不同批判性思考學生參與式評量之資料視覺化呈現及評分能力

No Thumbnail Available

Date

2023

Journal Title

Journal ISSN

Volume Title

Publisher

Abstract

線上參與式評量應用的場域十分廣泛,在校園和職場中都十分常見,在校園會使用到的參與式評量就是學生自評、教師評分以及同儕評分;然而訓練評量的品質和精準度卻是很難的課題,本研究以自我調節學習作為理論基礎,將教師評分和同儕評分平均分數,作為學習的對象,透過視覺化圖形將自己評同儕分數與之進行比較,目的是要增進學生的評分能力。本研究亦比較批判性思考是否會影響學生評同儕分數與教師評分、學生自評、同儕自評及同儕評分平均分數的差距。結果顯示一、批判性思考高分組學生評同儕與(a)教師評分之「絕對值之平均差距」和低分組的無顯著差異,但批判性思考高分組學生評同儕與(b)自評、(c)同儕自評、(d)同儕評分平均之「絕對值之平均差距」和低分組的具有顯著差異。二、排除共變項學業成績後,批判性思考高分組學生評同儕與(a)教師評分之「絕對值之平均差距」和低分組的無顯著差異;但批判性思考高分組學生評同儕與(b)自評、(c)同儕自評、(d)同儕評分平均同儕自評之「絕對值之平均差距」和低分組的有顯著差異。
Online participatory evaluation is used in a variety of contexts, both on campus and in the workplace. The types of participatory evaluation used on campus are student self-assessments, teacher-assessments, and peer-assessments; However, it is difficult to train the quality and accuracy of evaluation. In this study, self-regulated learning was used as the theoretical basis, and the average scores of teacher-assessments and peer-assessments were used as the object of study.This study also compares whether critical thinking affect the difference between students' peer-assessments and the mean scores of teacher-assessments, students’ self-assessments, peer’s self-assessments, and peer-assessments. The results showed that 1. there was no significant difference between (a) the "mean difference in absolute value" of peer-assessments and teacher-assessments for the high critical thinking group and the low group, but there was a significant difference between the "mean difference in absolute value" of peer-assessments and (b) self-assessments, (c) peer’s self-assessments, and (d) peer-assessments for the rest of the high scoring group and the low group. 2. After excluding the covariate of academic achievement, there was no significant difference between the"mean difference in absolute value" between the high critical thinking group's peer assessments and (a) teacher-assessments and the low critical thinking group's ratings; However, there was a significant difference between the "mean difference in absolute value" of peer ratings and (b) self-assessment, (c) peer self-assessment, (d) average peer self-assessment of peer ratings for students in the high critical thinking group and those in the low scoring group.

Description

Keywords

批判性思考, 自我調節學習, 參與式評量, 資料視覺化, 學習分析, critical thinking, data visualization, learning analytics, participatory evaluation, self-regulated learning

Citation

Collections