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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/111209

    Title: 使用線上同儕互評機制探討學生學習成就與同儕互評觀點之關係研究
    Other Titles: A study on the relationship between students' learning achievement and perception of peer review assessment
    Authors: 李晧銘;Li, Hao-Ming
    Contributors: 淡江大學資訊與圖書館學系碩士班
    張玄菩;Chang, Hsuan-Pu
    Keywords: 同儕互評;互評觀點;Moodle系統;學習成就;Peer assessment;Moodle system;Perception of peer review;learning achievement
    Date: 2016
    Issue Date: 2017-08-24 23:46:56 (UTC+8)
    Abstract: 本研究主要目的為探討施行同儕互評前後,學生的學習成就與同儕互評觀點是否改變的研究。利用單組前後測實驗設計之問卷調查法進行統計分析,研究對象為淡江大學多媒體製作與應用課程62位學生,藉此瞭解性別、不同學習成就之學生對於同儕互評前後態度之改變情形,再以瞭解學習成就與評鑑能力之間的關係。
    This main purpose of this study is investigating whether students’ cognition and attitude of peer-assessment existing the significant difference before and after its conduction. The participators of this investigation are 62 Tamkang University students who enrolled in the course of Multimedia Production and Application. The experiment adopted one-group pretest-posttest design and questionnaire survey to analyze how students change their attitude to peer-assessment from the perspectives of their genders and learning achievement. The relationship between learning achievement and assessment ability was further investigated as well.
    The result shows that students overall are in favor with the peer-assessment conducted in the class. In terms of the attitude, the female students reveal more positive responses than the males. Female students are speculated more cared about the scores and comments given by their peers. The students with high achievement show significantly positive attitude better than others. With the analysis of the relationship between learning achievement and assessment ability, we found that two factors are positively correlated; students with high achievement present better performance on assessment ability and vice versa.
    After the experiment, we found the phenomenon that the students originally worried about the authority of peer’s assessment and preferred teacher’s evaluation; the attitude was significantly changed after its conduction because they were able to improve their works by observing and appreciating from other’s techniques and design.
    Appears in Collections:[資訊與圖書館學系暨研究所] 學位論文

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