| Summary: | 碩士 === 國立新竹教育大學 === 應用科學系碩士班 === 95 === Assessing Students’ Science Writing Performance With Peer Assessment
Abstract
The purpose of this study was to survey the effects by assessing students’ science
writing performance with peer assessment for the curriculum of science and technology
field. In this study, we adopted the method of pretest-posttest quasi-experimental design.
The subjects were two fifth-grade classes of one elementary school in Taipei city, 30
children in each class. One of these two classes was the experimental and the other was
control group. The experimental group was taught with the instruction of science writing
and peer assessment , while the other group was taught only with the instruction of
science writing. There were several findings.
1. There is no significant difference in learning achievement in natural sciences
between students who receive science writing and peer assessment instructions and
those who are given science writing.
2. The results showed that peer assessment can help promote students’ attitue toward to
science writing.
3. By using science writing and peer assessment instructions could promote the
students' the metacognition ability.
4. There were good validity and reliability among the elementary school students' peer
assessment. The scores of peer assessment were significantly correlated with the
scores of teacher assessment.
5. The elementary school students accepted the way of peer assessment highly. But
different level students have different constructing comments.
Finally, the researcher induced research conclusions, and offered some suggestions for
applications and future research.
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