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An interactive peer-assessment criteria development approach to improving students' art design performance using handheld devices
ARTICLE

, Graduate Institute of Applied Science and Technology, Taiwan ; , Graduate Institute of Digital Learning and Education, Taiwan

Computers & Education Volume 85, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Engaging students in higher order thinking such as evaluation and analysis has been recognized as being an important strategy for helping them develop knowledge and skills, in particular, in creativeness-oriented learning activities such as artwork design. In this paper, an interactive peer-assessment criteria development approach is proposed to help students develop assessment criteria, learn from viewing peers' work, and make reflections in artwork design activities using mobile devices. To evaluate the effectiveness of the proposed approach, an experiment was conducted in an elementary school art course. A total of 103 students participating in the experiment were assigned to an experimental group and a control group. The students in the experimental group learned with the proposed approach, while those in the control group learned with the conventional peer assessment approach. From the experimental results, it was found that the proposed approach significantly improved the students' learning achievement, learning motivation and meta-cognitive awareness, suggesting the effectiveness of engaging students in assessment criteria development in an interactive manner.

Citation

Lai, C.L. & Hwang, G.J. (2015). An interactive peer-assessment criteria development approach to improving students' art design performance using handheld devices. Computers & Education, 85(1), 149-159. Elsevier Ltd. Retrieved July 20, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2015.02.011

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