Practice & Evaluation
We are committed to multiple forms of teaching and assessment practices that actively engage and have positive effects on student learning. Therefore, teacher candidates facilitate student learning of art and other forms of visual culture through clear presentation of content, ideas, and instruction and assess student performance using established rubrics and multiple indicators.
The teacher candidate:
- Uses a variety of instructional strategies including new media and information technology to encourage students' development of critical thinking, problem solving, and performance skills
- Applies effective communication skills with parents, students, colleagues, and the public in general
- Makes adjustments to instruction when appropriate
- Collects and analyzes data to improve teaching and learning
Assessment systems and performance outcomes for teacher candidates
The art education teacher preparation programs at the School of the Art Institute of Chicago collect data and use performance expectations and outcomes to 1) identify qualified candidates at the entry level, 2) evaluate continuing student performance at multiple decision points throughout the program, and 3) determine levels of accomplishment and appraise program completion requirements.
Prospective candidates to the art education programs are assessed using multiple indicators including, but not limited to, prior academic performance, knowledge and skills in art, visual culture, art history, and other disciplines, motivation, commitment, and ability to learn. The assessment procedures include, but are not limited to, evaluation of art and writing portfolios, all academic transcripts, letters of reference, and personal interviews. Additionally, all students must meet institutional requirements for admission to undergraduate and graduate programs and successfully complete the Illinois Certification Testing System Basic Skills Test by the end of the first semester in the art education programs.
Matriculated students in the art education programs are assessed for accomplishment and performance outcomes at multiple decision points in the programs including prior to clinical practice and prior to program completion. Students are assessed in a variety of forms using established rubrics including, but not limited to, essays, papers, art projects, personal artwork, journals, self-reflective digital process-portfolios, faculty observations, and lesson and unit plans.