ART 126 - Color - Stage 5 - Mine Ternar
Assessment
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| Assessment Description | I conducted again the following assessments: 1. Mid-term and final exams, measuring how students were retaining content covered in the course. (Relates to multiple SLOs: A, B, C, H, M, and tests on overall academic strength, but cannot measure direct application of learned skills.) 2. Individual project and portfolio assessments with rubrics. (I revised the course outline and the SLOs, tying every single student learning activity in the course to specific SLOs. Hence, the grading of projects students complete in the course is clearly aligned with the course SLO assessment process.) 3. Exit surveys aiming to capture data on individual student goals and backgrounds. 4. Final Capstone Project and Summative Assignment: (Final design project synthesizing multiple SLOs in direct application of color theory; Student Presentation and Participation in Final Critique, and Individual research project and its presentation, addressing multiple SLOs relating to analysis and verbal articulation of concepts covered.) The happy difference this semester was moving all the exams and surveys to electronic format, eliminating the old paper/scantron process, which was making detailed data analysis a very time consuming job and hence causing delays in getting the summary analysis. Using Moodle, I was able to have instant access to my data! On the whole, I was able to improve my Spring 2013 SLO assessment process a great deal from the previous semester, with feedback from previous assessments, students, feedback from faculty in other departments through our college-wide SLO reporting process that was put in place just this academic year by our first ever SLO coordinator (a very important new asset we have had for the very first time!) and the Office of Instruction, as well as my own experiences in teaching the course. And because I had gathered so much data, I decided to generate bar graphs and charts from the Excel worksheets, to allow people access to visual data summaries, as well as their expression in numbers and percentages. (I have placed links to charts in this report.) Feedback from faculty in Graphic Communications and Photography, in particular, the feedback from faculty teaching in the Design Collaborative that this course is also a part of (as an elective), have been very valuable in the overall SLO review and assessment process. The new college-wide SLO reporting/sharing process has greatly contributed to fostering such dialogue. |
| Learning Outcomes | ALL |
| Number of Sections | 1 |
| Number of Instructors | 1 |
| Number of Students | 25 |
Data Analysis
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| Data Summary | Fall 2012 Summary : Overall ratio of correct replies to Exit Exam Style Survey: 79% Although a good majority answered correctly to almost all questions, the areas where the success ratios were not as high as the rest were in questions relating to: 1. Color perception under different light sources, 2. The difference between harmony and vibration in relation to complementary color contrast, 3. Pigments of the traditional artist palette (studied in the beginning of the semester) 4. Lightfastness of pigments (studied in the beginning of the semester). I also received data on student interests and backgrounds, which was quite detailed on paper with students writing praising comments and/or personal preferences. For now I shared the scans of the surveys students completed for a general discussion, rather than putting them in quantitative data. I did move that survey to electronic format this semester for easier analysis of the data. That helped me in processing the results, but it lowered the rate of participation, Spring 2013 Summary: Mid-Term Exam was conducted in Moodle and data was analyzed using Moodle's tools. The mean of all student scores was: 79.76. You can review a visual bar graph of Mid-Term Exam results at the following link: https://sites.google.com/a/mail.ccsf.edu/mine-ternar/slos/art-126-slo-graphs/overviewgraph_mid_term_exam_results_art126_sp13.png?attredirects=0 Overall ratio of achievement in the final Exit Exam Style Survey: 77% What I observed in this particular exam was that while a good number of students were scoring high, a small number of students scoring low were lowering the class average. In addition, I did not require student participation in the final survey, it as this was the first semester I was testing an online survey, but I encouraged it. As a result, especially with all the work studdents needed to complete for their final two projects, only 16 out of 25 students took the survey. You can view a bar graph of overall student achievement in the final exit survey at this URL: https://sites.google.com/a/mail.ccsf.edu/mine-ternar/slos/art-126-slo-graphs/Sp13_Art126_BarGraph_ExitSurveyResults.png?attredirects=0 Because Color is a course on theory and practice, the SLOs relating to application of theories to design projects can only be measured through direct assessment of creative assignments submitted by students. In Spring 2013, I tied all the projects to specific SLOs. As a result, my own gradesheet in Moodle gives a good breakdown of student success overall and in relation specific SLOs. I can provide a summary of the quantitative data: The average of proficiency levels in the class at the end of the Spring 2013 semester (which included the low scores of: One student who had to take an Incomplete due to medical reasons and students who failed due to not submitting final projects) was at: 75.36% Overall at semester's end: 17 out of 25 students were Proficient (letter grade equivalent to C and above). 