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NSW ASSESSMENT GROUP completed its assessment on Monday and Tuesday 9and 10 November.Illustration 5.5 New South Wales + ACT Assessment Group (L-R)Professor Ross HarleyAssociate Professor Hart CohenAssociate Professor Gillian LeahyDr Maree DelofskiTim ThomasCOFAUWSUTSMacquarieUniversity of CanberraSOUTH AUSTRALIA ASSESSMENT GROUP completed their assessment on 30November and 1 December 2009.Illustration 5.6 South Australian Assessment Group (L-R)Shane McNeilCole LarsenJohn McConchieIan DinningAlison WotherspoonFlindersFlindersFlindersUniSAFlindersAssessing graduate screen production outputs in nineteen Australian film schools72
VICTORIAN ASSESSMENT GROUP completed its assessment on Monday andTuesday 3rd and 4th December.Illustration 5.7 Victorian Assessment Group (L-R)Jill HoltAssociate Professor Leon MarvellLeo BerkeleyChristine RogersNicolette FreemanSwinburneDeakinRMITRMITVCAUK Assessment took place on 15th and 16th February 2010Illustration 5.8 UK Assessment Group (L-R)Professor Joram ten BrinkAlison KahnRachel GarfieldDr Zemirah MoffatDr Tony Dowmunt(Westminster)(OADF)(Goldsmith)(Kent)(Goldsmith)Assessing graduate screen production outputs in nineteen Australian film schools73
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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
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
Page 57 and 58: Total (%) Mark and the component ma
Page 59 and 60: Figure 4.10 Schematic representatio
Page 61 and 62: 18.1% 7.6% 59.0% 15.3%MEDIA ARTS CU
Page 63 and 64: 4.4.8 Exhibition SiteThe exhibition
Page 65 and 66: 4.5.2 Role of Conventional Scholars
Page 67 and 68: 4.5.8 Scholarship StandardsThe thre
Page 69 and 70: The artistic “How” is often pre
Page 71 and 72: TOTAL % SCOREA-Z CONSTITUENT PARTSF
Page 73 and 74: Figure 4.20 Logical oppositions and
Page 75 and 76: ETHICSQ20THE USE OF EMOTIONS IN THI
Page 77 and 78: The above criteria components const
Page 79 and 80: 2009 and can be found at the follow
Page 81 and 82: with us on this project. Subsequent
Page 83 and 84: discerned in Table 5.1 below. It sh
Page 85 and 86: Figure 5.1 Project Assessment Schem
Page 87: Queensland Griffith 5-6 November 20
Page 91 and 92: assessment scale of 0 to 100 per ce
Page 93 and 94: 6.3 Linear ScaleIt turns out that,
Page 95 and 96: 6.5 The Rasch Model Probability Cur
Page 97 and 98: Figure 6.5 Category characteristic
Page 99 and 100: 7. RASCH ANALYSIS 17.1 Rasch Analys
Page 101 and 102: 7.1.5 Location of the Threshold Est
Page 103 and 104: Figure 7.5 TC for Q24 (Exhibition s
Page 105 and 106: 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
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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:
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24. YOUR RECOMMENDED EXHIBITION SIT
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