The main purpose of this study was to investigate the effects of peer assessment and sources of assessment criteria on elementary school students’ critical thinking within a web-based learning environment. Participants were 87 fifth-graders from three classes from one elementary school in Kaohsiung county. Three intact groups were randomly assigned to 3 different treatment conditions, namely Treatment A (Without peer assessment), Treatment B (Peer assessment using teacher’s provided criteria) and Treatment C (Peer assessment using students’ constructed criteria), to interact with a web-based question-posing and peer assessment learning system for nine consecutive weeks. To examine the mediating effects of measuring time and different learning strategies (i.e., peer assessment and sources of assessment criteria) on critical thinking, a 3 x 2 mixed experimental research design was adopted. The results indicated that students participating in both peer assessment treatment conditions performed significantly better than those in the without peer assessment condition on posttest of critical thinking. It also showed that students participating in the peer assessment using students’ constructed criteria group performed significantly better than those participating in the peer assessment with teacher’s provided criteria group on posttest of critical thinking. Suggestions for classroom implementation and future research topics in peer assessment are proposed.
|貢獻的翻譯標題||Effects of Peer Assessment and Sources of Assessment Criteria on Critical Thinking Within a Web-Based Learning Environment|
|頁（從 - 到）||1-21|
|出版狀態||Published - 2003|
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