14 out of 25 students were Highly Proficient with final scores over 80 or 90% (letter grade equivalent to B and A). 1 student was showing Below Proficient per her total score at this time, due to an Incomplete for medical reasons, although all her individual scores for work she completed were very high. 7 students were at Developing levels. Their low scores were caused by irregular attendance and failure to submit projects assigned. All seven students were advised of their standing in the class at mid-term and again at final withdrawal period, but chose to stay in the class. When I eliminated the students who received "0" score for simply failing to submit projects and looked only at the data of those who participated, then the class average soared to: 88.41% proficiency score for the final summative capstone design project, which required the direct implementation of learned concepts and skills in the course and required successful student participation in its critique for the total score, thus synthesizing the course SLOs, but in particular: D. Analyze and mix specific colors. E. Distinguish color agent from color effect. F. Recognize and apply color interactions in design. G. Select and organize colors according to harmonious color schemes for effective visual communication. I. Analyze and compare the color dynamics in works of art and design, in own work and in the works produced by peers in class. K. Apply color in own creative work for its expressive value. L. Independently produce finished color assignments that demonstrate an understanding of color theory. N. Operate with an awareness of color usage in art history and in contemporary art and design in the application of color theory in own work. and 94.28% proficiency score for a summative presentation project, which required the synthesis of many design concepts studied through verbal articulation and addressed multiple SLOs, but in particular, the following: H. Define and employ terminology appropriate to the discussion of color. I. Analyze and compare the color dynamics in works of art and design, in own work and in the works produced by peers in class. M. Discuss ways color may be perceived biologically, psychologically, culturally, symbolically and intuitively. N. Operate with an awareness of color usage in art history and in contemporary art and design in the application of color theory in own work. |
| Analysis Summary | Fall 2012 Exit Exam/Suvey Analysis: 79% success ratio, a good outcome for a written test, considering art students are used to demonstrating their understanding through hands-on projects and the participating group of students included English learners, students with learning disabilities, as well as students who failed or barely passed with a low grade. The Exit Survey addresses multiple SLOs, with the exception of SLOs related to direct application of learned concepts in design, which are assessed through evaluation of assignments with rubrics. Student Interests and Satisfaction Survey results. In the Fall 2012 semester, the way the data was collected on paper allowed too much flexibility for students to write in their comments, which made it difficult to sort out the results quantitatively, but on the whole, students had praising comments about the class and their replies provided me with a good overall understanding of student preferences. The survey results also confirmed what I already knew: The great diversity of students that the Color class attracts, not only from fine arts but from other related and not as directly related fields. Therefore, the teaching needs to address the diversity of student needs and interests. Spring 2013 Mid-Term Exam Analysis: 79.76% was the class average (which included all students who took the exam.) Here is a link to the bar graph displaying the distribution of students' mid-term exam scores: https://sites.google.com/a/mail.ccsf.edu/mine-ternar/slos/art-126-slo-graph/overviewgraph_mid_term_exam_results_art126_sp13.png?attredirects=0 Students' achievement scores were very high in general questions relating to color theory, color mixing, differences between additive and subtractive color, color terminology, and color perception (SLOs A, B, F, G, H, M). Although the overall scores were still good, there was more variation in responses to questions relating to physics of light, specific pigment categories, and lightfastness facts. Spring 2013 Exit Survey Analysis: 77% was the class average, with some students scoring much higher and some lowering the class average. I looked into two areas: I. Who was scoring low. II. Individual item analysis of the questions: I. The students who scored lower and therefore were lowering the class average could be grouped in two categories: A. Those who were good in interpreting the problems creatively in art projects but not good with processing quiz style questions in textual format, B. those who simply had problems with study skills, overall discipline and attendance issues, and were also failing to submit their assignments. II. The individual item analysis is detailed and the results are available on Insight, but I will refer to some areas to give as an examples: 1. When students were asked general questions about additive mixing and subtractive mixing (MLO B. Differentiate between additive and subtractive mixing.), the results were similar, in that over 71% could answer correctly for both. However, in more detailed, in-depth questions, while the majority (over 81%) answered correctly when the reference was to subtractive/pigment mixing, the additive/light mixing related questions gave mixed results. (This makes sense since the students are mainly working with pigments/paints, and not all art students are as ready to grasp the physics of light, even when demoed in class in practical ways.) 2. In questions relating to identifying properties of color (MLO A. Identify properties of color, such as, hue, value, saturation, and temperature.), the class average was well over 80% (81%, 86%, etc.), including questions which asked for reference to specific color systems. The results were highly successful. 