Kathleen Wentrack, Ph.D.
Art & Design
27 June 2012
2011-2012 Academic Year
Assessment Report on AR310 Survey of Art History
Participation in the Moving Ahead with ePortfolios Project
Over the course of the 2011-2012 Academic Year, I participated in the Moving Ahead with
ePortfolios project or MAeP with my AR310 Introductory Survey of Art course. This
Queensborough initiative uses the Integrative Learning Value Rubric, one of fifteen rubrics
developed by the American Association of Colleges & Universities (see:
http://www.aacu.org/value/rubrics/index.cfm), to modify student assignments incrementally over
four semesters while also incorporating ePortfolio elements. In the first semester (Fall 2011)
level one of the Integrative Learning Value Rubric, Connections to Experience, was addressed
by adding reflective components to writing assignments that asked students to make connections
between their previous experiences and academic knowledge via the assignment. In semester two
(Spring 2012) the second level of the rubric, Connections to Discipline, was added to the
reflection components of the assignment querying students to make connections across
disciplines, for example, different coursework they may have taken thus far. This included a preassignment reflection and a post-assignment reflection which was then scored in the rubric.
The assignment I used from my AR310 course was based on a visit to the Queensborough Art
Gallery’s African Art collection after which the students were to select an object from this
collection to analyze. They were to conduct a close formal analysis combined with the
information provided to them on the guided tour. Their paper had to include the following
elements: an introduction to the object and a thesis on how the object relates to the concept of the
sacred; a detailed description of the object’s form, material, and function and how these inform
concepts of the sacred; and finally, how does the piece from the Art Gallery compare to objects
that were studied in class. The pre-reflection asked students to reflect on how they had
approached a new task in the past and to consider their understanding of the sacred or spiritual.
This pre-reflection was completed before the assignment was handed out. Once this first step
was submitted the assignment was given and included a final reflection section. This postreflection again asked students to consider their ideas on the sacred and if those had changed in
any way after the Gallery visit and writing about their selected object. It also asked them how
they might approach something they did not understand and how the assignment could be
applied outside the classroom or in another discipline. Later in the semester, after their Writing
Intensive research paper was completed, they wrote one more reflective essay on the entire
semester.
The purposes of the reflections are to have the students make connections between their lives and
their education, and between disciplines in efforts to synthesize their knowledge to be able to
transfer it to other areas of their education and lives. For the purposes of this art history course,
the reflections paralleled my own intentions to get students to stop, look, and process what they
are seeing and studying; to develop their visual analytical skills; and to ultimately be critical
thinkers in our Internet dominated socio-historical moment. I was able to adopt the reflection
elements to my assignment (while not compromising its integrity) as yet another facet to
processing what they are learning in the classroom.
Additional phases of the assignment made use of Queensborough’s ePortfolio platform for
students to engage in a social pedagogy instrument. I made a group on ePortfolio for the class
and took them to a computer classroom where they each made a wiki within the group and
uploaded their assignment with post-reflection. They paired with another student, read their
colleague’s wiki, and provided feedback in the form of a question about something which they
“wondered” after reading their text. One of the ideas behind this exchange was to see if the peer
could also make a connection with another discipline or subject matter through the essay but also
to experience a different approach to the assignment. Then, the students went back to their own
wiki and answered their partner’s questions. Lastly, the student was asked to make any
clarification edits to their original wiki entry based on the exchange with their student partner
and post the final piece as an artifact of their education on the student’s individual Epsilen
ePortfolio site. These last steps using ePortfolio allowed students the opportunity to be engaged
once again in a reflection cycle through this social pedagogy element.
In terms of assessing this process, the MAeP protocol scores students’ pre- and post-reflections
using the Integrative Learning Value Rubric. Anonymous student scores were entered into
FilemakerPro on the provided iPad. The aggregate of this information is collated by Bruce
Naples and the other MAeP program coordinators, Jean Darcy and Dion Pincus. Below are two
tables based on the Integrative Learning Value Rubric with data scores from the pre- and postreflections from my AR310 course in the Spring 2012 semester. From my class data, the students
wrote more developed ideas in their post-reflections displaying a greater understanding of how
the assignment and discipline of art history can relate to their own lives and to other areas of
study.
Pre-Reflection
Connections to
Experience
Connections to
Discipline
Transfer
Integrated
Communications
Reflection and
Self-Assessment
Capstone
4
3
Benchmark
1
12
1
Capstone
Post-Reflection
Connections to
Experience
Connections to
Discipline
Transfer
Integrated
Communications
Reflection and
Self-Assessment
Milestone
2
3
Milestone
0
14
Benchmark
4
1
3
7
2
6
1
1
0
1
2
10
1
1
Hence, in the Spring 2012 semester, the students delved deeper into their reflections through the
addition of the Connections to Discipline element. In addition, while working with Dion Pincus,
Director of the Campus Writing Center, I was able to refine my reflection questions so that the
assignment encompassed more directed questions that assisted the students through the reflection
process. Most significant, the modification of the Art Gallery assignment allowed the students to
present an enhanced understanding of connections between art history and other disciplines, and
art history and relevant experiences in their lives, thus illustrating how the modifications based
on the rubric enhanced student learning outcomes. This was evidenced as a greater number of
students scored in the Milestone and Capstone categories in the post-reflection. (This contrasts
significantly with the Fall 2011 semester where students in the AR310 course that semester
scored only in levels 2 and 1 on their reflection. It must be noted that the Fall course had only
one reflection and the MAeP protocol was modified and improved in the Spring 2012 semester
to include pre- and post-reflection elements.)
