臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：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
書刊名：國立臺北師範學院學報. 教育類
作者：于富雲 引用關係／鄭守杰
作者(外文)：Yu, Fu-yun／Cheng, Shou-chieh
出版日期：2004
卷期：17:1
頁次：頁197-225
主題關鍵詞：網路學習環境；同儕互評；評量標準；後設認知策略；Peer assessment；Assessment criteria；Metacognition；Web-based learning environment
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(7) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:7
  • 共同引用共同引用:95
  • 點閱點閱:71
　　　　　本研究旨在探討網路同儕互評與標準之建置歷程對於國小學童後設認知策略使用的立即與延宕效果，採用「評題方式」（不評題、教師給予標準之評題、學生建構標準之評題）與「測量階段」（前測、後測、延後測）二因子混合設計之準實驗研究方法，以高雄縣竹滬國小五年級三個班級的學生（共86名），利用一網路出題互評練習系統，配合自然學科教學內容，進行為期七週的實驗處理。研究結果發現，教師給予標準與學生建構標準之評題組學生在後設認知之後測表現上均高於不評題組，且具有延宕效果（F值分別為 5.36以及4.51，p＜.10）；此外，教師給予標準之評題與學生建構標準之評題兩組學生在後設認知策略的後測表現亦顯著高於實驗前測，且具延宕效果（F值分別為10.91與8.19，p＜.10），然而，教師給予標準與學生建構標準之不同評題組學生在後測與延後測上皆無顯著差異。文末，根據資料分析結果進行討論，並提出教師教學以及未來研究之建議。
　　　　　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.
期刊論文
1.McConnell, D.(1999)。Examining a collaborative assessment process in networked lifelong learning。Journal of Computer Assisted Learning，15，232-243。  new window
2.Purchase, H. C.(2000)。Learning about interface design through peer assessment。Assessment and Evaluation in Higher Education，25(4)，341-352。  new window
3.Brindley, C.、Scoffield, S.(1998)。Peer assessment in undergraduate programmes。Teaching in Higher Education，3(1)，79-90。  new window
4.Fallows, S.、Chandramohan, B.(2001)。Multiple approaches to assessment: Reflections on use of tutor, peer and self-assessment。Teaching in Higher Education，6(2)，229-246。  new window
5.Topping, K. J.、Ehly, S. E.(2001)。Peer-assisted learning。Journal of Educational and Psychological Consultation，12(2)，113-132。  new window
6.Gatfield, T.(1999)。Examining student satisfaction with group projects and peer assessment。Assessment and Evaluation in Higher Education，24(4)，365-377。  new window
7.Hanrahan, S. J.、Isaacs, G.(2001)。Assessing self-and peer-assessment: The students' views。Higher Education Research & Development，20(1)，53-70。  new window
8.Sivan, A.(2000)。The implementation of peer assessment: An action research approach。Assessment in Education: Principles, Policy & Practice，7(2)，193-213。  new window
9.Oldfield, K. A.、MacAlpine, M. K.(1995)。Peer and self-assessment at tertiary level-an experimental。Assessment and Evaluation in Higher Education，20(1)，125-131。  new window
10.Lopez-Real, F.、Chan, Y. P. R.(1999)。Peer assessment of a group project in a primary mathematics education course。Assessment & Evaluation in Higher Education，24(1)，64-79。  new window
11.Towler, Lee、Broadfoot, Patricia(1992)。Self‐assessment in the Primary School。Educational Review，44(2)，137-151。  new window
12.Stefani, L. A. J.(1998)。Assessment in partnership with learners。Assessment & Evaluation in Higher Education，22(3)，289-305。  new window
13.Orsmond, P.、Merry, S.、Reiling, K.(2000)。The Use of Student Derived Marking Criteria in Peer and Self-assessment。Assessment and Evaluation in Higher Education，25(1)，23-38。  new window
14.Falchikov, N.、Magin, D.(1997)。Detecting gender bias in peer marking of students' group process work。Assessment & Evaluation in Higher Education，22(4)，385-396。  new window
15.Ammer, J. J.(1998)。Peer evaluation model for enhancing writing performance of students with learning disabilities。Reading & Writing Quarterly，14(3)，263-276。  new window
16.魏麗敏(19950500)。後設認知學習理論與策略。學生輔導，38，66-75。  延伸查詢new window
17.林珊如、楊國鑫、劉旨峰、袁賢銘(20011200)。工業職業學校「組合語言程式設計」推行同儕互評的個案研究--互評效度及學生態度。技術學刊，16(4)，613-623。  延伸查詢new window
