網路同儕互評與標準建構歷程對國小學生後設認知影響的實證性研究

Translated title of the contribution: Effects of Web-Based Peer Assessment and the Development of Criteria on Elementary School Students' Metacognition: An Experimental Study

Research output: Contribution to journalArticlepeer-review

Abstract

The main purpose of this study was to investigate the immediate and delayed effects of peer assessment and the development of criteria on elementary school students’ meta-cognition within a web-based learning environment. The study used a 3 (no peer assessment, peer assessment with teacher-provided criteria, peer assessment with student-constructed criteria)X 3(measuring times) mixed experimental design research method. Participants were 86 fifth-graders from three intact classes from one elementary school in the Kaohsiung county. Participants in this study interacted with a web-based question-posing and peer assessment learning system for seven consecutive weeks to supplement regular science course. Results indicated that students in both peer assessment groups performed significantly better than those in the no peer assessment group on both immediate and delayed posttests of meta-cognition and that the performance of students in both peer assessment groups on both immediate and delayed posttests of meta-cognition was significantly superior to their pretest scores. Finally, suggestions for classroom implementation and future research topics in this area are rendered.
Translated title of the contributionEffects of Web-Based Peer Assessment and the Development of Criteria on Elementary School Students' Metacognition: An Experimental Study
Original languageChinese
Pages (from-to)197-226
Journal國立台北師範學院學報
Volume17
Issue number1
Publication statusPublished - 2004

All Science Journal Classification (ASJC) codes

  • Education

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