Los Angeles Valley College
Student Learning Outcomes Assessment Report
Courses and Programs
Discipline:Theater
Department:Theater
Program/Course: Theater 301 Beginning Stagecraft
Semester/Year: Fall 2011
SLO Representative: César A. Holguín
Department Chair: Cathy Pyles
Student Learning Outcome Assessed
Student will construct a typical stage craft project using appropriate scenic
materials, painting techniques and demonstrate the correct manipulation of hand
power tools (compound mitre saw and pneumatic power stapler, and had stapler)
at a beginning level.
Description of Assessment Method
a. Students constructed a 2’X6’ flat using wood and muslin and glue. They had to
cut the pieces to construct the flat after viewing a demonstration and reading a
small blueprint.
a. Describe the assessment tool (e.g., student
essay, performance, etc.)
b. Describe how the data was analyzed (rubric
elements, etc.). Attach rubric if applicable.
*** Please keep all data for at least 3 years.
Description of Sampling Methodology
a. Course Sections - How many sections of this
course were offered?
If there were more than one section offered –
i) State if the sections were offered in the
morning /afternoon /evening/ online.
ii) How many sections were assessed?
iii) Describe how these sections represent the
diversity of students represented in the
course.
b. Faculty - How many faculty (part-time and
full-time) taught this course? How many
b. A rubric measuring five parts of the assignment was used to evaluate each
student: cutting the pieces to length, attaching the pieces together, gluing the
pieces, and priming the flat.
a. Only one section is offered during the afternoon. The course is open and draws
from the entire college. Anyone can take the course, as there is no prerequisite.
Outside high school students have also taken the course in the past.
b. One course was taught and one full-time faculty instructor performed SLO
assessment.
c. Thirty students participated in this assessment.
d. N/A
faculty participated in the SLO assessment
process?
c. Students - How many students in total were
enrolled? How many students were sampled?
d. Random Selection (If this course offered
more than one section, at least 1/3 of the total
# of students must be assessed) - How was
the random selection process conducted?
(e.g., chose every 3rd student from roster)
Collaborative Review
a. N/A
a. Describe the norming process and how interrater reliability was achieved (if applicable).
Assessment Results
a. Describe the relevant findings according to
the criteria set by the assessment tool. (e.g.,
report results according to rubric evaluation
criteria)
b. What percentage of students achieved the
SLO?
c. What percentage of students did not achieve
the SLO?
a. 13.3% of the students had some slight challenge with the first two
components of the rubric: cutting and attaching.
b. Twenty-two students (66.6%0) achieved the SLO successfully at 100%. One
student failed the assignment. Seven students measured at the competent level.
c. 1% did not achieve the SLO.
Rubric
Cutting on the compound
mitre saw: two 2’-0” rails;
two 5’-7” stiles; and, one
toggle piece
Attaching four corner blocks
and two keystones with glue
and staples using the
pneumatic power stapler;
making sure the flat is
square
Gluing and stretching the
muslin to fit the 2’X6’ flat;
stapling the muslin edges to
the side of the flat using ¼”
staples
Priming the muslin using a
priming brush
Accomplished Very Good
Competent
Developing
83.3%
13.3%
1%
83%
13%
1%
80%
13%
86.6%
10%
1%
1%
1%
How Results were Used for
Course/Program Improvement
a. Describe how the results are going to be used
for the improvement of teaching, learning, or
institutional effectiveness based on the data
assessed.
a. The data reveals areas where students might require more clarification and
demonstration on the part of the instructor for the course.
b. How do your assessment findings contribute
to the achievement of your Program SLO’s?
(To access the program SLO’s http://lavc.edu/slo/programassessment.html/)
b. Students are required to work together amongst a diverse student population:
African, Asian, Anglo, and Latino American, as well as, international students and
students with special needs; furthermore, students gain valuable technical skills
applicable and aligned with established practices in professional settings:
community and professional theater. Finally, students must follow and read
instructions to successfully build the scenic flat.
c. Describe how results will be shared with
others in the discipline/area.
d.
c. Results will be shared with faculty members at staff meetings.
Comparison to last SLOAC Cycle Results
(if this is the first time the course was
assessed, leave this section blank)
a. Please state the improvement plan that was
included in the report from SLOAC Cycle I.
b. What changes were implemented from Cycle
I’s improvement plan? What changes, if any,
were made that were not included in the
improvement plan? What changes, if any,
were made to the assessment process?
c. How are the results from Cycle II similar to or
different from the results from Cycle I?
Insert Rubric or Assessment Tools below:
Name:____________________________________________________Fall 2011/Theater 301 Introduction to Stagecraft/Holguín
Student Learning Objective: Construct a typical stage craft project using appropriate scenic materials, painting techniques and
demonstrating the correct manipulation of hand power tools (compound mitre saw and pneumatic power stapler, and hand stapler) at
a beginning level.
Rubric
Accomplished 5
Cutting on the
compound mitre saw:
two 2’-0” rails; two 5’7” stiles; and, one
toggle piece
Excellent in all categories:
Attaching four corner
blocks and two
keystones with glue
and staples using the
pneumatic power
stapler; making sure
the flat is square
Excellent in construction
techniques; all being:
Gluing and stretching
the muslin to fit the
2’X6’ flat; stapling the
muslin edges to the
side of the flat using
¼” staples
Ext staplescellent
structure:
Priming the muslin
using a priming brush
Excellent painting
techniques:
Very Good 4
Very good in most all
categories: however:
 rails and all parts are
at the correct length
 one board is not
to correct length
Very good in most
categories:
 flat is glued and
stapled
 flat is square
 flat is square
 1 keystone or
parts do not follow
plan
Very good in most
categories:
 muslin is tight
 muslin is stapled
 uses correct staples
 muslin stretches
 paint covers the flat
100%
 95% of muslin

stretched correctly
Very good in most
categories:

 muslin stretches
unpainted parts
noticed at 95%
Competent 3
Developing 2-1
Adequate but with
notable lapses:
Needs major
improvement in most or
all categories
 two boards not cut
to correct length
Adequate but with
notable lapses:
 flat is square
 2 keystones or
parts do not follow
plan
Adequate but with
notable lapses:
90% of muslin is
attached correctly
Adequate but with
notable lapses:
 10% of muslin is
not primed
 some brush marks
Points
Needs major
improvement in most
categories:
 flat is not square
 3 parts are missing
Needs improvement in
most or all categories
 loose muslin
 muslin comes off
flat
Needs improvement in
most or all catefories:
 flat is not painted
Total