| Summary: | 碩士 === 國立花蓮師範學院 === 國小科學教育研究所 === 92 === Abstract
The purposes of the study were to use peer assessment to improve students to learn better in class, and to make the researcher’s grading system more diversity, using action research to promote professional abilities in teaching, getting deeply to understand peer assessment from the study.
Action research was used in the study. The study took two years. The primary data were from the first year though the consequences of the two years were resembled. The samples of the first year were 35 forth-grade elementary students from Pingtung County. Besides the study of the second year was not as deep or prevailing as the first one, the researcher was more satisfied with the results of the second year, because it got rid of some faults of the first year.
The researcher has collected many data during the study process. There were: formal recording interviews 30 person-times, informal recording interviews 46 person-times, informal interview records five months, assistant-researcher recording interview 6 times, guide-professor recording interviews 3 times, class video tape recordings 13 times, assistant-researcher field notes 14 times, self-reflection records ten months, motivation questionnaires 108 units, peer assessment questionnaires 168 units, and some other kinds of data.
The major findings of the research were: 1.Peer assessment was a high quality instrument of assessment tool, possessed good reliability and validity, well discriminating, deeply and extensively seeing, not only actually reflecting the learning statuses of the students, but also reflecting some kinds of the students’ personalities. It had aggressive and positive influences for the students. 2.Besides the students didn’t have the same viewpoints about peer assessment, the differences came from the comparison between qualitative and quantitative data. The majority of students confirmed the functions of it. They took care and fair-minded of doing it, and hoped to do it the next semester. They didn’t really mean they loved it. The number of times to fill the nomination sheet and time-arrangement of implementation would affect their fond of peer assessment. 3.The motivations toward natural science learning didn’t have much obvious changes. 4. The researcher would make active and interesting lectures to encourage students to choose excellent candidates. Also the researcher have found the right directions of peer assessment and got true values of teaching and living. 5.The way of study procedure was really hard.
Besides the valuable functions of peer assessment, it didn’t cure-all. It would get a few unimaginable side effects if not been properly used. Doing peer assessment, teachers must keep a peaceful mind and aggressively intention to help students to keep up a healthy personality. Don’t do the assessment just only for the purpose of doing; otherwise it would spoil the good relations between students and teachers.
It was not a boring composition. It was a total proceeding process of inner spiritual reflections of the researcher. Though, the stories ended, self-reflection would renew a meaningful token while looking backward the foot-steps of the past way. Every time reading a plot of the book, each clear and active imagination show up in the eyes one after another. The researcher believed that the readers would have the same touch feelings only if the readers would have some time to read it.
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