Abstract:

The paper presents application of peer and self-assessment methods in the learners’ assessment process, in the elective course „Digital design and multimedia – Graphic design” conducted at Faculty of Mathematics and Informatics (FMI) of Sofia University “St. Kliment Ohridski”.

The course is addressed to students in Computer science programmes at FMI. Its main goals are to develop basic theoretical knowledge and practical skills in graphic design. The course is separated in three main modules – raster graphics, vector graphics, and desktop publishing. It provides knowledge and skills essential in web and software design and development, object of curricula of other courses at FMI.

To increase students’ motivation and engagement, the course aims further to develop students' skills in the assessment of graphic design projects. Knowing the evaluation process in the course, the criteria on which this process is based, as well as the direct participation on it, leads to a better understanding of the tasks and the results that are expected to be achieved. That is why the peer and self-assessment in students work are applied.

Therefore two other main aspects are also discussed in the paper first refers to the applied methods of assessment and second to the criteria according which the assessment is don. A brief overview of peer and self-assessment methods, that concern the benefits and challenges of its application in the learning process, is done. A short overview on the criteria, applied for assessment of products of design, is also made.

The final course assessment is based on four individual assignments. Three of them are related to the three course modules, mentioned before, and one is general for the whole course. Both the performance of assignments and their assessment (by plying peer and self-assessment methods), require application of knowledge and technical skills achieved in different course modules. Before starting the work on each project, a set of assessment criteria, which the designed product must meet, is discussed. When the projects are finished, the peer and self-assessment of the final products have to be made according to the same criteria.

The course is conducted in a blended mode – there is a face to face sessions, conducted in FMI and e-learning course, structured in the online learning platform Moodle, used in FMI. All course materials can be accessed through the platform, all performed assignments have to be uploaded in the online course, an opportunity of online communication, between course participants, is provided.

For the needs of assessment process, for each assignment in the e-learning course, is created e-form with all students’ projects where they can be assessed, according to the previously discussed criteria. The system automatically summaries the results of students’ assessment and provide different kinds of statistics. In the paper are presented the results of peer and self-assessment from the past three years of course conduction.

In conclusion the paper presents the advantages and challenges in application of peer and self-assessment in the elective course „Digital design and multimedia – Graphic design”, how it helps to better understanding of both: the course learning material and the requirements that, the developed in the different assignments products must meet.

Keywords:

Peer and self-assessment, assessment criteria, graphic design teaching.