Annual Assessment Report...Methods 1.Annual Portfolio Review and Assessment Day Art -Faculty and...
Transcript of Annual Assessment Report...Methods 1.Annual Portfolio Review and Assessment Day Art -Faculty and...
Annual
Assessment
Report BFA Studio Art
Terry Martin and Jane Mudd
Annual Assessment Report Program Profiles
2014-2015 2015-2016
Majors (total, majors 1,2,3) 5 5
Minors 1 Na
Concentrations (Add Rows
if needed)
Full Time Faculty 2 2
Part Time Faculty 2 3
Program Delivery (HLC 3A3)
Traditional on-campus ___yes______
Online Program _____no_______
Evening Cohort _____no________
Analysis: Program goals are not only to provide a foundation in design, drawing, painting but to instill a
personal aesthetic. Students graduating with a BFA will also be prepared for graduate school.
Program goals for student retention are: faculty role modeling, student involvement in extra-curricular
actives, constructive critiques throughout the school year, and the annual student assessment. This four
year program provides adequate time to complete the BFA. Upper level course completions can
sometimes be a problem, but so far we have been remedying them with tutorials and independent study.
We have also added other upper level art courses, such as printmaking and water-based painting
Outside Accreditation: No studio art accreditation, no outside accreditation for studio art we are aware of.
Program Action Items
Action Item 1: Enrollment numbers We would all like to see more BFA studio
students.
Action steps: Art Faculty attendance at recruitment events. Improvement of the
website, and marketing in general. Summer art workshop for High
school age students
Timeline 1st two are already enacted. Website hopefully will be modified by
Fall –art faculty need to discuss contribution to new marketing
strategy. A new showy brochure featuring the art program has been
developed this semester by one of our graphic design students. This
will be on line as well by Fall 2016
Faculty Responsible All faculty, marketing dept. and gallery director
Evaluation Fall 2015 –Fall 2016 -need to still push for website visibility and
better marketing. More scholarship money needs to be available for
applicants. Recently Bob Elliott went to Quincy art League regional
student exhibit with part of admissions team over 150 high school
students were there. Workshop is planned for HS students summer
2016. New web presence of whole art program. Jane Mudd and Terry
Martin have attended at least 2 recruiting events last year.
Action Item 2: Retention/Graduation rates
We would all like to see more BFA studio students stay 4 years and
graduate after 4 years.
Action steps: Create and promote more upper level Art courses
Timeline Fall 2015-2016
Faculty Responsible Jane, Terry
Evaluation Upper level classes have been added in water-based painting and
printmaking. Discussion of upgrading studio courses from 200 level
to 300 level
Program Objectives: (from most recent Assessment Plan)
Objective 1. Develop and recognize techniques and principles of design in their own work as well as in
works of others. Students shall recognize and/or demonstrate an understanding of form unity in a
variety of media. Objective 2. Produce works of visual art demonstrating knowledge of processes and techniques
relevant to several different forms of art.
Objective 3. Students will be able to identify and articulate the significance of major periods and
works in the history of art.
Objective 4. Students will be able to demonstrate critical analysis applied to their own work and the work of others.
Objective 5. Demonstrate the development of an aesthetic philosophy and original vision.
Program Objectives Matrix (from most recent Assessment Plan)
Obj. 1 Obj. 2 Obj. 3 Obj.4 Obj. 5
Art 105 Basic Design I I I I, A I
ART110 Drawing I I I R R, A I
ART115 Color and Light R R I I I
ART210 Portfolio Development I I, R R I
ART 230 Survey of Western Art I I I R, A R
ART231Survey of Western Art II I I R, A R
ART470 Senior Practicum M, A M, A M A M, A
ART 233 Women, Art and Society I I, R I, R, M R
ART 331 Modern and Contemporary Art R R R, M, A R, M
ART206 Painting I I, I I I I
ART 208 Sculpture I I I I I I
ART 111 Drawing II R R R R R
ART 220 Water Painting R R R R R
ART 222 CeramicsI I I I I I
ART 310Drawing III, IV M M M M M, A
ART 207 PaintingII R R R R R
ART 306 Painting III, IV M M M M M
ART 212 Printmaking I I I I I I
ART 213 Printmaking II, III R R R R R
ART 209 Sculpture II
ART 308, 309 Sculpture III, IV
R
M,
R
M
R
M
R
M
R
M, A
External Assessment:
Annual Portfolio Review
A A A A A
All objectives must be assessed either yearly or as articulated on a cycle. Objectives are not necessarily
assessed each time they are listed as a Program objective for the course. The faculty in the program
determine when the objective will be assessed, in which course, with which artifact, and what if any
outside assessment will occur.
Fill in the chart with Program Specific Content- Much of this can come from past annual reports. When
identifying the methods, consider fall and spring courses and assignments to identify appropriate
assessments for the objectives. Best practices recommend multiple measures of assessment for each
objective
Assessment of Program Objectives
Objective 1` Develop and recognize techniques and principles of design in their own
work as well as in works of others. Students shall recognize and/or
demonstrate an understanding of form unity in a variety of media
Methods 1.Annual Portfolio Review and Assessment Day Art -Faculty and outside
evaluators review and assess student portfolios and performance
2. ART 470: Senior exhibit (Seniors put up an exhibit in the Cox Gallery of
their best work from their time at WWU)
Benchmark 1. Assessment Day-portfolio review: Students are expected to score at or
above expected class rank on the assessment rubric. .
