Assessing graduate screen production outputs in nineteen ...

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AcknowledgmentsThe project leader would like to gratefully acknowledge the contribution and adviceof the following people and institutions:State Coordinators and AssessorsWESTERN AUSTRALIAJosko Petkovic, Murdoch University (WA Coordinator)George Skevos Karpathakis, Edith Cowan UniversityKen Miller, Curtin UniversityDr Larissa Sexton Finck, The University of Western AustraliaAssociate Prof Martin Mhando, Murdoch UniversityVICTORIAProfessor Ian Lang, The University of Melbourne (Victorian Co-Coordinator)Leo Berkeley, RMIT University (Victorian Co-Coordinator)Nicolette Freeman, VCA, The University of MelbourneJohn Cumming, VCA, The University of MelbourneJill Holt, Swinburne UniversityLeon Marvell, Deakin UniversityChristine Rodgers, RMIT UniversityNEW SOUTH WALESAssociate Professor Gillian Leahy, University of Technology, Sydney (NSWCoordinator)Professor Ross Harley, College of Fine Arts, The University of New South WalesAssociate Professor Hart Cohen, University of Western SydneyDr Maree Delofski, Macquarie UniversityTim Thomas, University of CanberraQUEENSLANDMr Nicholas Oughton, Griffith University (Queensland Coordinator)Helen Yeates, Queensland University of TechnologyGeoff Portmann, Queensland University of TechnologyCharles Strachan, Griffith UniversityA/Professor Michael Sergi, Bond UniversitySOUTH AUSTRALIAMs Alison Wotherspoon, Flinders University (SA Coordinator)Shane McNeil, ex Flinders UniversityCole Larsen, Flinders UniversityJohn McConchie, Flinders UniversityIan Dinning, University of South AustraliaHelen Carter (Test-run assessor)Ian Hutchinson (Test-run assessor)UNITED KINGDOMDr Zemirah Moffat, University of Kent (UK Co-Coordinator)Tony Dowmunt, Goldsmiths College, University of London (UK Co-Coordinator)Prof Joram ten Brink, University of WestminsterDr Alison Kahn, The Oxford Academy of Documentary Film (OADF)Dr Rachel Garfield, Goldsmiths College, University of LondonAssessing graduate screen production outputs in nineteen Australian film schoolsiii
Rasch Statistical Analysis and ConsultationsProfessor David Andrich, Director Pearson Psychometrics Laboratory at TheUniversity of Western AustraliaDr Irene Styles, Principal Research Fellow for Pearson Psychometrics Laboratory atThe University of Western AustraliaInstitutionsAustralian Screen Production Education and Research Association (ASPERA)National Academy of Screen and Sound (NASS)University Arts and Design Schools, (ACUADS)Australian Council for the Arts (OZCO)Australia Research Council (ARC)Department of innovation, Industry, Science and Research (DIISR)UniversitiesWESTERN AUSTRALIACurtin UniversityEdith Cowan UniversityMurdoch UniversityThe University of Western AustraliaVICTORIADeakin UniversityRMIT UniversitySwinburne UniversityThe University of Melbourne – Faculty of Victorian College of ArtsNSWMacquarie UniversityUniversity of CanberraThe University of New South WalesUniversity of Technology, SydneyUniversity of Western SydneyQUEENSLANDGriffith UniversityQueensland University of TechnologyBond UniversitySOUTH AUSTRALIAFlinders UniversityUniversity of South AustraliaUKGoldsmiths College, University of LondonUniversity of KentUniversity of WestminsterThe Oxford Academy of Documentary Film (OADF)OthersProfessor Andrew Wells, Australian Research CouncilMr Mark Thomas, Manager, Sustainable Research Excellence – Research Fundingand Policy Branch, Department of Innovation, Industry, Science and ResearchAssessing graduate screen production outputs in nineteen Australian film schoolsiv
Page 1 and 2: Assessing graduate screen productio
Page 3: Project Team and Contact DetailsPro
Page 7 and 8: StaffNathan Mewitt, for conference
Page 9 and 10: ContentsList of Acronyms ..........
