A Study of Functions of Feedback and Self-regulated Learning under Networked Peer Assessment
| Autor: | Hsing-Ling Hsieh, 謝幸玲 |
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| Rok vydání: | 2005 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 93 Networked Peer Assessment adopts Internet resources to assist assessment. It has advantages of peer assessment and computer-assisted instruction. This study has applied networked peer assessment to explore the processes of interactive knowledge construction of learners. We have used self- regulated learning theory to analysis the cognitive processes of learners and how feedback functions and then constructed a model of self-regulated learning under networked peer assessment. We are looking forward to instructor to understand feedback and self-regulated learning of learner are reciprocal effect. Finally, suggestions for teacher instruction and future research topics are proposed. Twelve postgraduate students at a national university in north Taiwan served as subjects. The curriculum is Education and mental statistics. The research was a case study. After teaching content of academic subject, teacher carried out networked peer assessment and learners finished study assignments in term. It lasts 10 weeks altogether. Collect the survey materials include questionnaire method, interview, content analysis (study assignments、learners wrote what they have learned and self assessment). The results were as follows: study one of purpose is to establish model of self-regulated learning under networked peer assessment. Because of the number of times of networked peer assessment, the cognitive system of learners will going on continuously constantly phased course make up by the belief of knowledge、goal setting、learning strategies、monitor、aware external feedback、self-examination and evaluate. The content analysis of networked peer assessment showing increase of the number of times has not been promoted the assessors provides high level functions of feedback. Researcher go deep into analysis the content of feedback, in most of a single case, the functions of content but there is quality even more. The types of feedback (the oral feedback and the written feedback) to the functions of feedback have significant association. The types of feedback has the capability of the index of predicative association is 14.5% to the functions of feedback. Learners revised the study assignments have noticeable effect after received feedbacks. The results of learner replied to the questionnaire, the effect of cognitive functions of feedback under networked peer assessment, edited by researcher, is good for learning. About 91.7% of subjects approve the networked peer assessment and would like to participate again. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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