Earlier in the semester, learners will complete a low-stakes Short Answer Quiz that requires them to define the term "production concept," as well as other terminology associated with directing and producing theatre. This satisfies the bottom tier of Bloom's Taxonomy - Remember.

Learners will engage in small group discussions - either in person or on a Canvas Discussion Board - and complete short Response Papers, where they describe and explain production concepts in fully realized theatrical productions, based on photos and videos. This brings learners up to the next tier of Bloom's Taxonomy - Understand.

Learners will also compose Mini Pitches as part of the conceptualization process, which gives them a chance to practice crafting a persuasive presentation before the final group project. (This is featured as a Connect Activity on this site.)

The final group project synthesizes a lot of course material. It requires learners to collaborate to come up with a production concept and pitch it to the class. There are multiple components of the project:

1. giving an Oral Presentation (and providing a Rehearsal Video);

2. compiling Presentation Notes, featuring any relevant cited research;

3. creating a Slide Deck with their Audio-Visual Components (i.e. professional "work documents"); and

4. writing a post-project reflection.

This summative assessment combines several assessments outlined in the alignment chart, so it aligns with several objectives:

• It addresses the final terminal objective of enabling learners to persuade their audience to support their original production concept through a pitch/presentation.

• It addresses the two enabling objectives that support that terminal objective: 1) organize the ideas and supporting details that comprise the learners' production concept into a short presentation; and 2) improve audience engagement by practicing the acting and oral communication skills introduced earlier in the semester.

• It also covers the enabling objective of creating the required audio-visual component to illustrate how one or more of the play's key moments would be staged or designed within the parameters of each group's production concept.

Additionally this assessment takes care of the remaining tiers of Bloom's Taxonomy: Apply (interpreting a play script to arrive at a production concept), Analyze (breaking down the play script into its structural elements), Evaluate (supporting the production concept with evidence from the play and other sources), and Create (constructing the final pitch and designing scenery, costumes, and other graphic elements).

Below are the complete instructions and rubric for this summative assessment: