assessment: course four column - el camino · pdf fileassessment: course four column ecc: ......

El Camino: Course SLOs (FA) - Art

FALL 2015Assessment: Course Four Column

ECC: ART 106:Cross-Cultural Art

Course SLOs Assessment MethodDescription Results Actions

SLO #1 Analysis of Content -Students will be able to demonstrateanalysis of content through thehistorical, geographical, andchronological context of cross-cultural art.

Course SLO Assessment Cycle: 2015-16 (Fall 2015)

Course SLO Status: Active

Input Date: 12/04/2013

Standard and Target for Success: Itis expected that 85% of students willscore 75% and above for thisassignment

Faculty Assessment Leader: Simon Kenrick

Action: 1. Rename 1st 2 stages:THESIS STATEMENT and EXPANDEDTHESIS STATEMENT (studentconfusion over 'Summary ofArguments'). 2. Reemphasize thatthese are three stages of the sameproject. 3. Incorporate classroomexercise developing TS into SA. 4.Enforce deadlines so that studentshave time to revise/upgrade their TS& SA. (10/06/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetAll data to be revised. c.90% of students scored above 75%.TS and SA revision process permit editing and upgrading,bringing up overall grades for the assignment. (12/08/2015)

Essay/Written Assignment - Three-stage term paper: Thesis Statement,Summary of Arguments, and FinalPaper. TS and SA upgradable in lightof instructor comments.

06/30/2016 Generated by TracDat® a product of Nuventive

ECC: ART 144 :Three-Dimensional Computer Animation


SLO #2 Animation of Character -Students will be able to use the pose-to-pose technique to animate theircharacter in a manner thatdemonstrates the character’s typeand personality.

Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2015-16 (Fall 2015)



Standard and Target for Success:Students will be assessed on threedifferent criteria from the class SLO.Results will be defined inpercentages. Student can receiveone of three assessments for eachcriteria: 1) They completely met thestandard (100%); 2) They adequatelymet the standard (70%); 3) They didnot meet the standard (0%). Basedon my recent semesters’ classresults, I would expect that 90% ofthe students will achieve an overallscore of 75% or better.

Faculty Assessment Leader: Joyce DallalFaculty Contributing to Assessment: David TurnerReviewer's Comments: needs future action date

Action: To improve student successpercentages, I will increase thenumber of intermediate milestonedeadlines during the production ofthe final project. I will also increasethe amount of time spent onrendering and post-production forthe final film. (09/09/2014)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Not MetCRITERIA ASSESSED (Percent of students who scored 70% orbetter)1. Original Character Creation (100%)2. Original Character Animation (100%)3. Presentation of Short Animation (75%)

Here is a breakdown of the students individual assessmentscores (16 students total):10 students assessed at 100%4 students assessed at 70%2 students assessed at 0%

It should be noted that the students who received a 70%assessment score submitted their animations late and the 2students who received a 0% failed to present anything.

14 out of 16 students (87.5%) achieved a total assessmentscore of 70% or better, which is less than my expectation of90%. In order to improve the student success percentages, Iwill need to seek out a way to improve students’ timemanagement skills when it comes to meeting deadlines andcompleting projects.

(09/09/2014)

Project - Assessment was conductedduring submission of the semester'sfinal project. The final project was ashort animation consisting of anoriginal, animated 3-D character. Theproject required that the studentsanimate their character in a way thatdemonstrates the character's typeand personality.

Action: Continue to improvestudents’ success rate in meetingdeadlines by increasing the amountof time that students will have tocomplete their final project.(12/12/2015)

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Not MetCRITERIA ASSESSED (Percent of students who scored 75% orbetter)

As reflected in the data, there is an identifiable, majority

Project - Assessment was attachedto the final project of the semester.This gave the students the final fiveweeks of the semester to learn theskills necessary to meet theassessment learning objectives. Theproject required that the students



Standard and Target for Success:Students will be assessed on one(SLO#2) criteria from the class SLO.Results will be defined inpercentages. Student can receivedone of three assessments for thecriteria: 1) They completely met thestandard (100%); 2) They adequatelymet the standard (70%); 3) They didnot adequately meet the standard(30%). It is expected that 75% of thestudents will achieve an overallscore of 75% or better.

