Archived Assessment Report
| Program | ARTS Creative Fine Arts Gen Ed |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|
| 1b. Communication: Strategies for Understanding and Evaluating Messages | Visually apply a cultural, political, or economic lens to a work of art so that it intentionally expresses a message. |
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | Genera and medium awareness |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | Evaluation and production of arguments |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|
| 1b. Communication: Strategies for Understanding and Evaluating Messages | Self Critique of An Art Project | ARTS 1610, ARTS 1240 & ARTS 1250 | Meets standard |
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | Art Assignment evaluated by rubric | ARTS 1610, ARTS 1240 & ARTS 1250 | meets standard |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | Art Project assessed with Rubric | ARTS 1610, ARTS 1240 & ARTS 1250 | Meets standard |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|
| 1b. Communication: Strategies for Understanding and Evaluating Messages | 144 out of 159 students met the threshold, which 91% success rate. | The results support the focus area. | This shows us that the curriculum and the nature of art making lends itself to expression that reflects cultural, political and economic conditions that students experience. |
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | 85.32% of students met or exceeded the threshold | The results support that the curriculum revolves around creating genre and medium awareness | This shows us that the core of our outcomes and the execution by our faculty are focused in the correct direction |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | 75.23% of students met or exceeded the threshold | The results support that most students understand how to self critique their artwork | This shows us that, while there is room for improvement, that the curriculum reflects the focus area |
| 1b. Communication: Strategies for Understanding and Evaluating Messages |
|---|
| Describe the change that was implemented. | No changes planned. Student did well on the rubric used to evaluate the self-critique assignment. The only changes planned might be to use the same name for the assignment in Brightspace to make it easier to analyze data. |
| Type of Change | |
| Change in Assessment Approach or Tools? | The only change is to keep the name in Brightspace the same to make it easier to analyze the data. |
| What data motivated the change? | Not instructional changes due to the high rate of success for students. |
| Hypothesis about the effect the change will have? | We expect the success rates to be similar in the next round of data collection. |
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence |
|---|
| Describe the change that was implemented. | N/A. We did not focus on this outcome, only 1B. However, during the next round of assessing "Practicing Community" cycle, we will include outcomes 3a and 3b. |
| Type of Change | |
| Change in Assessment Approach or Tools? | N/A |
| What data motivated the change? | N/A |
| Hypothesis about the effect the change will have? | N/A |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds |
|---|
| Describe the change that was implemented. | N/A. We did not focus on this outcome, only 1B. However, during the next round of assessing "Practicing Community" cycle, we will include outcomes 3a and 3b. |
| Type of Change | |
| Change in Assessment Approach or Tools? | N/A |
| What data motivated the change? | N/A |
| Hypothesis about the effect the change will have? | N/A |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|
| 1b. Communication: Strategies for Understanding and Evaluating Messages | Instructors will apply the same rubric to a self-critique assignment. | ARTS 1610 and ARTS 1240 (ARTS 1250 not offered in the summer) |
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | N/A. We did not focus on this outcome, only 1B. However, during the next round of assessing "Practicing Community" cycle, we will include outcomes 3a and 3b. | N/A |
| 3b. Personal and Social Responsibility: Sustainability and the natural and human worlds | N/A. We did not focus on this outcome, only 1B. However, during the next round of assessing "Practicing Community" cycle, we will include outcomes 3a and 3b. | N/A |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second
Round Results | Intepretation of Results,
Pre- and Post-Change | Follow up questions,
possible next steps |
|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | | | |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Describe any external factors affecting the program or affecting assessment of the program.