Archived Assessment Report
| Program | THEA Creative Fine Arts Gen Ed |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Final Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | By the end of the course (THEA 1110), are 75% of students able to accurately identify the classic and contemporary works that have been studied from a variety of periods and styles by diverse authors from distinct backgrounds? |
| 3d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | Can 75% of students in THEA 1110 work successfully in a cooperative learning setting similar to a community or professional theatre environment to complete classroom assignments and projects? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | Edited Assessment tool used previously. | THEA 1110 | If we see less than 75% of students able to apply and present the base knowledge of identifying diverse periods and styles in the data, then we will know we need to adjust our methodologies to be more intentional regarding student learning related to this outcome. |
| 3d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | Edited Assessment Rubric used previously. | THEA 1110 | If we see less than 75% of students able to apply and present the base knowledge of collaborating and working with a team in the data, then we will know we need to adjust our methodologies to be more intentional regarding student learning related to this outcome. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | 79% of students were effective or outstanding in meeting this learning outcome. 21% of students fell in the adequate range or were inadequate/did not complete the assessment tool; therefore, only a small portion met the learning outcome and were able to apply and present the base knowledge of identifying diverse periods and styles. | Results support the original focus and were able to apply and present the base knowledge of identifying diverse periods and styles. | This shows us that students are on target for this GELO. |
| 3d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | 79% of students were effective or outstanding in meeting this learning outcome. 21% of students fell in the adequate range or were inadequate/did not complete the assessment tool; therefore, only a small portion met the learning outcome and were able to apply and present the base knowledge of collaborating and working with a team. | The results support the original focus are and students met the learning outcome and were able to apply and present the base knowledge of collaborating and working with a team. | This shows us that the rubric used to assess the GELO works for most students. |
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | |
|---|---|
| Describe the change that was implemented. | The department plans to use a more current OER textbook for THEA 1110. The course will also have more choice-based options for completing the final project to allow more students opportunities to achieve success. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | No, the rubric used to collect data will remain the same. |
| What data motivated the change? | About 20% of students only met GELOs and PLOs at adequate and this motivated changes to be made. |
| Hypothesis about the effect the change will have? | A more current OER and more choices to complete a final project should meet the needs of a greater number of different learning styles and diverse students. |
| 3d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | |
|---|---|
| Describe the change that was implemented. | The department plans to use a more current OER textbook for THEA 1110. The course will also have more choice-based options for completing the final project to allow more students opportunities to achieve success. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | No, the rubric used to collect data will remain the same. |
| What data motivated the change? | About 20% of students only met GELOs and PLOs at adequate and this motivated changes to be made. |
| Hypothesis about the effect the change will have? | A more current OER and more choices to complete a final project should meet the needs of a greater number of different learning styles and diverse students. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | Same tool--rubric | THEA 1110- same course |
| 3d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | Same tool--rubric | Same course-- THEA 1110 |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|---|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | The results showed a slight improvement in the second round of results. 79% of students were adequate, effective, or outstanding in meeting this learning outcome. 21% of students fell in the inadequate range or did not complete the assessment tool; therefore, only a small portion did not met the learning outcome and were unable to apply and present the base knowledge of identifying diverse periods and styles. | Additional instruction sheet with rubric in Brightspace | |
| 3d. Personal and Social Responsibility: Collaboration skills, teamwork and value systems | The results showed a slight improvement in the second round of results. 79% of students were adequate, effective, or outstanding in meeting this learning outcome. 21% of students fell in the inadequate range or did not complete the assessment tool; therefore, only a small portion did not met the learning outcome and were unable to apply and present a base knowledge of collaborating and working with a team. | The department is very small with several part-time faculty and this makes it difficult to communicate changes. |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
At the beginning of this process, we discovered the need to make more of our assignments accessible and provide more choices in projects and papers due to the student populations lack of resources, i.e. transportation. Students may not be able to visit a theatre to see a production and write a critique, so we need to provide a professionally recorded production in addition to the live option.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
We need better communication among the faculty using the assessment tools and clearer written instructions since we have so many part-time faculty.
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Practicing community in theatre is important in the classroom due to the collaborative nature of our discipline, but equally important to the community our learners will be seeking jobs because of the different types of theatres and dance studios from educational, community, regional, and professional.
Describe any external factors affecting the program or affecting assessment of the program.
The department is very small with several part-time faculty and this makes it difficult to communicate changes.