What is Assessment?
What is Assessment?
Assessment involves the use of empirical data to refine
programs and improve student learning.
(Assessing Academic Programs in Higher Education by Allen 2004)
Learning
Goals
Step 1
•
foundation level knowledge and skills
•
prepare students for transfer to
university BFA or BA program
Learning
Outcomes
Step 1
work backwards
from standard
portfolio
requirements
observational drawing
design principles
color theory
digital media
personal voice in work
articulate about work
art historical context for work
portfolio
Step 1
Learning
Outcomes
Step 1
drawing
Demonstrate skill in the
use of drawing media
and ability to translate
observation to image
“Accomplished drawings are
above all else, the heart of a
successful portfolio . . . . You might
be a wizard in digital media, but
none of that will matter if you
have poor drawings.”
Clara Lieu, RISD
Beola Daly, AAS 2013
Step 1
drawing
At least half of the
portfolio should consist
of drawing from direct
observation
“Do not copy your work from
photographs or other sources”
Clara Lieu, RISD
“Design projects and computergenerated images are not
recommended for inclusion in
Computer Art portfolios . . .
School of Visual Arts
Step 1
design
Apply basic elements
and principles of design,
with an emphasis on
two-and threedimensional design
“The work should
demonstrate your abilities
in the areas of drawing,
composition, color and
design.”
Delaware College of Art
and Design
Step
1
color
theory
Apply color theory in
the creation of
successful color
compositions
“The work should
demonstrate your abilities
in the areas of drawing,
composition, color and
design.”
Delaware College of Art
and Design
Step
1
color
theory
Apply color theory in
the creation of
successful color
compositions
“The work should
demonstrate your abilities
in the areas of drawing,
composition, color and
design.”
Delaware College of Art
and Design
Step
1
digital
media
Use digital tools to
create, manipulate, edit,
and archive art work
Step
1
personal
voice
Create selfdirected/concept-driven
works that communicate
meaning
Step
1
personal
voice
Create self-directed
and/or concept-driven
works that communicate
meaning
Works that push beyond assignment
parameters
Step
1
personal
voice
Create self-directed
and/or concept-driven
works that communicate
meaning
Works that is fully finished and
formally resolved
Step 1
variety
subject matter, media, scale
“[Show] that you have more
than one skill set, and can move
fluidly from one media into the
next. Include drawings, paintings,
sculptures, mixed media, digital
media, printmaking, or anything
else that you’ve had experience
with.”
Clara Lieu, RISD
Step 1
articulate
Speak and write critically
about personal and peer
artworks
Proficient use of art &
design-specific
vocabulary
Step
art 1
historical
context
Demonstrate knowledge
of art historical and
contemporary periods,
movements, and styles,
and familiarity with art
historical terminology
Step 1
portfolio
Assemble a portfolio of
work suitable for
academic transfer in
digital and hard copy
formats.
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create a curriculum
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learning goals and
outcomes
curriculum
a set of interrelated
courses with an overall
focus
Step
1
assess
student
learning
Are students learning what
they need in order to
achieve departmental goals?
Step
1
assess
student
learning
Are students learning what
they need in order to
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foundation-level skills
transfer to BFA/BA
Step
1
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student
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student
learning
Are students learning what
they need in order to
achieve departmental goals?
Faculty must work together
to establish consistent
standards & expectations
reflect on results

Incomplete portfolios
Improve Teaching and Learning
reflect on results

Incomplete portfolios
Improve Teaching and Learning


Mandatory course
portfolio
Emphasis on portfolio
pieces embedded in all
classes
reflect on results

Transfer students
Improve Teaching and Learning


Make transfer contingent
on portfolio review
Include only work
completed while enrolled
at Westchester
Community College in
assessment portfolio
reflect on results

Transfer students
Improve Teaching and Learning
reflect on results

Students follow
curriculum “in reverse”
Improve Teaching and Learning
reflect on results

Students follow
curriculum “in reverse”
Improve Teaching and Learning


Improve academic
advisement
Enlist the help of adjuncts
reflect on results

Academically underprepared students
Improve Teaching and Learning
reflect on results

Academically underprepared students
Improve Teaching and Learning


Freshman Seminar
Establish benchmarks
reflect on results


Personal voice
Skills development
Improve Teaching and Learning
reflect on results


Personal voice
Skills development
Improve Teaching and Learning


Establish level 2
proficiencies
Create an advanced
projects course
Step 1
Changes
SUNY Seamless transfer
Step 1
Changes
New college-wide
“academic core” that
aligns with SUNY
Step 1
Changes
New A.S. degree will
have 60 credits
Fewer elective choices
Step 1
Changes
Possible increase in
faculty contact hours
Step 1
Changes
More standardized
process of assessment
Step 1
Changes
More faculty
development workshops