The Effect of Web-Based Peer Assessment on Creativity: An Example of Learning Computer Graphics of the Fifth Graders.

• Main Authors: Xin-Yi Huang, 黃信義
• Other Authors: Ching-Heng Shen
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/y36pqx

碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 94 === This research attempted to explore the effect of web-based peer assessment on fifth graders’ creativity. Specifically speaking, the main purposes of this research were to explore whether web-based peer assessment can enhance students’ (1) divergent thinking (cognitive domain); (2) divergent feeling (affective domain); and (3) creativity in works of computer graphics. In addition, this study investigated the relationship between scores of web-based peer assessment and web-based teacher assessment. This research was conducted under the quasi-experimental method and by “nonequivalent pretest-posttest control group design”. The participants were 218 students from six classes of fifth graders at an elementary school in Tao Yuan County. There were 109 students randomly assigned to the experimental group, and there were the other 109 students randomly assigned to the control group. The experimental group received 8 sessions of web-based peer assessment for 8 weeks, and the control group received the same sessions of teacher assessment for the same 8 weeks. In the study, the Test of Divergent Thinking, the Test of Divergent Feeling and the Consensual Assessment Technique (CAT) for creativity assessment of works of computer graphics were used as the research instruments (pretests and posttests). The data obtained were analyzed by one-way MANCOVA. Based on the scores of the Test of Divergent Thinking, the results indicated that scores for “openness”, “originality”, “headline”, and “total scores” in the experimental group were significantly higher than scores in the control group. However, there were no significant differences of scores for “fluency”, “flexibility”, and “elaboration” between these two groups. Based on the scores of the Test of Divergent Feeling, there were no significant differences for “adventure”, “curiosity”, “imagination”, “challenge” and “total scores” between the two groups. Based on the CAT scores, there were no significant differences on “creativity”, “color”, “modeling”, “composition”, “computer graphics technique“, and “total scores” between the two groups, either. Finally, the scores of web-based peer assessment were significantly correlated with the scores of web-based teacher assessment.　 The above results showed that web-based peer assessment can help promote students’ overall creative thinking in cognitive domain. Therefore, the researcher suggests that teacher use web-based peer assessment in teaching activities for students to improve their creative thinking skills by observing and learning from each other.