| Summary: | 碩士 === 國立臺北教育大學 === 教育心理與諮商學系碩士班 === 95 === The purpose of this study was to explore the effect of peer assessment learning on the quality of peer assessment and writing performance. This study was a quasi-experimental design with 2(training or not)×3(ability levels) two-way ANOVA analysis. The subjects were 51 sixth-graders from two classes in one elementary school in Taipei city. One class of students received ten-week writing assessment learning, and the other one served as control sample with reading exercises. The experimental and control samples had no differences in writing. One of the instruments was writing rubrics composed of four dimensions: content, rhetoric, structure, and handwriting/punctuation. The other instrument was peer assessment attitude scale composed of favor icy, self-efficiency, confidence in fairness and positive experience. Results were as follows:
1.In assessment quality, the experimental group apparently had better quality of peer assessment.
2.In writing performance, the experimental group had better performances on two dimensions: rhetoric and structure.
3.In terms of writing progress, the high ability students had obvious progress in rhetoric, and handwriting/punctuation; low ability students had progress in structure.
4.Students all had positive attitude toward peer assessment. Favoricy, self-efficiency and positive experience were positively related to writing performance.
The researcher finally proposed a discussion and suggestions for teaching and further research.
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