網路化檔案評量環境下教學者評、學生自評與同儕互評之信效度比較

本研究比較網路化檔案評量環境下教學者評、學生自評與同儕互評的信效度。研究樣本為某高職二年級修習「計算機應用」課程的72位學生。學生使用網路化檔案評量系統進行檔案的製作、觀摩、自評與同儕互評，教師透過系統檢視學生的檔案並評量其學習表現。在三種評量結果之間差異上，教學者評、學生自評、同儕互評三種評量結果有顯著差異，其中教學者評量最為嚴格、其次為學生自評，同儕互評最為寬鬆。在三種評量結果之間一致性上，僅自評與教師評之間具一致性。自評與同儕互評之間、同儕互評與教學者評之間，都不具一致性。在三種評量結果與測驗成績一致性上，教學者評分結果與測驗成績具高度一致性，學生自評與測驗成績亦具高度一致性；而同儕互評結果與測驗成績一致性低。

關鍵字

網路化學習歷程檔案；網路化檔案評量；自評；同儕互評

並列摘要

This study compares the reliable and validity among instructor assessment, student self-assessment and peer-assessment under the Web-based portfolio assessment environment. The research samples consist of 72 students who take ”Computer Application” course of the second grade in some vocational high school. The students use the Web-based portfolio assessment system for creating their portfolio, emulating peers' portfolio, and performing self-assessment and peer-assessment. The teacher uses the system for reviewing and assessing students' learning performances. In regard to the difference among the three assessment approaches, there exists a significant difference among the three approaches. Instructor assessment is most rigorous, while peer-assessment is most slack. In regard to the correlation among the three assessment approaches, there exists a significant consistency between self-assessment and instructor assessment. There exist inconsistencies between self-assessment and peer-assessment as well as peer-assessment and instructor assessment. In regard to the correlation among the three assessment results and test score, there exist a high consistency between instructor assessment and test score. As well, there exist a high consistency between self-assessment and test score. However, the consistency between peer-assessment and test score is inadequate.

並列關鍵字

Web-based portfolio ； Web-based portfolio assessment ； Self-assessment ； Peer-assessment

參考文獻

鄒慧英[Tsou, Hui-Ying]（2000）。檔案於國語科教學評量之應用[Dangan yu guoyuke jiaoxue pingliang zhi yingyong]。上網日期：2009年8月7日[Retrieved August 7, 2009]，檢自[from]：http://www.nknu.edu.tw/~edu/item/item4-article.file/item4-article19.htm

Google Scholar

High Plains Regional Technology in Education Consortium (2005). Educational technology MA online program rubric: EPortfolio. Retrieved February 22, 2010, from http://www.msarreola.com/Master%20Canvas/Assessment%20&%20Evaluation_files/eport_rubric.pdf

Google Scholar

Milford School District, (2009). Information, communication, technology (ICT) portfolio assessment. Retrieved February 22, 2010, from http://www.milfordschools.net/mms/documents/ePortfolio%20Rubric%202009.pdf

Google Scholar

Anderson, L.,Krathwohl, D.(2001).A taxonomy for learning teaching and assessing: A revision of Bloom's taxonomy of educational objectives.New York:Wesley Longman.

Google Scholar

Ballantyne, R.,Hughes, K.,Mylonas, A.(2002).Developing procedures for implementing peer assessment in large classes using an action research process.Assessment & Evaluation in Higher Education.27(5),427-441.