臺灣博碩士論文加值系統

近年來隨著網路的盛行，網路學習在大學校園中也隨之普遍，但是目前的網路教學課程卻缺乏一套適當的網路評量機制，如果沒有一套簡易可行的評量機制，網路教學的可行性將會受阻。而本研究建構一套可支援網路化教學與學習的網路同儕評量系統，本系統的目的在於提供可行的網路教學評量機制。在這系統中，學生透過網路繳交作業，並經由相互的評分而得到作業的分數與同儕們的建議，此後學生依據這建議來做一些修改。重覆進行數個回合後，老師可以參考學生的評論來替這份作業打分數。用這種方法，老師就好像是期刊的總編輯，所有的學生就像是作者和評審。本研究期望透過這種學習模式讓大學生發展高層思考，其次了解學生的學習傾向與學習成效之間的關係、學生對系統所持的態度、及深入評估網路同儕評量的信度及效度，驗證了此評量系統之適當性。最後分析結果指出網路同儕評量為一具信度及效度的評量方式，學生反應普遍良好，發揮了原先預期的效果，故網路同儕評量為一適當且簡易可行的網路教學評量方式。

Despite their increasing availability on the Internet, online courses lack feasible assessment strategies of student performance and ultimately inhibit the effectiveness of distance learning. Therefore, this dissertation presents NetPeas capable of supporting networked instruction and learning and capable of analyzing students'' learning outcome in college classrooms. For classroom use in distance learning courses, students can review the homework of their peers and receive comments as well. At the end of a semester, educators can access the student profiles easily via this system for further analysis. Results in this dissertation confirm the networked peer assessment as a suitable assessment strategy for distance learning.

Abstract (in Chinese) I
Abstract (in English) II
Acknowledgement III
Contents IV
Tables VII
Illustrations VIII
Chapter 1 Introduction 1
1.1 Background 1
Chapter 2 Pertinent Literature 3
2.1 Peer Assessment 3
2.2 Constructivism and Social Constructivism 4
2.3 Advantage and Weakness of Peer Assessment 5
2.4 Reliability and Validity of Peer Assessment 6
2.5 Affective Components in Peer Assessment 8
2.6 Self Assessment 9
2.7 Peer Assessment and Self Assessment 10
2.8 Compare with Other System 10
Chapter 3 Implementation of NetPeas 13
3.1 Networked Innovative Assessment Procedures 13
3.2 Interfaces of NetPeas 17
3.3 Reviewer Dispatching Algorithm 18
3.4 System Design 21
3.4.1 System Architecture 21
3.4.2 Homepage Structure 21
3.4.3 Turning in Homework 23
3.4.4 System Security and Access Control 23
Chapter 4 System Integration with Albatross III 25
4.1 Introduction 25
4.2 Analysis of Albatross II 27
4.3 Albatross III System Development Methodology 31
4.4 Albatross III System Design and Implementation 33
4.5 Conclusions 36
Chapter 5 System Integration with Vee Heuristic 38
5.1 Introducation 38
5.2 Assessment Procedures for Science Education 39
5.3 Vee Heuristic 41
5.4 Persistent Progression 42
5.5 Emphasis on Assessment 42
5.6 Group-based Reviewer Dispatching Algorithm 43
5.7 Vee Heuristic Interface 44
5.8 Preliminary Peer Assessment Experience 46
5.9 Conclusions 47
Chapter 6 System Integration with Workshop Instruction System 49
6.1 Introduction 49
6.2 NWI 50
6.3 Research Methodology 53
6.3.1 Participants 53
6.3.2 Design Products 54
6.3.3 Assessment Methods Used 55
6.4 Data Analysis 56
6.4.1 Research Questions 57
6.4.2 Analysis Results 57
6.5 Conclusions 64
Chapter 7 Pilot Study of Networked Peer Assessment 66
7.1 Introduction 67
7.2 Expected Learning Gains from Peer Assessment: Metacognition 67
7.3 Research Questions 67
7.4 Research Methodology 68
7.4.1 Participants and Course Contents 68
7.4.2 Measurement 68
7.5 Results and Discussion 70
7.6 Conclusions 74
Chapter 8 Aptitude Treatment Interaction Design for Examining Students'' Feedback 76
8.1 Introduction 77
8.2 Research Questions 78
8.3 Students'' Learning Styles in Networked Peer Assessment 78
8.4 Research Methodology 80
8.4.1 Participants and Tasks 80
8.4.2 Experimental Design and Procedures 81
8.5 Measurements 82
8.5.1 Thinking Styles 82
8.5.2 Motivation: The Controlled Variable 83
8.5.3 Dependent Variables 83
8.5.4 Perceptions towards NetPeas 84
8.6 Results and Discussion 84
8.7 Conclusions 90
Chapter 9 A Case Study of Comparing Self and Peer Assessment with Instructor Assessment 93
9.1 Introduction 93
9.2 Research Design 95
9.2.1 Aims of this Study 95
9.2.2 Participants 95
9.2.3 Procedures 95
9.3 Results 97
9.4 Limitations 100
9.5 Conclusions 100
Chapter 10 Conclusions 101
10.1 Conclusions and Contributions 101
10.2 Suggestions 103
10.3 Limitations and Future Work 104
BIBLIOGRAPHY 106

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