Improving assessment and evaluation methods in film and television production courses.

摘要

This dissertation is an action research inquiry into methods of assessment and evaluation for project-based learning in a film school setting. Current methods of assessment often lack an objective basis or established criteria with which to grade or assess creative media projects. The purpose of the study is to improve practice by investigating outcomes of an intervention with alternative assessments such as rubrics. Three action research cycles determine that the use of rubrics improve student attitudes of assessment methods. Four classrooms with thirty graduate and undergraduate students majoring in film and television production participate in the study. Based on questionnaire results, class discussions, and discussions with participating instructors, the use of a rubric shows positive effects in four classrooms, especially as rubrics relate to self-assessment. Qualitative results show that rubrics used for grading and evaluations improve student attitudes toward fairness. The results also show that involving students in the process of creating rubrics for assessment or evaluation has pedagogical value. This study makes five claims to knowledge by relating a rigorous and systematic process of inquiry undertaken by a film school instructor as this instructor investigates and presents answers to the question, “How can I improve my assessment and evaluation practices?”