A Study of Networked Peer Assessment on Word Processing Course at Commercial Vocational High School

• Main Authors: Hung-Yeh Lin, 林鴻燁
• Other Authors: Shyan-Ming Yuan
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/47713144873091277786

碩士 === 國立交通大學 === 理學院網路學習碩士在職專班 === 92 === 　　Learning assessment is to acquire students learning performance with uniform or non-uniform, multiple or non-multiple approach. The objective of learning assessment is to understand students learning situation, progression, and teacher’s teaching performance. Peer assessment is a kind of assessment in which assessors and assessees are both students. The theoretical aspect of peer assessment is originated from social learning, social constructivism and cognitive conflictive theorem. 　　At this cross-grade peer assessment, 1st grade students are assesses and 2nd grade students are assessors. With regarding to word processing course, assessors have learned already while assessees are just beginning. The objective of this study is to investigate whether 1st grade students learning performance can be enhanced by 2nd grade students assessment, and whether 1st grade students trust on 2nd grade students professional and assessment. Furthermore, if 2nd grade students learning performance on similar course can be promoted through providing feedback to assesses on this assessment. 　　Networked peer assessment activity was repeated for four times. Major processes are: 1st grade students did their assignment and uploaded to system, then system dispatched these assignments to 2nd grade students for assessing automatically. The assessment process is in one-way manner, each assessor assesses 2-3 assignments. Finally, posttest was conducted to collect experimental results. Experiment conducted in this study is based on actual networked assessment system and learning environment. By way of investigating computer skill and hands-on performance as well as attitude inventory between pretest and posttest to understand if different assessment approach and learning achievement can advocate assessors’ and assessees’ reflective learning. 　　The result showed that students are more hard working and actively participating discussion. Their progression is not only from this activity but also from sharing and discussion among classmates. The motivation of 2nd grade students is not on skill improvement but to improve 1st grade students progression. 2nd grade students will give concrete or spiritual suggestion with their experience to 1st grade students. The scores given by assessors are toward to higher than norm. The reason for this may be assessors wish to get similar result from teacher and assessees are like to work diligent for their score. 2nd grade students do not agree that their word processing skill get further improvement through this activity. Possible reason is 1st grade students’ test items are too simple to advocate reflection for 2nd grade students. When promoting such kind of assessment mechanism in commercial vocational education, the result of this study will provide constructive reference.