Assessment: Course Four Column - El Camino College · ECC: FILM 110:Film Analysis and Appreciation...

El Camino: Course SLOs (FA) - Film/Video

SPRING / SUMMER 2016Assessment: Course Four Column

ECC: FILM 110:Film Analysis and Appreciation

Course SLOs Assessment MethodDescription Results Actions

SLO #1 Rise of American FilmIndustry - At the end of this course,students will be able to identify keyinnovators and inventions that led tothe rise of the American film industrycirca 1890.

Course SLO Assessment Cycle: 2013-14 (Spring 2014)

Course SLO Status: Active

Input Date: 12/12/2013

Standard and Target for Success:70% of the students would earn a Cor better.

Essay/Written Assignment - Theassessment of SLO #1 and the essayon “The Hollywood Style and theRise of the American Film Industry”resulted in 45 essays.

SLO #2 Rise of European FilmIndustry - At the end of this course,students will be able to identify keyinnovators and inventions that led tothe rise of the European film industrycirca 1890.




Standard and Target for Success:75% of the students would pass theexam with a C- or higher curved tothe highest raw score.

Action: As noted in the analysissection, the 4 students who did notmeet the target were nonnativeEnglish speakers. I would estimatethose students who barely met thetarget struggled withcomprehension-both the Englishlanguage instruction and with thevolume of English languagedocumentary and narrative films thatcomprise a major portion of theinstructional delivery methodology.Though I make all films used in classavailable on my website for review,the college should TAKE the initiativefor ALL classes and create digital

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met49 students took the exam. The highest raw score was 93correct out of 100 thus 93 was used as the standard tocalculate % correct and to determine theletter gradeexpressed as a GPA. The highest score method was used toaccount for the average raw score which was 75 correctwith a curved average of 80.4%.

My standard grading scale is: 93-100% A, 90-92% A-, 87-89%B+, 83-86% B, 80-82% B-, 77-79% C+, 73-76% C, 70-72% C-,67-69% D+, 63-66% D, 60-62% D- and 59% -below is an F. Igraded on a curve which moves the scale slightly higherthan using 100 but I feel this accounts for flaws ininstruction, ambiguous exam questions, gaps in student

Exam/Test/Quiz - Objective Examwith 25 questions specific toEuropean filmmakers and theirinnovations, 45 general questionstargeting the parallel innovatorsworking simultaneously in theUnited States, and 30 questionscovering general film business, art,and critical studies terms common toboth the European and Americanindustries' development.

06/13/2017 of 15Generated by TracDat® a product of Nuventive


Faculty Assessment Leader: Kevin O'Brien

archive/hub with free high speedaccess COMPLETE with majorlanguage subtitling. This shouldinclude closed captioning forstudents with hearing disabilities. It issimply not enough to have a flex dayor a technology training class on thisimportant issue and expectinstructors to do the captioning ontheir own. (09/17/2016)Action Category: Program/CollegeSupport

notetaking and/or attendance.

89.79% of the students scored a C- or higher with 70%correct and above as the base line. Only 4 studentsperformed below the target; all 4 were nonnative speakersand the student who scored the lowest, 49%, dropped thecourse shortly after the exam. For the exam, 10 studentsscore A/A-, 15 B+/B+/B-, 19 C+/C/C-, 3 D+/D/D- and 1student, as noted above failed the exam.

The target as met and was higher than expected withroughly 89% of the students achieving a C- or higher. Note,a C- was established as passing as El Camino does not use +or - grading though I do for all of my assessments for thisclass and a student who earns a C- for all work will get apassing grade of a C on their final grade report.

In sum, 75% of the time students were able to correctlyidentify key innovators, technologies, and contextualfactors that contributed to the development of theEuropean Film Industry circa 1890-1910. The assessmentalso revealed the majority of students understood theparallel development of the film industry in the UnitedStates and were grasping the key terms and conceptsunique to the discipline which helped clarify the narrative offilm's development as an artform and industry(s) during thisera. (09/17/2016)

SLO #3 Golden Age of Hollywood - Atthe end of this course, students willbe able to describe the key factorsthat led to the major film studioscontrolling the American film industryduring the Golden Age of Hollywood.

