線上同儕互評策略運用於九年級寫作教學之行動研究

本研究對象為臺北市內湖區某國中九年級學生，研究對象為29人，七、八年平均寫作分數約為3級分。寫作前利用投影片與範文教學，並說明會考寫作測驗評分規準，讓學生理解寫作方向與同儕互評之準則。接著發題目讓學生擬大綱，並給予指導後，進入正式寫作。完成後，教師初評，先給予匿級分。初評後師生討論，針對題目的評分重點給予標準。討論後將作文匿名上傳至Classting公開展示。評審者與被評者由教師隨機配對，另外學生再挑選一篇作品，將兩篇評分的要點分享於作品的留言處，並給予級分。最後作者藉由同儕互評的內容修正作品。採用行動研究為研究方法，進行兩次循環的改進方案，以提升學生的學習成效。透過定期評量及模擬考寫作測驗前後測成績、學習經驗問卷、學生學習歷程、學生晤談紀錄、教師教學日誌、協同教師觀察紀錄等資料，進行量化與質性分析。獲得以下結論：一、線上同儕互評教學，能提升低分組學生的學習成就。二、線上同儕互評教學，能提升學生的學習動機與態度。三、善用線上同儕互評，能達成有效的教學，且增強師生互動性。

關鍵字

寫作教學；同儕互評；行動研究

並列摘要

The subjects in this study were 29 ninth graders of a junior high school in Neihu District, Taipei City. These students had an average level of approximately 3 in writing during seventh and eighth grades. Before the writing instruction, they were given instructions based on slides and model essays as well as an introduction to the grading standards for writing in the Comprehensive Assessment Program, which could allow them to better understand the writing tips and the criteria to be used in peer assessment. Later, a topic was assigned for them to prepare an outline of their writing. After given some guidance, they began to write an essay. Their finished essays were first graded by the teacher, but the scores were concealed. Following the initial assessment, the teacher discussed with the students on the grading criteria for this topic. Later, all the students’ essays were uploaded anonymously to Classting for public access. The reviewers and reviewees were randomly paired by the teacher. Each student had to pick one more essay, identify the key points in the review of the two essays at the comment area, and give a grade for each essay. Finally, the students had to modify their essays based on peer assessment results. In this study, the action research approach was adopted. An improvement plan was implemented for two cycles to enhance the students’ learning effectiveness. The students’ scores in regular assessments and simulated tests before and after the writing instruction, responses to the questionnaire on learning experiences, learning profiles, interview records, the teacher’s teaching journal, and the co-teacher’s observation records were quantitatively and qualitatively analyzed. Conclusions of this study were as follows: 1. The online peer assessment instruction enhanced the learning achievement of students in the low-achievement group. 2. The online peer assessment instruction enhanced the learning motivation and attitude in the students. 3. Proper use of online peer assessment led to effective teaching and more teacher-student interactions.