3. Questions relating to "MLO C. Recognize different pigments and distinguish their properties," gave more mixed results. This in itself is a very big subject, requiring a great deal of studying and materials knowledge. I invite a specialist from the industry to the class who gives a workshop, I reinforce the subject through creating color wheels with different pigments, have a visually illustrated lecture online for students to review following a lecture in class, and provide them with links to great websites, but it requires the students to study and review these materials. Given the color class students come from different backgrounds, some with greater interest in working with paints than others, there appear to be different levels of commitment to the topic, as well as different levels of patience among art students for studying their materials in depth. (They prefer to work with them using them creatively.) However, students were able to answer correctly on the whole (over 76%) to questions which were more general, testing them on the differences between pigments and dyes, etc. 4. In questions relating to MLO H. "Define and employ terminology appropriate to the discussion of color.": The class average was again well over 80%, indicating students did learn the color terminology well. But I am taking notes on which terms are not as well retained to reinforce them more. 5. In questions relating to harmonious color schemes with triads, the success ratio was over 80%, but the success ratio was lower in a question relating harmonious tetrads, which I found puzzling, since the students worked with harmonious tetrads more than they worked with triads. I may ask the question differently next time to see if it is the wording that is confusing them or if they did not grasp the subject as well. 6. In questions relating to color expression (MLO M. Discuss ways color may be perceived biologically, psychologically, culturally, symbolically and intuitively.), students scored over 90%. I provided above the very high average class score when I looked at the mean of student scores for all students who submitted the work required for the final capstone project, which involved direct application of skills and knowledge gained in the course in own designs, as well as verbal articulation and critical analysis of own work and the work of peers. The average score here is quite indicative of the average proficiency level for the class as this final project synthesizes majority of our course SLOs and all our learning activities lead toward it: The class average here was a very high 88.41% for all students who participated/submitted the work. The class average, for all students who completed another final summative presentation project, which focused on clear verbal articulation of color concepts, using the correct terminology, and demonstration of critical ability to interpret color dynamics in design, addressing multiple SLOs, was at a very high 94.28 for all students who participated in the assignment. This shows that, among students who attend regularly and do the work required of them, the achievement ratio is very high. What lowers these very high achievement ratios to an average of 75.32% for the semester total for the entire class is the lower scores of students who have irregular attendance, miss instruction or do not turn in the work required (which results in a grade of 0 and puts those students in the No Evidence category). Student Interests and Backgrounds Survey Results for Spring 2013: Although students were encouraged to take the survey online, only 13 out of 25 students took it. Next time, I may require it and count it toward participation grade to increase this ratio. The details are on Insight, but here is a summary: Recent high-school graduate: 15% Graduated from high school a while back, but not a college graduate: 38% Have a B.A. degree: 8% Have a graduate degree: 23% Retired, pursuing personal interest: 8% Other: 2 years of college work from another country + 2 years of community college work in the US: 8% Of those: 38% were taking the class toward a degree/a certificate/ or for transfer. 15 % were from another field, taking the course as an elective 15% were taking the course due to personal curiosity/interest in the subject. 