COURSE SLO ASSESSMENT REPORT, SAC
Department: TV/Video Communications
Course: 112 Video Editing & Postproduction
Faculty Member: Randy Schultz
Semester: Fall
Institutional
SLO
Year: 2013
Course SLO
Method of
Assessment
Outcomes
Assessment
Plan for
Implementation
Using supplied raw
footage, students will
edit a series of videos
that meet industry
technical standards
and are aesthetically
suitable for their
target audience.
Each student will
successfully edit four
different video
projects. These
include informational
as well as a short
dramatic feature.
Complete pieces will
be delivered both on
hard drive and digital
videotape.
Most students pass
the first project with
scores of 95%+.
Projects #2 and #3
have a slightly lower
score of
approximately 85%.
The final project, the
dramatic short
feature, has greater
complexity, yet has
an average score of
90%.
Specific increments
and timelines for
project due dates will
be scheduled to a midlevel student, so as to
avoid boredom for
advanced students and
too hectic a pace for
novices. Students will
have an opportunity to
work on their projects
outside of class time
in individual edit bays.
Each student’s project
will be viewed and
critiqued collectively
by the class for
technical and
aesthetic merit. The
editor will defend
their selection of clips
and reason for edit
decisions.
All students receive
the same raw footage
to work with, but may
have different
approaches in how
the elements are put
together. All works
will be critiqued in
class and receive a
written evaluation
from the instructor.
Students submitting
revisions of the first
draft of their project,
typically exhibit
noticeable
improvement. Input
from classmates
about their and
watching the work of
others helps refine
their edit judgment.
Criticism in class will
be positive and
constructive in nature,
so as not to embarrass
a student. Students
will learn from the
errors as well as the
success of others.
2. Thinking and
Reasoning
Student will identify and
analyze real or potential
“problems” and develop,
evaluate, and test
possible solutions using
creative thinking,
analysis and synthesis,
quantitative reasoning,
and/or transfer of
knowledge and skills to
a new context as
appropriate.
a. Creative Thinking
Students will develop
the skills to formulate
original ideas and
concepts in addition to
integrating those of
others in the creative
process.
b. Critical Thinking
Students will think
logically in solving
problems; explaining
their conclusions; and
evaluating, supporting,
or critiquing the
thinking of others.
Semester: Spring
Year: 2014
Reassessment
Outcome
Plan for
Implementation
Detailed course
outline was created
that provides
students with not
only incremental
instruction, but
ample opportunity to
apply a particular
operation or function
to their assigned
project under the
direct supervision of
the instructor.
Majority of novice
student editors are
enticed by the ease of
doing special effects.
They were allowed to
explore all those
options on the first
project, but were able
to settle down to
more professional
and effective editing,
while still maintain
some creativity.
The current projects
provide a good
foundation to learn the
proper operation of the
NLE system and are
exposed to a crosssection of editing
styles that students can
draw from when
editing their own
pieces.
Students play their
video on a large
projection screen
directly from their
hard drive. This
enables the work to
be evaluated not
only the edited
piece, but also file
structure and
technical
specifications.
Students remain
reluctant to show
their work, but
classmates are
consistently very
supportive and
positive. Editors
answer questions
about their work and
acknowledge input
from classmates and
instructor.
Students understand
that there are several
ways to edit the same
material and that
sometimes they need
to set their own
personal views aside
in order to deliver a
program that satisfies
a target audience or
client.
c.
Ethical Reasoning
Students will
demonstrate an
understanding of ethical
issues that will enhance
their capacity for
making sound
judgments and
decisions.
Quantitative
Reasoning
Students will use
college-level
mathematical concepts
and methods to
understand, analyze and
explain issues in
quantitative terms.
Students will edit
project material in
such a manner that
accurately and
effectively reflects
and conveys the
subject of the piece.
Videos will not
misrepresent subjects.
Classroom critiques
will identify whether
the edit program
effectively
communicates the
intended message or
subject profile.
Eventually, the vast
majority of students
learn to view their
work from the point
of view of their
audience, not just
their own.