As supporting evidence of enhanced student learning through the modification of the assignment
based on the Integrative Learning Value Rubric, I have included two samples of student writing.
The texts are anonymous but the students gave me permission to use their writing for assessment
purposes. Both wrote on the Dogon figure in the Queensborough Art Gallery’s collection
depicted below.
Student 1
“My experience with spirituality does relate to the Dogon figure. Being of Muslim faith we are
always very appreciative of our possessions. The Dogon visited the figure for wishes and advice,
similarly enough Muslims visit a mosque where they to pray to god for good food, health, and
peace…. Personally I agree with some of Dogon’s ideals regarding the sacred. I feel that things
which are sacred and spiritual must be a foundation in one’s life. Religion is something which is
very sacred to me and brings balance in my life. It has changed me for the better allowing me to
be mentally and physically prepared for life’s obstacles. Religion gives a foundation and purpose
for life and makes everything seem to come together similar to the Dogon who are guided and
pushed by a figure who knows all and encompasses their route in life for the better or worse.”
Student 2
“This object compares to a group that we studied in anthropology recently. The Dogon people
were constantly connected to these small figurines and would base overall life upon these
figurines, hoping that a better life economically, physically, mentally, and materially could come
about as a result of their Tellem figure. We studied a group known as the Nacirema found in
North America that conducted a series of rituals for overall wellbeing. Turning to medicine men
and witch doctors at times, who had boxes filled with charms that could bring them wellbeing. In
return these people would give gifts and money for certain acts done and received. Their lives
were totally dependent upon certain powers and rituals which could ideally make life essentially
complete if done correctly. Similar to the Dogon, the Nacirema were constantly seeking the
betterment of life by any means necessary if the figure could bring it. The Dogon’s life was based
on these small figurines while the Nacirema based life on rituals, performed by holy men, only
difference being the figures inanimate being.”
Assessment of Art History Courses – Queensborough Community College
Spring 2012 – AR310 Introductory Survey of Art – WI
Learning Outcomes Rubric – Formal Writing Assignment
Learning Outcomes
Excellent
Good
Form
• Proper use of grammar,
syntax, and spelling
• Proper formatting and use
of illustrations
• Proper citation and
bibliographic reference
• Logical compositional
structure (intro, body,
conclusion, etc.)
Content
• Proper use of art historical
terminology
• Critical use of research
sources
• Conduct a descriptive
analysis of the visual
aspects of an art object
• Conduct analysis and
evaluation of stylistic and
historical contexts of a
work of art
11
9
14
6
9
6
13
7
10
10
7
11
12
8
11
7
Fair
5
2
2
Poor
Assessment of Art History Courses – Queensborough Community College
Spring 2012 – AR310 Introductory Survey of Art – Writing Intensive
Learning Outcomes Rubric – Final Exam
Learning Outcomes
Excellent
Good
Fair
Poor
•
Demonstrates command of
factual historical
knowledge pertinent to the
meaning and execution of
works of art
5
4
8
5
•
Demonstrates recognition
of art historical terms and
concepts and their
respective meanings
6
8
5
3
•
Demonstrates analytical
thinking through the
written expression of
historical facts and art
historical concepts in order
to derive meaning in works
of art
6
9
4
3
Assessment of Art History Courses, Spring 2012, Dr. Kathleen Wentrack, Art & Design
AR310 Introductory Survey of Art
AR310 section D3 was a Writing Intensive section that included a research paper written in four steps that included a visual analysis
and feedback from the instructor, a research stage, and a peer review. This research paper was evaluated using the Art History Course
Learning Outcomes Rubric--Formal Writing Assignment. On the form section, most students performed good or excellent in terms of
grammar, formatting, and compositional structure. In the area of content, student also performed equally well is use of art historical
terminology and descriptive analysis. Several students however scored lower in the areas of "Proper citation and bibliographic
reference" and "Critical use of research sources." The course included an Information Literacy session which assisted students in
finding sources and using citations. The students need continued support in this area, a trend which follows but shows improvement
from previous semesters. Overall, the students performed slightly better that the previous semester in all categories. An exam was
assessed using the Art History Course Learning Outcomes Rubrics--Exams. The students displayed performance outcomes across the
spectrum and consistent with previous semesters. Typical for the course in past semesters more students scored poorly in the area of
"Demonstrates command of factual historical knowledge pertinent to the meaning and execution of works of art" than other categories.
