Assessing graduate screen production outputs in nineteen ...

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Statements/Items 1 2 3 Total scoreAcceptable0 (No) 0 (No) 0 (No) 0response1 (Yes) 0 (No) 0 (No) 1patterns1 (Yes) 1 (Yes) 0 (No) 21 (Yes) 1 (Yes) 1 (Yes) 3Unacceptable0 (No) 1 (Yes) 0 (No) 1response0 (No) 0 (No) 1 (Yes) 1patterns 0 (No) 1 (Yes) 1 (Yes) 21 (Yes) 0 (No) 1 (Yes) 2Table 6.1 The Guttman Structure – items in difficulty orderA graphical representation of the responses to one item are shown in Figure 6.1.The item and persons/productions are located on the same horizontal axis, and thevertical axis represents the probability of a response. The Figure shows that if aperson/production is located higher than (to the right of) an item, then theperson/production will certainly (with a probability of 1) have a response of Yes; andif located to the left, then the probability of a Yes response is 0. Figure 6.2 showsthe graphical representation for three items.Figure 6.1 The Guttman response probability for a single itemFigure 6.2 The Guttman response probability for three itemsAssessing graduate screen production outputs in nineteen Australian film schools78
6.5 The Rasch Model Probability Curves for Dichotomous ResponsesThe Rasch model is a probabilistic counterpart of the Guttman structure.Accordingly, it provides a more realistic model for typical social science data. Figure6.3 shows the probability of a Yes response to an item as a function of the locationof a person/production on the continuum for an item. In contrast to the Guttmancurve which is composed of only horizontal and vertical linear components, theRasch model curve is non-linear and increases smoothly as the location of theperson increases relative to the location of the item. Such a curve is called an itemcharacteristic curve (ICC).Figure 6.3 The ICC for an item for the Rasch modelFor a series of items, if they fit the Rasch model, the slopes of the graphs will beparallel to one another but at different locations along the horizontal axis: thischaracteristic justifies the use of total scores as an index of a person’s location.The locations of the items themselves help define the scale and help define what itis to have more or less of the construct.6.6 The Rasch Model for Dichotomous ResponsesThe Rasch model for dichotomous responses takes the simple formwhere takes values of 0 and 1; are respectively the locations of theperson and the item on the continuum, and is simply the sum of the twonumerators that ensures that the probability of the two responses sum to 1. Thescale is expressed in logits, and in any estimation, the item locations have a meanof 0.0 as an arbitrary origin. The Person distribution can have any mean in relationto this origin for the items.(1)6.7 The Rasch Model Probability Curves for more than Two Ordered CategoryResponsesThe Rasch model shown above is for dichotomous responses. These dichotomousresponses are nevertheless ordered with the Yes (1) category implying a higherlevel on the trait than the No (0) response. In many situations, the items have moreAssessing graduate screen production outputs in nineteen Australian film schools79
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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
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 and 88: Queensland Griffith 5-6 November 20
Page 89 and 90: VICTORIAN ASSESSMENT GROUP complete
Page 91 and 92: assessment scale of 0 to 100 per ce
Page 93: 6.3 Linear ScaleIt turns out that,
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
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
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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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