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.
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