2. ART 470 BFA students expected to show a proficiency in
demonstrating this objective in a minimum of 85% of their displayed
work, and to be able to articulate both orally and in writing on their
achievements.
Data Collected
(course specific)
Explain the specific assignment/portfolio/case study… used for
assessment from course content. Identify the total number of students in
the assessment. Refer to specific Rubric if possible and attach to the
report.
.ART470 4 BFA seniors Final Senior Project
This is a culmination piece demonstrating student’s knowledge of all
objectives. In this case advanced design knowledge
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
The out of class assessment for this objective is done by the Annual
Portfolio Review Assessment Day panel of Faculty and outside artists
and designers. Data was collected on 8 BFA students (soph-senior)
Results/Outcomes Results from various assessment activities articulated here in relation to
the faculty proposed benchmarks. Please include all assessment
information that was identified in the initial Assessment plan. In class
assessments and out of class assessments need to both be included in this
section. Also note any disparities in student success compared to the
benchmark.
1. 75% of soph and Jrs 82% of seniors achieved proficient or better on
this obj.
2. ART470 All students exceeded the bench mark objective of 80%
Proposed changes
to the assessment
process
After years of development art faculty feels comfortable with above
methods
Budget needs
related to the
objective?
Are there any budget needs for the program to make the assessment
more effective?
We would like to see portfolio day evaluators getting $100 a day instead
of $75
Objective 2 Produce works of visual art demonstrating knowledge of processes and
techniques relevant to several different forms of art.
Methods 1.Annual Portfolio Review and Assessment Day Art -Faculty and outside
evaluators review and assess student portfolios and performance
2. ART 470: Senior Assessment evaluation (Seniors presented their senior
piece to faculty accompanied by an oral self-assessment)
Benchmark 1. Assessment Day: Students are expected to score at or above expected
class rank on the assessment rubric. 80% expected to achieve grade level
or above
ART 470 minimum of 85% students expected to show a proficiency in
demonstrating this objective.
Data Collected
(course specific)
Explain the specific assignment/portfolio/case study… used for
assessment from course content. Identify the total number of students in
the assessment. Refer to specific Rubric if possible and attach to the
report.
ART470 4 BFA Seniors exhibit evaluated by art faculty.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
The out of class for assessment of this objective is done by the Annual
Portfolio Review Assessment Day panel of Faculty and outside artists
and designers. Data was collected on 7 BFA students
Results/Outcomes Results from various assessment activities articulated here in relation to
the faculty proposed benchmarks. Please include all assessment
information that was identified in the initial Assessment plan. In class
assessments and out of class assessments need to both be included in this
section. Also note any disparities in student success compared to the
benchmark.
1. 75% of soph and Jrs 82% of seniors achieved proficient or better on
this obj .Knowledge of art processes
2. ART470 All students exceeded the bench mark objective of 80%
proficient or B in demonstration of knowledge of art processes
Proposed changes
to the assessment
process
ok
Budget needs
related to the
objective?
Are there any budget needs for the program to make the assessment
more effective?
We would like to see evaluators getting $100 a day instead of $75
Field trips, visiting artists
Objective 3 Students will be able to identify and articulate the significance of major
periods and works in the history of art.
Methods 1.Annual Portfolio Review and Assessment Day Art -Faculty and outside
evaluators review and assess student portfolios and performance.
Students are questioned about art history knowledge
2. ART 470: Senior Assessment evaluation (Seniors presented their senior
piece to faculty accompanied by an oral self-assessment) Also a written
self-assessment discussing influential historical figures is assigned
3. Required upper level art history course: ART 331 Modern and
Contemporary Art
Benchmark 1. Assessment Day: Students are expected to score at or above expected
class rank on the assessment rubric. .
2. ART 470 students expected to show a proficiency in demonstrating this
objective in a minimum of 80% of their displayed work, and to be able to
articulate both orally and in writing on their achievements.
3. ART 331 students expected to demonstrate this objective in final exam
with a minimum of 80% proficienct
Data Collected
(course specific)
Explain the specific assignment/portfolio/case study… used for
assessment from course content. Identify the total number of students in
the assessment. Refer to specific Rubric if possible and attach to the
report.
ART470 Senior oral presentations evaluated by art faculty. Accompanied
assessment paper evaluated by instructor. 8 students see attached
ART331 Final exams form 10 students approx..
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
The out of class for assessment of this objective is done by the Annual
Portfolio Review Assessment Day panel of Faculty and outside artists
and designers. Data was collected on 7 BFA students See attached
evaluation forms
Results/Outcomes Results from various assessment activities articulated here in relation to
the faculty proposed benchmarks. Please include all assessment
information that was identified in the initial Assessment plan. In class
assessments and out of class assessments need to both be included in this
section. Also note any disparities in student success compared to the
benchmark.
1. 75% of soph and Jrs 82% of seniors achieved proficient or better on
this obj.
