Assessment Report - C. Julian Jiménez
Program: Theatre
ACTING 1 for the Non-Major
The results of the assessment have been modified to examine the data that was completed
successfully by two out of the five professors given the Play Response Assessment Plan.
Two professors assessed both Play Response Papers within the TH120 Intro to Acting for the
Non-Major.
The results are as follows:
As identified below within each classes ORC both Class A and Class B’s level of
UNDERSTANDING decreased significantly. This may suggest the student’s interest or lack
thereof. Also these numbers are also skewed by a decrease in how many students actually
completed the assignment, which decreased in both classes from Assignment 1 to
Assignment 2.
As identified below within each classes ORC both Class A and Class B’s level of OPINION
decreased significantly. This may suggest the student’s interest or lack thereof. Also these
numbers are also skewed by a decrease in how many students actually completed the
assignment, which decreased in both classes from Assignment 1 to Assignment 2.
As identified below within each classes ORC both Class A and Class B’s level of
ELEMENTS OF PLAY stayed consistent. Student’s knowledge and ability to identify things
such as dialogue, scenery, costumes remained the same.
As identified below within each classes ORC both Class A and Class B’s level of
CONVENTIONS increased slightly but for the most part stayed consistent. Student’s ability
to free themselves of spelling and grammatical errors increased slightly but was mostly
consistent between assignments.
These results are not in agreement within Criterion 1 & 2, which had hoped for an increase in
all four components of the ORC from Basic to Class Level. While there wasn’t an increse in
comprehension, the initial assignment exceeded a “Basic” knowledge and began at a “Class
Level” knowledge which is more than we had anticipated.
(See Below for the number for each class and Assignment)
Play Response #1: Spring Awakening
Class A: Out of 17 students
PLAY RESPONSE –
Outcomes Ratings Scale (ORC)
UNDERSTANDING
OPINION
ELEMENTS OF
PLAY
CONVENTIONS
EXCEEDS
STANDARDS (4)
Has at least 1
paragraph that
summarizes the
important story
elements of the play,
given details,
remembered
character names,
setting, etc.) 12
Not only has clearly
stated their opinion,
but used connotative
vocabulary to stress
points as to why the
responded to the
material in the
manner that they
did.
5
Described certain
elements of the play
in great detail and
critiqued them.
(Dialogue, scenery,
acting, costumes,
etc.)
4
Work is free of (or
almost free) of
grammar and
spelling errors.
2
CLASS
LEVEL
(3)
Has at least 1
paragraph that
summarizes the
important story
elements of the
play
BASIC
4
Given their
opinion of the
play and have
at least 3 clear
reasons why.
1
Given their
opinion and
explained
why.
10
(2)
Identified
what the
play is
about.
1
Described
Mentioned
different
different
elements of the elements of
play (Dialogue, the play
scenery, acting, (Dialogue,
costumes, etc.) scenery,
acting,
costumes,
5
8 etc.)
Work has few
Work needs
grammar and
editing for
spelling errors many
grammar
and spelling
3
12 errors
BELOW
BASIC
(1)
Did not show
that they have
understood
what the play
is about.
Given their
opinion with
no real reason
1
Did not
mention or list
elements of the
play
Work has
errors in
grammar and
spelling and it
interferes with
meaning.
Play Response #1: Spring Awakening
Class B: Out of 7 students
PLAY RESPONSE –
Outcomes Ratings Scale (ORC)
UNDERSTANDING
OPINION
ELEMENTS OF
PLAY
CONVENTIONS
EXCEEDS
STANDARDS (4)
Has at least 1
paragraph that
summarizes the
important story
elements of the play,
given details,
remembered
character names,
setting, etc.)
4
Not only has clearly
stated their opinion,
but used connotative
vocabulary to stress
points as to why the
responded to the
material in the
manner that they
did.
2
Described certain
elements of the play
in great detail and
critiqued them.
(Dialogue, scenery,
acting, costumes,
etc.)
