General Education Assessment Report
Spring 2011
Chongim Choi
Art and Design
Outcomes
List the outcome(s) being assessed.
For ART 1000 (Art Activities for the Non-Art Major), the following general education outcomes and
assessment measurements were used:
Outcome/Assessment Instrument
Students will be able to:
1. Articulate how artistic expression and the creative processes are developed in the literary, visual, and
performing arts, including those of non-Western cultures. / Portfolio of Artworks
2. Express the relationships among the arts, culture, and cultural values. / Oral Art Critique
3. Apply the basic methods, questions, and vocabularies of the humanities, mathematics, the natural
sciences and the social sciences. / Oral Art Critique
4. Recognize the role of creativity in problem solving, addressing issues and concerns, and generating
new knowledge. / Portfolio of Artworks
5. Apply analytical skills, including mathematical reasoning to the natural sciences, social sciences and
the humanities. / Oral Art Critique
For ART 2110 (Introduction to Non-Western Art), the following general education outcomes and
assessment measurements were used:
Outcome/Assessment Measurement
Students will be able to:
1. Apply the basic methods, questions, and vocabularies of the humanities, mathematics, the natural
sciences and the social sciences. / Quiz and Test
2. Recognize the role of creativity in problem solving, addressing issues and concerns, and generating
new knowledge. / Essay and Paper
3. Recognize the role of creativity in problem-solving, addressing issues and concerns, and generating
new knowledge. / Essay
Method of Assessment
List the assessment instrument(s) and explain the administration procedures. Unless stated and explained otherwise, all instruments in the assessment plan
must be administered and reported.
See Attachment 1
Assessment Findings/Interpretations/Conclusion
This section should record the findings after conducting the actual assessment. Data should be recorded in three year cycles on Form 201C. What do the data
for this year’s assessment reveal? What does a review of the trend data show? In what areas do students do well? In what areas have they not succeeded?
Have the student learning outcomes that this instrument measures been met? If not, what can be done to help the student reach the learning objective? Which
strengths and weaknesses were identified in the course /program? What can be done to improve the weaknesses? Any conclusions should be listed at this
time.
In Spring 2011, one section of ART 1000 and one section of ART 2110 were offered.
ART 1000
Fifteen students were enrolled. One dropped the course, one stopped coming to class, and thirteen
remained. All thirteen students submitted the Portfolio of Artworks as well as the Art Critique Paper this
semester. All passed in both categories successfully.
The strength continued to be in students’ ability to create quality artworks. Although students seemed
more attentive to their attendance with the department’s stricter attendance policy and frequent academic
warnings, students’ attendance continued to be a weakness. Given the instructor’s personal attention and
accommodation, however, many students showed their efforts to make up their work before and after the
class in order to work around their work-related commitments.
This semester, the instructor brought students to one of the show openings at the President’s Gallery,
which coincided with the class times, so that students could experience artists’ reception for their first
writing assignment. The students met the artists and heard them talk about their work, which greatly
motivated them for the class projects and better prepared them for off-campus gallery visit later in the
semester. It must have contributed to the students’ increased performance in both Portfolio of Artworks
and Art Critique Paper.
Table 1.
Fall 2010
Portfolio of Artworks
Art Critique Paper
Pass
100%
91%
Spring 2011
Fail
0%
9%
Pass
100%
100%
Fail
0%
0%
ART 2110:
Twenty-six students were enrolled. Eight students withdrew the course. Three stopped coming to class.
Fifteen students took the Test 3*. Eleven passed and four failed. Seventeen students turned in the Paper.
Fifteen passed and two failed.
As the tests were all consistent in format, students could know how to prepare for the exams if they put in
efforts. Conscientious students made sure they wrote good notes, and reviewed and tested themselves, as
advised, to do well in the course.
Despite the instructor’s strong emphasis on obtaining the texts, many did not listen. This semester, the
textbooks were available in more than one form - hard copy that can be either purchased or rented from
the bookstore and digital version. Books were also put on reserve. Yet many students still relied just on
lecture materials and sought Internet sites to find the works of art they needed to study. Due to family and
job issues, many students disappeared or dropped out; but those who continued all improved. Despite the
instructor’s emphasis from the first class that there were memorizations involved, many did not put the
effort to obtain the information. However, those who worked hard to memorize and closely followed
instructions all improved.
Table 2.
Tests *
 Quiz
 Test 1
 Test 2
Spring 2010
Pass
Fail
Spring 2011
Pass
Fail
11
13
18
8
9
12
17 (1 did not take the exam.)
13 (1 did not take the exam.)
7 (2 did not take the exam.)
17
14 (2 did not take the exam.)
7 (6 did not take the exam.)
 Test 3
Paper
16 (80%)
19 (100%)
9 (5 did not take the exam.)
11 (73%) 4 (10 did not take the exam.)
6 (6 did not turn in the paper.) 15 (88%) 2 (8 did not turn in the paper.)
* The number of students passed in the final test (Test 3) was used as the indicator for this assessment instrument, Tests.