Course SLO Assessment Cycle: 2017-18 (Fall 2017)



Essay/Written Assignment - A oneto two page essay was given on theSLO with this prompt:"Write a legible, clear, cogent thesis-based response to the prompt “TheHollywood Movie”. What is it? Howis it characterized? How is itdifferent from or similar to adocumentary or experimental film(or a Japanese samurai film)? Whatare the specific characteristics? Give



Standard and Target for Success: Iexpect that 70% of the class shouldearn a C or better on this essay.

some examples and explain why.Please include in your essay some ofthe key factors that led to the majorfilm studios controlling the Americanfilm industry during the Golden Ageof Hollywood". A rubric was devisedand administered to the studentsexplaining what was expected ofthem.


ECC: FILM 121:Audio Production


SLO #1 Audio Project - At the end ofthis course, students will be able tocreate, record, and edit a 3-4 minuteaudio project using a minimum of 3audio tracks with fades, cross-fades,and other special audio effects.




SLO #2 DAW - At the end of thiscourse, students will be able todemonstrate proficiency withselected DAW (digital audioworkstation) including basic mixing,sweetening, and equalizationtechniques.




Standard and Target for Success:The standards for success aredefined as follows:

Proficient, where students finalproject included the requisite skillsto properly:Mix audio on a 3-4 minute audioproject (adjust levels of three audiotracks, put in audio dissolves).

Near Proficient, where students final

Action: Hours for opening the editinglab and additional TA hours tosupport equipment instructionoutside of allocated class time wouldaccelerate the learning curve andwould allow for creating morecomplex projects and better prepareour students to transfer tocompetitive 4 ye ar programs.(05/06/2016)Action Category: Program/CollegeSupport

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met23 students were assessed. They were working individuallyon a “Personal Narrative Audio Podcast.” Each student wasto write a personal narrative “Something About Me.”Students then recorded narrative using Tascam DR-40Digital Recorder, import audio files into the DAW (DigitalAudio Workstation), edit into a 3-4 minute podcast usingthree tracks (voice, music, sound effects) and then mix,sweeten and equalize final version.

73.9% of student projects (17 students) were proficient inall three areas: mixing, sweetening, and equalizing asdemonstrated in the final project.

13.04% of student projects (3 students) were nearproficient. The projects were complete but students haddifficulty in at least one area; levels were not mixed well i.e.music was too loud for voice over narration, sound effectswere too low or too high. Some students had somedifficulty understanding equalization. This was due, in part,to the fact that they were still working on the audio edit andhad difficulty following along/understanding conceptuallyequalization since they were not that far along on theproject.

Project - Working individually,students will be assessed using thefollowing DAW (Digital AudioWorkstation): Log Pro X.To demonstrate the proficiency ofskills needed to use the Digital AudioWorkstation (DAW) per the SLO,student will record and edit a 3-4minute personal audio podcastproject.Using at least three tracks (VO,sound effects, music), students willgo through the editing, sweetening,and equalization process.



project demonstrated the requisiteskills needed to properly mix,sweeten, and equalize the projectbut did so either with help fromfellow students, the instructor, or TA[final projects still had some audioissues when project was complete].

Not Proficient, where students finalproject did not demonstraterequisite skills needed to mix,sweeten, and equalize project [finalprojects were not mixed, sweetened,and equalized satisfactorily].

The Target for Success was for 80%of the students to be proficient ornear proficient.

Faculty Assessment Leader: Laura Almo

8.69% of student project (2 students) were not proficient.These students did not complete the assignment. Both ofthese students had difficulty completing the project due toabsence and struggling to catch up with the rest of theclass.

(04/25/2016)

Reviewer's Comments: 23 studentswere assessed. They were workingindividually on a “Personal NarrativeAudio Podcast.” Each student was towrite a personal narrative“Something About Me.” Studentsthen recorded narrative usingTascam DR-40 Digital Recorder,import audio files into the DAW(Digital Audio Workstation), edit intoa 3-4 minute podcast using threetracks (voice, music, sound effects)and then mix, sweeten and equalizefinal version.