CLASS
LEVEL
(3)
Has at least 1
paragraph that
summarizes the
important story
elements of the
play
BASIC
2
Given their
opinion of the
play and have
at least 3 clear
reasons why.
1
Given their
opinion and
explained
why.
2
Work is free of (or
almost free) of
grammar and
spelling errors.
3
Work has few
grammar and
spelling errors
2
(2)
Identified
what the
play is
about.
BELOW
BASIC
(1)
Did not show
that they have
understood
what the play
is about.
Given their
opinion with
no real reason
5
Described
different
elements of the
play (Dialogue,
scenery, acting,
costumes, etc.)
5
Mentioned
different
elements of
the play
(Dialogue,
scenery,
acting,
costumes,
etc.)
2
Work needs
editing for
many
grammar
and spelling
errors
Did not
mention or list
elements of the
play
Work has
errors in
grammar and
spelling and it
interferes with
meaning.
Play Response #2: Columbinus
Class A: Out of 14 students
PLAY RESPONSE –
Outcomes Ratings Scale (ORC)
UNDERSTANDING
OPINION
ELEMENTS OF
PLAY
CONVENTIONS
EXCEEDS
STANDARDS (4)
Has at least 1
paragraph that
summarizes the
important story
elements of the play,
given details,
remembered
character names,
setting, etc.)
6
Not only has clearly
stated their opinion,
but used connotative
vocabulary to stress
points as to why the
responded to the
material in the
manner that they
did.
2
Described certain
elements of the play
in great detail and
critiqued them.
(Dialogue, scenery,
acting, costumes,
etc.)
4
Work is free of (or
almost free) of
grammar and
spelling errors.
5
CLASS
LEVEL
(3)
Has at least 1
paragraph that
summarizes the
important story
elements of the
play
BASIC
7
Given their
opinion of the
play and have
at least 3 clear
reasons why.
1
Given their
opinion and
explained
why.
(2)
Identified
what the
play is
about.
4
Described
Mentioned
different
different
elements of the elements of
play (Dialogue, the play
scenery, acting, (Dialogue,
costumes, etc.) scenery,
acting,
costumes,
4
6 etc.)
Work has few
Work needs
grammar and
editing for
spelling errors many
grammar
and spelling
5
4 errors
BELOW
BASIC
(1)
Did not show
that they have
understood
what the play
is about.
Given their
opinion with
no real reason
8
Did not
mention or list
elements of the
play
Work has
errors in
grammar and
spelling and it
interferes with
meaning.
Play Response #1: Columbinus
Class B: Out of 6 students
PLAY RESPONSE –
Outcomes Ratings Scale (ORC)
UNDERSTANDING
OPINION
ELEMENTS OF
PLAY
CONVENTIONS
EXCEEDS
STANDARDS (4)
Has at least 1
paragraph that
summarizes the
important story
elements of the play,
given details,
remembered
character names,
setting, etc.)
2
Not only has clearly
stated their opinion,
but used connotative
vocabulary to stress
points as to why the
responded to the
material in the
manner that they
did.
2
Described certain
elements of the play
in great detail and
critiqued them.
(Dialogue, scenery,
acting, costumes,
etc.)
CLASS
LEVEL
(3)
Has at least 1
paragraph that
summarizes the
important story
elements of the
play
BASIC
1
Given their
opinion of the
play and have
at least 3 clear
reasons why.
3
Given their
opinion and
explained
why.
1
Work is free of (or
almost free) of
grammar and
spelling errors.
3
Work has few
grammar and
spelling errors
4
(2)
Identified
what the
play is
about.
3
Described
different
elements of the
play (Dialogue,
scenery, acting,
costumes, etc.)
2
BELOW
BASIC
(1)
Did not show
that they have
understood
what the play
is about.
Given their
opinion with
no real reason
1
Mentioned
different
elements of
the play
(Dialogue,
scenery,
acting,
costumes,
etc.)
2
Work needs
editing for
many
grammar
and spelling
errors
Did not
mention or list
elements of the
play
Work has
errors in
grammar and
spelling and it
interferes with
meaning.
