Course-Wide Assessment Evaluation for AR 310 (now ARTH 100) Exam, Fall 2014
Written by Prof. Hayes P. Mauro
Department of Art & Design
Courses Assessed
All sections of AR 310 (ARTH 100)
Relevant QCC Educational Objectives
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Communicate effectively through reading, writing, listening, and speaking.
Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions.
Integrate knowledge and skills in their program of study.
Differentiate and make informed decisions about issues based on multiple value systems.
Use historical or social sciences perspectives to examine formation of ideas, human behavior, social institutions, or social
processes.
Apply aesthetic and intellectual criteria in the evaluation or creation of works in the humanities or the arts.
Relevant Curricular Objectives
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In written work, discussion, and creation of art, students will appropriately utilize the vocabulary of their respective discipline.
Students will form and defend fundamental value judgments about works of art within their major area of concentration.
In written work, discussion, and creation of art, students will appropriately utilize the vocabulary of their respective discipline.
Students will be able to place works of art in historical and stylistic contexts and demonstrate appreciation of the cultural
milieu in which they were created.
Examine different manifestations of cultural symbolism within a work of art in relation to geographic, historical and cultural
contexts.
Recognize and discuss social, psychological, emotional, and aesthetic implications of works of art in our culture, as well as
other cultures or times.
Use design principles, theories and practice, and art historical analysis to approach and apprehend the diversity of human
culture and expression in theory and life.
Art History Course Objectives
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Students will adopt the art historical lexicon when speaking and writing about works of art.
Students will use analytic reasoning to identify issues and problems and evaluate evidence in order to make informed
evaluations of works of art.
In formal written assignments, students will demonstrate use of information technology skills effectively for academic
research.
In written works and in classroom discussion, students will not only be able to place works of art in social, cultural, historical,
and stylistic contexts, but in so doing will demonstrate the acquisition of factual knowledge.
Students will be able to conduct a formal, visual analysis and evaluation of works of art.
Here is a matrix illustrating the alignment of Gen Ed, Curricular, and Course Objectives with our rubrics:
Assessment of Art History Courses – Queensborough Community College
Alignment of Learning Outcomes with Course, Curricular, and GenEd Objectives
General Education
Objectives
Communicate effectively
through reading, writing,
listening, and speaking
Curricular Objectives

In written work, discussion, and creation of art, students
will appropriately utilize the vocabulary of their
respective discipline

Students will adopt the art historical
lexicon when speaking and writing
about works of art
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On exams, students will be able to:
o Demonstrate recognition of art
historical terms and concepts and
their respective meanings
Use analytical reasoning to
identify issues or problems
and evaluate evidence in
order to make informed
decisions

Students will form and defend fundamental value
judgments about works of art within their major area of
concentration

Students will use analytic reasoning to
identify issues and problems and
evaluate evidence in order to make
informed evaluations of works of art

Use historical or social
sciences perspectives to
examine formation of ideas,
human behavior, social
institutions, or social
processes

In written work, discussion, and creation of art, students
will appropriately utilize the vocabulary of their
respective discipline
Students will be able to place works of art in historical
and stylistic contexts and demonstrate appreciation of
the cultural milieu in which they were created
Examine different manifestations of cultural symbolism
within a work of art in relation to geographic, historical
and cultural contexts
Recognize and discuss social, psychological, emotional,
and aesthetic implications of works of art in our culture,
as well as other cultures or times

In written works and in classroom
discussion, students will not only be
able to place works of art in social,
cultural, historical, and stylistic
contexts, but in so doing will
demonstrate the acquisition of factual
knowledge
On exams, students will be able to:
o Demonstrate analytical thinking
through the written expression of
historical facts and art historical
concepts in order to derive
meaning in works of art
On exams, students will be able to:
o Demonstrate command of factual
historical knowledge pertinent to
the meaning and execution of
works of art
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Course Objectives
Learning Outcomes/ Rubrics
Apply aesthetic and
intellectual criteria in the
evaluation or creation of
works in the humanities or
the arts
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
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Students will be able to place works of art in historical
and stylistic contexts and demonstrate appreciation of
the cultural milieu in which they were created
Students will form and defend fundamental value
judgments about works of art within their major area of
concentration
Use design principles, theories and practice, and art
historical analysis to approach and apprehend the
diversity of human culture and expression in theory and
life

