科技英文编修课程推行网路同侪互评的实例学生态度实例分析.docVIP

科技英文編修課程推行網路同儕互評的實例：學生態度實例分析 NetPeas implemented in technical English copy-editing: A case study about student attitudes 劉旨峰*、周宜興*、**、* *交通大學資訊科學所 新竹, 台灣 E-mail:{totem, monkey, smyuan} @cis.nctu.edu.tw **交通大學教育學程中心 新竹, 台灣 E-mail: sunnylin @cc.nctu.edu.tw 近年來新式評量逐漸盛行，119位受試，，(Word 97)的追蹤修訂功能來編修他人的作業，Word檔案的方式等等， 關鍵詞： 、、、 Despite their increasing availability on the Internet, distance learning courses lack feasible assessment strategies of student performance and ultimately inhibit the effectiveness of distance learning. Therefore, this work presents a networked peer assessment system capable of supporting instruction and learning of technical English writing courses in order to analyze students attitude and satisfaction in higher education. For classroom use in distant learning courses, students can review the homework of their peers and receive comments as well. At the end of a semester, educators can access the student profiles easily via this system for further analysis. This study indicated an interesting finding of students attitude and feedback toward networked peer assessment system. Analysis results demonstrate the suitable satisfaction with networked peer assessment system, as evidenced by the descriptive data of attitude questionnaire. Results in this study also confirm its viability as an assessment strategy for distance learning of technical English writing courses. Keywords: Networked peer assessment, technical English writing, students attitude 1 引言 在學習過程中，學習評量的結果可協助學生規劃自己的學習方式，發展後設認知 (meta-cognitive) 與專業技能，確認自己的優缺點，訂定未來學習的目標[2, 4]。因此在教學活動中學習評量提供給師生非常重要的回饋訊息。近年來改革評量方式的呼聲鵲起，各種名詞如新式評量(alternative assessment)或真實評量(authentic assessment)紛紛出現，評量的面向趨向多元化、生活化、學習歷程與結果並重，掌控權逐漸由老師獨佔，漸漸出現邀請學生參與的狀況[9]。 國內外已有一些研究者說明同儕間相互評量(peer assessment or peer review)的優點（將詳細申論於文獻中），其主要考量為學生們可以在評量歷程中收相互觀摩的效果，評論別人的作品需要激發高級思考歷程，受評者可以得到快速且量多的回饋，以便改進自己的作品，也可以增加學習活動的多樣性和學習動機。但是截至目前絕大多數的同儕互評活動，如Sluijsmans, Dochy, Moerkerke [11]及Topping [12]所做的論文回顧，羅列出數百篇研究。 本研究並不以實驗法來比較網路同儕互評與傳統