An Application of Digital Portfolio with the Peer, Self and Instructor Assessments in Art Education
Küçük Resim Yok
Tarih
2009
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
ANI YAYINCILIK
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Problem 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.
Açıklama
Anahtar Kelimeler
Art education, portfolio assessment, digital portfolio, assessment rubric
Kaynak
EGITIM ARASTIRMALARI-EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
9
Sayı
36
