Effects of Students’ Peer Assessment on Learning Outcomes in a Questioning-Based Instructional Support System

• Main Author: 陳怡莉
• Other Authors: Guey-Fa Chiou
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/56054428985758274815

碩士 === 國立臺灣師範大學 === 資訊教育學系 === 96 === The purpose of this study was to explore the effects of students’ peer assessment on learning outcomes in a Questioning-Based Instructional Support System. The research issues to be addressed were student’s question assessment and answer assessment in QBISS, the relationship between peer assessment and learning outcomes, student’s assessment quality and students’ attitude toward peer assessment. The study implemented two experiments, in-class experiment and after-class experiment rspectively.Both quasi-experiments were implemented at two independent vocational high schools. The in-class participants were 36 students. The after-class participants were 50 students. There are three findings in the in-class experiment. (1) There are 55.56% questions and 25.23% answers have not been assessed. Students think peer’s questions don’t have good quality, but can bring interest to the follow-up discussion. There is no significant difference on the quality of student’s questions and answers and the frequency of assessment. (2) There is no significant difference on the frequency of assessment and the achievement test score except for the information security unit. There is no significant difference on the quality of student’s questions, answers and the achievement test score. (3) Students think they don’t have enough time to assess peer’s questions and answers. There are seven findings in the after-class experiment. (1) There are only 1.76% questions and 1.06% answers have not been assessed. It showed that students took part in peer assessment actively. Students have positive perceptions toward peer’s questions and answers. Peer’s questions and answers can promote students’ learning. (2)Although there is no significant difference on the frequency of assessment and the achievement test score, we found that low achievers seem have no interest to assess peer’s questions and answers. (3) There is significant difference on the frequency of assessment and the achievement test score in some units. (4) Although there is no significant difference on the achievement test score and the question score which student received from their classmates, we found that low achievers seem have no interest to modify their own questions even they got low score. (5) There is no significant difference on the achievement test score and the answer score which student received from their classmates. (6) Students thouht peer assessment is fair and they confirmed that peer’s score to their “answers” could help them improve their following answers. They will focus on high score questions and answers and seriously take part in the peer assessment. (7) Students think they don’t care about peer’s score to their “questions”. So, they won’t improve their next question. They won’t look high score questions and answers on purposely. Students think peer assessment is an interesting, funny and effective way to learn.