PHOT 51: Beginning Photography
Stage 5
Erika Gentry
Basic Information
| Number of Outcomes | 8 |
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| Number of Outcomes Assessed | 4 |
| Assessment Frequency | Every semester |
| Analysis Frequency | Every semester |
| Detail Link | Link |
Course Information
| Number of Course Sections | 8 |
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| Number of Instructors | 7 |
Improvement Details
| Details | This fall we modified activities to included enhanced instruction via universal and specific step-by-step handouts as well as an online video component. |
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Assessment Methods
| Methods | PART ONE: Part One examines SLO A, C, E. Five questions quiz. . All answers are anonymous. Have students use the 25 question scantron sheets to fill in their answer. Visit the duplicating room to pick up scantron sheets (25 questions scantron sheet) Have students use a #2 pencil.. On the scantron ask students to write your section number and date ONLY (ie : PH51-008). Do not write student or Instructor names. These sheets, after graded and tallied will be returned to you for your own information. PART TWO: Part Two examines SLO G. Please have students complete the attached lab exercise –“Making a contact sheetâ€. Rubrics will be assessed. Please turn in one file from each student in a folder with your section “PH51-006†on the photography server in the folder “PH51_SLOs†by Finals week. |
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Assessment Data Discussion and Analysis
| Term | Fall 2013 |
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| How and With Whom | Faculty and staff in the same program. |
| Number Assessed | 157 |
| Data Summary | PART ONE KEY FINDINGS Based on the results of our 5 question quiz for photo 51, results were poorer this semester than last. A bit of a mystery – this may be attributed to the earlier administration time in the semester and students many not have been fully prepared. Also in PH51-002 several mismarked sheets were included even though they were not marked with an appropriate section number and this could have thrown off the scores significantly. The highest number of correct answers for questions #3 showed a fairly strong understanding of shutter speed and ISO for this time in the semester. The weakest showing for the equivalent exposures question #5 indicates that since these answers are numeric, and not necessarily memorized, that it might help to have a graph layout (visual) accompanying this question that mirrors the practice quizzes in class. PART TWO KEY FINDINGS KEY FINDINGS Step by step directions many not be explicit enough. Also the interface of LR makes it confusing to choose 8x10 vs 8.5x11 letter size images and a great many steps take place to find this. Students should be provided with 20 images if they don’t have them on their own to ensure they are using 20 images instead of less. Rubrics should be more clearly expressed to students so that they know they are important to achieve all of them. |
| Planned Improvements | PART ONE Conclusion We suggest instructors define bracketing vs. equivalent exposures more clearly and that all sections work on common vocabulary terms to use as part of the course reader. Those vocabulary terms would in turn be used in course assignments and exams. It may also be more appropriate to give this assessment at the end of the semester instead of at the midterm as students will have had more hands on practice time with their cameras. Future Assessment or Planned Outcome Adjustment We think it’s logical to reassess this SLO concentrating on question #5 “equivalent†exposures this time implementing use of a set of common vocabulary words. PART TWO CONCLUSION Instructors need to meet and agree on common labs and how they are taught as well as expressed in the directions so that students are receiving same information. Future Assessment or Planned Outcome Adjustment After instructors meet to discuss the outcome, adjustments to the handout and instruction may be made and re-administered if discussion warrants it. |
| Program Review Link | Yes, the above future improvements require resources that will be requested during the next annual PROGRAM REVIEW cycle. Examples: additional staff, equipment, software, consulting services, etc. |
Future Plans
| Term | Spring 2014 |
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| Activities | Analysis and discussion of assessment data and next steps, Implementation of planned changes and reassessment |
| Details | We intend to have a meeting to discuss course improvements amongst all Instructional Faculty for this course. Discussion will include revision of textbook, lab exercises and common vocabulary. |
| Highlights | Positive outcomes of this course have been to have more universal lab exercises to manage the specific applied learning outcomes of our students. In addition, we have designed an online resource for students: http://ccsfphoto.wordpress.com/tutorials/ |