Students will be able to conduct a
formal, visual analysis and evaluation
of works of art

On exams, students will be able to:
o Demonstrate recognition of art
historical terms and concepts and
their respective meanings
o Demonstrate analytical thinking
through the written expression of
historical facts and art historical
concepts in order to derive
meaning in works of art
The Department of Art & Design has developed this rubric to measure Student Learning Outcomes. These outcomes are
described below. Each student is measured within to a matrix corresponding to each outcome. Thus, for all outcomes, we have
benchmarks of “Excellent,” “Good,” “Fair,” and “Poor.” Each outcome has been revised this year and more detailed sub-sections
appear below the outcome in an effort to further refine our measure of student outcomes. A student is deemed “Excellent”
within a particular skill area if that person exhibits a mastery of that skill consistently throughout the desired outcome. Their
skill mastery is deemed “Good” if they exhibit mastery in a majority of instances. “Fair” is marked when a student occasionally
but inconsistently exhibits such mastery. “Poor” is marked when a student consistently fails to exhibit mastery. Thus the
numbers appearing next to each category represent the number of students who scored at that level in the student outcomes.
Here is the raw data embedded in the matrix:
Assessment of Art History Courses – Queensborough Community College
Learning Outcomes/Rubrics – Exam
Learning Outcomes
Excellent
Good
Fair
Poor
Demonstrates command of factual historical
knowledge pertinent to the meaning and
execution of works of art
94
116
107
44
Displays thorough command
of art historical factual
knowledge
Displays advanced
understanding of historical
context of artworks and
reasons for its creation
145
Displays general command of
art historical factual
knowledge
Displays general
understanding of historical
context of artworks and
reasons for its creation
151
Displays inconsistent
command of art historical
factual knowledge
Displays limited
understanding of historical
context of artworks and
reasons for its creation
168
Does not display any
command of art historical
factual knowledge
Does not display
understanding of historical
context of artworks ad
reasons for its creation
43
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Names, titles, dates, and medium
recognized in slide identification
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Understands historical context of artwork
and reasons for its creation
Demonstrates recognition of art historical
terms and concepts and their respective
meanings
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Historical & stylistic periods recognized
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Art historical concepts & ideas
recognized and applied in examination
Technical art historical terms recognized
and applied in examination
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Historical influences & variations
recognized in relationships between
facts, terms & concepts
Demonstrates analytical thinking through the
written expression of historical facts and art
historical concepts in order to derive
meaning in works of art
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Art historical methodologies recognized
and applied in essays
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Facts and concepts interpreted and
integrated in written evaluation of art
works
Written exam essays indicate
understanding of historical & cultural
interrelationships
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Displays thorough recognition
of art historical periods in
variety of contexts
Art historical concepts & ideas
applied thoroughly
Technical art historical terms
recognized & applied
throughout exam
Art historical influences &
variations consistently
recognized
108
Displays general recognition
of art historical periods in
most contexts
Art historical concepts & ideas
applied generally
Technical art historical terms
recognized & applied
periodically on exam
Art historical influences &
variations periodically
recognized
135
Displays inconsistent
recognition of art historical
periods in limited contexts
Art historical concepts & ideas
applied sporadically
Technical art historical terms
recognized & applied
inconsistently on exam
Art historical influences &
variations sporadically
recognized
138
Does not display general
recognition of art historical
periods
Art historical concepts & ideas
not applied
Technical art historical terms
not recognized or applied on
exam
Art historical influences &
variations not recognized
Displays consistent awareness
of art historical
methodologies
Displays advanced
interpretation & integration of
art historical facts & concepts
Historical & cultural
interrelationships clearly
understood throughout essays
Displays basic awareness of
art historical methodologies
Displays inconsistent
