Learning Mathematics with Computer Technology：Using Networked Peer Assessment in Junior High School

• Main Authors: Sheng-Yu Liu, 劉勝鈺
• Other Authors: Sunny S. J. Lin
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/74161386158551425678

碩士 === 國立交通大學 === 網路學習學程碩士班 === 91 === Networked peer assessment is a way to use computer technology in enhancing students’ learning. Its implementation is based on several theories, such as social construction of knowledge, social cognitive learning and cognitive conflict. This research was to investigate whether junior high school students, with different gender and previous math levels, reacted differently in a Web-based peer assessment while learning mathematics. The author also hopes to know whether peer assessment facilitated through Internet is adequate for junior high students in ordinary classes (ability grouping was not in use, so individual difference seems huge) when subject matter was mathematics. Sixty second-graders at a junior high school in central Taiwan served as subjects. They were asked to learn linear function. A quasi-experiment design was adopted with math instruction assisted with computer technology and networked peer assessment as the treatment. Students were assigned to four groups: boy with high previous math learning, girl with high previous math learning, boy with low previous math learning, girl with low previous math learning. Each student had to review four assignments, each selected from one of the four groups. Any assignment was also reviewed by four students, each from one of the groups. In pretest, students had to answer a math achievement test and a math learning attitude scale. Immediately after instruction and the completion of the 1st round assignment, they had to fill in, again, a math achievement test and the math learning attitude scale. Finally after two-rounds of peer assessment, a posttest including math achievement, math learning attitude, and perception about networked peer assessment was measured. The result showed that, first, student’s rating about peers’ assignments was highly correlated with those of teachers’. Second, about performances in math achievement tests, though gender difference was not significant, the 2-way interaction of test-times (pre-, middle, and post tests) and previous math learning levels (high and low) was significant. In other words, previously high math achievers performed better and better in pre-, middle, and post tests, while low achievers gained in the beginning but then lost momentum. Regarding rating of assignment, gender caused no difference, either did any interaction. However, previous high math achievers did much better in self, peer, and teacher ratings than the low achievers, and the second round ratings were always higher than the first round ratings. Math learning attitude, total score and all subscales, were correlated with math achievement in second and third times. When students subjectively judged gains from various activities of peer assessment, e.g., modeling, review, and reading feedback for further improvement, they responded positively no matter their previous levels of math learning or gender. Furthermore, students replied that the whole instructional activities were interesting and challenging, and about 72% of subjects would like to participate again, if the next lesson will be taught in the same format. Finally, this study offers several implementation suggestions: principles of designing a networked peer assessment system suitable for junior high students with no ability grouping the selection consideration of math materials, principles of designing peer assessment tasks — especially math tasks, and reflection about the significance of high and low achievers participate in peer assessment.