A Study on the Effect of Peer Mutual Evaluation and Proposal Model on the Writing Ability and Performance by Senior High School Students in Internet Cooperative Learning

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题名:	A Study on the Effect of Peer Mutual Evaluation and Proposal Model on the Writing Ability and Performance by Senior High School Students in Internet Cooperative Learning
作者:	Meng-Kuan,Hsieh
贡献者:	Department of Computer Science and Information Engineering
关键词:	writing ability;peer mutual evaluation;cooperative learning
日期:	2009
上传时间:	2009-11-18 13:14:36 (UTC+0)
出版者:	Asia University
摘要:	This study aims to explore the effect of “peer mutual evaluation” and “Peer Mutual Evaluation and Proposal Model”, developed by the researcher, on the writing ability by senior high school students. Based on the results of research, the study will also give concrete recommendations for reference in the future implementation of peer mutual evaluation and proposal on the teaching of Internet writing. “Peer Mutual Evaluation and Proposal Model” introduced by the researcher was constructed with the integration of writing process theory, guiding composition evaluation principles set by College Entrance Examination Center (CEEC) and the related researches on peer mutual evaluation as the core. Following the model, the researcher established Internet writing learning system that can help students to understand evaluation principles before the examination. It is hoped that the system could provide the students with the best assistance when they face the writing test in Academic Attainment Test, Joint Examination or Assigned-Subject Test. The subjects in the research were the students of two tenth grade classes in Nantou County who were divided into experimental group and control group. Besides, based on the score criteria of CEEC guiding writing and combined with the computer scoring and clicking pattern developed by the Basic Competence Test for Junior High School Students, The evaluation and scoring model we designed will help students to familiarize with how to write properly in the scoring recommendations to obtain better scores and performance. The experimental results found that after experiment, according to the comparisons between experiment group and control group, there was significant difference in the effects on writing. That meant those who attentively and diligently received read-and-evaluation training were progressing. Besides, the exchange of roles by students in which the students played a role of teacher and evaluated peers will help the students to understand the real meaning of “teaching benefits teachers as well as students” and further to enhance the writing ability. It not only helped this learning activity meet the demands from the students but also increased the interest in learning. Keywords: writing ability, peer mutual evaluation, cooperative learning
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