73.9% of student projects (17students) were proficient in all threeareas: mixing, sweetening, andequalizing as demonstrated in the



final project.

13.04% of student projects (3students) were near proficient. Theprojects were complete but studentshad difficulty in at least one area;levels were not mixed well i.e. musicwas too loud for voice overnarration, sound effects were toolow or too high. Some students hadsome difficulty understandingequalization. This was due, in part,to the fact that they were stillworking on the audio edit and haddifficulty followingalong/understanding conceptuallyequalization since they were not thatfar along on the project.

8.69% of student project (2students) were not proficient. Thesestudents did not complete theassignment. Both of these studentshad difficulty completing the projectdue to absence and struggling tocatch up with the rest of the class.

SLO #3 Synchronizing Soundtracks -At the end of this course, studentswill be able to demonstrate principlesof synchronizing soundtracks withpicture tracks.




Laboratory Project/Report - Initialmethodology and protocols for on-set strategies toassure down-the-line and efficientworkflow for synchronizingsoundtracks is covered in aworkshop format on second classsession. Shot and take nomenclatureand best practices (industrystandards) are covered inlecture/demonstration,supplemented



Standard and Target for Success:Target: 75% of students achieve“Proficient” level practices forsynchronizing dialogue whenassessed in twelfth week of term.

Standards: Each student was given 3sets of raw audio and video files for5lines of dialogue. The first set hadproper slates that conformedto records in camera and sound logs.The second set was absentproper slates but contained SMPTEtime code. The third set hadneither slate nor SMPTE code.Student was given 30 minutes tocomplete task of synchronization.Students that achieved frameaccurate synchronization for all 3sets were rated Advanced.Students that achieved frameaccurate synchronization for first 2sets were rated Proficient. Studentsthat achieved frame accuratesynchronization for only one setwere rated Satisfactory. Thosethat were able to follow properprotocols to place tracks correctlyin NLE timeline but were left unableto properly align tracks wererated Needs Improvement. Studentsthat were neither able to

with a 4 page hand-out, thenfollowed with a hands-on exercise.In the exercise students rotate in 3-person units functioning ascamera, sound and directorrespectively, as they perform specifictasks described in hand-out.



place tracks in NLE timeline nor ableto align tracks were ratedFail.


ECC: FILM 122:Production I


SLO #1 Calculating Exposure andWhite Balance - At the end of thiscourse, students will be able todemonstrate how to properlycalculate exposure, white balance,and focus on selected camcorders.




Standard and Target for Success:Each response was evaluated foraccuracy of the instructions given toachieve the task described. A 3 pointscale was used to assess theresponses. A score of 2 meant thestudent accurately detailed theprocess well enough that a newstudent would be able to completeor learn the task. A score of 1 meant

Essay/Written Assignment - Withinthe 18 question final exam, 3 writtenquestions were created thatspecifically addressed the SLO. Q #2asked students to describe how tofocus a shot using our productioncamera, Panasonic DVX-100 inmanual mode. Q#3 asked studentsto describe how to manually setwhite balance to ensure proper colorrendition on the DVX. Q#4 askedstudents to detail how to calculatethe initial exposure settings utilizinggray card technique to determineproper aperture and shutter speedfor normal exposure.

Students were instructed that theycould respond in a detailed narrativeor write the steps needed to achievethe task in order such as Step #1,Step #2 as if they were making anentry for a technical manual.Emphasis was placed on specificityof the directions and to use preciselanguage to describe the process foreach question.



the student demonstrated anunderstanding of the process but thedescription may have lacked clarity.A score of 0 meant the student didnot respond or the description wasinaccurate and not related to thetask.

Given these basic camera operationswere introduced the first week ofthe semester and practiced everyweek in lab exercises through thefinal exam, a target of 75% of thestudents scoring a 2 on the each ofthe three responses was established.

