Michael Ritchie deliverables AR122 Assessment Institute
1. General Education Objectives
a. Integrate knowledge and skills in their program of study
b. Apply aesthetic and intellectual criteria in the evaluation
or creation of works in the humanities or the arts
c. Differentiate and make informed decisions about issues
based on multiple value systems
Learning outcomes
a. Students will construct a project that demonstrates
their ability to measure accurately.
b. Through their artwork, students will demonstrate
neat edges with thorough cutting and sanding.
c. Students will cut repeated units the same size
and shape to construct part of their design.
d. Students will transform, synthesize, or connect ideas or
solutions to create a whole design from disparate parts.
2. Assessment Quiz
Construction of a relief in foam core.
a. Create a right angled triangle
4 1/8 “ high 4 ¾ wide
b.
Trace the triangle 3 more times
c.
Draw a square 5x5 inches
Bisect the square.
Draw those lines in pencil.
d. Place the 4 triangles diagonally with
one end of each triangle in the center.
Assessment rubric Attached separately
3. Student assignment
Students are constructing a circular symmetrical relief
from foam core. This relief is made from separate flat
parts and glued together to create a three dimension relief.
The relief must be symmetrical. Each shapes created must
be repeated at least 4 items to maintain symmetry. There
must be a number of related shapes of different sizes to
maintain design unity. There must also be different levels
of foam core to create the feeling of a relief.
The assignment will take 2 periods. This is about 7 hours of work.
Week I. Formulating and idea, cutting the larger pieces
Week 2. Cutting the smaller shapes. Cutting and gluing
the pieces symmetrically
Assessment Results Scoring
Three D design 122 Rubric Results
Total students evaluated:
Learning outcomes
A. 1. Creation
Students will construct a
project that demonstrates
their ability to measure
accurately.
Semester: Fall 2013
Professor:
Excellent 18
Good – 14
Average - 15
Fair –
7
Poor –
4
Through their artwork, students will
demonstrate neat edges with
thorough cutting and sanding
Excellent 18
Good – 15
Average – 12
Fair –
8
Poor
5
3. Students will cut repeated units the
same size and shape to construct
part of their design
Excellent –22
Good – 11
Average – 14
Fair –
6
Poor
5
Excellent 22
Good – 11
Average 14
Fair –
7
Poor4
Excellent 14
Good –
16
Average – 13
Fair –
12
Poor2
4. Students will transform, synthesize,
or connect ideas or solutions to
create a whole design from disparate
parts
B. 5. Analysis
Students will critique their own
work and the work of other
students
A discussion of the evidence and rubrics used to test data
Section A Creation.
Category 1 (Ability to measure accurately)
A quiz using rulers was given to check measuring accuracy.
Each project is graded on accuracy of measurements
Many students cannot measure using eighths and
quarter inches after repeated attempts.
Many cannot create proper right angles.
 Excellent: 18
 Good:
14
 Fair:
15
 Average
7
 Poor:
4
Category 2 (Neat edges with thorough cutting and sanding )
Some have difficulty with cutting and sanding leaving irregular rough edges.
 Excellent: 18
 Good:
15
 Average
12
 Fair:
8
 Poor:
5
Category 3 (Cutting shapes of similar size)
This causes cause problems with some.
 Excellent: 22
 Good:
11
 Average
14
 Fair:
6
 Poor:
5
Category 4 (transform, synthesize, or connect)
Many have problems creating a complete design utilizing the
visual material required in the beginning of the assignment.
Many have difficulty fulfilling the requirements of the assignment
 Excellent: 22
 Good:
11
 Average
14
 Fair:
7
 Poor:
4
Section B
Category 5 (Analysis)
Many students do not take part in the critiques.
Some have problems since English is a second language..
Many have difficulty using proper terminology describing artwork.
During critiques many students are reticent to take part in the discussions.
• Excellent 14
 Good:
16
 Average
13
 Fair
12
 Poor:
2
Action Plan
We will institute the following:
• Students will be given low intensity papers
to write in class during critiques.
This will allow us to get feedback from everyone.
• Students will be quizzed regularly on use of terminology.
• Give students more complex prompts during critique
• Students will be given short low intensity quizzes using rulers.
• Students will be given short low intensity quizzes where students must
draw right angles according to specifications.
• Students will be use only a few materials during the semester
instead of using three or four different materials.
In this way, students gain a thorough experience using the materials.
• A checklist of design principles has been prepared.
The instructor will check off to see if these design principles have been used.
Students work artifacts
six examples attached separately
foam reliefs
cardboard shoes
archimedean solid1
archimedean solid 2