COURSE ASSESSMENT FORM
Date: Dec 15, 2013
Department: Art and Design
Course: AR-541: Advertising Design and Layout
Curriculum or Curricula: A.A.S Degree in Digital Art and Design
PART I. STUDENT LEARNING OBJECTIVES
For Part I, attach the summary report (Tables 1-4) from the QCC Course Objectives Form.
TABLE 1. EDUCATIONAL CONTEXT
An introductory design course with 2D design as a prerequisite, AR-541 covers basic to intermediate tools in Adobe
Illustrator within the area of digital design. Students refine both technical and design skills. Students create five multiweek projects along with several in-class technical practice assignments. Over the semester, projects move from
drawing, to more complex drawing and advertising challenges. Projects may be suitable to inclusion in a portfolio.
TABLE 2. CURRICULAR OBJECTIVES
Note: Include in this table curriculum-specific objectives that meet Educational Goals 1 and 2:
Curricular objectives addressed by this course:
1.Students will demonstrate progressive development and competency in the technical skills requisite for artistic selfexpression in at least one major area.
2. Students will demonstrate a progressive understanding of the various elements and basic interrelated processes of creation,
interpretation, and execution within their discipline.
3. Students will integrate personal observation and objective criticism in the evolution of their artistic work.
4. In written work, discussion and creation of art, students will appropriately utilize the vocabulary of their respective
discipline.
TABLE 3. GENERAL EDUCATION OBJECTIVES
Gen Ed
objective’s ID
number from
list (1-10)
1
4
5
10
General educational objectives addressed by this course: Select from preceding list.
(1.) Communicate effectively through reading, writing, listening and speaking
(2.) Use information management and technology skills effectively for academic research and lifelong
learning.
(3.) Integrate knowledge and skills in their program of study
(4.) Apply aesthetic and intellectual criteria in the evaluation or creation of works in the humanities or the arts
1(8)
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
(Note: copy objectives from the
above Column 1 of Table 4
directly into this column.)
1. Students will demonstrate
proficiency with Adobe Illustrator
2. Students will create designs that
communicate clearly to their target
audience.
3. Students will analyze and identify
strengths and weaknesses in their
design projects
4. Students will revise their designs
based on critique and reflection
7. Students will produce four
portfolio quality pieces
Learning outcomes
Students will:
a. use appropriate tools and programs to create each digital design
b. demonstrate knowledge of drawing tools (pencil, pen, paintbrush) as well as type,
live paint, pattern creation, effects, gradient mesh etc.
a. create designs with a creative and organized relationship between image and type
b. specify the audience their design is intended for (logo and product design)
a. compare their designs to those of their classmates and industry examples
b. constructively criticize the designs of other students.
a. sketch ideas and designs for each project
b. revise their digital files throughout the design process
a. draw a well-rendered and proportional object
b. design a logo
c. design a package(bag) for popcorn
d. design a political poster on topic of their choice
PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND
ASSESSMENT TOOLS
For the assessment project, you will be designing one course assignment, which will address at least one general
educational objective, one curricular objective (if applicable), and one or more of the course objectives. Please
identify these in the following table:
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
Course Objective(s) selected for assessment: (select from Table 4)
1. Students will demonstrate proficiency with Adobe Illustrator
2. Students will analyze and identify strengths and weaknesses in their design projects
Curricular Objective(s) selected for assessment: (select from Table 2)
#2 Students will demonstrate progressive development and competency in the technical skills requisite for artistic
self-expression in at least one major area.
#3 Students will integrate personal observation and objective criticism in the evolution of their artistic work.
General Education Objective(s) addressed in this assessment: (select from Table 3)
#5 Integrate knowledge and skills in their program of study
#10 Apply aesthetic and intellectual criteria in the evaluation or creation of works in the humanities or the arts
In the first row of Table 6 that follows, describe the assignment that has been selected/designed for this project.
In writing the description, keep in mind the course objective(s), curricular objective(s) and the general education
objective(s) identified above,
2(8)
The assignment should be conceived as an instructional unit to be completed in one class session (such as a lab) or
over several class sessions. Since any one assignment is actually a complex activity, it is likely to require that
students demonstrate several types of knowledge and/or thinking processes.
Also in Table 6, please
a) identify the three to four most important student learning outcomes (1-4) you expect from this assignment
b) describe the types of activities (a – d) students will be involved with for the assignment, and
c) list the type(s) of assessment tool(s) (A-D) you plan to use to evaluate each of the student outcomes.
(Classroom assessment tools may include paper and pencil tests, performance assessments, oral questions,
portfolios, and other options.)
Note: Copies of the actual assignments (written as they will be presented to the students) should be gathered
in an Assessment Portfolio for this course.
TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed:
Students will create two drawings of the same objects using two distinct tools. The first drawing will be done with the pencil
tool, the second with the pen tool. Both drawings should be black and white, with careful attention to detail. They should
utilize a variety of stroke widths to define shapes and details. (It should be noted that the pen tool is much more difficult to
master than the pencil tool)
Desired student learning outcomes
for the assignment
(Students will…)
List in parentheses the Curricular
Objective(s) and/or General
Education Objective(s) (1-10)
associated with these desired learning
outcomes for the assignment.
Briefly describe the range of
activities student will engage in
for this assignment.
What assessment tools will be
used to measure how well
students have met each learning
outcome? (Note: a single
assessment tool may be used to
measure multiple learning
outcomes; some learning
outcomes may be measured using
multiple assessment tools.)
1. Demonstrate knowledge of drawing
tools (C.O. #1 & #2, G.E. #5, #10)
2. Draw two well-rendered and
proportional object (C.O. #1 & #2, G.E.
#5)
3. Revise their digital files from their
initial drawing through their final file
(C.O. #3 & #4, G.E. #10)
a. Students will draw their object with
the pencil tool
b. Students will draw the same object
with the pen tool
c. Students will revise both drawings
to smooth lines, joining paths as
necessary.
d. Students will adjust the drawings to
create a proportional, detailed, and
well-rendered drawing.
e. Students will hand in their drawings
within one week (must use lab)
A. Digital file of drawing
B. Digital file of drawing
C. Relation of two drawings that each
student makes. Classroom critique of
completed drawings (projected from
digital files)
3(8)
PART III. ASSESSMENT STANDARDS (RUBRICS)
Before the assignment is given, prepare a description of the standards by which students’ performance will be
measured. This could be a checklist, a descriptive holistic scale, or another form. The rubric (or a version of it) may
be given to the students with the assignment so they will know what the instructor’s expectations are for this
assignment.
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (Copy from Table 6 above)
Students will create two drawings of the same objects using two distinct tools. The first drawing will be done with the pencil
tool, the second with the pen tool. Both drawings should be black and white, with careful attention to detail. They should
utilize a variety of stroke widths to define shapes and details. (It should be noted that the pen tool is much more difficult to
master than the pencil tool)
Desired student learning
outcomes from the
assignment: (Copy from
Column 1, Table 6 above;
include Curricular and /or
General Education Objectives
addressed)
Assessment measures for
each learning outcome:
(Copy from Column 3,Table 6
above)
1. Demonstrate knowledge of
drawing tools (C.O. #1 & #2,
G.E. #5, #10)
2. Draw two well-rendered and
proportional object (C.O. #1 &
#2, G.E. #5)
3. Revise their digital files from
their initial drawing through their
final file
(C.O. #3 & #4, G.E. #10)
A. Digital file of drawing
B. Digital file of drawing
C. Relation of two drawings that
each student makes. Classroom
critique of completed drawings
(projected from digital files)
4(8)
Standards for student performance:
 Describe the standards or rubrics for
measuring student achievement of each
outcome in the assignment.
 Give the percentage of the class that is
expected to meet these outcomes
 If needed, attach copy(s) of rubrics.
 See attached rubric.
Overall projected outcomes:
50% expected to earn an A
25% expected to earn a B
20% expected to earn a C
<2.5% expected to earn a D
<2.5% expected to earn an F
RUBRIC FOR AR-543 DESIGN FOR 4 PAGE MAGAZINE LAYOUT
(BROKEN DOWN BY LEARNING OUTCOME)
LEARNING
OUTCOMES>
PERFORMANCE
Demonstrate knowledge
of drawing tools
Draw two well-rendered and
proportional objects
Revise their digital files from their initial
drawing through their final file
• Both the pen and pencil
tools are used to create
accurate, detailed
drawings.
• The pen tool drawing has
smooth lines
• Drawn lines do not
overlap excessively
• variable stroke width is
utilized correctly
• ‘none’ fill is used, with
no ‘white’ fill obscuring
lines.
Drawing is accurate in
perspective, shape, scale, and
detail.
Pencil drawing completed.
Line weight is used to delineate
details. Dotted line stroke is
employed as necessary.
Multiple revisions have improved design
by smoothing lines, moving points, and
joining paths.
Some bumpy lines and/or
minimal overlapping of
path ends.
Either of above objectives are
not fulfilled
Only 3 of the above have been successfully
completed.
Both of the outcomes are below
expectations, or one drawing is
far inferior to the other
Only 2 of the above have been successfully
completed.
LEVEL
V
A
B
Pen drawing is completed.
Both drawings are of equal detail,
complexity and proportion.
One drawing is
significantly stronger than
the other technically
C
Serious issues with pen
tool accuracy. Lines look
more like ‘connect the
dots’. They are not smooth.
No variability in stroke
width
D
Any 3 of the above
problems.
Both of the outcomes are below
expectations, and one drawing
is far inferior to the other
Only 1 of the above have been successfully
completed.
F
Either drawing is
incomplete, or 3 of the
above problems
Either drawing is incomplete
None of the above successfully completed.
