Institutional Planning, Assessment & Research
Assessment Review Committee
Report
College of Fine Arts and
Communication (CFAC)
Jeffrey Ward, Associate Dean for Assessment
April 7, 2014
2010 Institutional
Planning,Assessment,
Assessment
& Research
Research
2013
Institutional Planning,
and
1
COLLEGE OF FINE ARTS AND COMMUNICATION
ASSESSMENT REVIEW PROCESS
STEP ONE: UAC’s input 2012-13 results and actions and 2011-12 follow-up to
actions in TracDat by September 15 in consultation with the Interim Associate Dean
for Assessment, if necessary.
STEP TWO: School Director, using a Word document version of the IPAR Review
Rubric, provides feedback to UAC. If deemed appropriate by the school director, a
copy of these rubrics can be made available to the Interim Associate Dean for
Assessment. UAC’s make changes based on director feedback, if necessary.
Faculty reviews and approves plan by October 1.
STEP THREE: Interim Associate Dean for Assessment reviews and provides
feedback to UAC. UAC makes changes based on Associate Dean for Assessment
feedback, if necessary, by October 15.
2013 Institutional Planning, Assessment & Research
2
COLLEGE OF FINE ARTS AND COMMUNICATION
ASSESSMENT REVIEW PROCESS
Buddo

Art Education (MAED)

Art Studio (BFA)

Dance Performance (BFA)

Theatre Foundations

Communication (BS)

Communication Foundations

Theatre Arts (BFA)

Dean’s Office (CFAC)
Prividera

Certificate of Advanced Performance Studies
(CAPS)

Dance Foundations

Music Education (BM)

Music Foundations

Music Performance (MM)

Suzuki Pedagogy (U Certificate)

Suzuki Pedagogy (G Certificate)

SRAPAS (CFAC)
2010 Institutional Planning, Assessment & Research
Morrissey

Jazz Studies (U Certificate)

Music Education (MM)

Music Performance (BM)

Music Therapy (BM)

Music Theory/Composition (BM)

Music Theory/Composition (MM)

Institute of Outdoor Drama (CFAC)
Ward

Art Education (BFA)

Art Studio (MFA)

Art Foundations

Art History (BA)

Communication (MA)

Dance Education (BFA)

Theatre Arts Education (BFA)
3
2012-13 Component Data
Developing
Acceptable
Proficient
Outcome
2
19
63
Means of
Assessment
25
46
12
Criteria for
Success
11
27
46
Results
19
20
45
Actions Taken
32
31
21
Follow-Up to
Actions Taken
31
33
20
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Data Visualization
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2013 Institutional Planning, Assessment & Research
Proficient
Acceptable
Developing
5
2012-13 Best Practices – “Closing the Loop”
BFA in Theatre Arts
Outcome: Students’ Voices: Students work to improve their voices and to lessen
the amount of vocal fry, nasality, and glottal attacks in their voices.
Means of Assessment: Recording students' voices at the beginning and the end of
the semester, and listening to and assessing the improvement with the instructor
and the student.
Criteria for Success: At least 95% of the students should achieve "Moderate
Improvement" or above in all three areas of eliminating vocal fry, nasality, and
glottal attacks. At least 50% of the students should achieve "Marked Improvement"
in all three areas. Please see attached Rubric.
2012-2013 Results: 96% of the students achieved "Moderate Improvement" in all
three categories. At least 50% of the students achieved "Marked Improvement" in
all three categories. Goal was met in all three categories. See attached document
for a summary of results.
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2012-13 Best Practices – “Closing the Loop”
BFA in Theatre Arts
• Actions Taken (based on analysis of results): Although the goal for glottal
attacks was met, faculty decided to continue to focus efforts on eliminating
glottal attacks in the students' voices. More emphasis was placed on linking
sounds in the warm up, as well as on individual notes to students.
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2012-13 Best Practices – “Closing the Loop”
BM in Performance
Outcome: Education for a New Century (Global and Local Issues) : Uses disciplinary
concepts to explain how global and local issues are interconnected.
Means of Assessment: Course-embedded assessment (MUSC 2248) are given at the
beginning and end of the course that examines a set of five competencies including cultural
knowledge, performance practices, modes of conceptualization, stylistic features, and musicmaking behaviors in six geographic regions (Latin America, Sub-Saharan Africa, West Africa,
North America, Andean region, Bali) . The measure reflects the students’ understanding of
multicultural idioms and participation in non-Western musical ensembles. The study of
alternate principles for organizing musical elements and structures challenges the perspective
of a single “dominant culture,” thus offering a broader view for the conceptualization of music.
Concomitantly, the assimilation of diverse musical languages (i.e., global) also affords
a deeper understanding of Western (local) vocabulary, thereby enhancing the student’s
musical practice (local), including instrumental performance, analytical thinking,
creative composition and improvisational technique.
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2012-13 Best Practices – “Closing the Loop”
BM in Performance
Criteria for Success: Posttest student scores increase from pretest means in 85%
of students.
2012-2013 Results: 3 of 3 (100%) students’ scores increased from pretest to
posttest.
Actions Taken (based on analysis of results): The criterion for success was met for
this objective in all categories for Spring 2013. The instructor implemented a more
integrative approach to the application of theory and practice in several of the
musico-cultural units to better meet the program’s mission of developing
professional educators with diverse perspectives of their core and teaching areas.
This implementation facilitates the performance component of the assessment
(i.e., Sub-Saharan polyrhythmic drumming, Andean Sikuris, and Indonesian
Kecak).
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Substantive Changes
BS in Communication
Description of Changes: After analyzing data from the past two to three years,
School of Communication faculty examined and revised their curriculum, focusing
assessment efforts on:
• Writing Skills
• Speech
• Global Initiatives
• Research Skills
This change in the focus of assessment was rooted in their Strategic Planning
process: “SOC faculty takes an integrated approach to the processes and practices
of human and media communication combining scholarly thinking and research with
the competencies addressed in the outcomes.”
2013 Institutional Planning, Assessment & Research
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Rubric and Review Process Feedback
• ARC meeting as a group and presenting their initial reviews was an excellent
practice:
– Allowed more experienced reviewers to provide feedback to less experienced
reviewers
– Provided wider perspective to all reviewers
– Allowed for the opportunity to offer the most sophisticated and unified
feedback, as it was crafted in some cases by four people rather than one
– Increased the inter-rater reliability of the review, while still allowing for
independent opinions
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Rubric and Review Process Feedback
• Members of the ARC recommended that the rubric be more holistic in nature
rather than based on every component of the assessment report.
– Format rubric to be based on larger sections of the assessment report:
• Plan (Outcome, Means of Assessment, Criteria for Success)
• Actions Taken, Results, and Analysis
• Actions Planned
– Rubric should address other assessment policies, such as:
• At least one outcome has multiple means of assessment
• Strategic outcome
– As all outcomes will be sent to external reviewers, all outcomes within a
program should be reviewed.
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Rubric and Review Process Feedback
Developing
Areas
Program
Music
Foundations
Reviewer's
Outcome
Comments
Revision of component in
Short
(please copy
TracDat (please copy and paste
Name
Component and paste)
Response from revised TracDat)
The criterion for success for this
outcome was met by the Spring
2013 results. The instructor
Can you clarify -creates a list of live musical
Practice and
how does this
History
improve/enhance
performances representing a
student learning?
variety of genres, increasing the
breadth of the musical
AT
experiences of students.
2013 Institutional Planning, Assessment & Research
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