The Effect of Peer Assessment Learning with IWB on Writing Performance and Attitude toward Essay Composition of Elementary School Students with Different Writing Capability

• Main Authors: Lai, Mei-Li, 賴美莉
• Other Authors: Chen, Yau-Jane
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/25475937924992547854

碩士 === 國立中正大學 === 教育學研究所 === 99 === The present study aims to investigate the effects of peer assessment learning with interactive whiteboard on the writing performance and attitude toward essay composition of the fifth-graders with different writing capability. A pre-experimental pretest-posttest design was employed; one class of fifth graders from central Taiwan were selected as subjects. After the ten-week experimental treatment, all quantitative and qualitative research data were analyzed. The findings were as follows. 1.Paired t-test result indicates that peer assessment learning with IWB significantly increased subjects’ writing performance. Specifically, the statistically significant difference revealed after the 2nd experimental treatment. 2.Paired t-test result indicates that subjects’ scores on all dimensions of the attitude questionnaire increased significantly. 3.The differences among three writing capability groups exist in the way they improved their writing skills and in the acceptance of comments provided by peers. Specifically, students with medium and high writing capability improved their writing skills from intrinsic motivation, whereas others just from peers’ comments and suggestions directly. As for the attitude toward peer assessment, high-ability students were more doubtful of peers’ comments, whereas medium-ability students tended to accept peers’ comments because they believed that discussions resulted in better compositions. Similarly, students with low writing capability tended to accept peers’ comments because they considered others were superior to themselves in writing. 4.The problems which subjects encountered during the experimental period include the unfamiliarity with IWB and the difficulty in communication. These problems could be solved by teacher’s timely instruction and students’ practice in advance. Finally, based on the empirical research results, this study provides educational implications and future research suggestions.