Faculty Assessment Leader: Joyce DallalFaculty Contributing to Assessment: Dvaid Turner

Action Category: TeachingStrategiesAction: It cannot be understated justhow difficult and complex 3Dmodeling and animation is as asubject. One semester of instructionin 3D modeling and animation isinsufficient to become proficient inthe discipline. I believe that creatingintermediate and advanced levelcourses would allow the studentsadequate time and instruction todevelop their skills necessary to beviable candidates for entry-levelpositions in the industry.(12/12/2015)Action Category: CurriculumChangesAction: Raise percentage of studentswho completely meet standards 3dimensional animation skills. I willintroduce the concepts and practicesof 3 dimensional animation earlier inthe semester. (12/12/2015)Action Category: TeachingStrategies

core of students (good) whom enthusiastically take to thesubject matter and consistently perform well at absorbingthe material presented in class along with completingassignments on-time and to a high level of achievement.

Another factor which should be noted is that 3 students(out of 21) did not turn in the project. This criticalcomponent of the animation production process (meetingdeadlines) is one area in which I still need to improvestudent performance.

Also, many students only adequately met the standards ofassessment (24%). I will strive to increase the percentage ofstudents who completely meet the assessment standardsby pursuing more effective methods of teaching andintroducing the animation component of the curriculumearlier in the semester.

Here is a breakdown of the students individual assessmentscores (21 students total):11 students assessed at 100%7 students assessed at 70%3 students assessed at 30%

11 out of 21 students (57%) achieved a total assessmentscore of 75% or better, which is much less than myexpectation of 75%. By finding new, more effective ways inteaching 3-dimentional animation, as reflected in the courseSLO, I will strive to raise the student level of success.

(12/12/2015)

use the pose-to-pose technique toanimate their character in a mannerthat demonstrates the character’stype and personality.


ECC: ART 146 :Designing for the World Wide Web


SLO #2 Navigational Links - Studentswill be able to demonstrate ability tocreate navigational links, simpleJavaScript interactivity, and insertproperly formatted image andmultimedia files into a web page.




Standard and Target for Success: Ijudged each student's success basedon this simple rubric: Completeunderstanding and execution ofstated skills would be consideredCompletely Satisfactory (3 points);Partial understanding and executionof stated skills would be consideredPartially Satisfactory (2-2.5 points);Very little or no understanding andexecution of stated skills would beconsidered Unsatisfactory (0-1points). My expectation for thisevaluation is that 75% of studentswould evaluate at CompletelySatisfactory, 20% would evaluate atPartially Satisfactory, and 5% wouldevaluate at Unsatisfactory.

Faculty Assessment Leader: Ron Romain

Action: To bring my CompletelySuccessful percentage up to 75% orhigher, I plan to do more breakoutdemos where I re-demo these skillsto the students who are strugglingwith them. (01/23/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Not MetOut of three points possible, the class average for thisevaluation was 2.78. Eleven students out of 16 (69%) wereCompletely Satisfactory in their understanding andexecution of the required skills. Five students out of 16(31%) were Partially Satisfactory in their understanding andexecution of the required skills. No students were evaluatedlower than Partially Satisfactory - although I did not includeone student in this data as he did not complete any workduring the semester.

These numbers are lower than I anticipated. This SLO has arange of skills from very simple, and often repeated duringthe course of semester, to a couple that require a deeperunderstanding of the media. To bring my CompletelySuccessful percentage up, I plan to do more breakoutdemos where I re-demo these skills to the students who arestruggling with them. (01/23/2016)

Project - Assessment is based on thefinal two projects of the semester.Successful completion of theseprojects will demonstrate students'proficiency in stated skills for thisSLO.


ECC: ART 150:The Art of Photography (Same course as PHOT 150)


SLO #2 Apply Concepts - The studentwill be able to apply design conceptsto the compositional structure ofphotographic images.




Standard and Target for Success: Itis expected that 85% of the studentswill score 75% or above on this SLOassessment.