Assessment Plan - C. Julian Jiménez
Program: Theatre
ACTING 1 for the Major & Non-Major
Program Effectiveness Objectives
1. Students will advance in perceptual skills.
2. Students will articulate and apply requisite standards when assessing an actor’s work on stage
or screen.
3. Students will analyze text and integrate analysis into performance.
General Education Objectives Addressed in Assessment Plan
1. Students will communicate effectively through reading, writing, listening and speaking.
2. Students will integrate knowledge and skills in their program of study
3. Students will apply aesthetic and intellectual criteria in the evaluation or creation of
works in the humanities or the arts
Student Learning Outcomes
1. Theatre major students shall demonstrate, at a minimum, Class Level competence (with the
expectation to begin to exceed standards competence) —on a test/instrument designed for assessment,
otherwise known as the Play Response papers.
2. Non-majors students shall demonstrate, at a minimum, Basic Level competence (with the
expectation to begin to having a Class Level competence) –on a test/instrument designed for
assessment, otherwise known as the Play Response papers.
Assessments
Assessment
1. Play Response #1
(for the Theatre Major)
2. Play Response #1
(for the Non- Major)
Target Outcomes
Criteria
10 - 12 (approx. a full score of
Class Level Competency in each
row of the ORC scale)
1
8-10 (approx. a full score of
Basic Level Competency in each
row of the ORC scale)
1
3. Play Response #2
(for the Theatre Major)
4. Play Response #2
(for the Non- Major)
10 - 12 (approx. a full score of
Exceeds Standards Competency
in each row of the ORC scale)
8-10 (approx. a full score of
Class Level Competency in each
row of the ORC scale)
2
2
Criteria for Outcomes Assessment
What follows are the criteria used to assess student outcomes. This year we are using three key
criteria to assess student performance:
Criterion One: A Play Response Paper # 1—specifically developed and designed for a
response to student work for the first QCC Theatre production 2013—will gauge students’
level competence in understanding theatrical performance from an observer’s perspective;
how effective was the performance as a part of storytelling.
We expect that our Theatre Major students will score at or below a 12 on this criterion,
corresponding to row 1 - 4 and column 2 on the Outcomes Rating Scale
We expect that our Non-Major students will score at or below an 8 on this criterion,
corresponding to row 1 - 4 and column 3 on the Outcomes Rating Scale
Criterion Two: A Play Response Paper # 2—specifically developed and designed for a
response to student work for the second QCC Theatre production 2013—will gauge students’
level competence in understanding theatrical performance from an observer’s perspective;
how effective was the performance as a part of storytelling.
We hope that our Theatre Major students will score at or below a 12 on this criterion,
corresponding to row 1 - 4 and column 1 on the Outcomes Rating Scale
We expect that our Non-Major students will score at or below an 8 on this criterion,
corresponding to row 1 - 4 and column 2 on the Outcomes Rating Scale
Disseminating Results
As the assessment report is being prepared, its findings will be made available to the Theatre
faculty for review, suggestions, and feedback. All assessment reports, data, and all materials are
available, and prominently displayed, on a shelf designated for that purpose in the Theatre Library of
H-125.
Faculty will receive a copy of the reports in addition to the ones available on the shelf in H-125. The
results will also be shared with our students. The final report will be published on the QCC
assessment website or made available to the QCC community via other media.
PLAY RESPONSE –
Outcomes Ratings Scale (ORC)
UNDERSTANDING
OPINION
ELEMENTS OF
PLAY
CONVENTIONS
Total Score
EXCEEDS
STANDARDS (4)
Has at least 1
paragraph that
summarizes the
important story
elements of the play,
given details,
remembered
character names,
setting, etc.)
Not only has clearly
stated their opinion,
but used connotative
vocabulary to stress
points as to why the
responded to the
material in the
manner that they
did.
Described certain
elements of the play
in great detail and
critiqued them.
(Dialogue, scenery,
acting, costumes,
etc.)