SLO #2 Outputting Picture and SoundTracks - At the end of this course,students will be able to demonstratehow to capture, edit, and outputpicture and sound tracks utilizingsupplied software and hardware.

Course SLO Assessment Cycle: 2017-18 (Fall 2017)



SLO #3 Master Shot Technique - Atthe end of this course, students willbe able to demonstrate how to plan,shoot, and edit a scene using mastershot technique.




Action: Future assessments wouldbenefit from having a controlledspace such as a lighting studio wherethe direct observation of thestudents would be less interrupted.Additional teaching assistant hours(they were cut back the semester ofthis assessment) would enable a"second set of eyes" to observe thestudents when shooting on location.Because the groups shot at variouslocations on campus, it was difficult

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met23 students working in 5 groups planned, shot, edited, andpresented their interpretation of the treatment (non-dialogscript)j provided by the instructor. The assessment beganat Week 9 and took place over 4 class periods following apattern established by previous in-class shoots: 1 class toplan, 1 class to shoot, 1 class to edit and 1 class to presentand critique the final project. A 10 point scale was used toevaluate application of skills required to cover the scene.Deductions were for observable issues related to set

Presentation/Skill Demonstration -Master Scene Technique Field Shoot

F/V 122 Spring 2016 Weeks 9-10

Based on the treatment provided,each group will plan, shoot, and edita nondialog short film using masterscene technique employing theshooting pattern that includes use ofLS, MS, CU, ECU, Insert, Cutaways.Do not forget the importance of 1)



Faculty Assessment Leader: Kevin O'Brien

to observe each student 100% of thetime., but the times they wereobserved the majority of studentswere engaged and practicing properset protocols. Additionally, the finalprojects met the standards ofcontinuity and clarity of story-aesthetics of filmmaking-which cameout during the critique session.(09/16/2016)Action Category: Program/CollegeSupport

protocols, technical execution with the equipment, and/orpostproduction problems.

All 5 groups completed the exercise on time anddemonstrated the shooting and editing skills needed tocompetently cover the scene. The range of scores werefrom 5 to 10 with 19 of the 23 students scoring a 9 or 10(82%). This outcome was expected as students hadcompleted 3 camera labs prior, wrote, shot, and edited a 30second commercial and taken a rigorous 100 questionobjective midterm exam covering filmmaking fundamentalsprior to the assessment. The average score was 9.1 with thelowest score, a 5, attributed to one student not fullyparticipating in the production. (09/16/2016)

varying camera height2) expressive use of angles 3) thepower of POV 4) power of selectivefocus.

You must slate all of your shots andkeep detailed camera notes on thesheet provided. NO hand-heldcamera unless motivated by a POVshot. Keep it simple, but be creativein your interpretation of the script.

1. Develop a detailed shot list, 2-column script or storyboard basedon the treatment below beforeshooting begins.

2. Finalize cast and crew positions,lock locations, plan blocking,rehearse, make any props needed.Be ready to shoot at 9:30am onMonday of Week 9. Don’t forget todiscuss sound and style/tone of thefilm.

3. Shoot the script using masterscene technique as practiced prior.Equipment will be checked out for amaximum of 2.25 hours. Allequipment and SD cards must bereturned by 11:45am. No archival oroutside footage allowed, no editingoutside of class, no using theInternet for any phase of project.

4. Edit footage in class Wednesdayof Week 9. Editing will begin at9:30am sharp and end at 12:00pm.Do not ask for extensions. Straightcuts only, no voice overs. You may



Standard and Target for Success: Bythe midpoint of the semester, 80%of the students should be able todemonstrate the basic technicalskills and the aesthetic application ofcovering a scene using thetechnique. A 10 point scale was usedto determine if students met thestandard with as 9 or 10 establisheda the benchmark for successfullydemonstrating facility with theequipment and applying theshooting and editing patternsrequired for capturing the scene.

and fade out from black.


ECC: FILM 124:Production Planning


SLO #1 Budget - At the end of thiscourse, students will be able to createa budget for a given screenplay.




