MISSION STATEMENT AND GOALS: Art
Education Program
The mission of the Art
Education Program is to provide exemplary teacher training, whether for majors
or non-majors, in the process and meaning of the visual arts. We are pledged to
excellence in the design and implementation of art specialist licensure (ages 3-21/grades PreK-12) and post-baccalaureate
investigations, as well as in the instruction of service courses for early
childhood certification. Furthermore, the Department is committed to serve
these diverse preparation needs by providing specialized curricula that are
responsive to particular audiences.
To accomplish this commitment, the Art Education Program:
1.) Provides instructional programs grounded in research,
knowledge and
experience.
2.) Enables our students to develop appropriate
conditions for effective visual
arts
learning in preprimary, primary, and secondary settings.
3.) Aids students in understanding human diversity and
exceptionality for use
in designing
appropriate art learning experiences for atypical learners.
4.) Offers excellent library facilities that include the
at the Toledo Museum of
Art, where students have access to
videos,
slides, art reproductions,
teacher packets and books. The
research and exploration.
5.) Provides challenging field experiences in area public
schools and the Youth and
Studio Programs at the Toledo Museum of
Art in order to facilitate quality
student
learning .
6.) Maintains a research lab for first-hand observation
and demonstration that
includes working with
pre-primary children in the Toledo Museum of Art Family
Center as well as an experimental
disabilities program for the physically and mentally
challenged.
7.) Offers high technology media explorations in
instructional delivery
systems.
8.) Conducts research and publication that validates
theory and practices used
in various
art settings including the Toledo Museum of Art. Grants are written to
fund these
projects.
9.) Provides community outreach opportunities for
students, i.e., Art Docent Program in
area elementary schools and a
post secondary option at
10.) Demonstrates our dedication to educational
excellence and our willingness
to respond to the needs and
concerns of those in the educational
community by providing in
service training, consultation, and
workshops.
11.) Provides learning experiences for Praxis II - Content Areas.
12.) Provides various experiences in Pathwise Assessment
according to state mandate.
In addition to the
previously stated goals, the post-baccalaureate goals are to:
1.) Provide professional renewal and refinement of
content area expertise.
2.) Offer individualized programs in art and art
education which will
improve the student’s teaching
and assist in entry into leadership
positions. The master’s degree
program is offered at two levels: the
traditional strand for those
who have licensure in art education, and the
alternative strand for those with a BFA
in a content field who seek licensure.
EDUCATIONAL OBJECTIVES:
The Art Education program is designed to:
1.) Provide students with the knowledge,
understanding, and skills necessary to become teachers
and artists.
2.) Encourage the development of skills in a variety of media in beginning and advanced
courses, including ceramics, cyber arts,
drawing, painting, and photography.
3.) Provide methods and
techniques for teaching art making, art history, art criticism, and
aesthetics, working in art with special
needs populations and in early childhood.
Because this program has
various phases for students to successfully complete, Student Outcomes, which
are directly related to the Educational Objectives (as indicated above) are
listed in each phase of the program as presented below.
The art
education program has had continuous assessment for many years; in fac, it has been a critical component of the program for at
least 25 years. The "assessment
committee" of the art education program involves all of the full time and
visiting faculty in art education including the chair of the department . All
students are reviewed and their progress is monitored with particular emphasis
upon the capstone experience that is the professional dossier of the students
who are seeking licensure in the State of
STUDENT OUTCOMES: PHASE ONE:
* Admission
as a pre- professional student in art education. Students follow the university
core curriculum and art core curriculum courses in art, art history and art
education.
Students will be approved or denied admission
after the completion of 48-60 hours. . Students who do not meet the criteria
must transfer to another college. The criteria for admission is: successful
completion of Praxis I examination, completed application / signed, “Character
statement”, resume, evidence of working with students, a paper written for a
content area course, and presentation of a portfolio of studio work (slides,
digital photographs, or actual work).
