Assessment

AssessmentDr. Geri Cochran

Director, Institutional Research, Assessment and Planning

It’s all about what is important to you

◦ Identifying what is important, the values that guide what you are doing.

◦ Using those values as a basis for evaluating what you are doing

◦ Taking what you have learned from that evaluation to improve what you are doing in order to better achieve your values

Program Assessment

Program assessment is a form of evaluation by which participants in a program judge its effectiveness in achieving their values and use what they have learned to improve the program’s effectiveness in achieving those values.

Program Assessment?

PremiseAssessment is linked directly to value

Propositions1. What we assess indicates what we value2. What we value should guide what we

assess

Assessment and Value

A form of evaluation in which the values of the participants’ in a program are made explicit expectations for what should “come out” of their actions and those actions are evaluated according to the extent to which the actions achieve the expected outcomes.

Program Outcomes Assessment?

ImprovingPrograms

Outcomes Assessment

ProgramOutcomes

Program Criteria

Program Values

Focusing on the value of education shifts our attention from inputs to outcomes

What “comes out” of an educational experience must be directly or indirectly observable to be assessed.

Program assessment belongs to the program; the purpose of outcomes assessment is to improve programs by encouraging evidence-based decision-making by people in the program

Shift in Thinking

Professional Readiness- Ability to work in the professional

environment with a broad-stroke understanding of how movies are made and the individual specialty skills involved.

- Ability to create a compelling reel or portfolio to profile themselves for specialized industry opportunities.

Outcomes for FILM (BFA)

Professional Communication- Ability to communicate using industry

terminology. - Understanding of research required for film

projects and professional presentations.

Creative Collaboration- Ability to assemble and work effectively

with a team on film projects.

Visual Storytelling- Understanding of story and how it is advanced through

the arts of story development and screenwriting, as well as acting, directing, art direction, cinematography, picture-editing and sound design.

- Ability to tell a compelling visual story.

- Ability to conform written concepts and stories to the visual medium, beginning with storyboards.

Critical Analysis- Understanding of film history, aesthetics, and

technology.- Ability to apply understanding of film history,

aesthetics, and technology to identify and solve contemporary filmmaking problems.

  Technical Skills- Ability to properly set up and operate all basic grip

and lighting equipment. - Ability to operate properly all production

equipment, such as the Panasonic DVX video camera and Sound Devices sound mixer.

- Understanding of and ability to implement Final Cut Pro editing software.

Specialty Skills by School of Filmmaking Discipline

What evidence should be gathered for assessing outcomes?

Evaluating Outcomes

What are the sources of the evidence for the outcomes?

How often is the evidence to be collected?

Relatively direct (SACS preferred)◦ Writing assignments◦ Short films◦ Design projects◦ Senior Films◦ Essay exams

Two General Types of Evidence

Relatively indirect ◦ Surveys◦ Internship reports◦ Employer Surveys

Evidence should be meaningful information that is appropriate for assessing a particular outcome.

Two Standards for Evidence

Evidence should be manageable: reasonable to attain and evaluate (time, effort, availability)

List of Outcomes Evidence to be collected Source of evidence Frequency of collection of evidence

Elements of an Assessment Plan

Outcomes Evidence Source Frequency

Ability to assemble and work effectively with a team on film projects

Production evaluations, internship reports

Students, faculty, professional in the field

Semester & Annually

Ability to properly set up and operate all basic grip and lighting equipment.

Instructor rubrics, peer evaluations, Tests, etc

Students, faculty

Annually

Partial Assessment Plan

Is the evidence specific enough in describing the form of the evidence and venue for collection?

Evaluating the Assessment Plan

Does the plan rely mainly on direct evidence?

Is the evidence meaningful for the particular outcome?

Is the evidence manageable (reasonable to collect and evaluate)?

ImprovingPrograms

Assessment Cycle

ProgramOutcomes

Program Criteria

Program Values

Goal of Assessment

Goal: To use the evidence as a basis for judging the extent to which the program is meeting the members’ values for the program.

Goal: To apply what has been learned in evaluating the program toward identifying actions to address areas of concern

Improvement of Program

As a result of your assessment, what changes if any, have you implemented to address areas of concern (in the program or in the assessment of the program)?

Reporting the Results

What outcomes are you planning to assess for the next reporting cycle?

The Cycle continues

How can I help?

Geri Cochran

As always…