2. ART470 100% of BFA seniors exceeded the bench mark objective of
80% proficient
ART 331 students will be expected to show a proficiency in
demonstrating this objective in a minimum of 80% of the final exam and
to be able to articulate in writing on their understanding of major periods
and works as they have influenced contemporary art. This will go into
effect spring 2017, as this course is taught on rotation and has not been
used for assessment.
Proposed changes
to the assessment
process
We are still working on ways to make sure students have a
comprehensive background in art history knowledge. Perhaps offering
other art history courses or more art History covered more extensively in
the studio courses
Budget needs
related to the
objective?
Are there any budget needs for the program to make the assessment
more effective? More field trips and $ for field trips
Objective 4 Students will be able to demonstrate critical analysis applied to their own
work and the work of others.
Methods 1.Annual Portfolio Review and Assessment Day Art -Faculty and outside
evaluators review and assess student portfolios and performance
2. ART 470: Senior Assessment evaluation (Seniors presented their senior
piece to faculty accompanied by an oral self-assessment) A Written 5
page self- assessment was also turned in
Benchmark 1. Assessment Day: Students are expected to score at or above expected
class rank on the assessment rubric. .
2. ART 470 students expected to show a proficiency in demonstrating this
objective in a minimum of 80% of their displayed work, and to be able to
articulate both orally and in writing on their knowledge of processes,
design and history.
Data Collected
(course specific)
Explain the specific assignment/portfolio/case study… used for
assessment from course content. Identify the total number of students in
the assessment. Refer to specific Rubric if possible and attach to the
report.
ART470 Senior assessment paper. This is 5-10 page paper evaluated by
instructor and oral presentation evaluated by art faculty. Students will
critically assess their own work in terms of form and meaning.
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
The out of class for assessment of this objective is done by the Annual
Portfolio Review Assessment Day panel of Faculty and outside artists
and designers. Students submit a paper discussing their portfolio of
work, addressing art processes, design understanding and history
knowledge as well as presented this info orally in front of panel
Results/Outcomes Results from various assessment activities articulated here in relation to
the faculty proposed benchmarks. Please include all assessment
information that was identified in the initial Assessment plan. In class
assessments and out of class assessments need to both be included in this
section. Also note any disparities in student success compared to the
benchmark.
1. ART470 80% of seniors exceeded the bench mark objective of 80%
proficient
2 75% of soph and Jrs 82% of seniors achieved proficient or better on
this obj.
Proposed changes
to the assessment
process
Perhaps more writing intensive projects in studio courses to bring
proficiency up to 85%
Budget needs
related to the
objective?
Are there any budget needs for the program to make the assessment
more effective?
no
Objective 5 Demonstrate the development of an aesthetic philosophy and original
vision. This objective is unique to BFA students only
Methods Observation by faculty of each senior display of work in the senior
exhibit is best way to observe an individual aesthetic. Art faculty meets,
discusses and grades the final exhibit on quality and creativity
(individual aesthetic), and ability to orally discuss their personal vision.
1. ART 470: Senior Assessment evaluation (Seniors presented their senior
piece to faculty accompanied by an oral self-assessment)
BFA Seniors also demonstrate this objective in their final exhibit
reflecting best work from 4 years at WWU
Benchmark 2. ART 470 students expected to show a proficiency or a minimum grade
of a B in demonstrating this objective in a minimum of 80% of their best
work from 4 years and also their senior project. This is completed during
the Senior Practicum course ART470
Data Collected
(course specific)
Explain the specific assignment/portfolio/case study… used for
assessment from course content. Identify the total number of students in
the assessment. Refer to specific Rubric if possible and attach to the
report.
ART470 Senior exhibit evaluated by art faculty. Seniors are to frame and
exhibit the best 10-15 works from their 4 years at WWU along with a final
culmination piece (senior piece)
Data Collected
(Assessment Day,
external tests,
Senior
Achievement)
Results/Outcomes Results from various assessment activities articulated here in relation to
the faculty proposed benchmarks. Please include all assessment
information that was identified in the initial Assessment plan. In class
assessments and out of class assessments need to both be included in this
section. Also note any disparities in student success compared to the
benchmark.
ART470 All BFA students exceeded the bench mark objective of 80%
proficient, in fact this year was one of our best exhibits of quality work
over all from BFA students
Proposed changes
to the assessment
process
I need to create a specific area for Art Faculty to grade the above
objectives separately on the evaluation sheet instead of just one grade for
the senior project and one for the exhibit. Another words I will have
faculty evaluate each objective when they assess the senior exhibit
Budget needs
related to the
objective?
Are there any budget needs for the program to make the assessment
more effective?
Attach Rubrics and or other explanatory documents pertaining to program assessment discussed in the
chart to the report (portfolio guidelines, assignment sheet)
Analysis of Assessment: What concerns do you have about the data provided? In the results of the assessment, what worked and
what did not work? Does the data represent an identifiable trend in the level of activity/ achievement/
accomplishment? Does the data represent an acceptable level of activity/accomplishment/achievement
given our mission and values? (HLC 4B1).
Portfolio review process works well. We bring in qualified assessors who enjoy the process are invested in
our program. Students have voiced their appreciation of this process, especially feedback of the external
assessors. This process is also a big motivator for students.
