Assessing graduate screen production outputs in nineteen ...

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Q8DIFFERENT ELEMENTS IN THIS PRODUCTION (CAMERA, CASTING,EDITING, SOUND ETC) BROADLY ENHANCE ONE ANOTHER:NO 0(TICK ONE)YES, SOMEWHAT 1YES, MODERATELY 2YES, GREATLY 3Q9THIS PRODUCTION INSPIRES THOUGHTS OF OTHER NARRATIVES,OTHER REFERENCES AND OTHER CONTEXTS:NO 0(TICK ONE)YES, SOMEWHAT 1YES, MODERATELY 2YES, GREATLY 3Q10THE BEST ELEMENT OF THIS PRODUCTION IS:WHAT IT HAS TO SAY – ITS CONTENT 1(TICK ONE)HOW THE CONTENT IS PRESENTED 1BOTH: WHAT IT HAS TO SAYAND HOW IT SAYS ITNEITHER: WHAT IT HAS TO SAYNOR HOW IT SAYS IT20Q11THE INTELLECTUAL LEVEL OF THIS PRODUCTION IS:LOW 0(TICK ONE)AVERAGE 1MODERATE 2HIGH 3Assessing graduate screen production outputs in nineteen Australian film schools142
Q12THE DURATION OF THIS PRODUCTION SEEMS:TOO LONG 0(TICK ONE)TOO SHORT 0APPROPRIATELY TIMED 1PERFECTLY TIMED 2Q13OVERALL THIS PRODUCTION IS:IMITATIVE 0(TICK ONE)SUPERFICIAL 1ORDINARY 2THOUGHTFUL 3INSIGHTFUL 4Q14EMOTIVE LEVEL OF THIS PRODUCTION IS:LOW 0(TICK ONE)AVERAGE 1MODERATE 2HIGH 3Q15BELIEVABILITY OF THIS PRODUCTION IS:LOW 0(TICK ONE)AVERAGE 1MODERATE 2HIGH 3Assessing graduate screen production outputs in nineteen Australian film schools143
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Assessing graduate screen productio
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Project Team and Contact DetailsPro
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Rasch Statistical Analysis and Cons
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StaffNathan Mewitt, for conference
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ContentsList of Acronyms ..........
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List of AcronymsACTAFTRSACUADSAGMAL
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List of TablesTable 5.1 The number
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Figure 6.6Figure 7.1Figure 7.2Figur
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Executive SummaryThe Assessing of S
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PART 11. ASSESSING GRADUATE SCREEN
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• to host a conference that will
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ulky, unwieldy and untenable for th
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Art scholarship: This term is used
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describes the reasons for the art-b
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and problematic. Problems of assess
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assessment. Rather, the feedback pr
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• If it is shown at a properly ac
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from the UK as depicted in Figure 2
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in Higher Education. Sydney, ALTC/U
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accepted notions of scholarship.3.1
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In contrast to the linear unfolding
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Film editors understand the multidi
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3.2.9 Thinking VisuallyWhen it come
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6. The existence of this art-theory
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Jersey, Prentice Hall, 1971 and in
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How do different academics assess s
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The above standard deviation scores
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Is there something more insightful
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Total (%) Mark and the component ma
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Figure 4.10 Schematic representatio
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18.1% 7.6% 59.0% 15.3%MEDIA ARTS CU
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4.4.8 Exhibition SiteThe exhibition
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4.5.2 Role of Conventional Scholars
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4.5.8 Scholarship StandardsThe thre
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The artistic “How” is often pre
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TOTAL % SCOREA-Z CONSTITUENT PARTSF
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Figure 4.20 Logical oppositions and
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ETHICSQ20THE USE OF EMOTIONS IN THI
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The above criteria components const
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2009 and can be found at the follow
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with us on this project. Subsequent
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discerned in Table 5.1 below. It sh
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Figure 5.1 Project Assessment Schem
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Queensland Griffith 5-6 November 20
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VICTORIAN ASSESSMENT GROUP complete
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assessment scale of 0 to 100 per ce
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6.3 Linear ScaleIt turns out that,
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6.5 The Rasch Model Probability Cur
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Figure 6.5 Category characteristic
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7. RASCH ANALYSIS 17.1 Rasch Analys
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7.1.5 Location of the Threshold Est
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Figure 7.5 TC for Q24 (Exhibition s
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7.1.6 Fit of Items to the ModelCons
Page 107 and 108: intense or difficult items to exten
Page 109 and 110: As may be seen, item Q23 (amount of
Page 111 and 112: Q2 SCRIPTFigure 7.17 ICC of Q2 (Scr
Page 113 and 114: Q2 SOUNDSCAPEFigure 7.21 ICC of Q2
Page 115 and 116: Q2 ART DESIGNFigure 7.25 ICC of Q2
Page 117 and 118: This means that highest score group
Page 119 and 120: Q8 ENHANCEMENTFigure 7.33 ICC of Q8
Page 121 and 122: Q13 DURATIONFigure 7.37 ICC of Q13
Page 123 and 124: Q17 SOCIAL RELEVANCEFigure 7.41 ICC
Page 125 and 126: Q22 AIMSFigure 7.45 ICC of Q22 (Thi
Page 127 and 128: 8. RASCH COMPARATIVE ANALYSIS 28.1
Page 129 and 130: FactorSub-groupNumberNMeanproductio
Page 131 and 132: Production Mean location Std deviat
Page 133 and 134: Mean differences amongst Years, Dur
Page 135 and 136: 0.488: it is negative, as expected.
Page 137 and 138: percentage statistic valueCountry A
Page 139 and 140: highest.Factor Sub-group N Mean loc
Page 141 and 142: (dots) are somewhat flat compared t
Page 143 and 144: The slight under-discrimination evi
Page 145 and 146: 9.2.5 Local AssessorsThe need to un
Page 147 and 148: Figure 9.6 Graph of mean locations
Page 149 and 150: 9.4.5 State Assessment Committee Mo
Page 151 and 152: 9.4.8 Assessing Crew FunctionsHow d
Page 153 and 154: 6. Auto-ethnographic information is
Page 155 and 156: PART 410. CONCLUSIONS, RECOMMENDATI
Page 157: Q4THE PUBLICATION VALUE OF THIS PRO
Page 161 and 162: Q20THIS PRODUCTION HAS ATTAINED ITS
Page 163 and 164: 10.1.9 Conclusion 5: To Be Consiste
Page 165 and 166: - individual contribution to the pr
Page 167 and 168: The result of this project support
Page 169 and 170: scholars, who will be able to follo
Page 171 and 172: Diegetic Life Forms II Conference b
Page 173 and 174: BIBLIOGRAPHYAndrich, David, ‘A ra
Page 175 and 176: Kress, G. and Theo van Leeuwen, Rea
Page 177 and 178: Rasch, G., On general laws and the
Page 179 and 180: INFORMATION SHEETAssessing graduate
Page 181 and 182: Consent FormAssessing graduate scre
Page 183 and 184: 1. OVERALL MARK (%)PRODUCTIONS 1-5
Page 185 and 186: 6. THE CLARITY OF THE THEME/ CENTRA
Page 187 and 188: 12. THE INTELLECTUAL LEVEL OF THIS
Page 189 and 190: 18. OVERALL PRODUCTION VALUES ARE:
Page 191: 24. YOUR RECOMMENDED EXHIBITION SIT
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