| Summary: | 碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 106 === The subjects in this study were 29 ninth graders of a junior high school in Neihu District, Taipei City. These students had an average level of approximately 3 in writing during seventh and eighth grades. Before the writing instruction, they were given instructions based on slides and model essays as well as an introduction to the grading standards for writing in the Comprehensive Assessment Program, which could allow them to better understand the writing tips and the criteria to be used in peer assessment. Later, a topic was assigned for them to prepare an outline of their writing. After given some guidance, they began to write an essay. Their finished essays were first graded by the teacher, but the scores were concealed. Following the initial assessment, the teacher discussed with the students on the grading criteria for this topic. Later, all the students’ essays were uploaded anonymously to Classting for public access. The reviewers and reviewees were randomly paired by the teacher. Each student had to pick one more essay, identify the key points in the review of the two essays at the comment area, and give a grade for each essay. Finally, the students had to modify their essays based on peer assessment results.
In this study, the action research approach was adopted. An improvement plan was implemented for two cycles to enhance the students’ learning effectiveness. The students’ scores in regular assessments and simulated tests before and after the writing instruction, responses to the questionnaire on learning experiences, learning profiles, interview records, the teacher’s teaching journal, and the co-teacher’s observation records were quantitatively and qualitatively analyzed. Conclusions of this study were as follows:
1. The online peer assessment instruction enhanced the learning achievement of students in the low-achievement group.
2. The online peer assessment instruction enhanced the learning motivation and attitude in the students.
3. Proper use of online peer assessment led to effective teaching and more teacher-student interactions.
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