Concern: Faculty are always looking for ways to inspire students in the realm of self-motivation and
commitment in their work, -we see room for improvement. Faculty can be the best examples in their own
research and should be supported in that area. Also keeping students informed of art competitions and
exhibit opportunities has been a goal of ours. We are striving to continue coordination of curriculum and
art gallery as well as bringing in more visiting artists. We would like more money for the budget for visiting
artists Student exposure to diverse artists provides a framework for advancement supportive of the
institution’s mission statement. And our students can be inspired and motivated by listening to their ideas
and experiences.
Faculty is committed to ongoing dialogue with graduates. This is evident mainly in the annual alumni
exhibit featuring an outstanding alumni. Though this past year we expanded the senior exhibit and did not
have an alumni show.
Electronic media has helped faculty to assess progress and professional accomplishments of alumni
Analysis of the Assessment Process (Empirical & Non-Empirical) (HLC4B3) Describe your assessment process; clearly articulate how the program is using course work and or
assessment day activities for program assessment. Note any changes that occurred to that process since
the previous year. Discuss what activities were successful at assessment and which ones were not as
helpful and why. Please include who met to discuss the changes (unless you are a program of one
person) and when you met. – Include a discussion on the process for collection and analysis of program
data. We are satisfied with our current process. We have been revising it for some time now and feel
we have gotten it to where we want it. Art faculty picked two classes to assess for all of our objectives
ART470 Senior practicum, and ART 331 Modern and Contemporary Art and our portfolio assessment
process –this is a 2 day affair with paid professional outside evaluators helping with the assessment.
Students have 20 minutes to show their recent work and answer questions pertaining to our program
objectives. Both orally and in written format they are to discuss Art processes, design understanding,
and history knowledge as it pertains to their work. The assessment rubric is then filled out by both
faculty and outside evaluators.
Program Changes Based on Assessment: This section requires that you review the previous year’s annual assessment and determine whether the
actions suggested were implemented and to what affect those actions had on student learning from
data you collected. Changes can be: course rotation, assessment activities, and assignment changes…
Also indicate changes you made to the program outside of data collection and why. How did those
changes impact the student results? We have added adjuncts to teach Fibers and Intro to Digital art to
expand the program. We have eliminated the BS Studio Art and now we offer BA and BFA in studio art
to simplify. We have taken off the ART 110 Beg Drawing and ART 115 Color and light from the
Common study courses because they are part of our core curriculum and should be offered to ART
majors first and have no problem filling up. .Also in the ART 470 course I realize as stated above I will
need to have faculty evaluate each objective when they assess the senior exhibit instead of just give one
grade for exhibit and one for senior piece.(see form below) This will be a better way to evaluate each
objective for that course
General Education Assessment: How do the General Education criteria align with the Program Objectives? What courses within your
program build upon skills learned in general education courses (please list the program course and the
general education criteria). The General Education areas are: Communication, Mathematics, Value,
Meaning, Historical Perspective, Critical Thinking, Diversity, Creative and Aesthetic Sensibility, Natural
Science and Social Science. (HLC 4B1) Currently ART 101, ART 105, ART 110. ART120, ART 220., ART 206,
ART 230, ART 231, ART233, ART 222, are our common study courses
We believe all the Gen Ed courses are included in the arts in some way. Creativity/Critical thinking -Art
faculty believe critical thinking, is what inspires creativity in the arts. Diversity and varied points of view
are also integrated in the assessment process and classroom critiques. Our art courses and the art making
process also reflect historical and scientific components, ethics, philosophy, math –all of it, is touched upon
in the visual arts in some way. Our students use math all the time in size relationships and proportions for
compositional balance and unity. The result of this integration offers all students opportunities to perceive
general education as necessary to become better artists. Seeing the world from as many points of view and
a broad spectrum only enhances the students understanding of perception and intuition. Also Artistic
motivation often comes from unique institutional and community based programs such as Woods Around
the World, Academic Service Learning, theater, community One Read, and a broad range of LEAD programs.
Art students have been seen drawing horses and riders in their classes and also in the mock court room
doing portraits. Students have gone into nursing homes to draw and paint as well as demonstrate their
skills in local schools. Our student work and the visiting artists’ exhibits in our gallery along with LEAD
events in the arts certainly helps expand non-art students’ comprehension of their place in the world as
well.
Program Activities: Student Performance Day Activities (Assessment Day):
Describe the department assessment day activities. Please articulate the nature of the assessments are
conducted, explain the process for assessment that happens on these two days. Include the schedule of
assessment day for your program. What does the data and outcomes tell you? What changes will you
make as a result of the data? What areas are successful for the program? Detail of assessment day
All art majors are required to show up to 10 pieces of work from the last year that best reflects the fine
arts rubric objectives. Faculty and outside assessors evaluate students’ work and oral assessment.
Faculty evaluates written assessment at a later date.
Senior Achievement Day Presentations:
Describe program Senior Achievement Day activities? What benefit does the program gain from the
activities? What if any assessment of students happens on this day? What changes if any will occur due
to what is learned by faculty on Senior Achievement Day’s? The ART470 seniors are required to put on
an art exhibit of their best work from the 4 years at WWU as well as a final culmination senior piece.