Standard and Target for Success:Target for success was 80% of thestudents would stay on budget andmake realistic budget choices giventhis was a student production.Standards would include makingrealistic decisions unique to studentfilmmaking such as whether or notto allocate money for union healthcare costs which is NOT a part of astudent budget.

Laboratory Project/Report -Students were given a blank budgettemplate with 9 areas common forfilm production. They were givenhypothetical financing of $3,000 toproduce a student film and wereasked to complete the budget as astudent filmmaker.

SLO #2 Schedule - At the end of thiscourse, students will be able to createa shooting schedule for alldepartments (camera, sound, art,talent) for a given screenplay.




Action: Providing students withaccess to scheduling software (MovieMagic Scheduling 6) would acceleratethe learning curve and give studentsthe opportunity to work on theshooting schedule with real worldprofessional software. This wouldbetter prepare our students totransfer to competitive 4 yearprograms. (05/06/2016)Action Category: Program/CollegeSupport

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met27 students were assessed. The highest score was 100%achieved by two students. The lowest score was 0% earnedby one student.Of the 27 students assessed, 30% (eight students) earned95% on the Shooting Schedule assignment.Of the 29 students assessed, 77.77% (21 students) earned70% (C-) or higher.

Six students performed below the target. All of thesestudents were either absent/tardy for Part I (grouppresentation) or did not turn in Part II (written shootingschedule).

There was a very high correlation between class

Project - (Project): Presentation andwritten assignment.To create a shooting schedule for alldepartments (camera, sound, art,talent) students will do a two-partassignment.Part 1: Presentation - working ingroups of four, students will do apresentation on factors that need tobe considered for a completeshooting schedule of the screenplayRed Flag. Students were givenspecific guidelines of what toincorporate into presentationincluding arrival times at locationsfor each department, amount oftime required for each shootincluding set up and break down of



Standard and Target for Success:75% of students would successfullycreate a shooting schedule with agrade of C- (70%) or better on thisSLO.

Faculty Assessment Leader: Laura Almo

attendance/full participation and successfully creating ashooting schedule with a grade of C- (70%) or better.

The target met was as expected – as consistent, promptattendance and full participation is key to success. Thismimics the ‘real world’ where people must be on the job ontime and ready to work everyday in order to be successfulin this line of work.

In sum, 75% of the students were able to create a shootingschedule and both orally and written. This assessment alsorevealed the majority of students have a solid grasp of themultiple steps involved in creating a shooting schedule for a12 page script/three day shoot.

(05/01/2016)

Reviewer's Comments: 27 studentswere assessed. The highest scorewas 100% achieved by two students.The lowest score was 0% earned byone student.Of the 27 students assessed, 30%(eight students) earned 95% on theShooting Schedule assignment.Of the 29 students assessed, 77.77%(21 students) earned 70% (C-) orhigher.

Six students performed below thetarget. All of these students wereeither absent/tardy for Part I (grouppresentation) or did not turn in PartII (written shooting schedule).

There was a very high correlationbetween class attendance/fullparticipation and successfullycreating a shooting schedule with agrade of C- (70%) or better.

The target met was as expected – asconsistent, prompt attendance andfull participation is key to success.This mimics the ‘real world’ where

equipment, and meals.Part 2: Written – workingindividually, students will use criteriaand data from part 1 to create acomplete shooting schedule forscreenplay Red Flag.



people must be on the job on timeand ready to work everyday in orderto be successful in this line of work.

I observed that even the studentswho were able to create theshooting schedule could havebenefited from scheduling software(Movie Magic Scheduling 6) that isan industry standard

In sum, 75% of the students wereable to create a shooting scheduleand both orally and written. Thisassessment also revealed themajority of students have a solidgrasp of the multiple steps involvedin creating a shooting schedule for a12 page script/three day shoot.

SLO #3 Call Sheet - At the end of thiscourse, students will be able to createa professional call sheet for a givenshoot date to include location, arrivaltimes, projected weather, nearesthospital, directions, parking, scenesto be shot, break and wrap times.





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