Instructional Support for Peer Assessment in STEAM Design Education

등록일 2016.08.06 파일확장자어도비 PDF (pdf) | 1페이지 | 가격 1,000원
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발행기관 : 한국교육공학회 수록지정보 : 한국교육공학회 학술대회발표자료집 / 2016권 / 1호
저자명 : ( Mirye Ok ) , ( Sun Young Huh ) , ( Hae Ree Cho ) , ( Hyun Kyung Lee ) , ( Young Hoan Cho )

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In STEAM education, design activities are helpful for developing interdisciplinary skills and collaborative problem solving competencies in elementary school. In the design activity, peer assessment plays a crucial role because students can effectively design and redesign their artifacts through exchanging peer feedback. However, there is lack of research about practical guidelines for implementing peer assessment in STEAM design education in elementary school contexts. The purpose of this study is (1) to develop the effective instructional strategies for peer assessment in the STEAM design education in elementary school, (2) to investigate the characteristics of student feedback, and (3) to examine students`` perception on the instructional supports. For these purposes, six instructional principles for peer assessment in STEAM design education were developed through literature reviews and interviews with experts: familiarity, authenticity, usefulness, diversity, interactivity, and Iterativeness. Based on the principles, we developed twenty-six instructional strategies to support peer assessment. Next, the strategies were applied to STEAM design education in the 4th grade class with 31 students in South Korea for two weeks. After collecting feedback data, two researchers independently coded all peer feedback and constantly compared their findings in terms of the feedback content, reason, and target. In addition, interview data were analyzed to examine the strengths and challenges of the instructional supports for peer assessment. This study found that students exchanged critique (32.7%) and suggestion (31.7%) feedback as many as praise (35.6%). They also created specific feedback (46%) as many as general one (54%). However, elementary school students had difficulty in providing reasons to support their claim (15.1%). Students perceived that instructional supports were effective for giving peer feedback and increasing motivation. The repeated process of design and peer assessment was perceived to be helpful in improving their interdisciplinary design skills. Nevertheless, students felt uncomfortable with giving and receiving the critique. It was also difficult to carry out design and peer assessment within a limited time. Future research is needed to improve the principles and strategies to support peer assessment by applying them to various contexts.

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