TYPES OF ASSESSMENT: PHASE ONE:
A rubric
is used to assess student completion of this phase of the program. The
assessment rubric for this phase of the Art Education Program can be found in Appendix A.
ASSESSMENT LIAISONS: PHASE ONE:
This
rubric is completed by the full-time and visiting Art Education faculty and the
Chair of the
TIMELINE FOR ASSESSMENT: PHASE ONE:
After the
completion of 48-60 hours students must apply for admission to professional
education in art education.
STUDENT OUTCOMES: PHASE TWO
Students
will:
1.) Have
adequate oral communication skills
2.) Have
adequate motivation
3.) Have
adequate interpersonal skills
4.)
Overall promise as a teacher
The form
used to assess these learning outcomes can be found in Appendix B.
TYPES OF ASSESSMENT: PHASE TWO
* Upon
admission a student's progress is monitored by assessment of field experience
placements and GPA. Students must maintain a minimum GPA in order qualify
for licensure. Students who do not graduate with a 2.7 and successful
completion of the PRAXIS II examination may be granted exceptional graduation which
means a degree without licensure. They may take the PRAXIS II examination as
often as they need to.
* Field
experience placements (prior to student teaching) are evaluated by using a
department of art field experience form that addresses the following learning
outcomes.
ASSESSMENT LIAISONS: PHASE TWO
This form
is completed by licensed art educators in area public and private schools.
These evaluations carefully monitor the students progress and are used as
benchmarks as a student progresses to student teaching.
TIMELINE FOR ASSESSMENT: PHASE TWO:
This form
of assessment takes place after a student is admitted to the program and prior
to the student teach experience.
STUDENT OUTCOMES: PHASE THREE:
*During
the final semester of the art education program, students are expected to do
their student teaching, which involves six weeks in an elementary school and
six weeks in a secondary school. During this experience, students are expected
to fulfill the following learning outcomes:
Students
will :
1.)
Demonstrate awareness of socio-economic cultural diversity within the school.
2.) Be
punctual in turning in plans to the supervising teacher in time to permit
review and necessary alterations.
3.)
Demonstrate thoughtful consideration of
safety factors related to their lessons.
4.)
Provide alternatives to the lesson if students finish early.
5.) Use
planning time efficiently.
6.)
Incorporate art history in their teaching.
7.) Use a
variety of visual materials as teaching tools, i.e.,. slides, videos, etc.
8.) Use
technology in their lesson or in their lesson plan development.
9.) Use
art displays as an addition to the art curriculum.
10.)
Express ideas and organization of plans in clear and correctly written English.
11.)
Relate lessons to the proficiencies.
12.) Use
appropriate vocabulary and acceptable pronunciation.
13.) Use
an effective quality of voice.
14.)
Demonstrate empathy with students.
15.)
Demonstrate an awareness of the physical appearance, existing plan of
organization and use of the art room.
16.)
Display a professional attitude about the maintenance of the art room.
17.) Plan
and organize cleanup with sufficient recognition of timing and lack of
confusion.
18.)
Demonstrate the ability to correct situations before they become potential
problems.
19.) Be
aware of individual student actions.
20.)
Demonstrate an ability to assert control over a large group.
21.)
Follow through on disciplinary actions.
22.)
Provide for individual learning differences.
23.)
Demonstrate sensitivity to individual behavioral differences.
24.)
Demonstrate fairness and consistency in discipline.
25.)
Provide praise and encouragement to individual learners.
26.)
Adapt to different grade levels.
27.) Use
constructive evaluation at the beginning, during, or at the end of the class
period to reinforce, clarify, or add to
the objectives of the lesson.
28.) Work
effectively with small groups and within the larger framework.
29.) Work
with students in large groups with a focus on the total group.
30.)
Conduct student critiques and art criticism.
31.)
Utilize aesthetics and aesthetic theory.
32.)
Thoughtfully consider the utilization of trans-disciplinary curriculum
development.
33.)
