S o m e t i m e s y o u h a v e t o g o b a c k t o r e v i s e
UW-WHITEWATER FILM STUDIES PRESENTS
Translating Film Studies SLOs Into Student-Friendly Language
1
• critically
interpret films
and clearly
express those
interpretations
orally and in
writing
2
•demonstrate
knowledge of
the historical
development
and cultural
impact of film as
an art form
3
•demonstrate a
familiarity with
the collaborative
processes
through which
films are
constructed
4
• employ the
specialized
vocabularies
and
methodologies
used by Film
Studies scholars
5
• engage with
questions of
ethics and
social justice
through
representations
of culture on
film
6
•analyze a range
of cinematic
visual styles,
narrative
conventions,
and generic
trends
1
• interpret visual
narratives, and
clearly express
interpretations
in conversation
and writing
2
•assess the
historical
development of
film and related
types of media
as evolving art
forms
3
• identify the
processes
through which
people and
institutions
collaborate to
produce visual
narratives
4
•apply the
specialized
vocabularies
and
methodologies
used in media
studies fields
5
•evaluate the
ways in which
representations
of culture in
visual
narratives
reflect or
respond to
questions of
ethics and
social justice
6
•analyze a range
of cinematic
visual styles,
narrative
conventions,
and genre
trends
Student learning outcomes (SLOs) are statements of what a student will know or be able to do when they have
completed a program. They represent the knowledge and skills a program has determined are most important for
students to gain from that program. The most useful SLOs are specific and measurable so the program can accurately
assess the degree to which students have achieved each outcome. Data on achievement of SLOs is used to make
improvements in the program and increase student success.
Our recent SLO revision provided an opportunity for faculty to have an important conversation about what we do in
our program, which courses cover which learning objections, and how we communicate learning goals to students.
OFFICIAL SELECTIONASSESSMENT DAY 2019
Rubric Revision: Struggle Isn’t Always Enough
ORIGINAL
REVISED
A review of the rubric used to conduct direct assessments revealed a discrepancy between the characterization of a
score of “2” as competent and the language used to describe that score’s specific qualities. Struggling, it was decided, is
not an indication of competency.
J a n i n e
TobeckD o n a l d
JellersonH o l l y
Wilson
“TERRIFYING AND IMPORTANT”Peter Travers
“THEY NEARLY GOT IT RIGHT”Rex Reed
Original 2
(competent)
Revised 2
(competent)
