QCC COURSE ASSESSMENT FORM
Date: Dec 15, 2013
Department: Art and Design
Course: AR-543: Design for Desktop Publishing
Curriculum or Curricula: A.A.S Degree in Digital Art and Design
PART I. STUDENT LEARNING OBJECTIVES
For Part I, attach the summary report (Tables 1-4) from the QCC Course Objectives Form.
TABLE 1. EDUCATIONAL CONTEXT
An advanced (“capstone”) course required for this curriculum, AR-543 unifies student skills in Adobe Illustrator and
Adobe InDesign within the area of digital print production. Students refine both technical and design skills. Students
create four portfolio-quality projects for use in applying to a 4-year institution or for employment in the graphic design
industry
TABLE 2. CURRICULAR OBJECTIVES
Note: Include in this table curriculum-specific objectives that meet Educational Goals 1 and 2:
Curricular objectives addressed by this course:
1.Students will demonstrate progressive development and competency in the technical skills requisite for artistic selfexpression in at least one major area.
2. Students will demonstrate a progressive understanding of the various elements and basic interrelated processes of creation,
interpretation, and execution within their discipline.
3. Students will integrate personal observation and objective criticism in the evolution of their artistic work.
4. In written work, discussion and creation of art, students will appropriately utilize the vocabulary of their respective
discipline.
TABLE 3. GENERAL EDUCATION OBJECTIVES
Gen Ed
objective’s ID
number from
list (1-10)
1
4
5
10
General educational objectives addressed by this course: Select from preceding list.
(1.) Communicate effectively through reading, writing, listening and speaking
(2.) Use information management and technology skills effectively for academic research and lifelong
learning.
(3.) Integrate knowledge and skills in their program of study
(4.) Apply aesthetic and intellectual criteria in the evaluation or creation of works in the humanities or the arts
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
(Note: copy objectives from the
above Column 1 of Table 4
directly into this column.)
1. Students will demonstrate
proficiency with Adobe InDesign
Learning outcomes
Students will:
a. use appropriate tools and programs to create each digital design
b. demonstrate knowledge of page layout tools (text/picture frames,
character/paragraph palette, styles, links, effects, master pages etc.)
2. Students will create designs which a. create designs with a creative and organized relationship between image and type
b. specify the audience their design is intended for
communicate clearly to their target
audience.
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3. Students will design print ready
designs which follow industry
standards
4. Students will analyze and identify
strengths and weaknesses in their
design projects
5. Students will revise their designs
based on critique and reflection
7. Students will produce four
portfolio quality print pieces
a. produce InDesign files with all links and fonts correctly organized
b. create PDF files
a. compare their designs to those of their classmates and industry examples
b. constructively criticize the designs of other students.
a. sketch ideas and designs for each project
b. revise their digital files throughout the design process
a. design a rebranding (full redesign) of a product
b. design a movie poster (key art, title treatment, and synopsis)
c. design a DVD sleeve for the same movie
d. design a 4 page magazine spread
PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND
ASSESSMENT TOOLS
For the assessment project, you will be designing one course assignment, which will address at least one general
educational objective, one curricular objective (if applicable), and one or more of the course objectives. Please
identify these in the following table:
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
Course Objective(s) selected for assessment: (select from Table 4)
1.
2.
Students will demonstrate proficiency with Adobe InDesign
Students will design print ready designs which follow industry standards
Curricular Objective(s) selected for assessment: (select from Table 2)
Students will demonstrate progressive development and competency in the technical skills requisite for artistic self-expression
in at least one major area.
General Education Objective(s) addressed in this assessment: (select from Table 3)
Integrate knowledge and skills in their program of study
In the first row of Table 6 that follows, describe the assignment that has been selected/designed for this project.
In writing the description, keep in mind the course objective(s), curricular objective(s) and the general education
objective(s) identified above,
The assignment should be conceived as an instructional unit to be completed in one class session (such as a lab) or
over several class sessions. Since any one assignment is actually a complex activity, it is likely to require that
students demonstrate several types of knowledge and/or thinking processes.
Also in Table 6, please
a) identify the three to four most important student learning outcomes (1-4) you expect from this assignment
b) describe the types of activities (a – d) students will be involved with for the assignment, and
c) list the type(s) of assessment tool(s) (A-D) you plan to use to evaluate each of the student outcomes.
(Classroom assessment tools may include paper and pencil tests, performance assessments, oral questions,
portfolios, and other options.)
Note: Copies of the actual assignments (written as they will be presented to the students) should be gathered
in an Assessment Portfolio for this course.
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TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed:
Students will design a 4-page magazine layout utilizing Adobe InDesign on a topic of their choice. They will find/produce all
images and write the required text themselves. Students will also chose the style and size of the magazine. The layout must
follow print specifications detailed on the assignment sheet. Students will revise this layout over four weeks. A PDF and a
printed version of their layout are the final product.
