Shoreline Community College annual outcomes assessment report—2002-03
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- Instructional Activities
- Course specific applications
- Case Study Sample Project title
- Amstutz - Case Study Sample Value Drawing
OutcomesOutcomes are the intent or purpose of the process and must be clearly defined to be taught, learned, tested, and utilized. Instructional activitiesInstructional activities are the practicum the teacher is involved in and is aimed at or is guided by the need to achieve the intended outcomes. Learning activitiesLearning activities are student based, but directed by practicum and are by process related to the outcomes. AssessmentsAssessments are related to both the Instructional and the Learning activities and are by process related to outcomes. Appendix III Practicum Analysis:
Perception (in terms of the student) Elements and Principles Process Critical Dialogue Instructional ActivitiesPreparation: Includes the facility, the materials, the handouts, etc. Lecture/Demonstration: Includes all teacher related activities. Critical Dialogue: Critique and information exchange processes. Student ActivitiesClassroom 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 applicationsDrawing Series Outcomes ( 2-D generic) Perception (in terms of the student) Elements and Principles Process 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 PracticesInstructor observes and notes students and their work for the following: 1.Observation Activities a. eye contact with subject matter. b. posture. c. measuring activities. 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 titleSpecific project: Outcomes featured: Instructional ActivitiesPreparation: Lecture/Demonstration: Critical Dialogue: Student ActivitiesClassroom drawing: Critical dialogue: Homework: Journals: Reporting: Assessment PracticesAppendix VI Case Studies: Amstutz, Larson, Niblack
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.
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