College of Fine Arts & Communication Assessment Council
Jeffrey Ward, chair/SOM
Lisa Beth Robinson, SOAD
Jin-Ae Kang, SOC
Patch Clark, SOTD
Natalie Stewart, SOTD
Patti Weeks, SOTD
Assessing the subjective: Meaningful evaluation of
subjective disciplines using rubrics.
Theater Voice Pretest-Posttest
Vocal Solo Music Performance
Dance Duet
Broadcast Journalism
Outcome: Improve the students' in the elimination of vocal fry, nasality, and
glottal attacks.
Outcome: Students demonstrate independent musicianship through
performance and analysis.
Outcome: Students will execute proper technical skills in performance through
physical aptitude and an engaging performance quality.
COMM 4293 – Editing and Producing the News
Means of Assessment: Recording students' voices at the beginning and the end
of the semester, and listening to and assessing the improvement in the
elimination of vocal fry, nasality, and glottal attacks.
Listen to the before and after and complete the rubric below:
Vocal Quality
Severe
Moderate
None
Means of Assessment: All students who are assessed in the end-of-semester
performance juries are evaluated by an applied music faculty panel, using a
discipline-based, School of Music approved, jury sheet.
Means of Assessment: Students' dancing will be assessed throughout the
performance by demonstration of body alignment and control with energy,
projection, spatial awareness, musicality and expression.
Watch this performance and complete the rubric below:
Watch this performance and complete the rubric below:
Category
Technique
Area
Vocal Fry
Nasality
Glottal Attack
Musical Theater Audition “Demo Reel”
THEA 4095 – Musical Theatre Performance Techniques 4
Tone
Quality
Outcome: Students will select appropriate audition materials to build a
professional auditions book, audition packages, professional head shot/resume
and video demo reel.
Means of Assessment: Students will be evaluated via the selection and
adaptation of appropriate materials through numerous “simulated” auditions
before an audience of theatre faculty, BFA program peers and guests; and on
the effectiveness of the digital video demo reel.
Pitch
Watch this demo reel and complete the rubric below:
Category
Research of specific
and effective audition
materials (songs, song
cuts and monologue
cuts).
Development of live
audition materials:
song cuts of various
timed lengths and two
strong monologues
Below Proficient Proficient
0-1
1-2
Above
Proficient
9 - 10
Did not
Completed the
Completed
effectively
minimum
beyond the
complete required amount of
minimum
research necessary research required research
requirement
Did not develop
live audition
materials
effectively
Demonstrated effective Did not
live audition
demonstrate
performance skills
effective live
audition
performance skills
Prepared a digital
media performance
demo reel
Developed live
audition
materials for
basic effective
impact
Demonstrated
live audition
performance
skills at
minimum
proficiency
expectation
Did not
Completed a
successfully
digital media
complete a digital performance
media
demo reel with
performance
minimum
demo reel
effectiveness
Developed live
audition
materials with
superior impact
and
effectiveness
Demonstrated
live audition
performance
skills at above
proficient level
Virtually no
errors. Pitch
is very
accurate.
The beat is
secure and
the rhythms
are accurate.
Rhythm
Phrasing is
always
consistent
Phrasing and sensitive
to the style
of music
being sung.
Diction
Completed a
digital media
performance
demo reel with
outstanding
effectiveness
4
3
Tone is
Tone is focused,
consistently clear and centered
focused,
throughout the
clear, and
normal singing
centered
range. Extremes in
throughout range sometimes
the range of cause tone to be
the voice.
less controlled.
Tone quality
typically does not
detract from the
performance.
2
1
Tone is often
The tone is
focused, clear and
often not
centered, but
focused, clear
sometimes the tone or centered
is uncontrolled in regardless of the
the normal singing
range,
range. Extremes in significantly
range are usually detracting from
uncontrolled.
the overall
Occasionally the performance.
tone quality detracts
from overall
performance.
An occasional
Some accurate
Very few
isolated error, but pitches, but there
accurate or
most of the time are frequent and/or secure pitches.
pitch is accurate
repeated errors.
and secure.