Economical use of art materials.
34.)
Appear professional in terms of dress, hair, etc.
35.)
Demonstrate an understanding of professional responsibility that includes
making and keeping appointments, carrying
out extra teacher duties without
reminders, having materials ready for teaching, and
volunteer in emergencies..
36.)
Demonstrate a positive attitude toward student teaching and the teaching
profession.
37.)
Cooperate with the staff.
38.) Be
able to engage in self evaluation of each training experience as reflected in
discussions with the cooperating
teacher.
39.) Be able to engage in self evaluation of each
training experience as reflected in
written commentary with the cooperating
teacher.
40.) Have
an accurate concept of self as a teacher.
41.)
React favorably to professional advice.
TYPES OF ASSESSMENT AND TIMELINE: PHASE THREE
* During
the student teaching experience student progress is monitored by observation of
a university supervisor and cooperating teacher in by-weekly visits (or
more if necessary) with the capstone assessment prior to a recommendation for
licensure. Students are video taped twice during the student teaching
experience: Once on the elementary level
and again during the secondary experience.
* Four
times during student teaching each student teacher is evaluated using the
University of Toledo Department of Art, Art Education, and Art History Student
Teaching Assessment Form.
This
instrument is aligned with the Pathwise and Praxis II domains currently in use
in
The
assessment form used for the student teaching experience can be found in Appendix C.
ASSESSMENT LIAISONS: PHASE THREE
The
assessment form is completed by both the cooperating art teacher in the public
/ private school and an art education faculty member from the university. All
cooperating art teachers must have successfully completed Pathwise Training in
order to have a student teacher under their supervision.
STUDENT OUTCOMES: PHASE FOUR
*. The
learning outcomes for this phase of the program include the following:
The
student will be able to:
1.) Write
a quality resume
2.) Write
a clear and concise philosophy of teaching statement
3.) Write
a clear and concise autobiographical sketch.
4.) Write
complete lesson plans.
5.)
Provide quality photographs of their student teach experience.
6.)
Provide quality supplementary materials that include handouts, visuals, etc.
7.)
Document additional teaching experience.
8.) Write
a clear and concise management technique statement
TYPES OF ASSESSMENT: PHASE FOUR:
A rating
instrument unique to the dossier requirements. This instrument can be found in Appendix D.
TIMELINE OF ASSESSMENT: PHASE FOUR:
The
capstone experience, the professional dossier, is submitted by the student near
the completion of the student teaching experience during the senior year.
ASSESSMENT LIAISONS: PHASE FOUR
The
professional dossier is rated by three art education faculty members with a
rating instrument unique to the dossier requirements. This process is
intended to help students prepare for competitive interviews as well to modify
and improve the art education curriculum.
The
assessment program of the art education component is highly effective and is
continuous. Archives of videotapes of students teaching as well as
assessment documents are in storage in the departmental office. Recently a
preliminary NASAD accrediting consultant indicated that this assessment process
was one of the strengths of the art program.
In
addition, all courses are evaluated by students in accordance with
SPECIFIC PROGRAM /CURRICULAR CHANGES:
At the
end of each academic year, area cooperating teachers review the evaluation
instruments and make suggestions for modifications that reflect best practice.
Thus assessment instruments are under
constant modification and will be in the future. If students are found to be
consistently weak in a specific area, the curriculum is adjusted accordingly to
better meet that need.
SPECIFIC CHANGES TO PLANNING AND REALLOCATION:
At this time, assessment
data provides continuous feedback and directly affects the delivery of the curriculum
and the improvement of the content of instruction.
APPENDIX A
Admission to Professional Education in Art
Education
Assessment Form
Student Name:_____________________________
SS#:______________________________
1.) Successful completion
of the Praxis I exam. _____Yes _____No ______Score
2.) Completed and signed
application. _______Yes _______No
3.) Character Statement:
5 4 3 2 1
Excellent Moderate Poor
4.) Quality of resume.
