Supporting creativity learning in digital storytelling with tablet computers: A peer assessment approach

Peer assessment (PA) has been widely adopted in an educational context with ample evidence suggesting the potential to promote learning. We argue that although the process of asking learners to involve in assessing achievement of the others might be a beneficial manipulation for learning, the effectiveness is still unclear for young pupils when creative learning tasks such as storytelling are involved. Creativity self-efficacy might be interfered with peers' feedbacks. Thus, the presented study proposes an approach to support creativity learning through peer assessment aided by Tablet computers. This study sought a deeper understanding of the relationship between creative self-efficacy (CSE) and creativity product among 54 sixth graders on completing a digital storytelling project. Findings and discussions are included.