1. 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

2. What was assessed? Student learning outcomes for Theatre 1Assess theatrical activity within an historical perspective 2Locate appropriate sources in the discipline of Theatre 3Analyze and /or research a theatrical text 4Apply 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 * 8Remain current in the discipline of theatre 9Observe standards of professional conduct 10Discuss 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 CourseTask/Assignment evaluated Assessment resultsBenchmark or criterion THE 111 Intro to Theatre (Bloom) Production Critique Paper #1 (See Rubric) Number of students (n): 149 Percent exceeding 61.7% Percent meeting 22.8% Percent approaching 5.3% Percent not meeting 10.0% Restate Benchmark: 85% achieve B or higher Benchmark achieved? Yes Production Critique Paper #2 Number of students (n): 149 Percent exceeding 94.6% Percent meeting 4.0% Percent approaching 0.0% Percent not meeting 1.3% 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

6. THEATRE SLO #4 - Apply critical thinking skills to the discipline of Theatre CourseTask/Assignment evaluated Assessment resultsBenchmark 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)

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 CourseTask/Assignment evaluated Assessment resultsBenchmark or criterion THE 232 Improvisa- tional Theatre (Childs) Critique paper on each of two depart- ment productions this Semester with focus on: 1)Choices made by the director 2)Message of the play 3)Value of the pro- duction. 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 Benchmark achieved? Yes 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 Benchmark achieved? Yes Closing the Loop: (CONTINUED)

9. 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 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.

10. THEATRE SLO #4 - Apply critical thinking skills to the discipline of Theatre CourseTask/Assignment evaluated Assessment resultsBenchmark or criterion THE 322 Acting II (Kuhn) Script analysis as evidenced in scene Number of students (n): 14 Percent exceeding 71.42% Percent meeting 14.28% Percent approaching 0 % Percent not meeting 14.28% Restate Benchmark: 85% achieve B or higher Benchmark achieved? Yes Closing the loop: Continue and possibly expand written assignments evidencing application of analytical tools.

11. THEATRE SLO #4 - Apply critical thinking skills to the discipline of Theatre Data Summary 2012-2013 # Classes # Students #Assign ments/ Tasks # Sub- mission/ presentn Mean% exceed Mean% meet Mean% approach Mean% not meet 2468447126669.62519.3323.0656.821 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)

12. SLO#7: Prepare a resume, audition piece or portfolio appropriate to enter the profession or graduate school CourseAssignment/task evaluated Assessment resultsBenchmark or Criterion THE 239 Intro to Design (Ralph) Applies only to production-based projects: Portfolio or resume developed specific to project Number of students: (n): 16 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.

13. SLO#7: Prepare a resume, audition piece or portfolio appropriate to enter the profession or graduate school CourseAssignmt/task evaluatedAssessment resultsBenchmark or Criterion THE 345 Stage Makeup (Arget singer) Develop stage makeup portfolio, including: 1. Weekly assignment rendering 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 Meet benchmark? Yes Closing the loop: Continue assignments, maintain benchmark; maintain method of evaluation

14. 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 # Sub- missions/ presntatn Mean% Exeed Mean % Meet Mean% Approach Mean% Not Meet 5701113456.1842.002.500 Benchmarks not met: none

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