Applying peer assessment and peer discussion to promot the writing performance of six-grade students.~The example of Mobile learning device classroom

• Main Authors: Yu Wang, 王瑀
• Other Authors: hwa-wei Ko
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/78301644687504618241

碩士 === 國立中央大學 === 學習與教學研究所 === 92 === The main purpose of this study was to explore the effects, on writing performance and attitude, of “peer assessment” and “the model of peer assessment with discussion” developed by the researcher. According to the results, the research provided some suggestions and future researches about the implementation of peer assessment during writing instruction. The subjects were 63 six grade students of two classes from wan-feng elementary school in Taipei City. The research was pretest-posttest design with two nonequivalent groups of quasi-experimental design. The subjects were divided into two groups. The first experimental group（N=33）accepted the instruction of “peer assessment”, while the second experimental group（N=30） accepted the instruction of “The Model of Peer Assessment and Discussion”. The experiment continued with ten weeks, the data were analyzed as follow： 1.The criterion of writing performance for expository articles was used to measure the writing performance during pretesting and posttesting , and applying twelve one-way ANCOVA statistics to test the divergence of two groups on posttesting. 2.The questionnaire of curriculum was used to measure the attitude of writing and curriculum, and applying t-test to test the divergence of two experimental groups. 3.Applying “the method of discourse analysis” to analysis the content of peer discussion. The findings were as follows: 1.The whole writing performances of the second experimental group were better than the first experimental group. 2.The middle grade and low grade students of second experimental group were better than the middle grade and low grade students of first experimental group on the performance of rhetoric. 3.The high grade and low grade students of second experimental group were better than the high grade and low grade students of first experimental group on the performance of structure. 4.The high grade and low grade students of second experimental group were better than the high grade and low grade students of first experimental group on the performance of content. 5.The second experimental group were better than the first experimental group on attitude of writing and curriculum. The result above illustrated some meaning as follow: The peer discussion after peer assessment promote the effect of “The Model of Peer Assessment and Discussion” developed by the researcher, also help the development of the writing performance of students. According the results of the research, the researcher also proceed the discussion, and provide some recommendations for instruction and research in the future.