An experimental study of self-evaluation in high school art classes.

Abstract

The purpose of this investigation was to study the effect of self-evaluation on the achievement of beginning high school art students. Two groups of thirty-seven each were matched as closely as possible according to age, grade level, sex, and Differential Aptitude Test scores. The study was conducted over a period of twenty weeks. During the study, the control group (Group I) and the experimental group (Group II) received the same assignments and instructions. All evaluations for Group I were made by the teacher, while Group II students participated in self-evaluation as well as received evaluations from the teacher. Group II students completed written evaluation forms and also participated in oral critiques. Data were collected through the use of the Lewerenz Test of Fundamental Abilities in Visual Art in a pre-test and post-test format. Data were also collected from still life drawings done at the beginning and at the end of the study, which were judged by two art experts. The analysis of the data was done with the use of the !-statistic for two independent samples. Analysis showed that Group I I students made significantly more improvement in basic art skills as a result of having participated in self-evaluation.