Art and Design Department
AR 316 Course Assessment
Assessment of Art History Courses – Queensborough Community College
Fall 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
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Poor
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Assessment Evaluation for AR 316 term paper, Fall 2011
Prof. Mauro
Department of Art & Design
Courses Assessed
Fall 2011 semester: AR 316
Other semesters: AR 310, AR 312
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
Students doing the term paper assignment for AR 316, 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.)
Students in the AR 316 class for the Fall 2011 semester scored either “Excellent” or “Good” on
numbers 1 and 4. A majority also scored in those top two evaluation categories for skill number
2 and 3, although several were in the “Fair” category. None were in the “Poor” category for either
of these items. Here is the breakdown:
Category 1
• Excellent: 10
• Good: 10
• Fair: 5
• Poor: 0
Category 2
• Excellent: 10
• Good: 6
• Fair: 9
• Poor: 0
Category 3
• Excellent: 10
• Good: 7
• Fair: 9
• Poor: 0
Category 4
• Excellent: 11
• Good: 13
• Fair: 1
• Poor: 0
Category 3 regularly proves to be the most challenging for QCC students writing term papers.
That said, I have seen 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. Actions and recommendations will be discussed below.
The second main category 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 statistical breakdown:
Category 1
• Excellent: 9
• Good: 14
• Fair: 2
• Poor: 0
Category 2
• Excellent: 7
• Good: 11
• Fair: 6
• Poor: 1
Category 3
• Excellent: 12
• Good: 13
• Fair: 0
• Poor: 0
Category 4
• Excellent: 15
• Good: 9
• Fair: 1
• Poor: 0
Category 3 of the “Form” section and Category 2 of the “Content” section both relate to the
proper use, citation, and formatting of adequate research sources. This is the greatest overriding
challenge when teaching writing at QCC as compared to other areas of evaluation. I find that
students readily understand art historical modes of analysis and image interpretation, but have
more trouble in source use. I address this in the Action Plan 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.
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.
These actions have proven successful in improving areas of weakness for a majority of students,
most notably those mentioned above: citation of sources and critical use of sources. While some
weakness in these areas still exists, I plan to continue my current course of pedagogical action as
my assessments indicate that it is working for a solid majority of QCC students. I also plan on
using the same rubrics in the future, as these do cover basic areas of competence in the field of
art history and thus must be evaluated.
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
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Assessment of Art History Courses – Queensborough Community College
Spring 2010 – Work in Progress
Learning Outcomes/Rubrics – Exam
Learning Outcomes
Excellent
•
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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
•
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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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Good
Fair
Poor
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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.