18.Davies, P.(2000)。Computerized peer assessment。Innovations in Education and Training International，37(4)，346-355。  new window
19.Sullivan, K.、Hall, C.(1997)。Introducing students to self-assessment。Assessment & Evaluation in Higher Education，22(4)，371-384。  new window
20.Falchikov, N.(1995)。Peer feedback marking: Developing peer assessment。Innovations in Education and Training International，32(2)，175-187。  new window
21.Liu, E. Z. F.、Lin, S. S. J.、Chiu, C. H.、Yuan, S. M.(2001)。Web-based peer review: The learner as both adapter and reviewer。IEEE Transactions on Education，44(3)，246-251。  new window
22.Searby, M.、Ewers, T.(1997)。An evaluation of the use of peer assessment in higher education: A case study in the school of music, Kingston University。Assessment and Evaluation in Higher Education，22(4)，371-384。  new window
23.Orsmond, P.、Merry, S.、Reiling, K.(1996)。The importance marking criteria in the use peer and self-assessment。Assessment and Evaluation in Higher Education，21(3)，239-249。  new window
24.于富雲、洪琮琪、劉祐興、葉家忠、陳德懷(20030600)。網路出題互評瀏覽學習系統之建置與學科應用。教學科技與媒體，64，53-67。new window  延伸查詢new window
25.李坤崇(20020600)。多元化教學評量理念與推動策略。教育研究月刊，98，24-36。new window  延伸查詢new window
26.簡茂發(19990400)。多元化評量之理念與方法。教師天地，99，11-17。new window  延伸查詢new window
27.張美玉(20010200)。從多元智能的觀點談歷程檔案評量在教育上的應用。教育研究資訊，9(1)，32-54+a4。new window  延伸查詢new window
28.Topping, Keith J.(1998)。Peer Assessment Between Students in Colleges and Universities。Review of Educational Research，68(3)，249-276。  new window
會議論文
1.Yu, F. Y.、Liu, Y. H.、Chan, T. W.(2002)。The efficacy of a web-based domain independent question-posing and peer assessment learning system。International Conference on Computers in Education，(會議日期: 2002/12/03-12/06)。Auckland。641-642。  new window
研究報告
1.程炳林(2000)。中學生自我調整學習之研究。  延伸查詢new window
學位論文
1.劉旨峰(1999)。網路互評系統的學生群組分析(碩士論文)。國立交通大學，新竹市。  延伸查詢new window
2.洪琮琪(2002)。網路出題與合作學習對學習成效之影響(碩士論文)。國立成功大學。  延伸查詢new window
3.卓宜青(2001)。網路化學習歷程檔案系統及同儕評量(碩士論文)。國立交通大學，新竹市。  延伸查詢new window
4.陳信汛(2002)。應用群集技術支援國小學童網路同儕互評之研究(碩士論文)。國立臺南大學。  延伸查詢new window
5.楊國鑫(2001)。推廣網路同儕互評系統於高級工業職業學校教學課程之研究(碩士論文)。國立交通大學。  延伸查詢new window
圖書
1.Pallant, J.(2001)。SPSS survival manual: a step by step guide to data analysis using SPSS for Windows。Chicago：SPSS Inc.。  new window
2.Lazear, David、郭俊賢、陳淑惠(2000)。落實多元智慧教學評量。台北：遠流。  延伸查詢new window
3.Costa, A. L.、Kallick, P.、李弘善(2001)。評量和記錄心智習性。台北：遠流。  延伸查詢new window
4.林清山(1993)。教育心理學--認知取向。台北：遠流。  延伸查詢new window
5.教育部(2001)。國民中小學學生成績評量準則。臺北：教育部。  延伸查詢new window
6.Gardner, Howard E.(1983)。Frames of mind: the theory of multiple intelligences。Basic Books。  new window
7.李坤崇(1999)。多元化教學評量。心理出版社。  延伸查詢new window
圖書論文
1.Brown, A. L.(1987)。Metacognition, executive control, self-regulation, and other more mysterious mechanisms。Metacognition, Motivation, and Understanding。Lawrence Erlbaum Associates, Inc.。  new window
2.Flavell, J. H.(1981)。Cognitive monitoring。Children's oral communication skills。New York：Academic Press。  new window
3.Flavell, J. H.(1987)。Speculations about the nature and development of metacognition。Metacognition, Motivation, and Understanding。Lawrence Erlbaum。  new window
4.Pintrich, P. R.(2000)。The role of goal orientation in self-regulated learning。Handbook of self-regulation: Research, theory, and applications。Academic Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：1694（臺灣：1660，外國：34） ／ 本年度總使用人次：1641614 ／ 訪客人次（自102年09月）：67454017
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上