Faculty Assessment Leader: Rowan

Action: The assignment will beadjusted to increase the academicand creative challenge to students inPhotography/Art 150. Sixphotographs will be required for theassignment. One photograph foreach design element: line, shape,form, color, black and white tonalrange, and lighting. (02/09/2016)(09/29/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetFifty four students in the combined, cross-listedPhotography/Art 150 achieved the standard and target forsuccess in the SLO assessment. Four students did notachieve the standard and target for success. The majorityof students expressed enthusiasm and interest in the printportfolio assignment, and many students selected a subjectfor the photographs related to their field of study at ElCamino College. Photography/Art 150 is a survey,appreciation course with a component of producingphotographic examples of the design concepts taught in thecourse. There are varying levels of photographic technicalskills among students in the class, however the majority ofstudents were very successful in producing photographicexamples of various design elements. (02/08/2016)

Essay/Written Assignment -Essay/Written Assignment Thestudents write a 500 word or moreessay on a photography exhibit. Theessay will analyze and critique thephotography exhibition in regards tosubject matter, theme, form (blackand white, color, digital,film/analog), lighting, exhibitionspace/installation description, therole of the photographs incontemporary civilization, and theartist/photographer intent. Thestudent selects an exhibition from alist of exhibitions in the Los Angelesarea and on campus. (Active)


ECC: ART 153 :Illustration I


SLO #2 Design Tactics - Students willbe able to effectively communicatevisual ideas, narratives and opinionsby appropriately applying variousapplications of design tacticsemphasizing visual rhythm, balancestrategies and a strong sense ofdepth.




Faculty Assessment Leader: Richard Ewing

Action: The specifics addressed hereare somewhat unique to the field ofillustration, (although they havemany practical applications in varyingfields following), and for moststudents of visual art these cannot beappropriately addressed in any prioror prerequisite classes.On a larger note, a uniform attitudetowards assigning and rigorouslyrequiring copious preliminary studiesin any concept-based communicativeart class would acclimate the studentto expanding their explorations andapplying learned visual strategies, asthose assessed above, moresuccessfully. (04/01/2017)Action Category: Program/CollegeSupportAction: A twofold approachconsisting of another competencyspecific in-class assignment andpractical repetition shouldameliorate the student outcomes.-An incisive in-class assignment caneasily be folded into preliminarystudies for a larger concurrentproject, and would bolster the resultsthereof. -Further, thumbnail studiesand rough sketches shouldincorporate strategies for increasingor decreasing the sense of tension(or lack thereof); a focus oncombining strategies such as visualdirection with proximity of elementsmight help bolster this application.There must be awareness, however,

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetEnergy Dynamics 3= 20 2= 2 1= 0 0= 0Visual Tension 3= 18 2= 3 1= 1 0= 0Time and Mood 3= 21 2= 0 1= 1 0= 0

Observable Patterns (Describe the patterns observed in thedata.)A In this midterm appraisal, students on the wholedemonstrated a very strong competence with regards tothe three illustration skills assessed: Energy Dynamics,Visual Tension, and Time and Mood.B Application and strategies for Visual Tension showed awider range in competence than in the other skill sets.Although still successful, there was a noticeable differencein proficiency in this area relative to the other skillsassessed.C The other two skill-sets, Energy Dynamics, and Time andMood, showed strong comprehension and competence.D The amount of time allotted the midterm was sufficientas all practica were turned in within the time parameters. (10/07/2015)

Project - Students were given 2hours and 45 minutes to userecently acquired analytical andcreative skills to alter a compositionin three different ways applyingvarious design tactics to emphasizenarratives, opinions or visual ideas:1) Enhance the energydynamics (primarily rhythmapplications)2) Manipulate the degree ofvisual tension (primarily balancestrategies)3) Influence the sense of timeanalysis of mood. (depth and spaceallocation)In partial fulfillment of the requiredanalytical core competencies for thisclass, the students were given 3identical compositions on which theywere required to display theirunderstanding and command ofnarrative design (esp. rhythm,balance and space) for effectivevisual theatre.

