Fashion Merchandising Fundamentals A.A.S. Fashion Merchandising. Educational Effectiveness. Assessment Plan

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1 Fashion Merchandising Fundamentals A.A.S. Fashion Merchandising Educational Effectiveness Assessment Plan Version 1.0 Adopted by The Fashion Merchandising Faculty: Spring 2016 Submitted to The Dean of Academic Affairs UDC-CC - Spring 2016 FMF assessment plan (2) July 16, 2010 Page 1 of 10

2 TABLE OF CONTENTS Mission Statement 3 Course Introduction 3 Assessment Process Introduction 3 Course Outcomes 4 Table 1: Association of Assessment Measures to Course Outcomes 5 Assessment Measures 8 Table 2: Course Outcomes Assessment Measures and Administration 8 Assessment Implementation & Analysis for Course Improvement 10 General Implementation Strategy 10 Method of Data Analysis and Formulation of Recommendations for Course Improvement 10 Modification of the Assessment Plan 10 Appendix A: <Measure Name> Error! Bookmark not defined. Measure Description: Error! Bookmark not defined. Factors that affect the collected data: Error! Bookmark not defined. How to interpret the data: Error! Bookmark not defined. Appendix B: <Measure Name> Error! Bookmark not defined. Measure Description: Error! Bookmark not defined. Factors that affect the collected data: Error! Bookmark not defined. How to interpret the data: Error! Bookmark not defined. FMF assessment plan (2) July 16, 2010 Page 2 of 10

3 MISSION STATEMENT The Fashion Merchandising Program was developed to support the mission of the Community College to serve the City s residents by integrating workforce preparation, employability, skill development, quality education, employer linkages, school-to-career training, and provide new opportunities to DC citizens, employers, and the District of Columbia. The Fashion Merchandising Fundamentals course supports this mission by providing the terminology and fundamentals of the Fashion Merchandising program. COURSE INTRODUCTION The Fashion Merchandising Fundamentals course is an introduction to fashion merchandising with an overview of the apparel production and merchandising system. This course covers the history, characteristics, and global inter-relationships of all segments of the fashion business. It also examines the development of merchandise from concept to consumer. The course also explores how fiber, textile, and apparel producers, retailers, and home furnishings companies merchandise and market their products within the industry and to the ultimate consumer. This course is the first course the student takes and serves as the basis for the rest of the courses in the program. ASSESSMENT PROCESS INTRODUCTION This document defines the expected student learning outcomes for the Fashion Merchandising Fundamentals Course and outlines a plan for assessing the achievement of the stated outcomes. The development of the outcomes consisted of faculty discussion, student feedback, and industry feedback. This is the first formal Outcomes Assessment Plan for the Fashion Merchandising Program. The faculty met and accepted the outcomes and assessment processes on January 7, FMF assessment plan (2) July 16, 2010 Page 3 of 10

4 COURSE OUTCOMES At the completion of this Course, students are able to: 1. Understand the apparel production process. 2. Understand how apparel products are merchandised. 3. Identify the segments of the fashion industry and how they work. 4. Apply the process of garment production or merchandise development. 5. Understand the evolution of the garment industry. 6. Identify which career in the fashion industry they would like to pursue. FMF assessment plan (2) July 16, 2010 Page 4 of 10

5 Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5 Outcome 6 Table 1: This table is intended to help map Course outcomes to College-wide student learning outcomes. College-Wide Outcomes Course Outcomes Critical thinking/analysis/problem Solving, Creativity/Innovation Collaboration/Teamwork/ Leadership Demeanor/Dispositions/ Professionalism/Ethical and Social Responsibility/Lifelong learning and Self Direction/Work Ethic Competence in the use of computer as a tool. Oral Communication Written Communication Quantitative and Scientific Reasoning/Creativity/Innovation FMF assessment plan (2) July 16, 2010 Page 5 of 10

6 Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5 Outcome 6 College-Wide Outcomes Course Outcomes Equity/Diversity/Inclusion FMF assessment plan (2) July 16, 2010 Page 6 of 10

