Archived Assessment Report
| Program | ARTH 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 |
|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | Do students struggle with intercultural reasoning and intercultural competence? |
| 3c. Personal and Social Responsibility: Ethical Reasoning | Do students struggle with ethical reasoning? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | Assignment: Virtual Museum Local Public Art Paper | ARTH 1110, ARTH 2110, ARTH 2120, ARTH 2130, ARTH 2140 | At least 80% of students are proficient in utilizing intercultural reasoning and intercultural competence. |
| 3c. Personal and Social Responsibility: Ethical Reasoning | Assignment: Virtual Museum Local Public Art Paper | ARTH 1110, ARTH 2110, ARTH 2120, ARTH 2130, ARTH 2140 | At least 80% of students are proficient in utilizing ethical reasoning. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | Of the 204 samples 101 met the threshold for proficiency. This averages to 50% of students being proficient in utilizing intercultural reasoning and intercultural competence. | The results contradict the focus area question that 80% of students would be proficient in intercultural reasoning and intercultural competence. | Half of students struggle with evaluating personal and social justice issues as they relate to specific contexts and compare and contrast multiple solutions across social and cultural relationships. |
| 3c. Personal and Social Responsibility: Ethical Reasoning | Approximately 48% of students sampled were proficient in ethical reasoning. | Yes, students struggle with ethical reasoning. | Nearly half of students struggle in comparing a range of ethical perspectives and propose an ethical solution based on one or more of those perspectives. |
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | |
|---|---|
| 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? | Of 204 students sampled only 96 were proficient in this outcome. (Excludes ARTH 1116 as it is not GenEd). |
| 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. |
| 3c. Personal and Social Responsibility: Ethical Reasoning | |
|---|---|
| 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? | Of 204 students sampled, only 93 were proficient in this outcome. |
| 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 |
|---|---|---|
| 3a. Personal and Social Responsibility: Intercultural reasoning and intercultural competence | Assignment: Virtual Museum Local Public Art Paper and scoring rubric. | ARTH 1110, ARTH 2110, ARTH 2120, ARTH 2130, ARTH 2140 |
| 3c. Personal and Social Responsibility: Ethical Reasoning | Assignment: Virtual Museum Local Public Art Paper and scoring rubric. | ARTH 1110, 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 |
|---|
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.