They are also required to produce a 5page assessment paper. As I noted above, instructor needs to
change the evaluation sheet to make it easier to assess each learning objective when assessing the final
grade for both the senior project and exhibiting work from each senior.
Service Learning Activities:
How is service learning infused in the coursework within your department? Is service or community
engagement in the program mission? Describe the Service Learning Activities that your students and
department engaged in this past year. How did the activities improve student learning? How did the
activities benefit the community?
Faculty and Art students are engaged in a variety of service learning activities for campus, community
and other non- profit activities, in the form of volunteering, and doing art activities with children and
handicap adults. Both in-class and on-line students apply skills and knowledge toward artistic project
that benefits others accompanied be a written explanation of the perceived benefit. Several BFA
students have volunteered at the Fulton Gallery, The Art House. The have also been involved with
competitions and exhibits there.
Program Sponsored LEAD Events:
Highlight lead events sponsored by program faculty that are connected to program or general
education objectives for the past academic year. Include a total number of lead events program faculty
sponsored. Films for art club inter-discipline LEAD Art exhibits and visiting artists and panel
discussions approx. Approximately 33 LEAD event in the last year in our program
Student Accomplishments:
Highlight special examples of student successes in the field (academic: mentor-mentee, conference
presentations, competitive internship, journal acceptance; extra-curricular: horse show championship,
art exhibit). This is for any accomplishments that a student achieved outside of course work or the
normal expectations of student success. Numerous Awards in exhibits and performances. Also
involvement with Hoot magazine and art club.
Faculty Accomplishments:
Highlight any faculty accomplishments that supersede the normal expectations of program faculty.
(Examples: journal acceptance, presentation at a national conference, off campus art show exhibit or
other community/professional honor) Faculty have been involved with outside exhibits, traveling
presentations, Winning Awards, honors, serving as judges, and serving on community boards etc.
Terry Martin
Recognized, as Icon of Education by Ingrams Kansas City Business Magazine Jan. 2016
Achieved Signature of Excellence Status by jury, International Society of Experimental artists,
NSOAP, Mid America Pastel Society and Beat of Missouri Hands
Exhibited, Art House, Capital Arts and Columbia Art League
Purchase Awar, 2nd Annual Callaway Plein Air, Art House Fulton, MO
Jane Mudd
Adjudicated, Lincoln University Annual student Art Exhibit May 2015
Adjudicated ‘Sunflower Days’ plein air event, Clarksville, MO July 2015
First Place, North Missouri Arts Council Annual Plein Air event, Aug. 2015
Second Place, Golden Hills Annual Plein Air event, Sept. 2016
Solo Exhibit, ‘Through Weather and Time’ Boone County Historical Society, Jan-
April 2016
Published Champion Tree Paintings, Missouri Conservationist Mag March 2016 Issue
Board member of Orr Street Studios, Columbia MO.
Board Member and curator, Art House, Fulton, MO
Alumni (Recent Graduates) Accomplishments (past year graduating class):
Results of Alumni survey and how well the program prepared them for their profession, this data is
collected ourselves from contact with students. We can ask the alumni office to share what information
they have on your graduates and then provide your own input to the data. Discuss special honors or
positions earned by recent graduates of the program. This can be done on survey software, Linked In,
or an alternative platform that allows the information to be collected. Currently, recent BFA grads are
employed but not in their field. Two are currently applying to Graduate schools MFA programs and
two are selling their work in galleries.
ART470 requirements that we use for above assessment
Course Synopsis THIS COURSE HAS THREE EQUAL PARTS:
SENIOR PROJECT AND ASSESSMENT PAPER WILL BE BASED ON THE FOLLOWING
1. The Production of an Independent Art Work to be exhibited in the final exhibit. (March 19th –April 10th)
a. This piece should be equal to work required for one hour of studio course credit. b. The student should work in the area of their major focusing on content, quality and mechanics of presentation.
A one page typed report (Artist’s Statement) on the independent work will be due March 18th the date of the exhibit opening. March 19th
2. Portfolios and Assessment Paper a. Student’s Final Portfolio will be presented in two formats: hard and electronic
Both folios will reflect the major focus of the student’s post graduate goals and consist of 15 to 24 selected works in appropriate folio format for the student’s
major: Revised Resumes and Electronic folios due week of April 20th b. Assessment Paper (minimum of 5 pages) and should reflect:
The general development of the student’s artistic growth during her or his college experience.
Student’s success at meeting the art program objectives, technical skills and creative ability
Student’s personal aesthetic. (content, meaning, influences)
Future work or continued education should also be addressed.
College level ability in grammar/format, clarity, artistic language, and originality -A typed draft copy of the paper will be due April 3rd . (Failure to meet this requirement will lower the grade by one grade level for each week the work is
late.) -Revised finished paper due April 22th
3. The Presentation of a Group Exhibition. a. The students in this course will work together to produce an exhibition of their art. b. Peer and self-assessments will aid in the selection of work for the exhibit.
c. This exhibit will have an opening reception. Date to be decided d. Planning committees will be formed, - everyone participates in at least one committee.
e. One student will be selected to oversee the planning committees f. Committees will be required to meet as often as needed in order to work out the
details of the exhibit. Weekly committee updates in class. g. The Instructor will act as a guide and advisor to all students in any matters that involve the use of Department or University facilities, and will assist the class when
asked.
