What is Assessment?

1. What is Assessment?

2. What is Assessment? Assessment involves the use of empirical data torefine programs andimprove student learning. (Assessing Academic Programs in Higher Education by Allen 2004)

5. Step 1 Learning Goals • foundation level knowledge and skills • prepare students for transfer to university BFA or BA program

6. Step 1 Learning Outcomes work backwards from standard portfolio requirements

7. 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

8. 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

9. 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 computer-generated images are not recommended for inclusion in Computer Art portfolios . . . School of Visual Arts

10. Step 1 design Apply basic elements and  principles of design, with an emphasis on two-and three-dimensional design “The work should demonstrate your abilities in the areas of drawing, composition, color and design.”Delaware College of Art and Design

11. 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

12. 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

13. Step 1 digital media Use digital tools to create, manipulate, edit, and archive art work

14. Step 1 personal voice Create self-directed/concept-driven works that communicate meaning

15. Step 1 personal voice Create self-directed and/or concept-driven works that communicate meaning Works that push beyond assignment parameters

16. Step 1 personal voice Create self-directed and/or concept-driven works that communicate meaning Works that is fully finished and formally resolved

17. 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

18. Step 1 articulate Speak and write critically about personal and peer artworks Proficient use of art & design-specific vocabulary

19. Step 1 art historical context Demonstrate knowledge of art historical and contemporary periods, movements, and styles, and familiarity with art historical terminology

20. Step 1 portfolio Assemble a portfolio of work suitable for academic transfer in digital and hard copy formats.

22. Step 1 learning opportunities create a curriculum designed to meet learning goals and outcomes

23. Step 1 learning opportunities create a curriculum designed to meet learning goals and outcomes curriculum a set of interrelated courses with an overall focus

25. Step 1 assess student learning Are students learning what they need in order to achieve departmental goals?

26. Step 1 assess student learning Are students learning what they need in order to achieve departmental goals? foundation-level skills transfer to BFA/BA

27. Step 1 assess student learning Are students learning what they need in order to achieve departmental goals? foundation-level skills transfer to BFA/BA

28. Step 1 assess student learning Are students learning what they need in order to achieve departmental goals? Faculty must work together to establish consistent standards & expectations

30. reflect on results Improve Teaching and Learning • Incomplete portfolios

31. reflect on results Improve Teaching and Learning • Incomplete portfolios • Mandatory course portfolio • Emphasis on portfolio pieces embedded in all classes

32. reflect on results Improve Teaching and Learning • Transfer students • Make transfer contingent on portfolio review • Include only work completed while enrolled at Westchester Community College in assessment portfolio

33. reflect on results Improve Teaching and Learning • Transfer students

34. reflect on results Improve Teaching and Learning • Students follow curriculum “in reverse”

35. reflect on results Improve Teaching and Learning • Students follow curriculum “in reverse” • Improve academic advisement • Enlist the help of adjuncts

36. reflect on results Improve Teaching and Learning • Academically under-prepared students

37. reflect on results Improve Teaching and Learning • Academically under-prepared students • Freshman Seminar • Establish benchmarks

38. reflect on results Improve Teaching and Learning • Personal voice • Skills development

39. reflect on results Improve Teaching and Learning • Personal voice • Skills development • Establish level 2 proficiencies • Create an advanced projects course

41. Step 1 Changes SUNY Seamless transfer

42. Step 1 Changes New college-wide “academic core” that aligns with SUNY

43. Step 1 Changes New A.S. degree will have 60 credits Fewer elective choices

44. Step 1 Changes Possible increase in faculty contact hours

45. Step 1 Changes More standardized process of assessment

46. Step 1 Changes More faculty development workshops