Desired student learning outcomes
for the assignment
(Students will…)
List in parentheses the Curricular
Objective(s) and/or General
Education Objective(s) (1-10)
associated with these desired learning
outcomes for the assignment.
Briefly describe the range of
activities student will engage in
for this assignment.
What assessment tools will be
used to measure how well
students have met each learning
outcome? (Note: a single
assessment tool may be used to
measure multiple learning
outcomes; some learning
outcomes may be measured using
multiple assessment tools.)
1. Create designs with a creative and
organized relationship between image
and type (C.O. #2, G.E. #5, #10)
2. Demonstrate knowledge of page layout
tools (C.O. #1 & #2)
3. Revise their digital files from their
initial sketch through the design process
(C.O. #3 & #4, G.E. #10)
a. Students will sketch their layout
idea.
b. Students will design their layout in
InDesign using appropriate tools.
c. Students will write the text of their
article.
d. Students will participate in a group
critique.
e. Students will print and create a PDF
of their final design.
A. Printout and PDF of design
B. Printout and PDF of design
C. Relation of sketch to final design.
Classroom critique of in-progress
designs
PART III. ASSESSMENT STANDARDS (RUBRICS)
Before the assignment is given, prepare a description of the standards by which students’ performance will be
measured. This could be a checklist, a descriptive holistic scale, or another form. The rubric (or a version of it) may
be given to the students with the assignment so they will know what the instructor’s expectations are for this
assignment.
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (Copy from Table 6 above)
Students will design a 4-page magazine layout utilizing Adobe InDesign on a topic of their choice. They will find/produce all
images and write the required text themselves. Students will also chose the style and size of the magazine. The layout must
follow print specifications that are detailed on the assignment sheet. Students will revise this layout over three weeks. A PDF
and a printed version of their layout are the final product.
Desired student learning
outcomes from the
assignment: (Copy from
Column 1, Table 6 above;
include Curricular and /or
General Education Objectives
addressed)
Assessment measures for
each learning outcome:
(Copy from Column 3,Table 6
above)
1. create designs with a creative
and organized relationship
between image and type (C.O.
#2, G.E. #5)
A. Printout and PDF of design
B. Printout and PDF of design
C. Relationship of the student’s
sketch to their final design.
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Standards for student performance:
 Describe the standards or rubrics for
measuring student achievement of each
outcome in the assignment.
 Give the percentage of the class that is
expected to meet these outcomes
 If needed, attach copy(s) of rubrics.
 See attached rubric.
Overall projected outcomes:
2. demonstrate knowledge of
page layout tools (C.O. #1&2,
G.E. #4)
3. revise their digital files from
their initial sketch through the
design process
(C.O. #3 & 4, G.E. #10)
Classroom critique of in-progress
designs
50% expected to earn an A
25% expected to earn a B
20% expected to earn a C
<2.5% expected to earn a D
<2.5% expected to earn an F
RUBRIC FOR AR-543 DESIGN FOR 4 PAGE MAGAZINE LAYOUT
(BROKEN DOWN BY LEARNING OUTCOME)
LEARNING
OUTCOMES>
PERFORMANCE
LEVEL
V
A
B
C
D
F
Create designs with a
creative and organized
relationship between
image and type
Demonstrate knowledge of
page layout tools
Revise their digital files from their initial
sketch through the design process
There is a creative and
organized and dynamic
relationship between image
and type that is carried
throughout the layout.
Looks and reads like a
professional magazine
layout.
Type is not always working in relationship to images. Some images feel merely “plopped down”. Minor readability and/or image quality issues. Serious disconnect between image and text. Problems with text wrap skills or Lacks an overall visual style. or Serious readability and/or image quality issues. Any 2 of the above problems. There is a title, pull quote, page
numbers, drop cap, columns, at
least 6 images, and photo
credits as detailed in hand-out.
All elements work together to
create a unified whole of 4
pages.
Initial design sketch created.
Design does not look like a magazine layout (i.e. too much like a report/newsletter) Low resolution/stretched images used. All tools are used expertly.
Any of the above requirements not fulfilled, or tools (e.g. text/object frames, styles, character/paragraph effects, pen, only proficiently used) or problems with safety/gutter/spacing Any 2 of the above problems Several requirements not fulfilled and serious problems using the required tools Did not use InDesign Many technical requirements not fulfilled 4
Written article is free of major errors.
Multiple revisions have improved design.
Final product is printed, trimmed, and a
PDF is created and digitally submitted.
Only 3 of the above have been successfully completed. Only 2 of the above have been successfully completed. Only 1 of the above have been successfully completed. None of the above successfully completed. PART IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Use the following table to report the student results on the assessment. If you prefer, you may report outcomes
using the rubric(s), or other graphical representation. Include a comparison of the outcomes you expected (from
Table 7, Column 3) with the actual results. NOTE: A number of the pilot assessments did not include expected
success rates so there is no comparison of expected and actual outcomes in some of the examples below. However,
projecting outcomes is an important part of the assessment process; comparison between expected and actual
outcomes helps set benchmarks for student performance.
