INTRODUCTION OF PEER EVALUATION IN THE STUDY OF COMPUTER GRAPHICS - OBSERVATIONS ON THE POSSIBILITY OF INVOLVING STUDENTS IN THE EVALUATION PROCESS OF 3D VISUALISATIONS

This study examines the impact of incorporating ICT-enhanced peer evaluation throughout the course of 3D modelling, including midterm and final assessments. Rubrics for peer evaluation were developed to ensure structured and consistent assessment of student work, focusing on criteria such as clarity, objectivity, feedback and overall effectiveness. The practical component involved designing peer assessment forms, implementing these assessments in the classroom and comparing teacher and student assessments. As part of the study, students were required to create 10 landscape-themed visualizations using various 3D modeling techniques, textures, and rendering strategies. Assessments were conducted mid-semester and at the end of the course, with students evaluating their peers on communication, modeling, texturing, and stylistic coherence. The results suggest that clearly defined criteria and motivational strategies are essential for successful peer assessment. It was found that students tended to evaluate their peers more leniently than teachers, indicating a possible bias in peer assessment. Effective implementation requires continued engagement and input from educational experts to optimize the assessment categories and ensure meaningful peer feedback