Shoreline Community College annual outcomes assessment report—2002-03



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Outcomes


Outcomes are the intent or purpose of the process and must be clearly defined to be taught, learned, tested, and utilized.


    1. Instructional activities


Instructional activities are the practicum the teacher is involved in and is

aimed at or is guided by the need to achieve the intended outcomes.




    1. Learning activities


Learning activities are student based, but directed by practicum and are by process related to the outcomes.

    1. Assessments


Assessments are related to both the Instructional and the Learning activities and are by process related to outcomes.

Appendix III

Practicum Analysis:

Specified application
Outcomes ( 2-D generic)


  1. Perception (in terms of the student)




  1. Elements and Principles




  1. Process




  1. Critical Dialogue



    1. Instructional Activities

Preparation: Includes the facility, the materials, the handouts, etc.


Lecture/Demonstration: Includes all teacher related activities.
Critical Dialogue: Critique and information exchange processes.


    1. Student Activities

Classroom performance: All physical actions executed by the student.


Critical dialogue: Critique and information exchange processes.
Homework: Assigned activities beyond the classroom.
Journals: Compilation of notes, drawings, samples, etc.

Reporting: Experiences, tours, museums, galleries, etc.


Assessment Practices
1.Observation Activities: Instructor observes students

2. Cognitive processing: Look for evidence of activity


3.Performance awareness: Does the student exhibit

4. Affective: What regard is awarded product and process.


Appendix IV

Practicum Analysis:


Course specific applications


Drawing Series

Outcomes ( 2-D generic)

  1. Perception (in terms of the student)

  2. Elements and Principles

  3. Process

  4. Critical Dialogue


Outcomes ( Foundation Drawing Specific )

Perception

1.a. draws from direct observation

1.b. measures visually shape and space relationships

1.c. differentiates subject matter from visual structure

Elements and Principles

2.a. use the elements of art and design

2.b. use the Principles of art and design

Process

3.a.uses intentional drawing strategies

3.b. identify problems and make critical analysis

3.c. make adjustments to process

3.d. manages time as a factor in drawing

Critical Dialogue

4.a. uses vocabulary consistent with elements and principles of art

4.b. critiques their own work and the work of others

4.c. listens and responds to the critiques of others

contributes to group critiques



Assessment Practices


Instructor observes and notes students and their work for the following:

1.Observation Activities



a. eye contact with subject matter.

b. posture.

c. measuring activities.

2. Cognitive processing



a. identifies problem.

b. reaction to problems.

c. formulates strategies for problem solving.

d. asks relevant questions.

3.Performance awareness



a. applies drawing strategies.

b. identifies problems and makes adjustments.

c. manages time as a factor in drawing.

4. Affective



a. seeks visual experiences.

b. demonstrates empathy in work.

c. works beyond the prescribed activity.
Appendix V

Practicum Analysis:



Project form

Case Study Sample Project title




Specific project:
Outcomes featured:

    1. Instructional Activities



Preparation:
Lecture/Demonstration:
Critical Dialogue:

    1. Student Activities



Classroom drawing:
Critical dialogue:
Homework:
Journals:

Reporting:


Assessment Practices

Appendix VI

Case Studies:

Amstutz, Larson, Niblack

Amstutz - Case Study Sample Value Drawing



Specific project: Value drawing. Students work on toned ground, erasing lights and adding darks. Emphasis is perception of value relationships and the organization of value structure in the drawing.


Outcomes featured:

1: a.b.c. Perception of value relationships and structure and role of focal point in perception of contrasts.

2: a.b. Development of drawing from relationships of value shapes and edge contrasts.

Balancing contrast of value with line, texture, etc.

3: a.b.c.d. Exploring possibilities of medium to create and control value.

Balancing overall value structure with specific value contrasts.

Uses time to structure the drawing process.

4: a.b.c.d. Identifies drawings in critiques in which value is dominant element

Identifies different strategies of development in other student’s drawings.


Instructional Activities



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