These are the criteria that are usedto determine a successfulassessment for Art 153:1. Energy dynamics (ability toeffectively enhance the conceptualenergy level with the visual energyby adjusting the visual rhythm andcadence throughout thecomposition)2. Visual Tension (ability tomanipulate the mood and stress ofthe visual theatre by aligning the



Standard and Target for Success: Itis expected that 85% of students willscore: 75% (satisfactory) or aboveon this SLO

that the results herein are well aboveexpectations and the currentteaching strategy appears quiteeffective as is. (04/01/2016)Action Category: TeachingStrategies

visual elements with appropriatebalance strategies)3. Time and Mood (abilitycontrol the sense of immediacy andtone of the image by stagingdecisions and a judicious analysis ofnegative space)

Students’ achievement ratings foreach criteria:Excellent (90%) Good (80%)Satisfactory (75%) Poor (70%)Unsatisfactory (69%


ECC: ART 205A:History of Asian Art - India and Southeast Asia


SLO #3 Communication - Studentswill demonstrate the ability toeffectively communicate ideas aboutIndian and Southeast-Asian artverbally or by written methods.




Standard and Target for Success: Itis expected that 80 % of the studentswill score 75% or above on the paperincluding all of the above elements.(80% of the students will score 100-75 out of 100 possible points.

Faculty Assessment Leader: Lucy Alamillo

Action: Provide a prompt earlier inthe semester with narrowerguidelines and without an option ofchoosing the type of essay content.Also, practice essay structure in shortassignments or an in-class workshop(09/24/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetForty-two students were enrolled in the course; thirty-eightparticipated in this assessment. The standard was met. 34students achieved 75% or higher. In fact, 17of those (half ofparticipants) achieved a 90% and above. Ten studentsachieved a score of 80% or higher, therefore scoring aboveaverage. Three were 75-79%. Six were in the 60-74% rangeand the other 5 did not participate. These 5 enrolledstudents did not submit papers, therefore received 0/Fgrade and/or received an “Incomplete” and were notconsidered as part of the assessment.

Overall, all of the students were successful in their ability tocomprehend and utilize the terms and concepts pertinentto visual literacy, one of the primary goals of an art historycourse. Most of the students scored above average due totheir ability to apply the terms and concepts and theirability to articulate the concepts in an effective manner. Ibelieve that those at the lower end of the spectrum did infact understand the concepts but had greater difficultyarticulating the information in an organized manner due toinexperience with formal or proper essay writing. Theassignment was comprehensive and required synthesis ofmany concepts into a singular framework. Though this dataindicates that students did meet the primary goals of theassessment, I think a narrower assessment focusing on onlyone of either the historical, contextual or iconographicalcomponents of an artwork would prove more successful.(02/24/2016)

Term/Research Paper - Studentswere given a choice to write anapproximately 5 page expositoryessay on either an example ofcontemporary or ancient work of artfrom India. The ancient option wasspecifically an artwork chosen fromthe Norton Simon Museum of Art.The purpose of the assignment is toanalyze a work of art in relation tothe icongraphical conceptsintroduced in the course.


ECC: ART 253:Illustration II


SLO #2 Value and Perspective -Students will be able to effectivelycommunicate visual ideas, narrativesand opinions appropriately applyingvarious advanced applications ofnarrative value role in terms of valuekey, value contrast, eye direction, andatmospheric perspective.




Action: The specifics addressed hereare somewhat unique to the field ofillustration, (although they havemany practical applications in varyingfields following), and for moststudents of visual art these cannot beappropriately addressed in any prioror prerequisite classes.On a larger note, a uniform attitudetowards assigning and rigorouslyrequiring copious preliminary studiesin any concept-based communicativeart class would acclimate the studentto expanding their explorations andapplying learned visual strategies, asthose assessed above, moresuccessfully. (04/01/2017)Action Category: Program/CollegeSupportAction: To address the slightdifficulty two students hadcombining the depth issue with theirnarrative value role, there really is nochange to be made in teachingstrategy. It is evident that all thestudents understand the concept,but need only more time anddiscipline to practice theperformance of what theyunderstand theoretically. This isdone over time on future projectsand later classes. As the instructor, Iwill emphatically encourage practiceand discipline and expound on thelogic therein. It should be notedthat the next assessment will be witha completely different group of

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetManip. Atmospherics 3= 5 2= 0 1= 10= 0Combining Dynamics 3= 6 2= 01= 0 0= 0Maintain Depth/Analysis 3= 4 2= 2 1= 00= 0

Observable Patterns (Describe the patterns observed in thedata.)

N.B.: Typically it is a very small group of students who areenrolled in this advanced class, this semester had a total of6 students. Ordinarily these students are high achievers,and are well prepared for the challenges of this class.