5 4 3 2 1
Excellent Moderate Poor
5.) Evidence of working
with students.
5 4 3 2 1
Excellent Moderate Poor
6.) Number of experiences
working with students. _________
7.) Kinds of experience
working with students (Circle all that apply):
After School Program YMCA/YWCA Scouts Museum
Camp Church
Programs Other
8.) Quality of paper
written in a content area.
5 4 3 2 1
Excellent Moderate Poor
9.) Portfolio of student
work:
A.) Formal Design Qualities
5 4 3 2 1
Excellent Moderate Poor
B.) Technical Skill / Craftsmanship
5 4 3 2 1
Excellent Moderate Poor
C.) Well organized Presentation
5 4 3 2 1
Excellent Moderate Poor
D.) Understanding of Medium’s Potential
5 4 3 2 1
Excellent Moderate Poor
E.) Sensitive and expressive use of materials.
5 4 3 2 1
Excellent Moderate Poor
______Approved for
Admission
______Not Approved
for Admission
APPENDIX B
FIELD EXPERIENCE EVALUATION FORM
STUDENT NAME___________________________SS#______________________________
COURSE__________________________________INSTRUCTOR_____________________
ADVISOR_________________________________Sem.
Yr.___________________________
PLACEMENT______________________________GRADE____________________________
Please rate the student
on the dimensions described below using the following scale:
C=Commendable;
A=Acceptable; I=Improvement Needed; U=Unacceptable; N=No Basis for Judgement
ADEQUACY OF ORAL COMMUNICATION SKILLS:
Uses vocabulary appropriate
for audience and setting _______
Uses appropriate grammar _______
Uses limited slang _______
Avoids interrupters (e.g.,
“uh” or “you know”) _______
Articulates Clearly _______
Uses appropriate volume _______
Other_____________________________________ _______
ADEQUACY OF MOTIVATION:
Takes initiative when
appropriate _______
Shows enthusiasm _______
Enjoys Teaching _______
Enjoys working with pupils _______
Other_____________________________________ _______
ADEQUACY OF INTERPERSONAL SKILLS:
Interacts effectively with
pupils and colleagues _______
Demonstrates professional
conduct (prompt, prepared) _______
Maintains appropriate
professional distance _______
Projects a positive
attitude (shows trust and respect) _______
Exhibits emotional maturity _______
Responds positively to
suggestions/criticism _______
Other_____________________________________ _______
COMMENTS ON STRENGTHS AND WEAKNESSES:_____________________________
_____________________________________________________________________________
Based on my experience with this candidate, I recommend that he/she be
accepted into the professional education program. (please circle) Yes No Unsure
Cooperating Teacher Signature__________________________Date___________________
APPENDIX C
Department of Art, Art Education
and Art History
Student Teaching Assessment
Student: _______________________________________
Supervising Teacher:
____________________________
School: __________Grade Level(s) _______ Term:
( Aligned with Pathwise Assessment Domains )
*Domain A - Organizing Content Knowledge For
Student
Learning
Above Below
Superior Average
Average Average Poor
5
4 3
2 1
If a
characteristic is not applicable to your teaching situation please indicate NA
1.
Awareness of socio / economic cultural
diversity
in this school ...........5 4 3 2 1
Notes:
__________________________________________________________
__________________________________________________________
2.
Punctuality in turning in plans to the supervising teacher in time to permit
review and necessary
alterations
........................5 4 3 2
1
Notes:
__________________________________________________________
__________________________________________________________
3. Thoughtful
consideration of
safety
factors related to the lesson 5 4 3 2
1
Notes:
__________________________________________________________
__________________________________________________________
*Domain A - Organizing Content Knowledge For
Student Learning (continued)
Above Below
Superior
Average Average Average Poor
5
4 3 2 1
If a
characteristic is not applicable to your teaching situation please indicate NA
4.
