2. About Our Program
Department of
Broadcasting
200 majors, 35 minors
3 tracks
News & Performance
Production
Sports Production
3. Student Assessment
From the Provost:
“Plans for the assessment of
student learning in the major
are developed, reviewed and
revised as needed by the
departments, reviewed by
college deans, and submitted
to the Office of the Provost.
Approval of major
assessment plans rests with
the Provost's Office.”
4. Student Assessment
Identify learning outcomes
Course/Assignment objectives
Assess the students'
achievement of those outcomes
How are they doing?
Analyze the results of learning
assessment
What are they missing?
Use those results to enhance
curriculum and the teaching-
learning process
Make adjustments
5. Before the Rubric
Narrative evaluations
“This is good”
“That needs work”
Strengths
Thorough
Checklist on what
needs fixing
Tended to be long
6. Narrative Weaknesses
Assessing at a glance
difficult to do
What was good?
What was not so good?
Linear evaluation
Similar items discussed at
different points within the
narrative
Hard to track patterns
7. Rubric Development
Break it down
Divide the project into measureable
subcomponents
Good for the student
Better assess specific strengths and weaknesses
within their production
Good for the instructor
Easier to gauge individual student growth
Identify class-wide proficiencies and deficiencies
that can be addressed in course pedagogy
8. Rubric Development
What’s out there?
What can I learn from others?
What do I need to make this
work?
Make a mash-up
Mix it all together into something
that will work for the instructor and
student
9. The Result
Ten categories
0-10 point scale
Room for comments
No secrets
Rubric discussed in
syllabus
Copy available online
Each project uses the same
form
10. The Result
Project Objectives
Does the end result match their project proposal?
Knowledge & Resources
Level of research into the project
11. The Result
Creativity
Does the project attract and maintain viewer
interest?
Organization
Does it make sense?
13. The Result
Audio
Control of primary and secondary audio sources
Editing
Pacing, use of B-roll, bad edits
14. The Result
Video Graphics
Color, size, placement, consistent and SPELLING
Overall Quality
How does this compare to other student competition
entries
15. The Result
Deductions:
Late Submission
20-point penalty for each school day late
DVD Submission
Saved in proper format
Labeled and in a protective sleeve
16. Assessment by Rubric
Check the Charts
Individual
Is the student improving in
areas they were weak at
before?
Class as a whole
Overall skill levels
Any stubborn spots?
17. Looking Ahead
Part of Blackboard
Evaluate online
Everything stays digital
Analyze the results
Student progress reports
Track class performance as
the semester progresses
Thou Shalt Assess They Student:*The charge comes from the Provost* Department assessment plan developed. Also makes an annual assessment report.* Department plan reviewed by the Dean (his/her staff)* Plan then submitted to the Provost (again, his/her staff)* Provost has an Assessment Team that evaluates department plans and annual assessment reports and makes recommendations on how to improve student assessment* (The Assessment Nazis)
Our Charge:* Identify learning outcomes - what should they know?* Assess student achievement of those outcomes – how are they doing?* Analyze the results – what are they getting? What are they not getting?* Use the results to enhance pedagogy – make adjustments
Narrative Evaluations:* Go through the project from start to finish and point out strengths and weaknesses within the project.* Thorough – sometimes the narrative could be 2-3 pages long* Turned into a giant checklist, especially for senior production rough cut evaluations. Students make the fixes and resubmit the final cut for further evaluation.
Weaknesses:* Although the narrative is thorough, it was difficult to see at a glance what worked and what didn’t for any given project* Linear evaluation – I could discuss similar strengths or weaknesses at different points within the same project. * Looking back, it was hard to connect the dots, track patterns.
Break down the project into its subcomponents* Shooting* Audio* Lighting* EditingGood for the student* Better see how they did on each subcomponent of their project* How do they compare to others in the classGood for the instructor* Is the student getting better as the semester progresses?* Is the class showing a general proficiency or weakness with their projects?
So, where do I start?* Without reinventing the wheel, what’s already out there?* What do I look for when grading a video project?* Mixing it together into something that works for me and also works for my students
Ten Categories:* Initially had 9 categories and decided to add submission standards as the 10th item = 100%No Secrets:* The rubric is discussed at our first class and in the course syllabus* A copy of the rubric is included on the university blackboard “Western Online”* Rubric is filled out, grade is posted online in their grade book, and a copy of the rubric is sent to them via email.* A copy of their rubric is kept in my Dropbox course folder
Project objectives* Does the end result match their project proposal?* Did it succeed in its mission?* No proposal submitted = 0 scoreKnowledge & Resources* How well did the student tap into knowledgeable sources?* Does it look and sound like they knew what they were talking about?* Did they wing it?
Creativity:* Originally I had creativity and organization is the same category, later decided to split it up* Does the project capture and maintain viewer interest?Organization:- * Is the project laid out in a way that makes sense? Does the story have a beginning, middle and end?
Videography:* Camera skills – steady, focus, variety of shots, composition of shotsLighting:- * Inside and outside lighting, use of ENG lights for interior lighting, consistent color
Audio:* Control of primary audio – sound byte, stand-up, narration at peak level* Control of secondary audio – natural sound, music and sound effects* Mix between the two* Good choices of sound sources – does it set the mood, interfereEditing:* Pacing, use of B-roll, sequencing shots, choice of transitions and effects* Edit glitches such as black flashes, jump cuts, flash frames?
Video graphics:* Color, size and placement make sense for the given project* Are they consistent?* How about spelling?Overall Quality:* My take on their project after considering all the strengths and weaknesses* The Provost Assessment team is not too thrilled with this category – too subjective for them.
Score Deductions:Late Submission:* 20-points off for each school day late* Most projects are due Friday noon. * Some students will sacrifice 20 points to have the weekend to finish editing.DVD Submission:* Exporting the project correctly.* Full quality MOV for them* iPod evaluation version for me* Labeled and in a protective sleeve
Rubric Advantage: - * Look at early project to final project rubric and see what’s changed* Average the category scores of all the students are they getting it? * What could be better? What do I need to stress next time around?
Looking Ahead: - * What I would like is to enter my evaluations straight into Blackboard or some spreadsheet* Keep track of student performance as the semester progresses – are their skills improving or staying about the same? * How’s the class doing as a whole?