I am an Assessor!An Action Research of Using Peer Assessment inVisual Art Curriculum for Fifth Graders

• Main Authors: Chang,Ya-Ping, 張雅萍
• Other Authors: Wang,Li-Yan
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/18524726147390068311

碩士 === 國立彰化師範大學 === 藝術教育研究所 === 94 === Abstract This study explored how to implement peer assessments in a fifth grade visual art class. Through literature review and action research, the researcher documented multiple ways of conducting peer assessment, problems emerged and strategies used, as well as students’ attitudes and feedback. Conclusions and suggestions are as follows: 1. National art curriculum standards in Taiwan showed dynamic progress from measurement, evaluation, to assessment. Current national art standard encourages teachers to utilize multiple evaluation strategies including peer assessment. 2. Peer assessment helps to activate students’ critical thinking skill through creating cognition conflicts in the learning process. Exchange of opinions among students also helps to facilitate knowledge building and multiple intelligences. 3. This study tried out at least eight ways of conducting peer assessment. The number of students involved in peer assessment, the design of the peer-evaluation forms, as well as assessment methods changed as a response to curriculum needs and teaching goals. This study particularly combined peer assessment with authentic assessment by using students’ portfolios and play. 4. Teaching and assessment go hand in hand and can’t be separated. 5. Finding results showed that students already had their own preference about artworks prior to receiving any assessment training. Peer assessment training provided by the teacher helped to improve students’ art criticism and art making abilities. Lively and eye-catching art works also tend to stimulate more comments and deeper appreciation. 6. Students were very observant of their peers’ learning attitudes. Thereby, teachers could make use of peer assessment to evaluate students’ learning. 7. Hallo effects came into play in the beginning of the research process. That is, student’s performance in other subject areas, personality, interaction with other students…etc, would influence the score they receive in art. By strengthening healthy attitudes toward peer assessment, emphasizing fairness, stating clear assessment criteria, the researcher was able to decrease the hallo effect with supporting evidence shown through sociomentry. 8. At the end, there was a high correlation between scores assigned by the teacher and students. Possible explanations for this phenomenon are (1) teacher’s aesthetics had influenced students during the teaching process; (2) peer assessment and teaching had showed its effects. 9. Students’ attitudes towards peer assessment were paradoxical—they both loved and hated it. On the one hand, students loved peer assessment because they were able to reflect on and improve upon their own works after hearing their peer’s opinions. They were also more observant of artwork qualities through ideas sharing, discussion, and critique. On the other hand, students disliked the lengthy time involved filling out peer assessment forms, and felt that some of their peers made judgment too subjectively. 10. Difficulties and resolutions: To reduce the lengthy time and effort involved in peer assessment, the researcher reduced the numbers of works students need to assess each time, simplified the assessment form, and recommended other researcher or teachers to let students count their own scores. In light of students’ varying writing and critique abilities, the researcher used supplementary courses, set up “the best peer reviewer” rewarding system, and provided more chances for oral feedbacks. The researcher also observed that high achievement students tended to get a lot of praise and few helpful comments from their peer. In addition to experimenting various peer assessment strategies including using high achievement students as group leaders to lead peer assessment, the researcher recommended teachers to pay attention to these students’ needs, and provide proper guidance. Although in the beginning some students felt that peer assessment is troublesome, pleasant peer assessments experience helped to change this attitude. Tying out new way of teaching and learning isn’t easy especially in the beginning stage when things seem particularly hard. In spite of varous challenges presented during the process, the researcher was able to find solutions and overcomed problems one by one. At the end, teachers and students no longer reject peer assessment. They were able to enjoy the process and grew from it. Thereby, teachers should not worry too much about the troubles or bias effects of peer assessment since the positive effects of peer assessment out weighted its weaknesses. Training, experience, and tips shown in this research study will help overcome the challenges.