Thoughtful consideration of alternatives or additions to the
lesson if
students finish early..... 5 4 3 2
1
Notes:
__________________________________________________________
__________________________________________________________
5. Uses
planning time efficiently. 5 4 3 2
1
Notes:
__________________________________________________________
__________________________________________________________
6.
Incorporation of art
history
in teaching experiences....5 4 3 2 1
Notes:
__________________________________________________________
__________________________________________________________
7.
Adequate use of a variety of
visual
materials as teaching tools
Notes:
__________________________________________________________
__________________________________________________________
8.
Utilization / integration of technology ( e.g.
computer demonstrations, CD- Rom, Laserdisc, Internet - Lesson
plan
development on disk and /or
hard copy
)...................... 5 4 3 2 1
Notes:
__________________________________________________________
__________________________________________________________
*Domain A - Organizing Content Knowledge For
Student Learning
Above Below
Superior
Average Average Average Poor
5 4 3 2 1
If a
characteristic is not applicable to your teaching situation please indicate NA
9. Use of
art displays as addition
to the
art curriculum ( from personal
collections,
museums etc. ) .... 5 4 3 2
1
Notes:
__________________________________________________________
__________________________________________________________
10.
Ability to express ideas
and
organization of plans in
clear and
correctly written English 5 4 3 2
1
Notes:
__________________________________________________________
__________________________________________________________
Planning related to the domains in the State-mandated
Proficiency Content for the 4th Grade, 6th Grade, 9th Grade or 12th Grade.
11.
Relationship of lessons
to
proficiencies...... 5 4 3 2
1
Notes: __________________________________________________________
__________________________________________________________
11a.
Relationship of lessons to National
Standards
in Art...... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
12.
Appropriate vocabulary
and
acceptable pronunciation ... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
13.
Effective quality of voice . 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
*Domain B- Creating an Environment for Student
Learning
14.
Demonstration of empathy with students ( interpersonal
relationships
…………. 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
________________________________________________________________
15.
Awareness of the physical appearance, existing plan of organization and use of
the
art room.
.......................... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
________________________________________________________________
16.
Professional attitude about
maintenance
of the art room .... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
*Domain B- Creating an Environment for Student
Learning
(continued)
Above Below
Superior Average Average
Average Poor
5 4 3 2 1
If a
characteristic is not applicable to your teaching situation please indicate NA
17.
Ability to plan and organize clean up with sufficient recognition
of timing
and lack of confusion .. 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
________________________________________________________________
B2. Establishing and Maintaining Consistent
Standards of Classroom Behavior
( Please circle the appropriate response, add
comments if necessary)
18.
Ability to correct / check situations before
they become
potential
problems.......... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
19.
Awareness of individual
student
actions.................... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
20.
Ability to assert control
over a
large group................ 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
21.
Ability to follow through
on
disciplinary actions............ 5 4 3 2
1
Notes: __________________________________________________________
________________________________________________________________
22.
Ability to provide for
individual
learning difference... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
22a.
Ability to accommodate
for
special needs... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
23.
Sensitivity to individual
behavioral
differences...... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
24. Fair
and consistent
in
discipline.................... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
*Domain C - Teaching for Student Learning
Above Below
Superior Average Average
Average Poor
5 4 3 2 1
If a
characteristic is not applicable to your teaching situation please indicate NA
25. Providing
praise and encouragement
to
individual learners.......... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
26.
Adaptability to
different
grade levels... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
27.Use of constructive evaluation at the beginning, during, or
at end
of class
period to reinforce, clarify
or add to
the objectives of the
lesson
.............................. 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
28. Ability
to work effectively with small groups and within the
larger
framework .................... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
29.
Ability to work with students in large groups - focuses on
the total
group ...................... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
*Domain C - Teaching for Student Learning (
continued )
Above Below
Superior Average Average
Average Poor
5
4 3 2 1
If a
characteristic is not applicable to your teaching situation please indicate NA
30.
Ability to conduct student
critiques and art criticism
..... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
31.
Utilization of aesthetics /
aesthetic
theory ................. 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
32.
