本研究旨在探討同儕互評導入國中八年級數位作品創作歷程之成效，即透過製作數位作品，探究同儕互評對國中生的數位作品創作自我效能與作品品質是否有影響。本研究採用不等組實驗研究設計。研究對象為國中八年級生共計114人，採隨機分派方式，將其中兩個班指派為實驗組(評分組)58人，另外兩班則為控制組(接收組)56人。在實驗過程會製作三份數位作品，電子繪本、電子報與預告片，依據這三份作品進行三次的同儕互評。教學方式皆以數位敘事與專題導向的方式帶領學生進行數位作品製作流程。研究結果如下：學生在數位作品創作過程中融入同儕互評的機制，對於學生的資訊課數位作品創作自我效能有正向的影響。而在同儕互評中扮演不同的角色(接收者或評分者)的學生的資訊課數位作品創作自我效能8的成長具顯著差異，且兩者在所製作的數位作品的品質亦有顯著差異。 The purpose of this study is to investigate the impact of peer assessment on the 8th grades students’ self-efficacy on digital production and the quality of the digital products they created. The quasi-experimental design was adopted.144 students were involved. 58 students were randomly assigned to the experimental group while were assigned to the control group. Throughout the experiment, the participants needed to produce three digital products, including electronic books, e-papers and movie trailers. An peer-assessment activity was conducted immediately after students produced their digital productsion. The results showed that the peer-assessement activity had positive impact on students self-efficacy on digital production. Besides, students playing different roles (assessor or assesse) in peer assessment were significantly different in students’ self-efficacy and quality of digital products.
