Division of Academic Affairs
Annual Assessment Report AY 10-11
Annual Assessment Plan AY 11-12
For Undergraduate & Graduate Degree Programs
Program Information
Name of Program:
Prepared By:
VPA/Theatre
College:
COAS
(Department Chair/Program Coordinator)
Judy Bauerlein
Date:
6/6/11
Email Address:
jbauerle@csusm.edu
Extension:
8573
PART A: Annual Assessment Report AY 10-11
Due by May 27, 2011
Please note: Should you need additional time to analyze data gathered in Spring 2011, please send an email requesting an extension
to Jennifer Jeffries (jjeffrie@csusm.edu).
1) Please describe:
A. the program student learning outcomes you focused on for assessment this year.
B. the assessment activities you used to measure student learning in these areas.
Jennfier
C. Jeffiresto
the results of your assessment(s).
D. the significance of your results.
A.
TA 311: Acting Ensemble focused on two plays by Shakespeare: The Taming of the Shrew and Othello. Students
learned how to bring Shakespeare’s words to life through their bodies, voices, imaginations, and through the study
of Shakespeare’s unique linguistic structure. Students learned script analysis, subtext exploration, and vocal and
physical acting exercises to explore character. We studied and explored a sonnet, a monologue, a partner scene
(performed publicly) and, with Dr. Heidi Breuer’s LTRW “Shakespeare Studies” class, conducted a research project.
The learning outcomes that I focused on were measured through a “demonstrated” and “expressive” assessment
tool. “Demonstrated” (or behavioral) assessment tools are those tools that show what the student knows through
verbal and written communication (discussions, speeches, journal entries and personal evaluations). “Expressive”
assessment is shown by their application of formal ideas (using specific techniques, acquiring skill at certain games,
exploring styles) in the practical assignments and in the performance itself. The SLOS were:
 Students will analyze and interpret plays and characters from Othello and Taming;
 Students will apply acting exercises and techniques (written and embodied) to their performances;
 Students will use appropriate vocabulary to describe and analyze text and performance methods;
 Students will prepare and perform monologues and scenes and present/discuss them in class.
B.
Students were given a questionnaire at the beginning of the course and at the end of the course. The questions
centered on assessing the knowledge base that they came in with, and left with. These questions related to both
“demonstrated” and “expressive” learning. For example, students were asked if they could utilize the scansion
technique to analyze the text (demonstrated), or if they had ever applied acting techniques to an actual performance
of Shakespeare’s plays (expressive).
Students also completed a self-assessment.
C. Findings:
80% of students did not understand the difference between prose and verse at the beginning of class, 95% of the
students did understand the difference at the end of the class.
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95% couldn’t use scansion, operative words, or subtext to find character and storyline prior to class. 100%of the
students could use these tools after taking the class.
60% of the students felt adept at finding “actions” prior to taking the class. 100% felt adept after taking the class.
80% of the students had never performed in a Shakespearean play prior to the class.
50% of the students had never read a play by Shakespeare prior to this class.
D.
My results proved to be a very effective way to confirm what I already intuited: the students learned a great deal in
this class, and the students have real tools to use in the future (when dealing with both classical material and
contemporary material). Acting is a tricky subject to teach because a student can demonstrate a certain level of
knowledge in their writing and verbal discussions, but when it comes time to apply the knowledge, they struggle. For
example, a student can talk about Desdemona’s character at length without finding a way to CONNECT personally
to the character. The assessment tool (questionnaire) really helped me to see the difference between these two
ways of knowing and learning, and also allowed me to KNOW that this particular group of students understood
exactly what they had learned.
2) As a result of your assessment findings, what changes at either the course- or program-level are being
made and/or proposed in order to improve student learning? Please articulate how your assessment
findings suggest the need for any proposed changes.
I would like to create a more detailed self-evaluation for the students. The self-evaluation might ask: what
specific exercises or tools helped you the most in this assignment? Or, where are the gaps in your
understanding of the play/character? I’d also like them to talk about the classroom culture. What is helpful
in brining about a successful semester? What takes away from your learning process?
I’m finding that many of our students are quite passive in their learning processes, and I’d love to
understand that a bit more.
3) If you used the resources that were given to you as stated in your plan, please check here. X
If you used them differently, please provide specifics.
PART B: Planning
for Assessment in 2011-2012
Required by October 3, 2011
1) Describe the proposed PSLO activities for AY 2011-12. (Note that assessing PSLOs can take many forms.
Programs may find the attached list of sample assessment activities helpful. Please check the Assessment
website for additional resources at www.csusm.edu/assessment/resources/).
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2)
What specific assessment activities will you conduct this year in order to measure student
achievement of these outcomes?
3) Please describe how the assessment support of $750 will be used.
Sample of assessment activities:

Development (or review and refinement) of measurable program student learning outcomes.

Development of program student learning outcome matrix, showing in what courses each
PSLO is assessed, or each PSLO is introduced, reinforced and expected to be mastered.
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
Identification and assessment of one or two program SLOs.

Development of rubrics for assessing PSLOs.

Development of commonly agreed upon “signature assignments” designed to assess mastery
of PSLOs.

Faculty assessment retreat.

Dissemination and/or discussion of PSLOs with students in the program.

Development of course learning outcomes and delineation of their relationship to PSLOs.
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