Page 11 and 12: List of AcronymsACTAFTRSACUADSAGMAL
Page 13 and 14: List of TablesTable 5.1 The number
Page 15 and 16: Figure 6.6Figure 7.1Figure 7.2Figur
Page 17 and 18: Executive SummaryThe Assessing of S
Page 19 and 20: PART 11. ASSESSING GRADUATE SCREEN
Page 21 and 22: • to host a conference that will
Page 23 and 24: ulky, unwieldy and untenable for th
Page 25 and 26: Art scholarship: This term is used
Page 27 and 28: describes the reasons for the art-b
Page 29 and 30: and problematic. Problems of assess
Page 31 and 32: assessment. Rather, the feedback pr
Page 33 and 34: • If it is shown at a properly ac
Page 35 and 36: from the UK as depicted in Figure 2
Page 37 and 38: in Higher Education. Sydney, ALTC/U
Page 39 and 40: accepted notions of scholarship.3.1
Page 41 and 42: In contrast to the linear unfolding
Page 43 and 44: Film editors understand the multidi
Page 45 and 46: 3.2.9 Thinking VisuallyWhen it come
Page 47 and 48: 6. The existence of this art-theory
Page 49 and 50: Jersey, Prentice Hall, 1971 and in
Page 51 and 52: How do different academics assess s
Page 53 and 54: The above standard deviation scores
Page 55 and 56:
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
Page 105 and 106:
7.1.6 Fit of Items to the ModelCons
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intense or difficult items to exten
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As may be seen, item Q23 (amount of
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Q2 SCRIPTFigure 7.17 ICC of Q2 (Scr
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Q2 SOUNDSCAPEFigure 7.21 ICC of Q2
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Q2 ART DESIGNFigure 7.25 ICC of Q2
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This means that highest score group
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Q8 ENHANCEMENTFigure 7.33 ICC of Q8
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Q13 DURATIONFigure 7.37 ICC of Q13
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Q17 SOCIAL RELEVANCEFigure 7.41 ICC
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Q22 AIMSFigure 7.45 ICC of Q22 (Thi
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8. RASCH COMPARATIVE ANALYSIS 28.1
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FactorSub-groupNumberNMeanproductio
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Production Mean location Std deviat
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Mean differences amongst Years, Dur
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0.488: it is negative, as expected.
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percentage statistic valueCountry A
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highest.Factor Sub-group N Mean loc
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(dots) are somewhat flat compared t
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The slight under-discrimination evi
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9.2.5 Local AssessorsThe need to un
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Figure 9.6 Graph of mean locations
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9.4.5 State Assessment Committee Mo
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9.4.8 Assessing Crew FunctionsHow d
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6. Auto-ethnographic information is
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PART 410. CONCLUSIONS, RECOMMENDATI
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Q4THE PUBLICATION VALUE OF THIS PRO
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Q12THE DURATION OF THIS PRODUCTION
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Q20THIS PRODUCTION HAS ATTAINED ITS
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10.1.9 Conclusion 5: To Be Consiste
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- individual contribution to the pr
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The result of this project support
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scholars, who will be able to follo
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Diegetic Life Forms II Conference b
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BIBLIOGRAPHYAndrich, David, ‘A ra
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Kress, G. and Theo van Leeuwen, Rea
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Rasch, G., On general laws and the
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INFORMATION SHEETAssessing graduate
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Consent FormAssessing graduate scre
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1. OVERALL MARK (%)PRODUCTIONS 1-5
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6. THE CLARITY OF THE THEME/ CENTRA
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12. THE INTELLECTUAL LEVEL OF THIS
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18. OVERALL PRODUCTION VALUES ARE:
Page 191:
24. YOUR RECOMMENDED EXHIBITION SIT
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