awareness of art historical
methodologies
Displays some interpretation
& integration of art historical
facts & concepts
Historical & cultural
interrelationships periodically
understood in some sections
of essays
Displays no awareness of art
historical methodologies
Displays competent
interpretation & integration of
art historical facts & concepts
Historical & cultural
interrelationships generally
understood in most sections
of essays
61
Does not display significant
interpretation & integration of
art historical facts & concepts
No indication of
understanding of historical &
cultural interrelationships
Assessment Results Evaluation
Art history exams challenge students from multiple perspectives. They commonly require students to answer slide
identification, multiple-choice, and short essay questions. In the departmental Learning Outcomes, we break necessary skills
down into three main categories for exam assessment evaluation:
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Demonstrates command of factual historical knowledge pertinent to the meaning and execution of works of art
Demonstrates recognition of art historical terms and concepts and their respective meanings
Demonstrates analytical thinking through the written expression of historical facts and art historical concepts in order to derive
meaning in works of art
In this semester’s AR 310 classes, the breakdown is as follows:
Category 1 (Demonstrates command of factual historical knowledge pertinent to the meaning and execution of works of art)
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Excellent: 94
Good: 116
Fair: 107
Poor: 44
Category 2 (Demonstrates recognition of art historical terms and concepts and their respective meanings)
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Excellent: 145
Good: 151
Fair: 168
Poor: 43
Category 3 (Demonstrates analytical thinking through the written expression of historical facts and art historical concepts in
order to derive meaning in works of art)
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Excellent: 108
Good: 135
Fair: 138
Poor: 61
A majority of students generally recognize terms and concepts and can sufficiently express this understanding more fully in
the longer essay questions. However, results from last semester’s 310 classes indicate a large minority that has trouble
mastering some of these basic skills. One area of special difficulty for many students, and this is characteristic in many art
history classes at QCC, is that students often have trouble memorizing titles, names, and dates for the slide identification
portion of the exam, skills embodied in Category 1. Other categories show a higher percentage of student achievement in
terms of the numbers appearing in the “excellent” and “good” areas. However, there have been and continues to be some
improvements in this area over the past few semesters. Actions and recommendations are discussed below. Also, please note
that overall numbers have increased this semester due to the fact that more sub-categories were measured in an effort to get a
more detailed sense of student achievement on outcomes.
Action Plan
Students are prepared for all exams through rigorous in class lectures and classroom discussion of both course readings and
PowerPoint presentations. Students are strongly encouraged to participate in classroom discussion in an effort to develop
their oral and verbal argumentation skills. Some professors also post study guides for all exams on course Blackboard sites up
to two weeks prior to each exam, as well as posting all Powerpoint presentations given during the semester, so that students
may begin studying weeks prior to an exam. Another tactic that has been deployed is the staging of three exams throughout
the semester instead of the more traditional two. This allows students to study smaller, more manageable bodies of
information and decreases the stakes of each particular exam significantly.
Other pedagogical practices that indirectly contribute to greater exam preparation used by professors in the department are
ePortfolio, museum visits, oral presentations in class, and peer evaluation of writing assignments between student cohorts.
Some also include High Impact practices such as SWIG, the Common Read, Learning Communities, and Writing Intensive
sections, all of which require students to improve mastery over time (via mental “scaffolding”) of the three major exam
learning outcomes.
These actions have proven successful in improving areas of weakness, most notably those mentioned above: the memorization
of dates, titles, and names on slides. The current examination rubric, newly refined, will continue to be used as faculty continue
to emphasize the value of factual historical knowledge as well as critical interpretive tools in understanding the meaning of
works of art. The rubric will, of course, be subject to further refinement in the future based on demonstrated student outcomes.