Thoughtful consideration of utilizing trans-disciplinary curriculum
development
( if applicable) ..... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
33.
Understanding of the
economical
use of art materials... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
*Domain D - Teacher Professionalism
I. PERSONAL PROFESSIONAL PRESENCE
( Please circle the appropriate response, add comments
if necessary)
Above Below
Superior Average Average
Average Poor
5
4 3 2 1
If a
characteristic is not applicable to your teaching situation please indicate NA
34.
Appropriate professional
appearance
( dress, hair etc.).... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
35.
Understanding of professional
responsibility:
a. Making
and keeping
appointments
.............. 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
b.
Carrying out extra
teacher
duties without
constant
reminders ....... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
c. Having
materials ready
for
teaching .................. 5 4 3 2
1
Notes:
__________________________________________________________
_______________________________________________________________
*Domain D - Teacher Professionalism (
continued )
Above Below
Superior Average Average
Average Poor
5
4 3 2 1
If a
characteristic is not applicable to your teaching situation please indicate NA
d.
Volunteering in
emergencies
................... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
36.
Positive attitude toward
student
teaching and the
teaching
profession .............. 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
37.
Cooperation with staff.......... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
II. EVALUATION
( Please circle the appropriate response, add
comments if necessary)
38.
Analytical ability and insight in self-
evaluation
of each training experience
as
reflected in discussions with the
cooperating
teacher... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
*Domain D - Teacher Professionalism (
continued )
Above Below
Superior Average Average
Average Poor
5 4 3 2 1
If a
characteristic is not applicable to your teaching situation please indicate NA
13.
Effective quality of voice ... .5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
39.
Analytical ability and insight in self-evaluation of each
training
experience
as reflected in
written commentary... 5 4 3 2 1
Notes:
__________________________________________________________
________________________________________________________________
40.
Accurate concept of
self as a
teacher...... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
41.
Reaction to
professional
advice...... 5 4 3 2
1
Notes:
__________________________________________________________
________________________________________________________________
PREPARATION FOR TEACHING
Please
provide a brief written response for the appropriate categories
STRENGTHS:
* Lesson Planning
* Presentation
* Management and Control
AREAS FOR IMPROVEMENT
* Lesson Planning
* Presentation
* Management and Control :
Based on my professional judgment, I
recommend that this student receive a grade of ______________ in Student
Teaching on the _______________ level.
Cooperating Teacher
_____________________ Date ______________
University Supervisor
____________________Date ________________
Student Teacher
_______________________ Date ________________
APPENDIX D
STUDENT TEACHING PORTFOLIO
EVALUATION
1.) Quality of Resume.
25 20 15 10 5
Excellent Poor
Comments:_______________________________________________
________________________________________________________
2.) Philosophy of
Teaching (written in a clear &
concise manner)
25 20 15 10 5
Excellent Poor
Comments:_______________________________________________
________________________________________________________
3.) Autobiographical Sketch
(Written in a clear & concise manner)
25 20 15 10 5
Excellent Poor
Comments:_______________________________________________
________________________________________________________
4.) Student Teaching
Examples:
Lesson Plans:
25 20 15 10 5
Excellent Poor
Comments:_______________________________________________
________________________________________________________
Photographs:
25 20 15 10 5
Excellent Poor
Comments:_______________________________________________
________________________________________________________
Supplementary
Materials: (handouts, visuals, etc)
25 20 15 10 5
Excellent Poor
Comments:_______________________________________________
________________________________________________________
5.) Documentation of Additional
Teaching Experience.
25 20 15 10 5
Excellent Poor
Comments:_______________________________________________
________________________________________________________
6.) Management Technique
Statement (Clear & concise)
25 20 15 10 5
Excellent Poor
Comments:_______________________________________________
________________________________________________________
7.) Overall Quality of
Portfolio
25 20 15 10 5
Excellent Poor
Comments:_______________________________________________
________________________________________________________