Article #3- Web-Based Portfolios and Peer Assessment in Art Education

Lin, K., Yang, S., Hung, J., & Wang, D. (2006). Web-Based Appreciation and Peer-Assessment for Visual-Art Education. International Journal of Distance Education Technologies, 4(4), 5-14. Retrieved February 18, 2015, from ProQuest.

Summary

The article Web-Based Appreication and Peer-Assessment for Visual-Art Education written by authors Kuan-Cheng Lin, Shu-Huey Yang, Jason C. Hung, and Ding-Ming Wang covers the use of the web-based portfolio and peer assessment in elementary art education.  It covered both how the web-based portfolio can help with visual art education and how it can aid in assessment of students. The study was located in Taiwan at the Ta-Jiao Primary School in Taipei.  It was in a fifth grade class.  The study was set up for a number of reasons.  One reason is because paper pencil tests are inaccurate when assessing visual art education. Also, according to the article, “Curriculum requires students to apply computer skills to learning (Lin, Yang, Hung, Wang, 2006, pp.5-14).” The need for authentic assessment and the need to integrate technology presented a good place to try web-based peer assessment portfolios. The study focused on how web-based portfolios could facilitate peer assessment among students and how it could be used as a valid assessment system.  

The software that was used for the students was constructed on a Tomcat 4.1.18 Web server in the Windows 2000 operating system (Lin, Yang, Hung, Wang, 2006, pp.5-14). Both teachers and students used the system and it had an authentication process for security as well.  Students could browse other student portfolios. Students had the ability to search, observe and comment on other student artwork via the portfolio.  Scanners and digital cameras digitized student artwork. The study was three months long.  The study used a questionnaire method to collect information. 

The analysis found that students felt that commenting on other people’s work was beneficial.  According to the article, “most of the students think that commenting on other people’s work can improve the student’s learning, improve the ability of appreciation by the students and agree it can be time consuming (Lin, Yang, Hung, Wang, 2006, pp.5-14).” The study also found that most of the students like that classmates give comments on their work.  Students reported that they pay attention in class due to their peer feedback.  Overall, “students think that peer assessments influence their learning attitude positively (Lin, Yang, Hung, Wang, 2006, pp.5-14).”  This study also made a case that suggests students could increase their ability to describe their peer’s artwork through the web-based peer assessment mechanism. 

The study came out with four main conclusions. First, the portfolio system can help student learning in art education. Second, the peer assessment system can aid in student learning at the elementary level. Third, the portfolio system can help the teaching strategy of the art educator. And lastly, the support of the parents and the willingness of the teacher are important factors that influence the effectiveness of the system (Lin, Yang, Hung, Wang, 2006, pp.5-14).  

Reflection/Application

This study has great research showing how digital portfolios can aid in the assessment of the visual arts.  The common core has made it clear that school systems are supposed to encourage higher-level thinking.  Peer assessment encourages higher-level thinking.  The portfolio system also allows teachers to evaluate student progress as well as mastery.  It allows students to be involved in their progress.  Combining the portfolio system and technology creates a convenient avenue for students to see their artwork and compare and contrast with other students in their class.  According to the research, the portfolio assessment gives students more appreciation for their artwork and art education.  When students are engaged and held accountable, they will perform better.  The goal of education should not just be to push the students to perform better, but also to motivate them to perform better for their own personal gain. 

Differentiating with Technology Article Citation

Stanford, P., Crowe, M.W., Flice, H. (2010). Differentiating with Technology. TEACHING Exceptional Children Plus, 6(4) Article 2. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol6/iss4

Article 2: Using Technology to Differentiate Instruction

Summary

The article Differentiating with Technology (Stanford, Crowe, Flice, 2010) was written by three professors from the University of Southern Mississippi.  It is broken up into five main sections.  The first section clarifies the definition of Differentiated Instruction.  It is as follows for the article, “simply responsive teaching whereby the teacher understands the needs his students and tailors instruction to their specific needs (2010).”  The article acknowledges that effective teachers use differentiated instruction in their classrooms.  The article makes the case that technology can motivate students and allow for connections to be made between different content areas.  Technology can also give students multiple mediums to gain knowledge as well.  According to the article, teachers need to create environments and support differentiation as well as modeling expectations.  Another big component of using technology in the classroom is planning.  Teachers must be prepared to use technology to its fullest potential.

The second, third and fourth sections of the article explain how technology can be used in content, process and product. In order to use technology correctly, the article explains it must be used in correspondence with curriculum.  The authors state, “technology for technology’s sake is not effective teaching” (2010).  The article suggests web quests or Internet scavenger hunts are a way to engage students and connect technology to curriculum. 

The authors then move to the concept of using technology to aid in the process of teaching.  Many examples are given of tools that could aid teachers.  Some examples include: Powerpoint, Blogs, Podcasts, graphic organizer creators and Wikis.  These tools are described in detail.

Finally, the authors then cover the concept of using technology to differentiate the “products that students use to show mastery of content knowledge or skills” (2010).   One way to use technology is the creation of rubrics from rubistar.4teachers.org.  The authors also suggest websites like Quia to create and customize educational software that cater to the desired curriculum.  In addition, digital portfolios are a great way to differentiate instruction on varying levels.  

The conclusion of the article state that technology is already widely available in schools.  It is more a matter of harnessing the potential that teachers have.  Technology is a great way to use real world skills while engaging students in curriculum.

Reflection/ Application

Some of the tools covered were nice examples of how technology can be used in the classroom.  The article outlined tools that are great for student motivation and curriculum enhancement.  Tools as simple as powerpoint and excel that teach valuable content skills but also create a nice product to use for evaluation.  These tools could give students the ability to choose their own evaluation tools and allow them to engage in self-discovery.   I like the idea of WebQuests and Internet Scavenger Hunts.  These activities can teach content as well as valuable technology skills. 

However, there is one part of the article I do not agree with.  The article states that technology is already widespread in schools.  Although this may be true for some districts, this is definitely not true with all districts. I think that some of the tools would be difficult to use in districts that do not have the resources to have a one to one ratio with technology devices.  Using technology not only takes planning, but it needs consistency.  Many districts have some forms of technology.  However, the problem lies with teachers having technology, and technology professional development, on a consistent basis.