Professional Education Unit Steering Committee

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1 Annual Report on Degree Program Assessment of Student Learning University Assessment Committee Office of Academic Assessment Professional Education Unit Steering Committee Purpose: The purpose of the Annual Report on Degree Program Assessment of Student Learning is to provide information about progress in assessment efforts for each degree program within your academic unit and to foster regular, annual program evaluation that is data-driven. The report will be made available publicly at the Office of Academic Assessment website and will be available to appropriate accrediting agencies. It is recommended that your unit use your assessment report and results to celebrate achievements of student learning as well as to identify potential areas for future curriculum improvement. The University Assessment Committee will review your report to provide constructive feedback, as well as to identify particular academic units for potential assessment awards and/or mini-grants to support continuing assessment efforts. The Professional Education Unit Steering Committee will also review you report as part of the unit governance process. Please this completed form as an attachment to CONTACT INFO: Academic Unit: Art Education Department Date: June 1, 2010 Name: Pamela Stephens Title: Associate Professor Phone: NAU Box: 6020 Degree Program(s) reported here: B.S. Ed. in Art Education

2 Assessment Report: 1) What changes to your assessment plan did you make this past year based on recommendations from your previous year s report? a. Changes based on feedback from prior professional association reviews, UAC reviews, or other external sources of feedback. Formative assessment of student learning in art education introduced a student check list that provides a ratings scale to measure the degree of accomplishment towards becoming a highly qualified professional art educator. This check list is provided to entry-level students and then reviewed at mid-term and conclusion of each semester. One-on-one meetings with the instructor provide immediate feedback. These meetings have become an important factor in helping students stay on track. The meetings also assist the instructor with developing better relationships with students thereby providing opportunities to meet individual needs. Electronic portfolio collections became integral to art education and now provide a second mode of formative assessment. Students are required to maintain personal websites through Taskstream.com Artifacts collected from each course facilitate the assessment of cognitive growth from entry-level to exit from the program. Artifacts document students abilities to critically analyze, interpret, and apply information gained through outside readings, lectures, and class discussions. Examples of artifacts include essays, mission statement, philosophy of teaching, and lesson plans (among other documents, videos, and photographs). Students are required to share their personal websites with their classmates during class presentations. This critique assists students with editing their artifacts and creating professional web pages. b. Changes based on student outcome data. (SPA Report Section 5) The student self check pinpointed three entry-level students who chose not to continue the program. All three cited that they did not anticipate the rigorous coursework. We believe that filtering out these students early in their university careers is of benefit to them so that a more suitable course of study can be determined. For students in upper-division art education courses, the student self check provided opportunities to review their strengths and to continue to work on weaknesses. The most common weakness cited by students was lack of belonging to professional associations and attending professional conferences; circumstances that are largely controlled by personal financial constraints. The electronic portfolio appeals to the vast majority of art education students. We see a marked improvement in the artifacts because of the nature of the exhibition. Students have remarked that because the portfolio can be used beyond their time at NAU that it is of great benefit. Several recent graduates have reported that they have successfully used the portfolio as a tool for obtaining jobs. c. Changes based on changes in the conceptual framework or in university, departmental, or specialized professional association criteria, policies, or procedures. The National Art Education Association developed and published Standards for Art Teacher Preparation and Professional Standards for Art Teacher Preparation. These documents

3 contain rigorous guidelines that have helped to reform and strengthen the art education program. 2) Explain how the information from last year s report was shared with faculty and/or candidates, and how they contributed to the changes that were made. Information was shared with faculty in the School of Art during management team meetings. These meetings are open to all School of Art faculty members. Students enrolled in art education courses (including student teaching) were made aware of the information during class times. Feedback from university supervisors of the progress made by candidates helped to inform changes within the art education courses (e.g., preparing students in senior-level courses learn how to collect information for the candidate work sample). 3) In the Table I, please indicate the assessments that were used this past year and the data that were collected, and give a summary of the data. (SPA Report Section 4) 4) In Table II, please provide information for any of the unit level information that your program is collecting. 5) Discuss the areas in which your candidates are meeting your area s professional standards and those in which improvement is needed. (SPA Report Section 4) Art education students show exemplary skills of studio techniques and processes as well as an ability to apply these to art teaching strategies. Possibly the biggest weakness cited was in the capstone. Students felt ill prepared to write the candidate work sample. 6) Which areas of strengths and/or weaknesses are indicated by multiple sources/assessments? (e.g. candidate s ability to plan; candidates ability to use data for instructional decision making; candidates ability to assess) Art education students reported difficulty with understanding how to create measurable learning objectives that effectively mesh with assessment rubrics. For the upcoming academic year we will focus more on these aspects to ensure that students are better prepared. 7) What feedback about your program have you received from your candidates? (both formal and informal) Student evaluations at the end of each semester indicate a strong positive attitude towards faculty and content. Informal feedback, such as one-on-one discussions, indicate that students are pleased with their preparation and feel as if the personal environment of our program is one of nurturing as well as team building.

