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Student Learning Outcome (SLO) Assessment Template Course Alpha and Number: Course Title: Name(s) of Instructor(s): Division: Date: Drama 101 Introduction to Drama and Theatre Betty Burdick A&Hs 9/26/08 (but assessment occurred in Fall of 2005) What Student Learning Outcome was assessed? 1. Analyze the theatrical process and conventions whereby a text is translated into a performance. 2. Critique theatrical performances by viewing and writing reviews of live performances Phase 1 A. Describe the assessment tool (test, survey, rubric, etc.) used. Cut and paste your tool below if possible. Students attend and critique two live theatre performances. (format and rubric attached) Rubric for Assessing DRAM 101 Student Learning Outcomes Criteria Excellent 4 Satisfactory 2 Unacceptable 0 Understand the major elements of Western drama and theatrical practice from the classical period to the present. The student provides clear evidence of a solid understanding of the progression of Western theatre from the Golden Age of Greece to the present day. The student is able to correctly use vocabulary from the eras studied and shows understanding of their context. The student provides clear evidence of a solid understanding of the entire theatrical process. The student shows a general understanding of the progression of Western theatre from the Golden Age of Greece to the present day. The student is able to provide definitions for the vocabulary from each era studied. The student shows little or no understanding of the progression of Western theatre from the Golden Age of Greece to the present day. The student is unable to identify vocabulary from the different eras studied. The student shows a general understanding of the basic ideas whereby a text is translated into a performance. The student shows little or no understanding of the basic ideas of how a text becomes a production on the stage. Analyze the theatrical process and conventions whereby a text is translated into a performance. Analyze Western dramatic literature with a heightened appreciation for the genre. The student provides clear evidence of a solid understanding of how a script may be analyzed. The student shows an understanding of how historical context affects the interpretation of a script. The student is able to provide detailed and subtle interpretations in his/her written support. The student is able to Critique write a paper in MLA theatrical format. The student performances by is able to make specific observations viewing and and judgments about writing reviews lights, costumes, set, sound and acting after of live viewing a live performances. performance. The student is able to provide detailed and subtle interpretations of what s/he saw in his/her written arguments The student shows a general understanding of how a script may be analyzed. The student also shows a general understanding of how historical context affects the interpretation of a script. The student is able to demonstrate this general understanding in his/her written support. The student shows little or no understanding of how to approach a written script. The student shows a general grasp on writing in MLA format. The student is able to make observations about lights, costumes, set, sound and acting after viewing a live performance. The student is able to demonstrate these observations in a readable manner in a written critique. The student is unable to grasp how a paper should be written in MLA format. The student is unable to make comprehensible observations concerning lights, costumes, set, sound and acting after viewing a live performance. The student is unable to show a grasps of grammar in a written critique. This rubric was added in 2008. B. Who was the data collected from? How many were collected? Assessment came from 31 students who completed the course in the Fall of 2005 C. What were the results of the assessment? The assessment strategy employed provides students with the opportunity to observe and analyze the theatrical process in action. It also provides them with the opportunity to make critical judgments about what they observe. D. What changes are needed based on your assessment? Phase 2 E. What changes were implemented as a result of your initial assessment? F. What were the results of those changes? G. What will be done for the next assessment of this course?