電腦輔助同儕教學：學生成效導向梅花座機制、形成性評量紀錄與課後補充測驗

Computer Supported Peer Instruction: Heterogonous Performance-based Neighbor Assignment, Formative Assessment Record, and After-class Supplementary Tests

吳秀娥(Hsiu-O Wu)

指導教授 ： 周志岳

元智大學/資訊學院/資訊工程學系/碩士(2011年)

https://doi.org/10.6838/YZU.2011.00243

摘要

本研究旨在研發三項電腦輔助同儕教學機制：學生成效導向梅花座機制、形成性評量紀錄、以及課後補充測驗。學者認為加入形成性評量的學習環境是一種有效的教學環境設計，因此本研究藉由收集與運用學生的形成性評量紀錄來協助同儕教學的進行。首先，系統運用形成性評量紀錄作為安排學生成效導向梅花座座位之依據，以期提高同儕討論時第一次答錯與第一次答對的學生討論組合，並提升討論過後的學生答對率。再者，系統將收集到的形成性評量紀錄以圖表及數字的方式呈現給學生，讓學生更加清楚自己的學習歷程及學習成效是否有進步，並藉此提高學生的學習動機以及增加學習信心。另外，針對與同儕討論後第二次作答還是答錯的學生，系統增加課後補充測驗機制來提供與課堂概念性測驗類似的題目，讓學生有第三次的作答機會，希望藉此補強概念及提高學生自信心。本研究的實驗結果顯示根據學生以往的答題表現來安排學生座位的學生成效導向梅花座機制可以有效地提升整體答對率、第二次作答答對率、自信度及進步分數。此外梅花座機制可以使第一次答錯的學生有較好的進步分數，也可產生較多的認知衝突比例。由此可得知學生成效導向梅花座機制可以促進同儕討論的成效。另外，學生的問卷結果也顯示學生們認為形成性評量紀錄與課後補充測驗可以協助學生了解自身的學習狀況與加強課堂概念及提高學生學習信心。

關鍵字

同儕教學 ； 梅花座機制 ； 形成性評量紀錄 ； 課後補充測驗

並列摘要

Peer Instruction is an instructional method to enhance the interactivity and the student learning effect in the classroom. This research developed a computer supported Peer Instruction system, including three mechanisms: heterogonous performance-based neighbor assignment, formative assessment record, and after-class supplementary tests. The mechanism of heterogonous performance-based neighbor assignment analyzes student previous Peer Instruction performance and assigns students to sit with heterogonous performance neighbors to increase cognitive conflict during discussion and to increase the discussion performance. The formative assessment record helps students to understand their learning performance and progress by presenting them with their performance during Peer Instruction, including first answer before discussion and second answer after discussion. The after-class supplementary tests provide an additional similar test for those students answered incorrectly in the second answer. An experiment was conducted and the results revealed that the heterogonous performance-based neighbor assignment increases student learning performance. The result of student questionnaire revealed that most respondents considered formative assessment record and after-class supplementary tests helpful to enhance their confidence and to understand their learning performance.

並列關鍵字

Peer Instruction ； Technology-Enhanced Formative Assessment ； Formative Assessment Record ； Heterogonous Neighbor Assignment ； After-class Supplementary Tests

參考文獻

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