A In this midterm appraisal, students on the wholedemonstrated a very strong competence with regards tothe three illustration skills assessed: ManipulatingAtmospherics, Combining Dynamics, and Maintaining Depthwith the attendant Analysis of the effectiveness of thevisual theatre.B Application and strategies for all three assessed skill-setswere competent or better. Two students had a hard timemaintaining depth with the use of high contrast elements inthe background.C The other two skill-sets: Manipulating Atmospherics andCombining Dynamics, showed very strong comprehensionand competence, and ALL students did very well in theiranalysis of the effectiveness of their strategies. TheDynamics category was especially strong.D The amount of time allotted the midterm was sufficientas all appraisals were turned in well within the (optionallyextended) time parameters. (11/04/2015)

Project - Students were required touse previously acquired analyticaland creative skills, and recentlyobtained ‘sequential/continuity’competence to alter a compositionin three different ways usingnarrative-value drawing techniquesto:1) Manipulate atmosphericsto vary the narrative implicationseffectively.2) Manipulate the dynamicscombining varied energies in onestage (cat/mousetraps).3) Maintain an effectivesense of depth withoutcompromising the narrative valuerole; analysis of effectiveness of theoverall visual theatre.In partial fulfillment of the requiredanalytical core competencies for thisclass, the students were given 3identical compositions on which theywere required to display theirunderstanding and command ofvalue manipulation for effectivevisual theatre. These advancedstudents had to show a manipulationof focus for each image whilemaintaining an effective sense ofdepth (in this case using valuecontrasts for atmosphericperspective). These students wereallowed more time than the oneclass session usually allowed,however none needed more thanthe 2 hours and 45 minutes typicalof the class. (Active)



Standard and Target for Success: Itis expected that 85% of students willscore: 75% (satisfactory) or aboveon this SLO

These are the criteria that are usedto determine a successfulassessment for Art 253:1. ManipulatingAtmospherics (ability to manipulatethe mood and atmospherics of thevisual theatre by altering the valuekey decisions and effectively changethe narrative)2. Combining Dynamics(ability to effectively housecontrasting energy dynamics on onestage in an appropriately narrativefashion)3. Maintain Depth/Analysis(ability to maintain a believablesense of depth using atmosphericperspective while allowing for themood and energy shifts per thedemands of the narrative. Analysisof overall effectiveness of the visualtheatre and adjustment strategy)

Students’ achievement ratings foreach criteria:Excellent (90%) Good (80%)Satisfactory (75%) Poor (70%)Unsatisfactory (69%)

Faculty Assessment Leader: Richard Ewingstudents, and this slight issue may benon-existent. (04/01/2016)Action Category: TeachingStrategies


ECC: ART 274 :Jewelry Fabrication


SLO #3 Craftsmanship - Students willbe able to evaluate a jewelry objectrelative to concept, design andcontrol of the medium(craftsmanship) through written andoral communication.

Course SLO Assessment Cycle: 2015-16 (Fall 2015), 2016-17 (Spring 2017)



Standard and Target for Success:Standards or Rubric

The students were assessed in theirability to evaluate in the areasmentioned 1)formal designorganization and use of properterminology 2) functional andaesthetic concepts 3)Craftsmanship4) Presentation

Students were assessed as Good,Average, and Poor.Number of students evaluated - 16

Results:1) formal design terminologyGood: 37.5% Average:50% Poor: 12.5%2) Concepts31% 56%12.5%3) Craftsmanship62.5% 37.5%

Faculty Assessment Leader: Irene Mori

Action: Implications for Futuredirections:To address the observable weaknessin the Presentation criteria of theassessment, I plan to give moreopportunities for Oral presentations.Extra credit assignments will be givento have the student watch TED talks,so they may observe and analyzeexamples of current communicationstyles. Students can also beencouraged to take a BeginningCommunications course. (02/04/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Met

Results:1) formal design terminology Good: 37.5%Average: 50% Poor: 12.5%2) Concepts 31%56% 12.5%3) Craftsmanship 62.5%37.5% 04) Presentation 50%12.5% 37.5%

Overall 43.5%39% 15.6%

The goal of 75% Good or Average has been met.

