Browsing by Author "Liu, EZF"

Now showing 1 - 7 of 7

A networked peer assessment system based on a Vee heuristic
(2001-08-01)
Tsai, CC
;
Liu, EZF
;
Lin, SSJ
;
Yuan, SM
;
師資培育中心
This study implements a networked peer assessment system based on the use of a Vee heuristic. Using this system, students submit their homework (relating to designing science activities) via the underlying network facility. They then assess each other's homework by offering suggestions - again, through the network. Students then modify their original designs based on the suggestions that they receive. This procedure is repeated for two or three consecutive rounds. In this process, each student functions as an author, a reviewer, and an adapter. This learning model allows students to further develop their critical thinking skills. Preliminary peer assessment results revealed that the networked peer-assessment model and Vee heuristic facilitated pre-service science teachers to continuously progress when designing science activities.
A pilot study of students' attitudes toward and desired system requirements of networked peer assessment system
(2002)
Lin, SSJ
;
Liu, EZF
;
Yuan, SM
;
交大名義發表
;
National Chiao Tung University
This study applied NetPeas (networked peer assessment system) in peer assessment activities of graduate level of thesis writing course. Authors wish to discover the students' attitudes toward and desired system requirements of NetPeas in writing course. This study involved 100 electrical engineering graduates from two research-oriented universities at northern Taiwan. Those students were required to attend a weekly thesis writing course and submit eight assignments through four rounds of networked peer assessment, and then authors survey their attitudes and opinions toward NetPeas. In the last, quantitative and qualitative surveys indicated that significantly more students willing to join the networked peer assessment activities via NetPeas in the near future and stand for using NetPeas. Authors also have dug several desirable requirements for NetPeas.
Design of a networked portfolio system
(2001-09-01)
Liu, EZF
;
Lin, SSJ
;
Yuan, SM
;
資訊工程學系
;
Department of Computer Science
Student participation in computer science courses via the Network Peer Assessment System (NetPeas)
(1999)
Liu, EZF
;
Chiu, CH
;
Lin, SSJ
;
Yuan, SM
;
資訊工程學系
Students enrolling in computer science courses at National Chiao Tung University (Hsinchu, Taiwan) have responded positively to network peer assessment. This study adopts Internet resources to facilitate contact between individuals and information, assist in brainstorming, and generate a more meaningful learning at a higher education level.
To propose a reviewer dispatching algorithm for networked peer assessment system
(2002)
Liu, EZF
;
Lin, SSJ
;
Yuan, SM
;
交大名義發表
;
National Chiao Tung University
Despite their increasing availability on the Internet, networked peer assessment systems lack feasible automatic dispatching algorithm of student's assignments and ultimately inhibit the effectiveness of peer assessment. Therefore, this study presents a reviewer dispatching algorithm capable of supporting networked peer assessment system in order to automatically dispatch student's assignments to their peer reviewers.
Web-based peer assessment: feedback for students with various thinking-styles
(2001-12-01)
Lin, SSJ
;
Liu, EZF
;
Yuan, SM
;
教育研究所
;
資訊工程學系
This study used aptitude treatment interaction design to examine how feedback formats (specific vs. holistic) and executive thinking styles (high vs. low) affect web-based peer assessment. An Internet-based (anonymous) peer-assessment system was developed and used by 58 computer science students who submitted assignments for peer review. The results indicated that while students with high executive thinking styles significantly improved over two rounds of peer assessment, low executive students did not improve through the cycles. In addition, high executive students contributed substantially better feedback than their low executive counterparts. In the second round of peer assessment, thinking style and feedback format interactively affected student learning. Low executive students receiving specific feedback significantly outperformed those receiving holistic feedback. In receiving holistic feedback, high executive thinkers outperformed their low executive counterparts. This study suggests that future web-based peer assessment adopts a specific feedback format for all students.
Web-based peer review: The learner as both adapter and reviewer
(2001-08-01)
Liu, EZF
;
Lin, SSJ
;
Chiu, CH
;
Yuan, SM
;
師資培育中心
This study describes an effective web-based learning strategy, peer review, used by 143 computer science undergraduate students in an Operating Systems class at a Taiwanese university. Peer review, based on social constructivism, can be easily implemented via the authors' well-developed web-based peer review (WPR) system. Through peer review, the authors hope to form an authentic learning environment similar to an academic society in which a researcher submits a paper to a journal and receives reviews from society members before publication. Students using this learning strategy are expected to develop higher level thinking skills. The WPR system functioned in the following roles in this study: 1) an information distribution channel and management center for assignment submissions and peer review; 2) a forum for peer interaction and knowledge construction; and 3) storage for knowledge construction procedures. An evaluation of learning effects and students' perceptions about peer review during the spring of 1998 revealed that students not only performed better under peer review, but also displayed higher level thinking skills, i.e., critical thinking, planning, monitoring, and regulation. Students perceived peer review as an effective strategy that promoted their learning motivation. However, merely being an effective reviewer or an effective author may not excel in a peer review environment. The most effective individual appears to be the strategic adapter who effectively constructs a project, adjusts to peers' comments, and serves as a critical reviewer as well.