Assessment Workshop Design Program Portfolio & Presentation / ART- 230 October 2,2017

ASSESSMENT PLAN The Portfolio and Presentation course for design students formalizes all higher education coursework into a professional presentation, which prepares students for industry or transfer to a four year institution. It is the capstone course for the Design Program.

What is required by the student? Criteria for the course includes identifying appropriate art and design course work that clearly communicates the student’s exposure to foundations and design practices. Developing a professional resume, business card, promotional piece, website and portfolio are additional requirements which prepare the student for the professional industry and marketing strategies.

Selecting a piece of work for exhibition, participating in a formal installation and presenting all required deliverables to peers, faculty and industry professionals during an invited reception at the Morris Museum. This process takes place every FALL and SPRING semester. SUMMER session presentation is in the CCM gallery area.

Examples of student work in formal exhibit- students are encouraged to display a piece in concentration for framing.

Portfolio/Performance – At the Morris Museum reception, students are required to verbally and visually present their professionally developed traditional and digital portfolio. In addition to the portfolio, an original piece of work(exhibited), business card, resume, website and promotional piece, are also reviewed. Each element of the presentation is reviewed by the invited evaluators. Evaluators consist of Art and Design Faculty (CCM & other schools), Design Advisory members, in industry professionals, and program alumni.

Evaluators are provided with a Rubric to assist in assessment Learning Outcomes that are assessed by evaluators: Technique Design Creativity and Concept Presentation Component Possible 100 Points Outstanding 25 Points Highly Successful 20 Points Successful 15 Points Minimally Successful 10 Points Unsuccessful 5 Points Technique Exceptional understanding of different media and their uses. Work exhibits mastery of a very wide range of visual arts techniques extending well beyond academic exercises. Very good understanding of different media and their uses. Work exhibits very good control in a broad range of visual arts techniques. Understanding of different media and their uses is present. Work exhibits general competence in a variety of visual arts techniques. Understanding of different media and their uses is inconsistently evident. Work is occasionally competent in a few techniques. Understanding of different media and their uses is not evident. Work exhibits only very limited or very rare use of appropriate visual arts techniques. Design Exceptional understanding of the elements of design and composition and these are used skillfully and effectively to communicate highly sophisticated ideas. Very good understanding of the elements of design and composition and they are used very well to communicate important ideas. Understanding of the elements of design and composition is present and they are used to communicate ideas in most instances. Understanding of elements of design and composition occasionally present. Communication of ideas occurs irregularly or in unintentional ways. Understanding of the elements of design and composition is not evident. Communication of ideas occurs rarely and is incomplete or unintended when it does. Creativity and Concept Work is highly unique and original; presents compelling and focused conceptualizations of ideas. Work is unique and original; presents interesting and clear conceptualizations ideas. Work is mostly unique and original; presents some interesting and clear conceptualizations of ideas. Work is sometimes unique or original; presents occasionally interesting or clear conceptualizations of ideas. Work is obviously derivative and unoriginal; does not present any interesting or clear ideas. Presentation Work exhibits mastery of presentation skills and materials without any errors. Work exhibits appropriate use of presentation skills and materials without significant errors. Work generally exhibits appropriate presentation skills and materials with few errors. Work exhibits some presentation skills and materials with several noticeable errors. Work exhibits inappropriate presentation skills and materials with many critical errors. Students are identified by number to aid in anonymity and limit the subjective nature of the evaluation process. The critics’ comments pertaining to course assignments and curriculum development are discussed in department and advisory board meetings. The Special Project Leader of Design in cooperation with the department chair may choose to incorporate this information into the curriculum.

  Technique Design Creativity And Concept Presentation TOTAL POINTS Student #1 73 87 100 87% Student #2 93 97% Student #3 80 85% Student #4 90% Student #5 83% Student #6 Student #7 100% Student #8 Student #9 Student #10 Student #11 Student #12 93% Student #13 88% Student #14 Student #15 67 82% Student #16 Student #17 Student #18 Student #19 Student #20 95% Student #21 AVERAGE 86.1% 92.1% 94% 93.6% 91.47% The results show an overall above average achievement and consistency within each category of scoring. Based on the data, emphasis will continue in areas of technique and design. The high scores in the presentation area are credited to the formal critiques and informal presentations conducted in each design course. The rubric is shared with the students throughout the semester, making each student aware of the assessment areas and criteria. Every required deliverable is compared against the rubric by the student to determine the scoring possibilities. Students are given immediate feedback by all evaluators at the reception. A discussion by students and faculty also takes place in a classroom critique following the reception.

What was observed? The consistent positive data in the areas of creativity/concept and presentation reaffirm the structure of the curriculum and teaching effectiveness. It is evident that students show strong individuality and clearly express their work both visually and verbally. The areas of technique and design, which scored slightly lower than the above mentioned, will be assessed in subsequent semesters to determine if a need for change is necessary.

A standardized rubric for all courses in the Design Program has since been implemented to inform students on a consistent basis of evaluation criteria. Faculty utilize similar terminology when evaluating progress and outcome.

What do we do with this information? The need to provide time for documentation of work in foundation courses was addressed as well as standardizing curriculum in the Program Foundation Courses. The Design Program plans to continue with inviting a variety of professional designers to take part in lecture series, technique workshops, and informal/formal critiques. The program will continue to add members to the advisory board who will provide insight to professional needs, evaluation of student portfolios and curriculum review.

Student Portfolios/ PPT Davendra Sukha Noemi Dimasi Industrial Designer Fashion Merchandising