Exhibition dates are March 19 to April 10th 2015
Set up March 12thth to March 18th t
Criteria for Grading
The grade for this class will be determined in the following manner:
The Instructor will review the skills set/papers, portfolios, and the exhibit. A grade will be given to each student for their Practicum piece and another each for the folios and paper. Members of the Art Faculty will review the exhibit and the Practicum pieces. A letter grade will be given
to each student for his or her work in the exhibit from the art faculty. Each student’s work toward production of the exhibit itself also will be assessed. The course instructor will average
these grades, and the one grade/student for the course will be recorded for the course.
Senior Practicum piece, and artist’s statement (all art faculty)
Develop a skills set (in class)
Presentation of hard and electronic portfolios (instructor)
Assessment Paper (Instructor)
Whole senior exhibit (all art faculty)
• Participation in class assessments, planning and discussions (committees) *****Other Requirements
Besides regular classroom attendance, the student is expected to attend all Practicum (outside of class) committee meetings, AND Gallery functions, which are listed in the gallery schedule for the semester.
----------------------------------------------------------------------------------------------------------------------
SENIOR PROJECT AND ASSESSMENT PAPER WILL BE BASED ON THE FOLLOWING
OBJECTIVES
Criteria Exemplary A Proficient B-C Developing C Insufficient D-F
1) Knowledge
of processes and
techniques
specific to
disciplines in the
arts.
Production
includes all
components
presented in a
manner that
reflects well-
developed
understanding.
Production
includes all
components
presented in a
manner that
reflects
understanding,
but may need
occasional
guidance.
Production
includes basic
understanding.
Production
includes limited
understanding.
2) Knowledge
and/or use
of medium’s
standard
structural
components.
Work exploits
formal aspects
of the medium
in highly-
creative and
original ways.
Work applies
formal aspects
of the medium
in appropriate
ways.
Work includes
basic standards
of the medium.
Work does not
illustrate good
standards of the
medium..
3) Ability to
critique art
through the use
of appropriate
vocabulary.
Superior ability
to analyze and
reflect on
content using
appropriate
vocabulary.
Acceptable
ability to
analyze and
reflect on
content using
appropriate
vocabulary.
Average ability
to analyze and
reflect on
content using
appropriate
vocabulary.
Inadequate
ability to
analyze and
reflect on
content using
appropriate
vocabulary.
4) Demonstrates
an understanding
of visual and
performing arts
in historical
context.
Excellent
demonstration
of knowledge of
periods, styles,
and influences.
Good
demonstration
of knowledge of
periods, styles,
and influences.
Basic
understanding
of knowledge of
periods, styles,
and influences.
Lacks
understanding
of knowledge of
periods, styles,
and influences.
TO: Bob, Terry,
This is the form I need to make more specific…as a result of this assessment process
Art Faculty Three requests……
1. Would you all please evaluate at the senior project piece/presentation and give each one a grade? A
B C D etc.? Please read the artist statement that accompanies each piece as well. The senior practicum
piece (graded by all faculty) is to count as 1/3 of their final grade.
2. Please also give a grade for the entire exhibit…effort, quality, overall presentation. This will also
count as 1/3 of their grade.
3. And finally please nominate any piece from the exhibit to add to our permanent senior piece
collection
Please leave comments………
SENIOR PROJECTS
1. Meagen Baker “Leo”__________________
2. Vanessa Davidson “Summertime”_________________
3. Katherine Iffrig “Kelpies at Play”________________
4. Sara McCahon “My Lady”_________________
5. Sarah Mitchell “Plan My Trip Itinerary”________________
6. Shelby Patterson “Eighteen Magazine”_________________
7. Baily Peterson “Cosmic Goddess”_________________
8. Amanda Schultze “Wings”_________________
SENIOR EXHIBIT GRADE____________________
Comments_______________________________________________________________________
I NOMINATE TITLE/ARTIST__________________________________________________for WWU
permanent collection.
Visual Arts Performance Assessment Rubric Name
Class: FR SO JR SR
This is the Portfolio Day evaluation form used by art faculty and outside evaluators (We are satisfied with this
form) as it addresses all objectives.
(Under Criteria rank students 4 thru 1, with 4 being the highest) Ranking should be appropriate to class.
Fine Art
Objectives Criteria Advanced (4) Proficient (3) Developing
(2)
Novice (1)
1) Knowledge of
processes and
techniques
specific to
disciplines in
the arts.
2) Knowledge
and/or use
of medium’s
standard
structural
components.
Knowledge of
Drawing
(Objective #1)
______
Portfolio
reflects a
superior
knowledge and
command of
drawing
Portfolio
reflects a good
drawing ability
appropriate for
student’s level
Portfolio
reflects a basic
knowledge of
drawing skills
Portfolio
reflects a
beginning level
of drawing
ability.