The beat is secure
The beat is
The beat is
and the rhythms somewhat erratic. usually erratic
are mostly accurate. Some rhythms are and rhythms
There are a few accurate. Frequent
are seldom
duration errors, but or repeated duration
accurate
these do not detract errors. Rhythm
detracting
from the overall
problems
significantly
performance.
occasionally detract
from the
from the overall
overall
performance.
performance.
Phrasing is usually Phrasing is usually Phrasing is
consistent and
consistent and
rarely
sensitive to the
occasionally
consistent
style of music
sensitive to the
and/or rarely
being sung.
style of music
sensitive to
being sung.
musical style.
Student
Student articulates
Student is
articulates
the words
sometimes
clearly and somewhat clearly
articulating the
the text of and the text can be words but the text
the music is understood most of
is often not
understandthe time.
discernible.
able.
Student rarely
articulates the
words and the
text is not
discernible.
Good
Adequate
Needs
Improvement
The dancers
demonstrate
a clear
sense of
alignment,
center
control,
flexibility
and
strength.
They have a
strong sense
of
musicality.
The dancers
demonstrate
awareness
of
alignment,
center
control,
flexibility,
strength and
musicality.
The dancers
demonstrate
an adequate
understanding of
alignment,
center
control, but
lack
flexibility,
strength
and/or
musicality.
The dancers
are underdeveloped in
alignment,
center control,
flexibility,
strength
and/or
musicality.
Further work
is needed.
The dancers
demonstrate
a high level
of
concentratio
n, energy,
confidence
Presentation
and
ensemble
awareness.
The dancers
demonstrate
a good level
of
concentratio
n, energy,
confidence
and
ensemble
awareness.
Skill
Excellent
Means of Assessment: Students’ broadcast journalism shows are evaluated by
School of Communications faculty, using a faculty-designed rubric.
Watch this show and complete the rubric below:
Excellent
Skill
Outcome: Students produce broadcast journalism shows.
Weak
The
dancers
lack an
understanding
of
alignment
and
center
control.
They lack
flexibility,
strength
and/or
musicality.
The dancers The dancers The
demonstrate demonstrate a dancers
an adequate low level of demonlevel of
concentration, strate a
concentratio energy
poor level
n, energy, confidence,
of
confidence and ensemble concenand
awareness.
tration,
ensemble
energy,
awareness.
confidence and
ensemble
awareness.
Needs Improvement
Lead choice, build-up to lead (10pts)
Pacing of show, variety of story formats (10ts)
Content (40pts) Story choices, clustering of stories, transitions between
stories (10pts)
Timing of show (10ts)
Active writing in all scripts (20ts)
Or, Some passive writing (15pts)
Or, Mostly passive writing, improvement needed for
Writing (30pts)
knowledge of broadcast style writing format (10pts)
Effective use of graphics to enhance stories (5pts)
Scripts were completed in a timely manner including all
director cues (5pts)
Format of show allowed for smooth transitions by the
director between stories (10pts)
Videos were loaded onto tri-caster in a timely manner
Production (30pts) (5pt)
Videos were free of audio, video and graphic problems
(10pts)
Anchor dressed appropriately for broadcast (5pts)
Drawing
ART 1020 – Drawing
Outcome: Candidates will demonstrate their understanding of basic elements
and principles in art and design before advancing to survey-level studio
courses.
Means of Assessment: Drawing I, ART 1020, students will be administered a
pre and post drawing to evaluate their observation skill, composition, quality of
mark and spatial understanding.
Evaluate the two drawings with the rubric below:
4
Alignment
5
Center Strength &
5
Control
Strength
5
Flexibility
5
Musicality,
5
Rhythmic Accuracy
Presentation
Excellent
4
3
2
1
Observation Skill (Accuracy)
4
3
2
1
Composition
4
4
3
3
2
2
1
1
Quality of Mark
4
3
2
1
Concentration
Energy
Confidence
Movement Quality
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
5
4
3
2
1
Needs Improvement
Spatial Understanding
4 = High Level of Understanding and Competence
3 = Good Level of Understanding and Competence
2 = Fair Level of Understanding and Competence
2 = Poor Level of Understanding and Competence
3
2
1