許多研究發現透過同儕互評可以協助學習者發現問題與迷思概念,更有效幫助學習者了解自己知識的不足,進而促進學習者的批判性思考能力且知識建構。另外,藉由同儕之間的不斷的修正、學習、與評量,可進而形成學習的鷹架來提升學習成效。本研究旨在探討網路同儕評量方式的學習成效,並從中分析同儕與教師評量成績之關係為何。且比較不同學習成效的學習者在的學習動機、自我效能、回饋字數的差異(接受或給予)。研究工具包括:學習動機評量問卷、自我效能評量問卷、影像繪圖評判標準表、Moodle系統。研究方法採實驗研究法的前實驗之單一組前後測設計。受試者首先接受五週基礎課程,從中學習視覺圖像設計概念與電腦繪圖軟體的操作,待課程結束後填寫學習動機、自我效能評量問卷,接著進行五週的同儕互評活動,最後,再填寫學習動機、自我效能評量問卷。研究結果發現,同儕互評活動有助於學習成效的提升,活動次數至少要達兩次才能達到與教師評量結果相近的水準。且同儕評量成績比教師評量來的寬鬆。學習成效高分組的內在動機方面、評估方面、接收方面、自我效能方面顯著高於低分組;然而,外在動機方面、反應方面、回饋字數方面(接受或給予)則無顯著差異。
Previous studies have pointed out that peer assessment is one of the effective instructional strategies. The study was to examine the impacts of embedding peer assessment into a graphic design course on students’ learning performance, motivation, and self-efficacy. The participants were 59 female undergraduates who major in child care. They all took Motivation of Online Peer Assessment Survey (MOPAS) and Online Peer Assessment Self-Efficacy Survey (OPASS) before and after the treatment. Their final projects were also evaluated as the learning outcomes. The results showed that peer assessment could enhance the students’ learning outcomes. The scores that the participants rated were higher than those given by the teachers. Students of the higher performance group tended outperformed those in the lower performance group in terms of learning outcomes, motivation, and self-efficacy. However, no statistically significant difference was found in words of feedback.