The continues controversy about the fairness on peer assessment. However, in MOOCs (Massive Open Online Courses) environment, a huge amount of assignment had to use in peer assessment. According to the previous research, constructing a rubrics could help learners understand the evaluation criteria and improve the fairness issue. However, the literature of rubrics which was applied on MOOCs is rare, especially the issue on the curriculum of design types. Therefore, this research aims to construct a rubric, which is suitable for peer assessment in animation with online course. The purpose of evaluating the students' scoring performance after using this rubrics is to help learners to understand the assignment scoring standards and improve the fairness problem. Data collection approaches mainly include questionnaires and interviews. Participants were learners of elective "2D Animation Production." The questionnaires and peer assessment scores were collected respectively utilizes SPSS statistical software to test the proposed hypotheses of this project, the method includes independent-sample T-Test and Spearman's rank correlation coefficient. The study found that the perception of this course using rubrics in peer assessment relevant is positive, and the statistic results of the five assignments show that the scores of experts are highly related to peer assessment. That displaying scores of experts and peer are tending to identical. The rubrics improves the fairness problem and allows learners to make a self-examination by each item of rubrics.
Hsi-Hsun Yang, National Yunlin University of Science and Technology, Taiwan
Sing-Yi Wang, National Yunlin University of Science and Technology, Taiwan
Shih-Chang Chen, National Yunlin University of Science and Technology, Taiwan
Stream: Arts - Teaching and Learning the Arts
This paper is part of the ACAH2016 Conference Proceedings (View)
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