| Summary: | 碩士 === 國立屏東科技大學 === 資訊管理系所 === 96 === The aim of this research is to discuss the encouragement of network learning motivation driven by the method of peer assessment, which does not weaken the effect of network learning caused by competition and grading dispute. High-level students would be willing to cooperate with low-level students due to the motivation to get extra credits or cite of achievements. Peer assessment also reduced teachers’ burden on retrieving mistakes and taking care of low-level students. This research begins by discussing documents of peer assessment, cooperative learning and network learning. The method is to design a platform of network learning which allows students to evaluate one another. The targets are three classes of first grade junior high school students. Students are divided in to experimental group (cooperative learning on peer assessment platform) and control group. By the same teacher, after the teaching of one mathematic chapter, the former part of the evaluation is conducted. After the experimental group has performed peer assessment network learning, the later part of the evaluation is conducted. Then compare the results of the two parts, and analyze the collected data of satisfaction and learning attitude of peer assessment cooperative learning platform. The conclusions are as following:
(1) (Peer assessment) elevates students’ motivation of network learning: 72% of the students are willing to venture questions on peer assessment cooperative learning platform; 79.17% thinks cooperative learning platform could solve their learning problems; 65% thinks the platform could elevate their learning achievements. Peer assessment also effectively makes the students more willing to participate in cooperative learning.
(2) Reduces teachers’ time spent on retrieving mistakes: Through peer assessment cooperative learning platform, high-level students are more willing to help low-level students, increasing the accomplishment of low-level students and the teacher’s burden on retrieving mistakes.
(3) Breaks the limit of cooperation within one single class: The peer assessment cooperative platform allows the cooperation to be trans-classes or even trans-schools, which enables more high-level students to cooperate with low-level students. High-level students can also benefit from the environment of mutual help.
(4) The timely intervention of the teacher can increase the correctness of questions, so as not to cause the student’s miscomprehension.
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