Patterns:82.5% of the students scored Good or Average on the SLOassessment. The area of Craftsmanship was easiest for thestudents to assess. Formal design terminology and conceptsreceived similar results, with the former slightly higher inthe “good” category. Presentation has the most studentwho assessed “poor” (02/04/2016)

Presentation/Skill Demonstration -Assessment: The student was shown2 completed jewelry objects, theselected objects evidenced a varietyof skills and evaluated as “good” and“average” work. The student wastasked to evaluate in written formthe pieces in relationship to 1)formal design organization, 2)functional and aesthetic concepts 3)craftsmanship. Students then gaveand oral presentation of theirevaluation.



04) Presentation50% 12.5%37.5%

Overall 43.5%

39% 15.6%

The goal of 75% Good or Averagehas been met.


ECC: ART 282 :Life Sculpture


SLO #2 Construction and Modeling -Students will be able to showintermediate-level competency in theconstruction and modelingtechniques related to life sculpture.

Course SLO Assessment Cycle: 2013-14 (Fall 2013), 2015-16 (Fall 2015)



Standard and Target for Success:There will be Three areas ofassessment:Armature Design and ConstructionApplication of construction materialsModeling TechniquesEach student is assessed on a scalefrom 1. Poor 2. Average 3. Good 4.ExceptionalThe sculpture must use all 3 aspectsto compose a work that integratesthe 3 criteria into a Life Sculpture ofVisual Quality.The Target outcome is for 80% of thestudents to score in the 3 to 4 pointrange

Faculty Assessment Leader: Russell McMillinFaculty Contributing to Assessment: NoneReviewer's Comments: Please provide target for successand an interpretation of data in the appropriate box above.I think the standard may need to be raised. I will determinewhat the standard should be after the next round of SLOtesting.

Action: I think the standard mayneed to be raised. I will determinewhat the standard should be afterthe next round of SLO testing.No further action is needed in thissection until data is taken again in2017 (12/05/2014)Action Category: SLO AssessmentProcessAction: This assessment was for 1class with 21 students participating.Of these, 11 students scored 4 points

6 students scored3 points

4 students scored2 points

No studentsscored 1 pointIn total 17 students out of 21 scoreda 3 or higher; Which is 81% (09/11/2014)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2013-14 (Fall2013)Standard Met? : Standard Met

There will be Three areas of assessment:Armature Design and ConstructionApplication of construction materialsModeling TechniquesEach student is assessed on a scale from 1. Poor 2. Average3. Good 4. ExceptionalThe sculpture must use all 3 aspects to compose a work thatintegrates the 3 criteria into a Life Sculpture of VisualQuality.The Target outcome is for 80% of the students to score inthe 3 to 4 point range (12/05/2013)

Project - Through assesseddemonstrations, students will showcompetency, at an intermediatelevel, in the construction andmodeling techniques as it relates tolife sculpture.The assessment tools will be:Armature design and constructionApplication of constructionmaterials, clay, to build the basicform.Modeling Techniques, including:Gesture, proportion, surface details.

Action: Because this is a skills-basedcourse, students need more time towork with sculpting from a livemodel. I suggest the expansion ofcourse offerings to include A, B, Cand D levels to the course that could

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetOf the initial class, from week 3 onward;Seven students performed the assignments with at 4Six students performed the assignments with a 3

Project - Have students create asculpture based on a live human todetermine whether students in thiscourse performed at anintermediate-level of competency inthe construction and modeling



Standard and Target for Success: 75percent of students will be able tosuccessfully complete theassessment.

Rubric1. Skill in observation of subject2. Craft in modeling therepresentation of the model3. Student developing a narrative ortheme of the model4. Modeling the concept effectivelyonto the life study

Students received points for eachcriteria:4 points - Excellent; 3 points - Good;2 points - Poor; 1 point -Unsatisfactory

Faculty Assessment Leader: Russell McMillin

be offered concurrently since thesubject of the live model would bethe same for each course.(02/10/2016)Action Category: CurriculumChanges

Only one student failed the assignments by dropping thecourse.

Of the students who completed the course, the average was3.54 points, or an 88.5% success rate. (02/10/2016)

techniques related to the successfulcreation of life sculptures.


assessment: course four column - el camino · pdf fileassessment: course four column ecc: ......

Documents