8% were taking the class to learn to mix colors better in own artwork 16% were still exploring what field they would like to pursue a B.A. in. And 1 student replied that she was writing a book about an artist and took the class to understand her medium and color use better. And literally, every single student replied to a different choice, when asked about own field of study, clearly demonstrating that the course attracts a diverse group of students: Fine Art (2D and 3D), various fields of Design, Multimedia, Photography, Film, Textiles, Architecture, Horticulture, Undecided.. Moodle saves survey results in web page format, which requires multiple file uploads for sharing, which is why I am not providing a link here, but a graph in electronic format is available on the course site on Insight/Moodle. In general, students made praising comments about the class, giving me good feedback on what they enjoyed the most and would like to see more of. As I tied every single project in the course to directly achieving one ore more SLOs, my gradebook on Insight gives a detailed breakdown of student outcomes. For example, very early in the semester students completed two different color wheels using different types of pigments, in order to learn subtractive color mixing and the differences in the behaviors of different types of pigments (addresses MLOs A,B,C, and D). And the student success ratio in such a direct assessment is over 90% when I eliminate the two students who simply did not submit the project at all and withdrew later on. |
| Next Steps Planned | Fall 2013 and Ongoing: I will continue to emphasize learning through creative, hands-on work, as the assessment data supports my earlier perceptions of greater student achievement when teaching is focused on application of theory. Fall 2013: Per the data on the exit exam style surveys, for items where the average scores were lower in relation to subjects studied at the very beginning of the semester, I will look for more effective ways of helping reinforce them with greater repetition throughout the semester. In order to increase student's comprehension of more complex topics relating to harmonious color schemes, I will reinforce the content by continuing to teach through application in students' own creative projects, but will add to it a group project in class, where we will form a narrative together articulating the color schemes in examples of current and art historical examples. I would like to look into arranging a visit to the Photo Lab in collaboration with Photography instructors on campus if possible, for a demonstration of physics of color perception under changing light sources, and to observe how the photographers work with colored lights. I have already moved my survey process online this semester for easier and quicker access to data. Next semester, I will revise my two final surveys again, mainly adjusting the wording a little to be able to extract the data I need with better precision, and will require that all students take them, weighting and counting them toward their participation grade in order to increase the participation ratio. |
| Learning Outcomes | ALL. |
Changes
| Details | 1. Revised Course Outline and MLOs, which were approved by the Curriculum Committee and began implementing the changes. 2. Tied all my projects to MLOs so that my gradebook functions as a direct assessment tool for SLOs. 3. Moved all surveys and exams online for easier access to data and quicker and more accurate processing. 4. This semester I began to produce bar graphs to express some of my quantitative data visually, in order to review and share summary reports with greater ease. |
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| Learning Outcomes | ALL. |
Tentative Future Plans
| Term | Fall 2013 |
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| More Details | 1. I am making needed revisions/ adjustments to projects given, using rubrics more efficiently. 2. I am revising my exit exam and survey again in order to obtain specific data that I can process with greater efficiency. 3. I will reiterate some detailed content I cover early in the semester again in the later part of the semester to help students retain better. 4. I will add a group project about writing a narrative in class analyzing the color schemes in some current and art historical examples of art, in order to reinforce the students' comprehension of certain harmonious color schemes. 5. I will keep the exit exam and survey online, but will weight them toward participation grade in order to increase the rate of participation. 6. I will continue to maintain a detailed gradebook online, which students can access 24/7 with details on areas of student achievement, and areas that require further effort. 7. If the college moves to the newer version of Moodle, I will start using the electronic rubric tool. 8. If possible, I would like to collaborate with faculty in the Photography Department, to visit the Photo Lab with Color students for introducing students to how photographers work with colored lights. |
SLO Details Storage Location
- HARD COPY - In my personal filing system (my office)
- ELECTRONIC COPY - In my electronic filing system (hard drive or web server)
- ELECTRONIC COPY - On a department web server or shared document system
Additional Highlights
There are several highlights, but I will share one student's comments on an exit survey that made me very happy when I read it:"Overall, it was a great class!
Thanks to this class, I finally got the job of my dreams right in the middle of the semester!
Couldn't ask for more!
Thank you! You are doing an amazingly important thing!"
From a very talented student who was modeling for the fashion industry, but wanting to move up and produce her own work. She ended up utilizing the ability she acquired in the course in articulating color schemes professionally. She was able to present herself in a different light and was hired for a managerial position.