以計畫行為理論探討影響線上評量同儕表現因素：持續意圖為中介變項與線上互評經驗為調節變項

Abstract

線上同儕互評不僅讓學生能更好地理解主題與評量標準，也有助於發展批判思考的能力。然而，過往研究多著重於驗證線上同儕互評所帶來的效益，而鮮少系統性地探討促發效益的原因。在一些質性研究發現，學生線上評量同儕表現的好壞是影響評量效益的重要因子，故本研究以計畫行為理論架構梳理影響線上評量同儕表現的因素。釐清線上評量同儕態度、主觀規範與知覺行為控制是否會正向影響持續意圖，並間接使線上評量同儕表現有所變化，以及線上互評經驗在其中的調節效果。本研究以便利取樣方式，針對某大學使用同一線上評量平台的研究生進行問卷調查。於期初填寫個人基本資料問卷，於學期間教師與學生針對個人報告進行師評與同儕互評，作為線上評量同儕表現的資料來源；於期末填寫線上評量調查表，蒐集態度、主觀規範、知覺行為控制、持續意圖與對線上同儕互評的看法。最終，回收200份有效問卷，以JASP進行結構方程模型分析，發現態度、主觀規範與知覺行為控制會直接影響個體的持續意圖及間接影響表現的好壞，線上互評經驗會調節持續意圖與線上評量同儕表現的關係。彙整質性資料後可看出，學生會受到內、外在因素影響而對評量同儕感到擔心與困擾；故本研究提供實務建議，期待能盡可能避免上述因素，使學生從線上同儕互評活動中獲益。Online peer assessment not only allows students to better understand the topic and evaluation criteria but also helps develop critical thinking skills. However, previous research has mainly focused on validating the benefits of online peer assessment, with little systematic exploration of the underlying reasons for these benefits. Some qualitative studies have found that online assessing peers’ performance is an important factor influencing the effectiveness of assessment. Therefore, this study utilized the framework of the Theory of planned behavior to examine the factors that influence online peer assessment performance. This study aimed to clarify whether attitudes, subjective norms, and perceived behavioral control towards online peer assessment positively affect continuance intention and subsequently lead to changes in learners' online assessing peers’ performance. It also investigated the moderating effect of online assessing peers’ experiences. This study adopted a convenience sampling method and conducted a questionnaire survey among master's students in a university using the same online assessment platform. At the beginning of the semester, participants completed a questionnaire regarding their personal information. Throughout the semester, teachers and students provided peer and instructor assessments for individual reports, which served as the data source for online assessing peers’ performance. At the end of the semester, participants completed an online assessment survey to gather information on attitudes, subjective norms, perceived behavioral control, continuance intention and perceptions of online peer assessment. Ultimately, 200 valid questionnaires were collected. The data were analyzed using SEM (Structural Equation Modeling) in JASP. The results showed that attitudes, subjective norms, and perceived behavioral control directly influenced individuals' continuance intention and indirectly affected their behavioral performance. Furthermore, the online assessing peers’ experiences moderated the relationship between continuance intention and online assessing peers’ performance. Based on the qualitative data analysis, it was found that students may feel concerned and troubled about peer assessment due to internal and external factors. Therefore, this study provided practical recommendations to ensure that students can truly derive the expected learning benefits from peer assessment activities.