Assessment of Art History Courses – Queensborough Community College
AR 312- Spring 2012
Learning Outcomes/Rubrics – Formal Writing Assignment
Learning Outcomes
Excellent
Good
Fair
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
iiii
i
iiiiii
iiiiii
iiiii
iii
iiiiii
iiiiii
iiiiiii
iiii
i
iiiiiii
i
iiii
iiiiiiiiiii
i
iiiiiii
iiii
iiii
i
Poor
Assessment of Art History Courses – Queensborough Community College
Spring 2010 – Work in Progress
Learning Outcomes/Rubrics – Formal Writing Assignment
Learning Outcomes
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
Excellent
Good
Fair
Poor
Assessment of Art History Courses – Queensborough Community College
AR 312 Final Exam Spring 2012
Learning Outcomes/Rubrics – Exam
Learning Outcomes
Excellent
Good
Fair
Poor
i
•
Demonstrates command of
factual historical
knowledge pertinent to the
meaning and execution of
works of art
iiiiii
iii
iii
•
Demonstrates recognition
of art historical terms and
concepts and their
respective meanings
iiiiii
iiiii
ii
•
Demonstrates analytical
thinking through the
written expression of
historical facts and art
historical concepts in order
to derive meaning in works
of art
iiiiiii
iii
iii
Assessment Evaluation for AR 312 term paper and final exam, Spring 2012
Prof. Mauro
Department of Art & Design
Courses Assessed
This semester: AR 312
Past semesters: AR 310, AR 316
Relevant QCC Educational Objectives
1. Communicate effectively through reading, writing, listening, and speaking.
2. Use analytical reasoning to identify issues or problems and evaluate evidence in order to
make informed decisions.
4. Use information management and technology skills effectively for academic research and
lifelong learning.
5. Integrate knowledge and skills in their program of study.
6. Differentiate and make informed decisions about issues based on multiple value systems.
8. Use historical or social sciences perspectives to examine formation of ideas, human
behavior, social institutions, or social processes.
10. Apply aesthetic and intellectual criteria in the evaluation or creation of works in the
humanities or the arts.
Relevant Curricular Objectives
1. In written work, discussion, and creation of art, students will appropriately utilize the
vocabulary of their respective discipline.
2. Students will form and defend fundamental value judgments about works of art within
their major area of concentration.
3. In written work, discussion, and creation of art, students will appropriately utilize the
vocabulary of their respective discipline.
4. 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.
5. Examine different manifestations of cultural symbolism within a work of art in relation to
geographic, historical and cultural contexts.
6. Recognize and discuss social, psychological, emotional, and aesthetic implications of works
of art in our culture, as well as other cultures or times.
7. 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.
8. Students will form and defend fundamental value judgments about works of art within
their major area of concentration.
9. 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.
Assessment Results Evaluation
1. Term paper assignment: Students doing the term paper assignment for AR 312, as for my
other classes, must utilize skills necessary to meet several of the above listed QCC
Educational Objectives as well as the above listed Curricular Objectives. In our departmental
Learning Outcomes, we break these skills down into two main categories: form and content.
“Form” refers to the primarily formal aspects of putting together a college-level research
paper. Thus, students must exhibit the four following sets of skills in order to get a high
grade on the assignment:
1.
2.
3.
4.
Proper use of grammar, spelling, and syntax
Proper formatting and use of illustration
Proper citation and bibliographic reference
Logical compositional structure (intro, body, conclusion, etc.)
