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.



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)




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


and designers. Data was collected on 7 BFA students






benchmark.


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?


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.


evaluators review and assess student portfolios and performance.

Students are questioned about art history knowledge


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


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)




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)



and designers. Data was collected on 7 BFA students See attached

evaluation forms






benchmark.


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?


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.




piece to faculty accompanied by an oral self-assessment) A Written 5

page self- assessment was also turned in


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)




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)



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






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?


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.


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)




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)






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?


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

Annual Assessment Report...Methods 1.Annual Portfolio Review and Assessment Day Art -Faculty and...

Documents

Transcript of Annual Assessment Report...Methods 1.Annual Portfolio Review and Assessment Day Art -Faculty and...