An application of digital portfolio with the peer, self and instructor assessments in art education

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dc.contributor.authorDikici, Ayhan
dc.date.accessioned2024-11-07T10:40:19Z
dc.date.available2024-11-07T10:40:19Z
dc.date.issued2009
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractProblem statement: In art education, one of the most difficult tasks is to evaluate the artistic works of students. Portfolio assessment is a method of assessment that is commonly used in artistic education. The major research question investigated in the study is: “What are the advantages and disadvantages of digital portfolio in an art classroom?” Purpose of the study: The first aim of this study is to investigate digital portfolio assessment in higher art education with the combination of self, peer and instructor ratings. The second aim is to determine opinions and perspectives of the students on the self and on peer and instructor assessment. Research method: This research contains data collected from 34 students. The students were 14 males and 20 females. Age levels of the students ranged from 21 to 28. The students were asked to prepare their portfolio in the computer environment. The students were given 4 weeks to prepare the digital portfolios. The digital portfolios were evaluated as to the rubric which was previously prepared and adopted by the students and researcher. The students first evaluated their own portfolios and then those of their peers. Finally, the researcher evaluated all of the portfolios. Results and discussion: Regarding the evaluation of the results, the lowest correlation values were found between the instructor and the peer, and the highest correlation values were found between self and the peer. In the interviews with the students, the students judged the peer assessment to be less trustworthy than instructor assessment. The hesitation of the students about self assessment and the peer assessment might be caused by Turkish culture, because an instructor as a superior authority figure is always considered the most trustworthy person by the Turkish students. Recommendations: In terms of educational applications, digital portfolio as an assessment tool should be improved and widely applied in classroom settings where the subjects especially deal with artistic art works. In art teacher training programs, the importance of triadic assessment should be seriously taken into account. This would be vitally important to teach how viable criteria can be set up for the assessments. © 2009, Ani Publishing. All rights reserved.
dc.identifier.endpage92
dc.identifier.issn1302-597X
dc.identifier.issue36
dc.identifier.scopus2-s2.0-84896364653
dc.identifier.scopusqualityQ3
dc.identifier.startpage91
dc.identifier.trdizinid91501
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/91501
dc.identifier.urihttps://hdl.handle.net/11480/11587
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherAni Publishing
dc.relation.ispartofEgitim Arastirmalari - Eurasian Journal of Educational Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241106
dc.subjectArt education
dc.subjectAssessment rubric
dc.subjectDigital portfolio
dc.subjectPortfolio assessment
dc.titleAn application of digital portfolio with the peer, self and instructor assessments in art education
dc.typeArticle

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