Program: Art (BA, BFA)
Degree: Bachelor's
Date: Thu Oct 14, 2010 - 12:57:12 pm
1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.
Our department has five degree programs: the BA in studio art, the BA in art history, the BFA (a pre-professional studio art degree), the MFA (a terminal degree for studio artists) and the MA in art history. Each of these programs has developed five SLOs organized around five themes which are shared across programs. The result is a matrix of 25 program-level SLOs, which is downloadable in PDF format on our departmental website at http://www.hawaii.edu/art/forms/assessment/assessment.html.
2) As of last year, your program's SLOs were published as follows. Please update as needed.
Department Website URL: http://www.hawaii.edu/art/forms/assessment/assessment.html
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: Other: 3) Below is the link to your program's curriculum map (if submitted in 2009). If it has changed or if we do not have your program's curriculum map, please upload it as a PDF.
- File (03/16/2020)
4) The percentage of courses in 2009 that had course SLOs explicitly stated on the syllabus, a website, or other publicly available document is indicated below. Please update as needed.
0% 1-50% 51-80% 81-99%
100%5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.
Our department’s protocol for assessment evaluates the work of graduating students in each of our five degree programs. In each annual round of assessment, we evaluate the work of students in a single degree program, based on the five program SLOs (per degree program) listed in item 1 above. This year’s assessment targeted the BFA program in art and design, for which the SLOs are:
1. Technique/Practice: Demonstrate command of fundamental skills and concepts relative to the practice of the visual arts, and intermediate to advanced skills and knowledge of a particular art medium or media.
2. Creativity/Originality: Demonstrate some development of individual approaches to and philosophies of art as well as the understanding of traditional modes and paradigms.
3. Knowledge/History: Demonstrate an intermediate to advanced understanding and appreciation of the art-historical contexts which formed our present approach to the visual arts.
4. Communication/Analysis/Critique: Demonstrate an intermediate to advanced ability to analyze the merits of art works and establish an individual sense of aesthetic judgment and standards applicable to the broad range of art.
5. Professional Skills: Demonstrate mastery of the professional practices of artists, especially portfolio presentation, exhibition, and the writing of artist’s statements; participate in and help organize BFA exhibition.
The program wanted to find out what proportion of our graduating BFA students in each of our two tracks (art and design) are meeting or exceeding these five goals at the point of graduation.
6) State the type(s) of evidence gathered.
All 34 graduating BFA students were required to submit a portfolio consisting of a CV, an artist’s statement and 20 images of their recent artwork.
7) Who interpreted or analyzed the evidence that was collected?
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: 8) How did they evaluate, analyze, or interpret the evidence?
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: 9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.
17 portfolios were selected for evaluation. This represents 50% of the 34 portfolios that were submitted. The sampling technique involved making a random selection of half the portfolios, although the art and design portfolios were sampled separately to ensure that there would be a representative proportion of the latter (the design BFA program is considerably smaller than the art BFA). To ensure randomness of the sample, the selection was made by a faculty member who does not teach in the BFA program.
10) Summarize the actual results.
The evaluation of the selected portfolios is still ongoing. Because the portfolios are collected from graduating students, they only become available during finals week of Spring Semester. The actual evaluation work then takes place during the fall semester.
11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.
We plan to present the results of this year’s assessment to the faculty in a meeting at the end of the fall semester. The committee will summarize the data by SLO and offer an interpretation of the results; we will then invite comment and discussion from the faculty at large.
The BFA program includes a capstone seminar for graduating students, who otherwise take courses alongside students in other programs. Any changes to the curriculum that might be suggested by the results of this year’s assessment will probably be made within the BFA seminar. Since BFA students must pass a portfolio review in order to be admitted to the program, they have already met a basic standard of achievement. Beyond this, the BFA-specific learning objectives (as summarized in the BFA SLOs) are largely addressed in the capstone seminar.
12) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, program aspects and so on.
Since this is the first year of formal assessment activities in the department, we also plan to use the results to evaluate our assessment program as a whole, particularly in terms of faculty workload, usability of the scoring rubric, and reliability of results.