5(8)
PART IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Use the following table to report the student results on the assessment. If you prefer, you may report outcomes
using the rubric(s), or other graphical representation. Include a comparison of the outcomes you expected (from
Table 7, Column 3) with the actual results. NOTE: A number of the pilot assessments did not include expected
success rates so there is no comparison of expected and actual outcomes in some of the examples below. However,
projecting outcomes is an important part of the assessment process; comparison between expected and actual
outcomes helps set benchmarks for student performance.
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Desired student learning outcomes:
(Copy from, Column 1,Table 6 above;
include Curricular and/or General
Education Objectives addressed)
Student achievement: Describe the group achievement of each
desired outcome and the knowledge and cognitive processes
demonstrated.
1. Demonstrate knowledge of drawing tools
(C.O. #1 & #2, G.E. #5, #10)
LEARNING OUTCOME #1:
30% earned an A
25% earned a B
20% earned a C
5% earned a D
20% earned an F
2. Draw two well-rendered and proportional
objects (C.O. #1 & #2, G.E. #5)
3. Revise their digital files from their initial
drawing through their final file
(C.O. #3 & #4, G.E. #10)
Factual and procedural knowledge demonstrated.
Cognitive processes employed: Creating, Applying, Remembering,
Understanding
LEARNING OUTCOME #2:
40% earned an A
15% earned a B
15% earned a C
0% earned a D
20% earned an F
Factual and procedural knowledge demonstrated.
Cognitive processes employed: Remembering, Understanding, and
Applying, creating
LEARNING OUTCOME #3:
20% earned an A
40% earned a B
35% earned a C
5% earned a D
0% earned an F
Procedural and conceptual knowledge demonstrated.
Cognitive processes employed: Analyzing, Evaluating
6(8)
TABLE 9. EVALUATION AND RESULTING ACTION PLAN
In the table below, or in a separate attachment, interpret and evaluate the assessment results, and describe the
actions to be taken as a result of the assessment. In the evaluation of achievement, take into account student
success in demonstrating the types of knowledge and the cognitive processes identified in the Course
Objectives.
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
Most students were able to master the pencil tool quite quickly, but almost all struggle a bit with the pen tool as it is not
intuitive to the first time user. They were able to remember, understand and analyze lectures on technical information.
Almost all were able to accurately observe and render an object with the pencil tool. Without any revision, most
students left details messy and portions incomplete, yet attended to them when prompted. Students who did not do well
on the pen drawing usually did not allot adequate extra time during the week to complete it for homework. Many
students handed that drawing in incomplete.
B. Evaluation of the assessment process:
What do the results suggest about how well the assignment and the assessment process worked
both to help students learn and to show what they have learned?
The assignment and assessment work well to demonstrate the stated learning outcomes. By comparing two drawing
tools (one easy and one hard) students have evidence that they can draw digitally (pencil), but that technical skills take
time and practice to master. (pen)
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
Almost all students who do not complete both drawings that meet expectations, do not do so because they have not
spent adequate time working on their homework. This project requires several hours outside of class in order to create a
well-rendered drawing. Many students lament that there are not enough lab hours or they do not own the expensive
software on their home computers. Both of these are true, yet I have given this assignment for 9 years and over time the
number of students able to complete both drawings well has been lower and lower each year. I could change this
assignment to be a 2 class project, but that would reduce the time spent on the next project (which has the same
increasing time management issues). It seems unsatisfactory to lower expectations to meet student outcomes.
7(8)
Assignment used for Assessment of AR-541 Advertising Design and Layout Fall 2013
PROJECT 1: Explore & Practice: Freehand Drawing vs. The Pen Tool
This project has TWO parts. One part will be worked on in class, the other will be completed for
homework.
Part 1: In Class
After listening to instructions about how to use drawing and painting tools in Illustrator, you will
produce a drawing using the following tools: paintbrush, pencil, line. You will work in class to
draw your object. Treat this assignment like a life drawing assignment in any drawing class.
This should be a black and white drawing, but you may add color if you wish. Not using color will
not detract from your grade.
Your drawing should fill the majority of the default letter size page in Illustrator. It may be
horizontal or vertical. Pay attention to proportion, scale, detail, and neatness.
Save your file as YourLastName_Object_Drawing.ai
Part 2: Homework
Draw the same object again using the pen tool ONLY. This will be difficult, as the pen tool takes
some getting used to. Try to utilize the tool’s ability to be precise. Re-work lines that aren’t
correct the first time. Also, this should be black and white.
Save your file as YourLastName_Object_Pen.ai
** Remember, if your drawings seem to be “filling” with white, or another color and obscuring
your lines, you need to make sure that your “FILL” is set to “NONE” (white box with red slash
through it).
Do not under any circumstances copy any of your first drawing into your second drawing. Draw
the second drawing “from scratch”
___________________________________________________________________
Have both files printed out before the BEGINNING of the next class.
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