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Desired student learning outcomes:
(Copy from, Column 1,Table 6 above;
include Curricular and/or General
Education Objectives addressed)
Student achievement: Describe the group achievement of each
desired outcome and the knowledge and cognitive processes
demonstrated.
1. Create designs with a creative and
organized relationship between image and
type (C.O. #2, G.E. #5)
LEARNING OUTCOME #1:
50% earned an A
30% earned a B
15% earned a C
5% earned a D
0% earned an F
2. Demonstrate knowledge of page layout
tools (C.O. #1&2, G.E. #4)
3. Revise their digital files from their
initial sketch through the design process
(C.O. #3 & 4, G.E. #10)
Procedural and conceptual knowledge demonstrated.
Cognitive processes employed: Creating, Applying, Analyzing
LEARNING OUTCOME #2:
40% earned an A
40% earned a B
20% earned a C
0% earned a D
0% earned an F
Factual and procedural knowledge demonstrated.
Cognitive processes employed: Remembering, Understanding, and
Applying
LEARNING OUTCOME #3:
25% earned an A
40% earned a B
35% earned a C
0% earned a D
0% earned an F
Procedural and conceptual knowledge demonstrated.
Cognitive processes employed: Analyzing, Evaluating
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TABLE 9. EVALUATION AND RESULTING ACTION PLAN
In the table below, or in a separate attachment, interpret and evaluate the assessment results, and describe the
actions to be taken as a result of the assessment. In the evaluation of achievement, take into account student
success in demonstrating the types of knowledge and the cognitive processes identified in the Course
Objectives.
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
Most students successfully revised their designs and successfully followed layout requirements and demonstrated their
technical knowledge of InDesign and Illustrator. They were able to remember, understand and analyze lectures on
technical information and design strategies. Based on observation, if they revised their designs from sketch to digital
rough draft to critiqued draft through final file it helped them to improve achievement in Learning Outcome #1.
Without such revision, their work often lacked the polish of a professional piece. Students who did not achieve as
highly in factual and procedural knowledge often did not read the assignment carefully or rushed to complete the
assignment. Students had the most difficulty all of the steps of this multi-week project, doing sketches, completing
multiple revisions, and actually printing and trimming the project on time and neatly.
B. Evaluation of the assessment process:
What do the results suggest about how well the assignment and the assessment process worked
both to help students learn and to show what they have learned?
The assignment and assessment work well to demonstrate the stated learning outcomes. By creating a project that
should mirror a style (magazine pages) that they are familiar with helps them to see a direction to work towards, but to
also feel accomplishment in making something that looks professional.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
The most difficult aspect of the assignment for students is creating a truly dynamic relationship between text and
image. I already show many examples of good layout design, and ask students to bring in examples as well. Often, the
students who bring in samples spend time outside of class looking and researching design – and they score higher in
general. Those who do not actively “look” score lower overall. Next semester, I will implement a blog project where
each student will create 45 entries over the course of the semester detailing design inspiration. This project will also
serve as a form of “self-publishing” within the Desktop Publishing class.
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Assignment used for Assessment of AR-543 Desktop Publishing Fall 2013
PROJECT 6: Magazine Layout (In-house designer at a magazine)
For this project you will write and design an article as a 4-page magazine spread. The topic of the article
is up to you. Possibilities include: news article, recipes, movie reviews, fashion, auto, travel, or even a
short story. Any subject is acceptable. Choose something you are interested in.
Task: Create a well-designed 4-page spread.
Requirements:
From the “Printer”:


Final files will be printed, trimmed, and assembled and in PDF format.
Specs are: Trim = you decide on your size
Safety= .5" all around, Bleed= .125" on each side, gutter is 1”
From the Editor (me):










Each spread must have the following:
Title of article
Appropriate story and photo credits.
A Pull quote/callout
Page numbers
Drop cap in first paragraph
Columns (size and number to be determined by you)
At least 5 images. All should be minimum 200 dpi when placed at 100%
Article can be written by someone else, but you are not redesigning something.
(i.e. using all their images etc.) Credit must be given.
I suggest scanning your own images or taking images with a digital camera.
Make sure to use a readable font.
You may also opt to create a cover + 3 page article, if you are interested in designing a cover.
Save your file as YourLastName_Spread.idd in a folder with your images.
Timeline:
Week 1: Bring in examples of 3 well-designed magazine layouts.
Have sketches for your layouts. We will work on your layout in class.
Week 2: In-class work on layout
Week 3: In-class work on layout
Week 4: Final Revisions, Preparing your project as a PDF
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