Principles of Design
(Objective #2)
______
Portfolio
reflects a well-
developed
understanding
of design and
composition
Portfolio
reflects effective
use and
understanding
of the elements
and principles
of design
Portfolio
reflects a basic
understanding
of the elements
and principles
of design
Portfolio
demonstrates a
limited
understanding
of design
knowledge
Art processes and
medium technique
(Objective #1)
______
Work
consistently
reflects a
superior
understanding
of numerous art
processes and
medium
handling
Work shows
proficiency in
the handling of
the media and
reflects a
variety art
processes
Work reflects a
few art
processes and
an emerging
skill in
handling the
media
Work reflects
very basic
knowledge of
art materials,
and processes
3) Ability to
critique art
through the
use of
appropriate
vocabulary.
Art History and
Culture
(Objective #4)
Portfolio shows
strong
connection to
art history and
Portfolio
reflects some
creative
exploration
supported by
Portfolio shows
a little
knowledge and
awareness of
Portfolio shows
no connection
to art history
and culture
4) Demonstrates
an understanding of visual and performing
arts in historical context.
______ cultural
awareness
art history and
culture
art history and
culture
Originality/Personal
Aesthetic
(Objective #2)
Work reflects
curiosity,
originality and
is consistant.
Unusual
combinations
and risk taking
is evident
Work shows an
appropriate
degree of
problem
solving and
originality for
student’s level.
Work reflects
some unique
characteristics
but originality
and problem
solving is still
developing
Work attempts
to fulfill
assignment, but
little originality
is evident
Able to communicate
above
criteria in level-
appropriate language
(Objective #3)
______
Student can
demonstrate in
mature artistic
language an
understanding
of process,
design, and art
history.
Student can
demonstrate in
proficient
artistic
language an
understanding
of process,
design, and art
history.
Student can
demonstrate in
basic artistic
language an
understanding
of processes,
design, and art
history.
Student is just
beginning to
utilize artistic
terms and
language when
assessing work.
Overall
Portfolio
Presentation
Presentation Skills
______
Presentation is
clearly
organized
(introduction,
discussion and
analysis,
closing); speech
is easily
understandable,
appropriately
paced; regular
eye contact is
maintained
Presentation is
generally
organized;
speech is
understandable,
pace sometimes
rapid or slow;
some eye
contact with
audience
Presentation
shows limited
organization;
some words
difficult to
understand due
to speech
and/or pace;
eye contact is
intermittent
Presentation
shows minimal
effort
Organization
______
Portfolio is well
organized and
prepared
Portfolio is
generally
organized
Portfolio has
some
organization
Portfolio is not
organized
Reviewer’s Notes or Comments:
Organization
_______
Portfolio is well
organized and
prepared
Portfolio is
generally
organized
Portfolio has
some
organization
Portfolio is not
organized
Reviewer’s Notes or Comments:
Students receive this form prior to Portfolio Review Days, it helps
faculty assess objective #3 and #4
Performance Assessment Days March 4th and 5th 2014
Studio Art, Art Education, and Graphic Design – Room 202 Kemper Art Center
WHY WE DO PORTFOLIO REVIEWS: Portfolios are used for assessment and evaluation purposes. This process
allows the Division as a whole and the student as an individual to work toward the most professional and highest
quality outcomes possible. Students will receive an assessment of where they stand based on faculty
expectations for each degree of study. Students will also receive recommendations designed to aid in the
betterment of their portfolio. The Division will benefit from an overall assessment of student work, providing a
clear understanding of curricular strengths and weaknesses. In addition to those academic benefits, most jobs in
the Arts field require a portfolio at some point in the interview and application process. Our procedure keeps your
portfolio updated and ready to go throughout your college years.
PARTICIPATING IN THE PERFORMANCE REVIEW PROCESS IS A REQUIREMENT OF THE MAJOR.
Students not participating in the process will lose all Division funding (scholarships) and a memo will be forwarded
to the student and the Registrar’s Office informing them that another major must be selected.
Students may bring up to 10 original pieces completed within the last year at WWU. The Art Faculty is asking you
each to answer the following three questions in your best artistic language. Please make sure your answers are
written in a ’Word’ document. And bring a copy to the portfolio review. Each question asks you to refer to an
example from your updated portfolio to accompany your answer, Copy/pasting an image of that artwork next to
your answer is recommended.
1. Choose a piece from your portfolio and describe, in narrative form, the process that went into the making of it.
For example: begin with defining the objectives/criteria, then describe how you came up with your overall idea,
and finally, describe the actual making of the piece or image. This answer and your accompanying piece should
demonstrate your understanding of an artistic process from start to finish.
2. Choose another piece that best demonstrates your knowledge of design. Please disregard subject matter or
content (if any) and discuss the success of the piece based solely on composition. What elements and principles
of design are explored and manipulated? How have you achieved ‘unity’ in the design? Please use appropriate
design language.
3. Has art history influenced your portfolio or a specific piece in your portfolio in some way? Do you have a piece
that reflects a particular subject, or technique or content from past periods or artists? Please discuss.
SCHEDULING FOR PORTFOLIO REVIEWS (MARCH 4 AND 5. Please put you initials by your name on the
schedule. Review sessions will last 20 minutes per person. Please arrive 10 minutes prior to your start time with
your portfolio, ready to show your work and discuss above questions during the review.