For the most part, students in the AR 312 class for the Spring 2012 semester scored either
“Excellent” or “Good” on numbers 1,2, and 4. Specifically, the breakdown is as follows:
Category 1
• Excellent: 7
• Good: 4
• Fair: 1
• Poor: 0
Category 2
• Excellent: 6
• Good: 6
• Fair: 0
• Poor: 0
Category 4
• Excellent: 6
• Good: 6
• Fair: 0
• Poor: 0
Most also scored in those top two evaluation categories for skill number 3, although a few
were in the “Fair” category. None were in the “Poor” category. The breakdown is as follows:
Category 3
• Excellent: 5
• Good: 3
• Fair: 4
• Poor: 0
Overall, I am pleased with student performance on the “formal” aspects of the term paper
assignment. Category 3, as compared to Categories 1,2, and 4, regularly proves to be the most
challenging for QCC students writing term papers. That said, I have seen significant
improvement in this skill over the past several semesters, due in part to the incorporation of
information resource educational supplements as part of the course curriculum.
The second main area evaluated for art history term paper assignments is “Content.” This
refers to the actual written prose in the paper, as opposed to the formal aspects of putting a
paper together. The sub categories falling under “Content” are as follows:
1.
2.
3.
4.
Proper use of art historical terminology
Critical use of research sources
Conduct a descriptive analysis of the visual aspects of an artwork
Conduct analysis and evaluation of stylistic and historical contexts of a work of art
Students tended to do very well on numbers 1, 3, and 4 with almost all falling into one of the
top two categories of evaluation. Number 2 proved to be more challenging, as is often the
case with QCC students writing term papers, although most students still scored in the top
two categories of evaluation. The breakdown is as follows:
Category 1
• Excellent: 7
• Good: 4
• Fair: 1
• Poor: 0
Category 2
• Excellent: 7
• Good: 1
• Fair: 4
• Poor: 0
Category 3
• Excellent: 11
• Good: 1
• Fair: 0
• Poor: 0
Category 4
• Excellent: 7
• Good: 4
• Fair: 1
• Poor: 0
Students have shown steady improvement in all four “Content” categories in recent
semesters; especially in Categories 1,3, and 4. Category 2 continues to be a sticking point in
relation to the other Categories, although I have seen improvement there as well.
Recommendations will be discussed below.
In addition to satisfying all relevant Curricular Objectives, the skills required in our term
paper assignment Learning Outcomes also satisfy QCC Educational Objectives 1, 2, 4, 5, 6, 8,
and 10.
2. Final Exam: My exams challenge students from multiple perspectives. In the first section,
they are given slide identification questions. In the second section, they must answer
multiple-choice question, and in the final section they must write short essays in answering
more complex questions. In our departmental Learning Outcomes, we break necessary skills
down into three main categories for exam assessment evaluation:
1. Demonstrates command of factual historical knowledge pertinent to the meaning
and execution of works of art
2. Demonstrates recognition of art historical terms and concepts and their respective
meanings
3. 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 312 class, most students scored high on all three numbers. The
breakdown is as follows:
Category 1
• Excellent: 6
• Good: 3
• Fair: 3
• Poor: 1
Category 2
• Excellent: 6
• Good: 5
• Fair: 2
• Poor: 0
Category 3
• Excellent: 7
• Good: 3
• Fair: 3
• Poor: 0
I am gratified by the fact that students generally recognize terms and concepts and can
sufficiently express this understanding more fully in the longer essay questions. One area of
lingering difficulty for some students, and this is characteristic of many classes I have taught
at QCC including 310 and 316, is that students often have trouble memorizing titles, names,
and dates for the slide identification portion of the exam, skills embodied in Category 1. That
said, I have witnessed some improvement in this area over the past few semesters. Actions
and recommendations are discussed below.
Action Plan
Currently, I prepare students for the term paper assignment by “scaffolding,” a writing
training technique that entails giving shorter, lower stakes writing assignments earlier in the
semester in an effort to accustom them to writing art historically. I also take each of my
classes to the QCC library at the beginning of each semester for an information literacy
session with a reference librarian. Finally, I have an extended section at the end of my syllabi
that both describes each writing assignment in depth and also serves as a template for
students in terms of crafting both the form and content of their papers. Perhaps most
importantly, I have a section on plagiarism and its consequences.