Yet, there was a slight improvement from the previous semester across all categories.
Art and Design Department
AR 310: Art History
Course Assessment - SPRING 2010
Assessment of Art History Courses – Queensborough Community College
Spring 2010 – Work in Progress
Learning Outcomes/Rubrics – Exam
Learning Outcomes
Excellent
•
iiiiiii
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
•
iiiiiiiiiiiiii
Demonstrates analytical
thinking through the written
expression of historical facts
and art historical concepts in
order to derive meaning in
works of art
iiiiiiiiiii
Good
Fair
iiiiiiiii
iiiiii
iiiiii
iiiii
iiiiii
ii
Poor
Assessment of Art History Courses – Queensborough Community College
Spring 2010 – Work in Progress
Learning Outcomes/Rubrics – Formal Writing Assignment
Learning Outcomes
Excellent
Good
Fair
Poor
Form
• Proper use of grammar,
syntax, and spelling
• Proper formatting and use of
illustrations
• Proper citation and
bibliographic reference
• Logical compositional
structure (intro, body,
conclusion, etc.)
Content
• Proper use of art historical
terminology
• Critical use of research
sources
• Conduct a descriptive
analysis of the visual
aspects of an art object
• Conduct analysis and
evaluation of stylistic and
historical contexts of a work
of art
iiiiiii
iii
iiiiiii
iiii
iiiiiiiii
ii
iiiiii
iiii
iiii
iii
iiiiii
iiiiiiii
iiiiiiiiii
iii
iiiiiii
i
iiiiiiii
iiiii
iiiii
iii
iiii
iii
iiiiii
iiiiiiii
iiiiiiiii
iiiii
iiii
iii
iiiiiiii
iiiiii
iii
iiii
Here is a brief summary of my findings:
Most of the students do "good" or "excellent" on short essays and multiple choice questions on my exams. In
other words, they express themselves well through writing and they effectively recognize art historical
terminology and the meanings of words. This covers two of the three learning outcomes/ rubrics for art
history exams. However, they have more trouble on slide ID, in other words the recognition of art
historical factoids (i.e., names, titles, dates). Having taught art history for over a decade, this is not
news to me. I guess the question in relation to this item is how we can improve upon their performance in
this area? My answer is I'm not sure. It's simply rote memorization. This is something that must be covered
and tested in an art history course and it is also something that cannot really be taught to young adults.
However, this is less of a concern to me than their analytic/ conceptual learning as well as their ability
to express art historical knowledge in the spoken and written word.
Course Objectives and Course Assessment
Courses assessed: AR 310 LC2, AR 316D3, AR312J3
Relevant QCC Education Objectives:
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
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:
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
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
Results:
Exams: In general, students did well in terms of recognizing art historical terminology and
applying it to the analysis of artworks and art historical contexts. They succeeded in discerning
art historical contexts and the impact of these contexts on the making of art objects. They
displayed these skills both in exam multiple-choice questions and on exam essay questions.
However, students had more trouble with factual art historical knowledge in the form of slide ID
questions. More had trouble memorizing names and dates.
Term papers: term paper performance varied widely. Most students excelled in the description of
artworks and the characterization of historical context. Most were also able to structure their
compositions correctly. Some students managed to pull all aspects of the term paper assignment
together in terms of both the form and content of the paper. However, when problems occurred
they occurred most persistently in the areas of grammar, source citation, and bibliography.
Students who had problems most often had significant trouble with grammatical construction
(verb tense, sentence structure, spelling), the citation of research sources in footnotes or in-text
notes, and the inclusion of a viable bibliography. For example, sources were often not properly
cited and bibliographies were not included in papers. When they were included, they often
consisted of sub-standard sources such as .com websites rather than more “legitimate” sources
such as online databases or books.
Action Plan:
Exams: Student performance on the most important skills met or exceeded my expectations. The
only area of disappointment was in rote memorization of facts. That said, this is a less important
area than a student’s ability to utilize nomenclature and critical concepts in the interpretation of
artworks and in the recognition of art historical contexts. In terms of improving rote
memorization, perhaps students may be advised as to the use of flash cards; although this is
something a number of them are already incorporating into their study techniques.
Term papers: Students are already notified at the beginning of the semester of the term paper
assignment and its requirements. This is done both verbally and is in writing on the syllabus for
all courses listed above. Further, an information literacy class is required for all students at the
QCC library, during which they are taught how to find and utilize appropriate sources for papers.
Additionally, rough drafts are assigned and the professor gives extensive feedback on both
formal and content-related issues. Despite all of this preparation, QCC students still exhibit
significant trouble in the areas discussed above. One solution may be to dedicate part of a class
period to actual citation and bibliographic techniques. This would seem to be a skill that students
should have already been taught by this point in their academic careers, but apparently a
refresher is in order.