評量尺規結合同儕回饋及Jamboard學習成效之探討：以五專童詩童話創作為例

A Study on the Learning Effectiveness of Assessment Rubrics Combined with Peer Feedback and Jamboard: Taking the Creation of Children's Poems and Fairy Tales in Five-Year Technical Colleges as an Example

因疫情關係，授課方式由實體課程轉為線上課程，教學媒介、評量方式、授課方式都必須隨之改變。本研究主要目的在探討北部某技術學院五專四年級19名學生在童詩創作藉由不同創作媒介、評量方法、及修改方式之寫作成效。本研究採用混合研究法，利用SPSS分析問卷量化資料及寫作之成效，在質性資料部分則以紮根理論分析學生之回饋資料。本研究發現：1.書面創作與線上Jamboard創作在閱讀及修改上並無顯著性差異，但對感受有顯著性差異，與Jamboard手機版及電腦版功能差異太大有關；2. rubrics評量在修改助益程度顯著優於整體式評量，但修改成效與創作者之寫作能力仍有相關；3.修改方式由個人自行修改或同儕回饋後修改之寫作成效並沒有顯著差異，與評量標準都使用rubrics評量表有關。由本研究之結果來看，rubrics評量可提供做為創作之評量標準也同時可以做為同儕回饋之依據，讓同儕回饋更聚焦。

Due to COVID-19, the teaching method has changed from face-to-face courses to online courses, and the evaluation methods and evaluators can also be more diverse. The main objective of this study was to explore the effectiveness of 19 fourth-grade students in a technical college in northern Taiwan in writing children’s poems through different creative media, evaluation methods, and modification methods. This study used a mixed research method to analyze the effectiveness of quantitative data by SPSS. In the qualitative data section, the student’s feedback was analyzed with grounded theory by open coding, primary stream coding, and core concepts. The findings of this study include: 1. There is no significant difference in reading and revising, but there is a significant difference in writing feelings between handwriting and Jamboard writing; 2. The rubrics assessment is significantly better than the holistic assessment in revising poetries, but the effectiveness of revising is also related to the writing abilities of individuals; 3. There is no significant difference in the revision either by individuals themselves or peers’feedback. The result is caused by using the rubrics assessment. From the results of this study, rubrics assessment can be used as an evaluation standard for the children’s poetry writing and revising. Peer reviewers can also use it in evaluation.