Abstract
Peer assessment is an important learning activity in design education, which requires an iterative design process. Nevertheless, few guidelines have been developed to support peer assessment for elementary school students who may lack the competency to give helpful feedback. To support peer assessment in elementary school design education, this study developed learner support strategies on the basis of literature reviews and applied the strategies for peer assessment in a 4th grade class(n=31) in Korea for two weeks. This study developed 23 strategies for peer assessment with regards to the five stages: planning, training, peer assessment, reflection and revision, and synthesis. The instructional supports enabled elementary school students to exchange balanced feedback, providing problem(31.7%) and suggestion(32.7%) comments as often as praise comments(35.6%). However, the students had much difficulty in providing reasons to support their claim(15.1%), although they received instructional support on how to justify their feedback. This study also investigated the learnersā and the instructorās perceptions of the strengths and weaknesses of the peer assessment through qualitatively analyzing interview data. The findings were discussed to improve instructional strategies to support peer assessment in the context of elementary design education.
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