the time necessary to fill
this out, as it will help us to improve our production related work, as well as
our course work in preparing students for theatre production according to
PCC’s standards.
1. What
Comments:
2.