A self-regulatory intervention of metacognitive/self-reflective journal writing, which specifically addressed goal setting, self-reflection and self-evaluation, was used in combination with an established digital portfolio assessment methodology. The portfolio assessment methodology was established by Dorn, Sabol, Madeja, (2003) as a method for measuring student art performance in visual art classes over time. Two groups of students in five schools were studied in this quasi-experimental research project, that involved digitization of the students' artworks and an intervention of metacognitive/self-reflective journal writing. Beginning of the term portfolios and end of the term portfolios were collected and later scored using holistic rubrics. Statistical analyses were applied in order to judge and compare the two portfolios and the posttest results of the experimental group was compared to the control group. The first portfolio pretest was a collection of the first three to four 2 -D artworks produced by each student. The second portfolio posttest was a collection of the last three or four 2-D artworks produced near the end of the year or term. The metacognitive/self-reflective writing journals were collected and scored. The journal scores were then analyzed and used to determine the level of treatment implementation and student use of metacognitive/self-regulatory skills. The results suggest that metacognative/self-reflective journal writing in conjunction with the use of self-regulated (SRL) and metacognitive learning strategies may contribute positively to students' art performance. Self-regulated and metacognitive learning strategies focus on students' developing awareness of themselves as learners and developing strategies to enhance their learning. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2005. / March 14, 2005. / self-evaluation, metacognition, student art performance, self-reflection, self-regulated learning, portfolio assessment / Includes bibliographical references. / Charles M. Dorn, Professor Directing Dissertation; Gary W. Peterson, Outside Committee Member; Tom Anderson, Committee Member; Marcia L. Rosal, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_180791 |
| Contributors | Meale, Marcia Schilling (authoraut), Dorn, Charles M. (professor directing dissertation), Peterson, Gary W. (outside committee member), Anderson, Tom (committee member), Rosal, Marcia L. (committee member), Department of Art Education (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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