Projects will continue
to be critiqued in class
in order to learn how
an audience might
perceive the work.
In addition to student
work, samples of
professionally edited
videos will be
viewed and
evaluated for style
and effectiveness.
Students seem more
receptive to viewing
their work critically
and drawing
comparison to the
work of other
students and
professionals.
Students will utilize
SMPTE timecode
frame numbering to
create accurate logs
and edit decision lists.
Based upon these
numbers, students
will determine
running times of clips
and the entire
program timeline.
Segment and overall
timecode markers
will represent
accurate running
time. Video scopes
will be used to
measure video levels,
so that the signal does
not exceed the
maximum IRE level
of 100%.
Students something
find it confusing to
deal with edit
decision and XML
lists, since NLE
systems are more
visually oriented that
the older linear
systems. They do,
however, understand
the importance of
meeting FCC
regulations for
broadcast TV.
Students will continue
to create logs and edit
decision lists based
upon timecode
numbering. They will
also need to be able to
measure technical
specification with
tools, such as
waveform monitors
and zebra overlay.
Students will deliver
comprehensive log
sheets and a paper
edit plan for one
project. They will
also demonstrate the
ability to monitor
and adjust video and
audio to meet
industry standards.
Students understand
general technical
specifications, but
still resist dealing
with tedious, yet
critical, details such
as digital
compression formats
(CODECs).
Students will use
assigned textbook,
handouts and on-line
tutorials to assist with
developing
proficiency in the
operation of a digital
video non-linear
editing (NLE)
workstation.
The class is limited to
only the fundamental
operation of the NLE
systems. Many more
advance features and
options are available
through supplemental
textbooks and on-line
tutorials.
In addition to the
required textbook
alternative sources for
more advanced
information will be
presented to students.
Students will receive
guidance from
instructor and ample
opportunity to
prepare for the
proficiency test.
Several students, who
were unsure of about
particular system
functions, came in
and practiced
beforehand.
Student will
demonstrate
proficiency in the
operation of both the
hardware and
software associated
with a digital video
non-linear editing
workstation.
Each student must
pass a timed,
standardized handson proficiency test
with a score of at
least 90%. Students
are given two
attempts to do so.
Although there is
significant class time
to reinforce
instruction, some
students still require
remedial practice
outside of class. Most
students eventually
master the NLE
system operation, but
some non-computer
savvy individuals are
never able to. This is
particularly true of
older students.
Prepare simple guides
for basic principles
and procedures, such
as setting up file
structure. Individual
editing assignments
will help prepare
students for all the
steps required to pass
the proficiency test.
Proficiency tests will
be administered at
mid-term and for
those needing a
second opportunity
to pass, at the end of
the semester.
Out of 21 students
taking the proficiency
test, 15 passed on
their first attempt. Of
the remaining 6, 5
passed on their
second attempt.
d.
3. Information
Management
a. Information
Competency
Students will do
research at a level that is
necessary to achieve
personal, professional
and educational success.
They will use print
material and technology
to identify research
needs, seek, access,
evaluate and apply
information effectively
and responsibly.
b.Technology
Competency
Students will use
technology learning
tools and technology
applications at a level
appropriate to achieve
discipline-specific
course requirements and
standards. Demonstrated
skills might include, but
are not limited to: word
processing and file
management; use or
development of
simulations, web pages,
databases; graphic
calculators; etc.
95% of the students
in the class
successfully complete
the proficiency test.
Video footage can be
edited and
manipulated in such a
way so as to
misrepresent the
original intent or
subject. Students will
hopefully understand
that they should
remain ethically true.
Although students shy
away from technical
details, it is critical
that they understand
the various CODECs
used for digital video.
At present, the
students are learning
Apple’s Final Cut Pro
7, which is an old
version, yet still
widely used by
professionals because
it contains many
useful features and
tools. Many
professionals are
migrating to Adobe
Premier, which has a
similar user interface.
This class may move
to that as well and we
encourage student to
learn more about it.
If students are
proficient with Final
Cut Pro 7, it will be an
easy transition for
them to Premier.