Students are prepared for all exams through rigorous in class lectures and classroom
discussion of both course readings and slides. Students are called on constantly in an effort
to develop their oral skills and their verbal argumentation skills. I also post study guides for
all exams on my course Blackboard sites, as well as posting all Powerpoint presentations
given during the semester, so that students may begin studying weeks prior to an exam.
These actions have proven successful in improving areas of weakness, most notably those
mentioned above: citation of sources, critical use of sources, and the memorization of dates
on slides. While some weakness in these areas still exists, I plan to continue my current
course of action as my assessments indicate that it is working for a solid majority of QCC
students. I plan no current changes either in pedagogy or in the use of rubrics, as the
pedagogical methods currently employed are rendering positive results over time. Also, the
current set of rubrics does cover all basic areas of competence in the field of art history.
Assessment of Art History Courses – Queensborough Community College
Spring 2011 – Work in Progress
Learning Outcomes/Rubrics – Formal Writing Assignment
Learning Outcomes
Excellent
Good
Fair
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
iiiiiiii
iiiii
iiiiiii
iiiiii
iiiiiiii
iiiii
iiiiiiii
iiiii
iiiiiii
iiiiiiiiii
iiiiii
iiii
iiiiiiiiii
iiiiii
iiii
Iiiiiiii
iiiii
iiiiiii
iiiiiiiiiiiii
iiiiii
i
Iiiiiiiiiii
iiii
iiiii
Poor
i
Assessment of Art History Courses – Queensborough Community College
Spring 2011 – Work in Progress
Learning Outcomes/Rubrics – Exam
Learning Outcomes
Excellent
Good
Fair
Poor
iiii
•
Demonstrates command of
factual historical
knowledge pertinent to the
meaning and execution of
works of art
iiiiiiii
iiii
iiiiiii
•
Demonstrates recognition
of art historical terms and
concepts and their
respective meanings
iiiiiiiiiiiii
iiii
iiiiii
•
Demonstrates analytical
thinking through the
written expression of
historical facts and art
historical concepts in order
to derive meaning in works
of art
iiiiiiiiiiiiiiiiiiii
iii
Art and Design Department
AR 312
Course Assessment
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
iiiiii
iiii
ii
ii
iiiiii
iiii
iii
i
iiiii
iii
ii
iiii
iiiiiiii
ii
iii
i
iiiiiiii
iii
iii
iiiiii
iii
i
iiii
iiiiiiiiii
ii
i
i
iiiiiiii
iii
iii
Assessment of Art History Courses – Queensborough Community College
Spring 2010 – Work in Progress
Learning Outcomes/Rubrics – Exam
Learning Outcomes
Excellent
•
iiiii
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
•
iiiiiiiiii
Demonstrates analytical
thinking through the written
expression of historical facts
and art historical concepts in
order to derive meaning in
works of art
iiiiiiii
Good
Fair
iiii
iiiii
iiii
ii
ii
i
Poor
i
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
•
•
•
•
iiiiii
iiii
ii
ii
iiiiii
iiiii
iiiiiiii
iiii
iii
ii
iii
ii
iii
i
iiii
i
iiiiiiii
iii
iii
iiiiii
iiiiiiiiii
iii
ii
i
i
iiiiiiii
iii
iii
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
iiii
i
Assessment of Art History Courses – Queensborough Community College
Spring 2010 – Work in Progress
Learning Outcomes/Rubrics – Exam
Learning Outcomes
Excellent
Good
Fair
•
Demonstrates command of
factual historical
knowledge pertinent to the
meaning and execution of
works of art
iiiii
iiii
iiiii
•
Demonstrates recognition
of art historical terms and
concepts and their
respective meanings
iiiiiiii
iiii
ii
•
Demonstrates analytical
thinking through the
written expression of
historical facts and art
historical concepts in order
to derive meaning in works
of art
iiiiiiiiii
ii
i
Poor
i
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.