CLASS
LEVEL
(3)
Has at least 1
paragraph that
summarizes the
important story
elements of the
play
BASIC
Given their
opinion of the
play and have
at least 3 clear
reasons why.
Given their
opinion and
explained
why.
Given their
opinion with
no real reason
Described
different
elements of the
play (Dialogue,
scenery, acting,
costumes, etc.)
Did not
mention or list
elements of the
play
Work is free of (or
almost free) of
grammar and
spelling errors.
Work has few
grammar and
spelling errors
Mentioned
different
elements of
the play
(Dialogue,
scenery,
acting,
costumes,
etc.)
Work needs
editing for
many
grammar
and spelling
errors
(2)
Identified
what the
play is
about.
BELOW
BASIC
(1)
Did not show
that they have
understood
what the play
is about.
Work has
errors in
grammar and
spelling and it
interferes with
meaning
HOW TO WRITE A PLAY RESPONSE
A response is a discussion and evaluation of a performance. It is not: mean, cruel, a list of
unsupported or baseless two-bit opinions, an inventory of positive generalizations, or simply a
list of gripes.
It should contain five paragraphs (more is needed to convey your thoughts).
Each of the theatrical elements you will analyze in Paragraphs 3 & 4 of your review needs
to be approached in three different steps:
FIRST – Describe what you saw in detail. Make the reader see what you saw.
Be specific. Be thorough. Use adjectives and adverbs that paint a picture for the
reader.
SECONDLY – Analyze what you think the director or designer was trying to
achieve. Why did they design the movements, lights, sound effects, set, and
costumes that way? What were they trying to make you, the audience, feel or
think?
LASTLY – Judge how effective the director and designer’s efforts were.
Judge the performance fairly and accurately. Do not be cliché. (i.e.:. Don’t say
things like: “It was awesome.” “They had great chemistry.” “It was good.”)
Don’t be afraid to tell your honest opinion, but be diplomatic. Do not be mean. If
you have something positive to say, give credit to the individual. If you have
something negative to say, do not point the individual out. “The individual gets
the credit; the team takes the hit.”
Support your opinion using specific details from the show to illustrate your points.
Here is the outline to follow for writing your reviews.
Paragraph 1 - The Basics
Include the answers to these questions:





Where did you see the show (name of school or theater)?
When did you see the show?
What is the title of the show?
Who wrote it?
What is the main message/theme of the show?
Paragraph 2 - The Plot
Briefly summarize the plot of the play or musical. What was the play about/trying to convey
in its story?
Paragraph 3 - The Acting & Directing
React to the performers playing the characters in the play. Be sure to use their real names and
character names.





Were they believable? Did they seem realistic? Did their relationships with the other
characters seem natural and appropriate? Did they stay in character throughout the play?
Was their POV (Point of View) strong and clear?
How was the actor’s vocal quality (volume and articulation)?
Did their gestures and body movement convey and stay true to the character?
Were they engaging and interesting to watch? Why? How?
Did the blocking make sense? Were the movement choices natural and appropriate to the
character/role?
Paragraph 4 - The Design Elements: Lights, Sound, Costumes & Makeup, and
Set & Props




Set & Props: Did they establish the correct mood for the play? Did they help add to the
development of the characters, the plot, and the setting (time/place)? Were they well
made?
Lights: Did they convey the proper mood? Show emphasis? Draw focus to the right
spots? Provide appropriate illumination?
Costumes & Make Up: Were they true to the time period of the show? To the characters?
Sound: How did the sound effects and music contribute to the show's mood? If it was a
musical, how was the orchestra?
Paragraph 5 - The Reaction/The Conclusion
Was the audience attentive? Interested? What was your opinion of this performance as a
whole?
*
*
*
*
1. Back up all your opinions with valid reasons.
2.
3.
4.
5.
Be objective, fair and sincere.
Evaluate the entire production.
Be constructive. Indicate good points along with those you felt needed improvement.
Enjoy the play or musical! Don't go to a show predisposed to be negative.