7 Reading assignment Lab Design Project & presentatio n Research project Case Studies Mid term Exam Final Exam Final Project & Presentatio n Class trip TABLE 2: ASSOCIATION OF ASSESSMENT MEASURES TO COURSE OUTCOMES This table is intended to help organize outcomes and the measures that are used to assess them. Each measure contributes information on the students achievement of a different set of outcomes. That contribution is tracked in this table. The table also provides a plan for assessing student outcomes at critical points in the course. This table also forms the basis of the template for reporting and analyzing the combined data gathered from these measures. That is shown in the report section. Outcomes When is this outcome assessed? [Please specify. Understand the apparel production process. Weeks Understand how apparel products are merchandised. Identify the segments of the fashion industry and how they work. Weeks 4-6 Weeks 7-9 Apply the process of garment production or merchandise development. Weeks Understand the evolution of the garment industry. Weeks 1-3 Identify which career in the fashion industry they would like to pursue. Weeks FMF assessment plan (2) July 16, 2010 Page 7 of 10

8 ASSESSMENT MEASURES A description of the measures used in the assessment of the course outcomes and their implementation are summarized in Table 3 below. The measures and their relationships to the course outcomes are listed in Table 2, above. There is a separate appendix for each measure that shows the measure itself and describes its use and the factors that affect the results. TABLE 3: COURSE OUTCOMES ASSESSMENT MEASURES AND ADMINISTRATION Measure Reading Assignments Lab Design project and presentation Research project Description Required text book for this class The World of Fashion Analyzing garment construction by looking at actual garments and detailing what it takes to make that garment Research trends to design a 5 pc collection w/ color, fabrics, trims, descriptions, and customer profile Core Competencies Frequency / Start Date Week 2 Week 8 Week Student assessment of a retail store Week 6 When is this measure administered? [Please specify - at entry, during, exit from Course, after graduation. Collection Method Class recap of reading assignment In class assignment for each student to analyze a garment to present to the class Visual project and presentation Visual presentation of the store they assessed and merchandising assessment Administered by FMF assessment plan (2) July 16, 2010 Page 8 of 10

9 Case Studies Mid-term exam Final exam Final research project & presentation Class trip Required text book for this class The World of Fashion A written and photo ID exam of content covered by week 8 A written and photo ID exam of content covered by week Students create a fashion magazine covering careers and trade information. Content covers assignments given in an actual fashion industry job. Every semester I take students to a fashion industry event. This semester (Spring 2016) - Macy s fashion incubator designer collection fashion show 2/3/16 at the W Hotel Weeks 2-15 Week 8 Week 16 Week 15 Week 4 Exit Exit Textbook has case studies after every chapter. This is an in class assignment and discussion A written and photo ID exam A written and photo ID exam Actual magazine created and presentation Written fashion show analysis and presentation Macy s and the DC Fashion Foundation <Add/Delete rows as necessary> FMF assessment plan (2) July 16, 2010 Page 9 of 10

10 ASSESSMENT IMPLEMENTATION & ANALYSIS FOR COURSE IMPROVEMENT General Implementation Strategy As each measure is taken, student competencies will be recorded on a rubric for each measure. At the end of the semester, the rubrics for all students will be compiled to show totals for each class. These charts will be used for discussion at the Data Summits. Method of Data Analysis and Formulation of Recommendations for Course Improvement The faculty teaching the course will meet at least once a year to review the data collected using the assessment measures. At these DATA SUMMITS, recommendations for course changes or improvements are designed to enhance performance relative to the course s outcomes. The results of the data collection, an interpretation of the results, and the recommended course changes will be forwarded to the Office of Academic Affairs (in the required format) by May 10 th each year. A plan for implementing the recommended changes, including advertising the changes to all stakeholders, will also be completed at this meeting. The proposed course changes may be any action or change in policy that the faculty deems as being necessary to improve performance relative to course outcomes. Recommended changes should also consider workload (faculty, staff, and students), budgetary, facilities, and other relevant constraints. A few examples of changes made by courses at UDC-CC include: o changes in course content, scheduling, sequencing, prerequisites, delivery methods, etc. o changes in faculty/staff assignments o changes in advising methods and requirements o addition and/or replacement of equipment o adaptations of facilities to meet course needs Modification of the Assessment Plan The faculty, after reviewing the collected data and the processes used to collect it, may decide to alter the assessment plan. Changes may be made to any component of the plan, including the outcomes, assessment measures, or any other aspect of the plan. The changes will be approved by the faculty of the course in conjunction with the Division Chair/Program Coordinator/Dean of Academic Affairs. The modified assessment plan will be forwarded to the dean/director s office and the Office of Academic Affairs. FMF assessment plan (2) July 16, 2010 Page 10 of 10

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