Degree Program Assessment Reports : View Reports

Unit: Art & Art History
Program: Art History (MA)
Degree: Master's
Date: Wed Nov 25, 2020 - 2:38:41 pm

1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)

1. Demonstrate an advanced ability to do research or curatorial work with original artworks in museum and gallery collections.

2. Demonstrate the ability to do primary source research and construct an advanced, original art-historical argument.

3. Demonstrate a broad grasp of the history of art within Asian-Pacific cultural contexts and an advanced specialist knowledge of a particular period, culture, and set of related issues.

4. Demonstrate an advanced understanding of art historical and critical issues, methods, and theories, and the ability to apply them in sophisticated ways in written work.

5. Write and successfully defend a masters? thesis in which original primary research forms the foundation for an original argument about art in the student?s area of specialization.

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL: https://hawaii.edu/art/wp-content/uploads/2008assess_matrix-1.pdf

Student Handbook. URL, if available online:

Information Sheet, Flyer, or Brochure URL, if available online:

UHM Catalog. Page Number:

Course Syllabi. URL, if available online: NA

Other:

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2020:

File (09/16/2020)

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.

1-50%

51-80%

81-99%

100%

5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

Yes, on some(1-50%) of the program SLOs

Yes, on most(51-99%) of the program SLOs

Yes, on all(100%) of the program SLOs

6) Did your program engage in any program learning assessment activities between November 1, 2018 and October 31, 2020?

Yes

No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (Check all that apply.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)

Collect/evaluate student work/performance to determine SLO achievement

Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups

Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)

Investigate other pressing issue related to student learning achievement for the program (explain in question 8)

Other:

8) Briefly explain the assessment activities that took place since November 2018.

The department collected one exit portfolio in Spring 2020. The MA Exit Portfolio consists of a CV, a thesis paper, and three additional papers written while in the MA program.

It was evaluated using a 1-4 scale. 4 = Excellent, 3 = Good, 2 = Average, 1 = Below Average

Results are as follows:

SLO 1: 3 - studied sound art installations via documentation and the artist’s published writing, but was not able to work closely with the artist himself

SLO 2: 4 - strong original study of Samson Young’s sound art in terms of borders, community, identity, and conflict

SLO 3: 3 - very good understanding of Hong Kong artists in a global contemporary context but local knowledge of Hong Kong could have been better

SLO 4: 4 - really excellent grasp of critical theory and ability to apply it effectively and interestingly; brought in theories of psychoacoustics and sonic agency to good effect

SLO 5: 4 - both the thesis and the defense were very strong

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

Artistic exhibition/performance

Assignment/exam/paper completed as part of regular coursework and used for program-level assessment

Capstone work product (e.g., written project or non-thesis paper)

Exam created by an external organization (e.g., professional association for licensure)

Exit exam created by the program

IRB approval of research

Oral performance (oral defense, oral presentation, conference presentation)

Portfolio of student work

Publication or grant proposal

Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)

Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)

Thesis or dissertation used for program-level assessment in addition to individual student evaluation

Alumni survey that contains self-reports of SLO achievement

Employer meetings/discussions/survey/interview of student SLO achievement

Interviews or focus groups that contain self-reports of SLO achievement

Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.

Student surveys that contain self-reports of SLO achievement

Assessment-related such as assessment plan, SLOs, curriculum map, etc.

Program or course materials (syllabi, assignments, requirements, etc.)

Other 1:

Other 2:

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

One MA student graduated and submitted an exit portfolio.

11) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

Course instructor(s)

Faculty committee

Ad hoc faculty group

Department chairperson

Persons or organization outside the university

Faculty advisor

Advisors (in student support services)

Students (graduate or undergraduate)

Dean/Director

Other:

12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

Used a rubric or scoring guide

Scored exams/tests/quizzes

Used professional judgment (no rubric or scoring guide used)

Compiled survey results

Used qualitative methods on interview, focus group, open-ended response data

External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)

Other: TBD, analysis has not yet occurred.

13) Summarize the results from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.

TBD, assessment has not yet occurred.

14) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)

Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)

Personnel or resource allocation changes

Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)

Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)

Celebration of student success!

Results indicated no action needed because students met expectations

Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)

Other:

15) Please briefly describe how the program used its findings/results.

Pending formal assessment by the committee

16) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

Not yet

1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)

1. Demonstrate an advanced ability to do research or curatorial work with original artworks in museum and gallery collections.

2. Demonstrate the ability to do primary source research and construct an advanced, original art-historical argument.

3. Demonstrate a broad grasp of the history of art within Asian-Pacific cultural contexts and an advanced specialist knowledge of a particular period, culture, and set of related issues.

4. Demonstrate an advanced understanding of art historical and critical issues, methods, and theories, and the ability to apply them in sophisticated ways in written work.

5. Write and successfully defend a masters? thesis in which original primary research forms the foundation for an original argument about art in the student?s area of specialization.

2) Your program's SLOs are published as follows. Please update as needed.

3) Please review, add, replace, or delete the existing curriculum map.

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.

5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

6) Did your program engage in any program learning assessment activities between November 1, 2018 and October 31, 2020?

7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (Check all that apply.)

8) Briefly explain the assessment activities that took place since November 2018.

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

11) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

13) Summarize the results from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.

14) What best describes how the program used the results? (Check all that apply.)

15) Please briefly describe how the program used its findings/results.

16) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

17) If the program did not engage in assessment activities, please justify.