4 8) Considering the information above, discuss the programmatic changes and/or changes to courses you plan to make next year. (SPA Report Section 5) Programmatically, the art education program will remain fundamentally the same. ARE 421 and 431 will have more emphasis upon unit planning, scope and sequence, and objective/rubric writing. 9) Additional Information: Include any additional information about your program that should be documented but has not been addressed. Recognizing that students in today s classrooms respond to technology in positive ways, students in ARE course work call upon their knowledge of art making, art education practices, and art history to explore artists and to create materials that not only inform their own understanding, but are shared with others. To this end, all art education courses are utilizing online resources such as Voice Thread, Facebook, and Ning to share information. It is also important to note that all art education students are required to prepare at least one article for publication. In addition, all art education students are strongly encouraged to join the state and national art education associations and attend one or both conferences. Some students have taken this to heart and have not only joined the associations, but have presented or plan to present in 2010.

5

6 Table 1 SPA Assessment Outcomes and Summary Outcomes Assessments AEPA scores or alternative assessment. Content Knowledge Does not meet Candidate Data Meets Standard Exceeds Standard Meets or Exceeds Summary of Findings # % # % # % # % Pass/Fail rate on the Art AEPA indicates that a vast majority of art education students are sufficiently well prepared to pass. It should be noted that the 8.7% that did not pass on the first try, did pass on the second; therefore, for the academic year art has a 100% pass rate. See attachment A Planning See Attachment A Student Teaching All art students teachers passed CMPLE

7 DPI IMI ALCR Dispositions Effect on Student Learning Other Assessment See Attachment A See Attachment A Other Assessment Other Assessment Table II Unit Level Assessment Outcomes and Summary

8 Outcomes Assessments Professional Knowledge Growth/Devlpmnt Does not meet Candidate Data Meets Standard Exceeds Standard Meets or Exceeds # % # % # % # % Summary of Findings Topic Topic Technology Topic Topic Topic Dispositions Caring Open Confident Ethical

9 Diversity

10 Appendix A Content Knowledge The art education program has several measures for determining that candidates have adequate content knowledge. Content knowledge is demonstrated by all candidates through performance on products from ART 135, Drawing Fundamentals I ART 136, Drawing Fundamentals II ART 150, Two-Dimensional Design Fundamentals ART 151, Three-Dimensional Design Fundamentals ARH 141, Survey course in art history ARH 142, Survey course in art history Art content from these classes contribute to signature assignments in ARE 200 (Foundations in Art Education) and ARE 331 (Trends and Issues in Art Education). The products in these courses are aligned with the National Art Education Association s Standards for Art Teacher Preparation found at Standard IA and IC (page 9 of the NAEA Standards document) state that pre-professionals develop strong studio skills and are Knowledgeable about cultural and historical contexts surrounding works of art Spring 2009 Content Knowledge

11 ARE 331 Course % Exceeds % Meets % Below Total students Trends and Issues in Art Education The high rate of exceeding expectations and the low rate of meets or failure indicates that students are adequately prepared at this point in their careers in art content knowledge. Fall 2009 Content Knowledge ARE 200 Course % Exceeds % Meets % Below Total students Foundations in Art Education The high rate of exceeding or meeting expectations and the lack of failure indicates that students are adequately prepared at this point in their careers in art content knowledge. Planning Planning is emphasized in ARE 421 (Methods in Elementary Art Teaching), ARE 431(Methods in Secondary Art Teaching), and ARE 432 (Children s Art program). Students complete units of study with a scope and sequence in 421 and 431. In ARE 432 they plan and present a lesson to K-7 children.

12 Spring 2009 Planning Course % Exceeds % Meets % Below Total ARE 431 Secondary Methods students The high rate of exceeding or meeting expectations and the lack of failure indicates that students are adequately prepared at this point in their careers in planning. Fall 2009 Planning Course % Exceeds % Meets % Below Total ARE 421 Elementary Methods students The high rate of exceeding or meeting expectations and small percentage of failure indicates that students are adequately prepared at this point in their careers in planning. Student Teaching Reports by art student teacher supervisors suggest that teacher candidates meet or exceed expectations in the field. All student teachers in spring 2009 and fall 2009 passed student teaching.

13 Effect on Student Learning The topic of effects on student learning, while threaded throughout the art education program, is emphasized in ARE 331 (Trends and Issues in Art Education). The signature assignment for this course is a research paper that pinpoints a current trend, its antecedent, and possible effects on classrooms and learning outcomes. Fall 2009 Effects on Student Learning Course % Exceeds % Meets % Below Total ARE 331 Trends and Issues The high rate of exceeding or meeting expectations and small percentage of failure indicates that students are adequately prepared at this point in their careers to judge the effect of trends on student learning. Philosophy of Art Teaching As students progress through the art education program they develop a personal concept for art teaching. This concept culminates in ARE 330W (Critiquing and Writing about Art) when a philosophy of art teaching is created. Sprint 2009 Philosophy of Art Teaching Course % Exceeds % Meets % Below Total ARE 330W Critiquing and Writing about Art

14 The high rate of exceeding expectations and small percentage of failure indicates that students are adequately prepared at this point in their careers to judge the effect of trends on student learning.

15 Appendix B Spring 2009 Grades Report Art Education ARE 330W Course A B C D F Total Students Critiquing and Writing in Art ARE % % 100% Secondary Methods ARE % % % 23 Trends and Issues in Art Education 91.4% 4.3% 4.3% 100% Fall 2009 Grades Report Art Education ARE 200 Course A B C D F Total Students Foundations in Art Education 82% 9% 9% 100%

16 ARE Elementary Methods ARE % 24 12% 4% 100% Children s Art Program 100% Course Pass Fail Withdraw Passing ARE % Total Students 17 Practicum 94% 6% 100%

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