Archived Assessment Report
| Program | Fine Arts AA Degree: Art History |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Final Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 2. Describe the relationships and roles of patron, artist, and viewer across various cultures and time periods. | Can most (at least 80%) of our students describe the relationships and roles of patron, artist, and viewer across various cultures and time periods? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 2. Describe the relationships and roles of patron, artist, and viewer across various cultures and time periods. | Assignment: Virtual Museum Local Public Art Paper | ARTH 1110, ARTH 2110, ARTH 2120, ARTH 2130, ARTH 2140 | At least 80% of students are able to describe the relationships between patron, artist, and viewer across various cultures and time period. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 2. Describe the relationships and roles of patron, artist, and viewer across various cultures and time periods. | With the new ARTH 1116 History of Design in addition to the listed courses, 54% of students were able to describe the relationships between patron, artist, and viewer across various cultures and time period. If we take out the Art Appreciation course (ARTH 1110) which is not required for Art History majors we have a proficiency of 61%. | Sample assessed fell below the hypothesis threshold. | Some students are struggling with describing the relationships between patron, artist, and viewer across various cultures and time period either. |
| 2. Describe the relationships and roles of patron, artist, and viewer across various cultures and time periods. | |
|---|---|
| Describe the change that was implemented. | Directly embed tutoring into participating LMS shells prior to assessment. Copy checklist with reminders on assignment components into participating LMS shells prior to assessment. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | Yes, approach will focus more on determining student comprehension of outcome using tutor embed tool and checklist tool. |
| What data motivated the change? | Only 52 of 86 students sampled were proficient meeting the threshold for this outcome for the ARTH program. |
| Hypothesis about the effect the change will have? | Embedded checklist will allow us to see if students are truly struggling with outcome, or if they merely are selective in following the assessment prompts requirements. Tutoring support will assist students with writing and research components so that student focus can be more on outcome. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 2. Describe the relationships and roles of patron, artist, and viewer across various cultures and time periods. | Virtual Museum Local Public Art Paper with scoring rubric. | ARTH 1110 (not part of program) ARTH 2110, ARTH 2120, ARTH 2130, ARTH 2140 |
| 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 |
|---|---|---|---|
| 2. Describe the relationships and roles of patron, artist, and viewer across various cultures and time periods. | Overall, 50.20% students did not meet threshold of 80% for proficiency. 248 total students with 123 proficient. Online delivery had greatest proficiency with 100 of 167 meeting threshold. Of 55 students in face-to-face only 17 were proficient. Of 26 students in fusion only 6 were proficient. | Were students in fusion attending more face-to-face or online by end of term? One face-to-face section of ARTH 2110 with 11 students all below threshold--may need norming session with participating instructors for consistency. ARTH 2110 scored the lowest with only 33.33% meeting threshold. Will look into embedded librarian rather than tutor which did not interface well with online delivery. Need to make sure that ARTH 1110 and ARTH 1116 are excluded from data pull for program. Did students not meeting threshold not address the relationships requested, or were these addressed but inaccurate? |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Proficiency online and with Art History majors improved from first round of assessment. Fusion and face-to-face delivery modes lag comparatively.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
Only minor with some new built in checklists and resource embeds added to courses in the program.
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Students investigated different relationships and roles of groups/individuals across time and cultures in the art world. This universal theme fostered assessment for inclusion by seeking to incorporate more diverse student perspectives and experiences.
Describe any external factors affecting the program or affecting assessment of the program.
Use of unauthorized generative AI by students has dramatically increased during this theme cycle making assessing learning outcomes challenging especially prior Turnitin adoption by the college.