Freshman art majors are required to observe 2 upperclassman reviews. Please sign your name on the posted
schedule next to the two students you will be observing. Freshman are also required to bring up to 3 works of art
to a special short group session March 5th in rm. 202 at 1pm
ANNUAL STUDENT (Freshman Soph. Juniors) ART EXHIBIT: Mar 10th – Mar 21st
Faculty will select work from the portfolio review process for the Annual Student Corridor Exhibit March
7thth through April 4th Non majors may also submit artwork completed the last year at WWU.
Work should be matted or framed and reflect an understanding of the program objectives. Attach a label on the
back of each piece with name, medium, and title and give to Terry or Jane by noon Friday March 8th.
A PUBLIC RECEPTION AND AWARD CEREMONY will be held Wed. March 19tht from 4:30 to 5:30
p.m. in the KAC lower corridor.
Please feel free to email any of the art faculty if you have questions concerning either the portfolio review
or the student exhibit.
Annual Assessment Evaluation
Assessment
Component
Assessment Reflects Best
Practices
Assessment Meets the
Expectations of the
University
Assessment Needs
Development
Assessment is
Inadequate
Learning
Objectives
Detailed, measurable
program learning
objectives
Objectives are shared with
students and faculty
Measurable program
learning objectives.
Learning objectives are
available to students.
Program learning
objectives are identified
and are generally
measurable
Program learning
objectives are not clear
or measurable
Assessment
Measures
Multiple measures are
used to assess a student-
learning objectives.
Rubrics or guides are used
for the measures.
All measurements are
clearly described.
External evaluation of
student learning included.
Assessment measures relate
to program learning
objectives.
Various measures are used
to assess student learning.
Measures chosen provide
useful information about
student learning.
Assessment focuses on
class content only.
Minimal description of
how the assessment
relates to the objective.
Minimal assessment
measures established.
Assessment measures
not connected to
objectives.
Assessment measures
are not clear.
No assessment
measures are
established.
Assessment
Results
All objectives are assessed
annually, or a rotation
schedule is provided.
Data are collected and
analyzed to show learning
over time.
Standards for performance
and gaps in student
learning are clearly
identified.
Most objectives assessed
annually.
Data collected and analyzed
showing an annual snapshot
of student learning.
Data are used to highlight
gaps in student learning.
Some data from non-course
based content.
Data collected for at
least one program
objective.
Data collection is
incomplete.
Gaps in student
learning not identified.
Lacking external data to
support course data.
Learning objectives are
not routinely assessed.
Routine data is not
collected.
No discussion on gaps
in student learning.
No use of external data
to support student
learning.
Assessment data not
yet collected.
Faculty
Analysis and
Conclusions
Data is shared that
incorporates multiple
faculty from the program.
Discussions on data results
incorporate multiple
faculty.
Opportunities for adjunct
faculty to participate.
Includes input from
external sources when
possible .
Multiple program faculty
receive assessment results.
Assessment results are
discussed
Specific conclusions about
student learning are made
based on the available
assessment results.
Minimal faculty input
about results is sought
Data not used to
determine success or
not to the objective.
Minimal conclusions
made.
Faculty input is not
sought.
Conclusions about
student learning are not
identified.
N/A Program recently
started or too few
graduates to suggest
any changes.
Actions to
Improve
Learning and
Assessment
All assessment methods,
timetable for assessing, and
evaluating the
effectiveness modifications
are included.
Changes to assessment are
inclusive of multiple
faculty.
More than one change to
assessment is proposed,
timetable for assessment,
and evaluating the change is
provided.
Changes to assessment
measures is highlighted.
At least one change to
improve learning or
assessment is
identified.
The proposed action(s)
relates to faculty
conclusions about areas
for improvement.
Lacking actions to
improve student
learning.
Actions discussed lack
supportive data.
Lacking discussion of
the effectiveness of the
assessment plan
Additional Comments:
The program faculty need to go back and review the assessment matrix to make sure that the matrix
and what is reported in the data match. There are several courses that state in the matric they are
used for assessment but those data do not appear in the charts later on where data is reported. An
example is that obj. 4 is said to be assessed in ART 105 and ART 110 but that data is not collected or
reported. This will not happen in the new system as it will prompt you for the data but we need to
make sure the assessment matrix is how the program wants it before built in the new system.
Program faculty need to identify way to distinguish the BFA students from the BA students when
reporting. There is some overlap between them so clarity is needed to assist with the differentiation
between the two majors. It could be you have different portfolios for them to create or some different
assignment, so that it was clear who what in which major. It is confusing when the report shows only 5
BFA declared majors but the report speaks of 8 who were assessed.
Make sure your request of additional funds for the promotion and encouragement of students being
involved in art competitions is relayed to your division chair.
The General Education assessment component needs to be realigned to the 4 content areas of GE this
next cycle. So when you look at that think about the larger skills areas and how your program supports
these areas of GE. IT is the same, but not breaking it down into the 10 areas, but the 4.
Description of changes is
detailed and and linked to
assessment results.
Changes are realistic, with a
good probability of
improving learning or
assessment.
Adjustments to the
assessment are
proposed but not
clearly connected to
data