Term
Summer 7-21-2002
Capstone
Thesis
Degree Name
MAEd
Primary Advisor/Dissertation Chair
Jason Miller
Secondary Advisor/Reader One
Michael Hasapopoulos
Peer-Reviewer/Reader Two
Leah Dussault
Abstract
This action research project investigated the role of peer feedback on achievement and mindset in two 7 th grade art classes. The students participated in a six-week study that occurred during two different units of study. Students received direct instruction on growth versus fixed mindset based on Dweck’s research, as well as instruction on what feedback is and how to provide it. Data was collected through pre- and post-surveys, classroom observation, and student artifacts, such as peer review sheets and photographs of student work. The findings showed that participating in the feedback cycle with peers resulted in a greater trust in the students’ ability to help each other succeed, led to higher achievement in the art room, and helped students realize their own potential for growth.
Research Methodology
Action Research, Observation, Survey
Keywords
Achievement, Art Education, Feedback
Recommended Citation
Bacon, Katie, "Exploring How Peer Feedback Affects Achievement and Mindset in the Middle School Art Room" (2002). School of Education and Leadership Student Capstone Theses and Dissertations. 4156.
https://digitalcommons.hamline.edu/hse_all/4156