同儕互評的策略及意義：一個道德科教學的行動研究

本文從行動者的角色出發，以行動研究探討兒童同儕互評在教學中的可行策略與意義。本文之第一作者乃為快樂國小四個班級的道德科代理教師，授課期間為時兩個學期（民國九十一年九月至民國九十二年七月），每班每週一節課。研究者使用同儕互評來解決教學現場的困境：1、對學生平常生活情境所知太少，苦無情境教材；2、教師影響力小，恐難督促孩子的作業繳交；3、亟希促進孩子的道德感之同時增進孩子的作業表現評斷能力。經由兩學期的行動之後，以上三困境的解決之道為：1、使用同儕相互軼事紀錄法，促進筆者了解小朋友日常生活及行為，亦發現到軼事記錄需要後續統整處理，才具有寓評量於教學的意義。2、使用同儕相互觀察回饋法，促使觀察者與被觀察者共同完成作業。然實施之後，研究者體會到不能將督促小朋友交作業的責任放在同儕身上，同儕相互觀察回饋應多強調命運共同體的氛圍，但不在表現不力之連坐效應。3、實施實作表現同儕互評，結果發現師生評分之差異來自於小朋友無法掌握評分結構，亦未能分辨能力之層次品質。文末本文建議教師在小學現場中，可將同儕互評之歷程與結果當做引導學習的指標以及了解學生內心世界的方式，其助益勝於作為「評量」的一種形式。

關鍵字

同儕互評；行動研究；道德教育

並列摘要

The purpose of the research was aimed to investigate the methods and meanings of peer assessment through action research. The first author of this article was a substitute moral education teacher of five classes with one section each week at Happy Elementary School for two semesters. The researcher adopted peer assessment to cope with three difficulties in classrooms: 1. Little knowing of students' classroom life. 2. Little influence on students' homework completion. 3. Emphasis on students' performance assessment ability. The resolutions were: 1. Peer anecdotal records helped the researcher learned more about students' daily lives. The researcher found that follow-up with integrated process was necessary to reorganize students' experiences. 2. Mutual observation dairy enforced two students as a team to complete homework. The researcher eventually comprehended that the method created atmosphere rather than pushing students' behavioral changes. 3. The adoption of peer performance assessment disclosed the scoring differences between the researcher and the students. Students were less able to understand the scoring structure and less sensitive to delicate ability levels. At last, this article suggested that peer assessment was a tool to enhance students' learning and helped classroom teachers to understand them, rather than as one of the assessment approaches.

並列關鍵字

Peer Assessment ； Moral Education ； Action Research

參考文獻

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同儕互評的策略及意義：一個道德科教學的行動研究

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