| Summary: | 碩士 === 臺北市立教育大學 === 資訊科學系碩士班 === 101 === In this study, a cross-platform and mobile assessment management system was developed for students and teachers to evaluate academic works, presentations and performance in different ways, including peer-assessment, self-assessment, and teacher’s assessment. The interaction between the teacher and students was expected to increase through the activities of assessment. The effects of the activities of assessment on students’ meta-cognition were then investigated.
The study adopted MVC model for designing a mobile-based assessment management system and the relevant APP for mobile devices by using jQuery Mobile and C#.NET. The system functions for teachers include learner management, assessment rubrics management, work management, assessment activity management, and push messages management. In the learner management module, teachers can set the assessment in group mode or individual mode. In lesson management module, teachers can establish learning activities by subjects, curriculum, or lesson units. In work management module, teachers can categorize and trace students’ work by the content of curriculum. In assessment activity management module, teachers can schedule assessment activities and select appropriate assessment rubrics. In assessment rubrics management module, teachers can adjust the assessment facet, its weight, and the criteria of assessment for different performance. In push messages management module, teachers can set the phone numbers of parents for pushing the results of assessment to the mobile devices of parents afterwards. Students can carry out the assessment activities and look up the results on the system website by using desktop computers or mobile devices. The functions for students include grading peer or their own works, searching assessment results by teachers and peers, and looking up grades and comments for their peers. The functions for parents include receiving push messages, and searching assessment results of their children including grades charts, through the developed APP on their mobile devices.
The study adopted a quasi-experiment for examining the effects of the assessment activities on student’s metacognition and applicability of the system on educational assessment. The subjects are 178 sixth grade students in Taipei city, divided into control group (n=79) and the experimental group (n=99). The experiment was conducted mainly in the computer course of Inkscape. The course of Inkscape consists of software operation for the first three weeks, work design with Inkscape for the following two weeks, and presentation for the last week. But the experimental group was engaged in peer-assessment as well as self-assessment after the previous course schedule.
The results are shown as follows:
The developed assessment system is applicable on different computing devices, flexible for assessment criteria and dimensions, capable of pushing instant feedback messages to stakeholders, and applicable in multiple academic fields.
The system received positive affirmation from teachers, experts, and students. Student’s learning motivation has been improved through self-assessment as well as peer-assessment.
There was no significant effect of peer-assessment on students’ meta-cognition.
There was a moderate positive correlation between peer-assessment and the teacher’s assessment, and the results of assessment were valuable for teachers as the performance evaluation reference.
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