以模糊理論為基礎之同儕互評回饋模式

同儕互評可透過同儕之間彼此的互動，學習與觀摩他人作品，產生出更好的學習效益。然而，傳統同儕互評評量過程中，在某些學科沒有標準與固定的答案而存有許多模糊地帶與主觀成份，無法表達出學生真實的學習情況與能力，亦無法適切的表示個人的創意與天份。再者，同儕的專業知識程度不一，或因沒有善盡其職，以致互評的公平性常遭質疑。因此，本研究以模糊理論提出一模糊同儕互評模式。所提模式首先運用模糊多準則評判於同儕互評產生綜合評量結果。其次，依據綜合評量結果遴選出專家來審查同儕的評量意見，並推論出獎懲與回饋。然後利用回饋與調整產生學習成績。此模式不但可經由進行同儕互評之過程，互相交流、觀摩，激發學習動機，進而促進學習成效，並避免於評量過程中，因模糊、主觀、沒有標準或固定答案，而導致評量結果的偏差，減少同儕專業知識不足的疑慮，確保互評的公平性，確保同儕互評時，評審者能善盡其職，使評量意見更有用、真實。本研究以此模式亦發展模糊同儕評量系統，可即時得知評量結果與回饋意見，藉此修正自己缺失，增加評量內涵。本文並藉由專題實務與網頁程式設計課程為例，驗證此系統之實用性與有效性。

關鍵字

同儕互評；網路同儕互評；模糊理論

並列摘要

Peer assessment can facilitate better learning effects by mutual learning, observation, and interactions among each peer. However, in the process of the traditional peer-assessment, there exists a fuzzy area with subjective preoccupations and no standardized, fixed answers in regards to some subjects. Therefore, it fails to reflect a student’s actual learning achievement and problem. Moreover, an individual’s creativity and talent cannot be properly recognized. Owing to the different levels of expertise among students or carelessness in assessing, the fairness of peer assessment is often discredited. Therefore, this research proposes a peer assessment feedback model based on fuzzy theories. The model, at first, employs a fuzzy-based assessment in a peer assessment method to generate a comprehensive assessment outcome. Next, based on the outcome, experts are elected to examine the peer assessment and infer the reward-penalty for feedback, on which learning scores is adjusted and finalized. Our approach can raise students’ learning motivation and facilitate learning effectiveness through peer assessment. Most important of all, it can deal with the problems resulting from fuzziness, no fixed answers and ensure the assessors to carry out their duty to maintain fairness and objectivity in peer assessment. This research aims to develop a peer-assessment fuzzy system, with a purpose to obtain the result of assessment and peer feedback; therefore, the assessment can be modified to amend its defect and reinforce its credibility. Finally, the research takes Web Programming and Practical Monograph courses as an example to verify the practicality and feasibility of this model.