Decision-making Using Findings
Based on your interpretation of the findings, your conclusions and discussions with faculty, what curricular changes will be made in the future? These changes
could be a particular course in the program /curriculum. There may also be changes in delivery of instruction, enrichment activities or in the use of technology.
How are findings and changes related to immediate or long term budget requests? List specific changes. Attach minutes of departmental/program meeting
where reports are discussed.
The instructors of ART 1000 and ART 2100 felt that no curricular changes were needed at this time. The
instructor of ART 1000 felt that providing more opportunities to meet artists firsthand would be beneficial
for students to have strong motivation and create authentic work of their own. For ART 2100, the
instructor expressed that since those who were willing to work hard and put the effort all improved, there
was no reason to change the curriculum and assessment. Very early in the semester, a quiz was given to
assess how the students would be tested and assessed. Such early detection worked for many students.
Demonstrating Improved Learning
What evidence do you have that student learning has improved? Be sure to discuss with reference to trend data.
ART 1000:
Students performed exceptionally well in both Portfolio of Artworks and Art Critique Paper this semester.
The passing rate of the Art Critique Paper was 91% in Fall 2010 and improved to 100% in Spring 2011.
ART 2100:
There were seven students who failed the quiz but learned what they needed to improve on and how they
would be assessed, and gradually all improved and passed the course. Some sought individual advice, but
most learned from their mistakes on their own and made significant changes to do well in the course.
Publicizing Student Learning
How do you inform the public about what students learn and how well they have learned it? How do you publicize the assessment results? Indicate what data
or results you will use, and also indicate the means of internal and external publication: departmental website, brochures, and other published documents or
media.
To arrive at collective decisions, the assessment results continued to be discussed with the faculty at the
department meeting, via email correspondence, and personal communication among instructors. A copy
of the assessment report is filed in the department office (BHS 600). The department website currently
has the Assessment Results link from the home page where the department assessment reports can be
downloaded. The update of the departmental brochure is under way as well. Upon the completion of
transferring the current department website to the university template, all assessment reports, the updated
department brochure, and additional publicizing materials will be included and/or made downloadable
from the department website.
Accomplishments and Challenge
Identify and explain accomplishments and challenges related to the assessment plan in your department program.
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The instructors made early interventions to provide students with multiple academic warnings.
The importance of attendance, arriving in class on time, making up before/after the class, submitting
the paper were emphasized from the beginning of the semester.
The instructors actively used Moodle to keep students in track of the courses.
Textbooks were put on reserve in the library for students to use as well as arranged to be available in
hard copy form that could be either purchased or rented from the bookstore or digital version.
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As the request for purchasing web-authoring software (Contribute CS4) for Mac had not been done by
the Information Technology at CSU, the department bought one copy of Contribute CS5 in Spring
2011. Yet, the university would only support Contribute CS4, not CS5, at this time, which put us in
limbo again. Hence, the department decided to request Web Support to move the current department
website to the standard template.
It is a constant challenge to make students more attentive of the evaluation process—many think just
by attending the classes they know all the material and that just by jotting down some information
about the works of art that they have mastered the subject. The instructor of ART 2110 has to
constantly remind them that they need to remember the details and understand the concepts and reflect
these in the exams through reasoning and specific examples.
Attachment 1
Method of Assessment
For ART 1000 (Art Activities for the Non-Art Major), the following assessment instruments were
administered:
# 1 and #4 - Portfolio of Artworks
Students were asked to submit their artworks upon completing each project. There were five projects
over the course of the semester. Each artwork was evaluated based on the rubric that posted in the
classroom throughout the semester.
#2, #3, and #5 – Art Critique Paper
Students were expected to attend at least two gallery shows and to write two art critique papers based on
the artwork of their choice. The format for the Art Critique Paper was distributed to the students at the
beginning of the semester, and the grading rubric for the art critique paper was explained and posted in
the classroom (Attachment 2).
For ART 2110 (Introduction to Non-Western Art), the following assessment instruments were
administered:
#1 – Quiz and Test
Four tests (1 quiz, 2 midterms and 1 final) consist of identification and essays on specific works of art.
Students need to identify each slide of a work by its title, date, culture and name of the artist, if known,
based on their acquired knowledge of the country, tribe, timeframe and style of work of art. In essays,
they elaborate on the visual evidences that substantiate the origin of the work and the creative processes
pertaining to each culture.
#2 – Essay and Paper
In the essays of the 4 tests, students demonstrate how each work of art reflects the values and ideas of its
respective culture. For the paper, they must go to museum or gallery and write an art review of a nonWestern exhibition. They examine the actual works of art displayed in an exhibition and discuss the
relevant cultural themes and ideas as reflected in the works
#3 – Essay
In the essays of the tests, students discuss the purpose of works of art, often used for political, religious,
social and even medical purposes. Some works are clearly used for propaganda; some are created to
promote religious practices; and some are used to mediate disputes, and some to alleviate suffering in
society. The essays have specific questions geared for students to discuss these issues pertaining to
specific works of art.