Track

Research Proposal / Assessment of Student Learning

Proposal Abstract

Biggs & Tang (2007) posit a well-aligned curriculum helps students to construct learning more effectively and independently. During the Self-Study process for reaccreditation, university faculty focused on intended learning outcomes (ILO) in the Bachelor of Fine Art (BFA) and Bachelor of Science in Art Education (BS Art Ed) degrees in visual art. This presentation presents a SoTL application as faculty developed horizontal and vertical “constructive alignment” (Angelo, 2013) for six foundations courses leading to portfolio review. A specific example is ART 2990: Concepts, Creativity and Studio Practice, designed as a result of external feedback indicating student work lacked conceptual inventiveness.

Proposal Description

Biggs & Tang (2007) posit a well-aligned curriculum helps students to construct learning more effectively and independently. During the Self-Study process for reaccreditation, university faculty focused on intended learning outcomes (ILO) in the Bachelor of Fine Art (BFA) and Bachelor of Science in Art Education (BS Art Ed) degrees in visual art. This presentation presents the application of the scholarship of teaching and learning as faculty developed horizontal and vertical “constructive alignment” (Angelo, 2013) for six foundations courses leading to portfolio review. Previously, rubrics were created to assess the quality of work submitted for portfolio review. But, there had not been a thorough examination of what competencies, skills sets or intended learning objectives are required for each of the foundation courses. Using National Association of Schools of Art and Design (NASAD) standards and student feedback, course competency guidelines were created to serve as the content skeletons for each course. This learning-centered approach focused on three key elements: what is to be learned (the intended learning outcome); how well (the grading standards); and how to determine if the learning outcomes have been achieved (the assessment). Thus, in addition to the course competency guidelines, grading rubrics were created for individual projects within the six courses. Since conceptual inventiveness is one of the items where students are assessed during portfolio review, conceptual inventiveness is included on the individual project rubrics for each course. Further, students understand the importance of that item, but also notice how they are assessed in that area for different courses in the foundations core. A specific example of this process is the project assessment of ART 2990: Concepts, Creativity and Studio Practice. As the newest addition to the foundations core, ART 2990 was designed as a result of NASAD feedback indicating that students needed to demonstrate more conceptual inventiveness.

Session Format

Presentation Session

Location

Room 4

Publication Type and Release Option

Presentation (Open Access)

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Mar 30th, 4:00 PM Mar 30th, 4:45 PM

Pinning Down Constructive Alignment of Conceptual Inventiveness In Visual Arts

Room 4

Biggs & Tang (2007) posit a well-aligned curriculum helps students to construct learning more effectively and independently. During the Self-Study process for reaccreditation, university faculty focused on intended learning outcomes (ILO) in the Bachelor of Fine Art (BFA) and Bachelor of Science in Art Education (BS Art Ed) degrees in visual art. This presentation presents a SoTL application as faculty developed horizontal and vertical “constructive alignment” (Angelo, 2013) for six foundations courses leading to portfolio review. A specific example is ART 2990: Concepts, Creativity and Studio Practice, designed as a result of external feedback indicating student work lacked conceptual inventiveness.