| Summary: | 碩士 === 國立臺北教育大學 === 教育傳播與科技研究所 === 105 === The aim of the study was explore the effects of guided-peer assessment on tablets on children’s writing and writing attitude. A quasi-experimental method, nonequivalent pretest-posttest control group design was conducted in this study. The participants in this study were 58 elementary students who were aged 12. One class was designed as the experimental group, and the other one was the control group. The experiment was implemented for ten classes in nine weeks. Students participated in the study finished three essays in terms of the pre-test, post-test and delayed-posttest. The results were as follows:
1.Both groups showed the improvement in the pre-test, the post-test and the delayed-posttest. However, there was no statistically significant difference between groups. Students in the experimental group showed the improvement in their revised-essay than the control group in pre-test and post-test.
2.Students in the control group showed higher scores on the survey of writing attitude than students in the experiment group. There was no significant difference between groups on the first dimension of the survey in writing attitude. Students in the experimental group showed the improvement on the post-test of the survey. They showed the highest score on the dimension of “the attitude towards the writing course”, and the dimension: “the attitude towards the equipment applied in the writing course”.
3.The content analysis of peer assessment for the experiment group were classified into three categories:
(1)Supporting comments: The students could point out the advantages of essays. Some of the students played the tutors and admired their peer's essays by professional descriptions.
(2)Advisory comments: The students could help to delete useless sentence. They pointed out wrong words or wrong punctuations. Some of students could suggest some new directions on the revisions, add supplementary sections to improve their peer's essays.
(3)Clarifying misinterpretations and using emoticons: The students made questions about the essays which help their peer to revise them. Part of students used some emoticons composed by alphabets to express their emotions and thoughts.
In summary, the peer assessment by tablet PCs could improve children’s writing and writing attitude. The result of future researches and the implication of peer assessment by tablet in elementary classrooms were discussed in the study.
Keywords: peer assessment , children’s writing, tablet PC , writing attitude , writing instruction in elementary school.
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