同儕互評可行嗎？同儕互評在儲訓校長班之信效度研究

Is Peer Assessment Workable? The Investigation of Peer Assessment in the Pre-Service Principal Training

過去儲訓校長班的評量主要倚靠帶班的輔導校長與外聘評分者，且他們在總結性評量較易參與；對於需要多次、頻繁性的發言類課程，在有限的經費與人力下很難找到評分者。本研究提出使用同儕評量的模式，針對這些形成性的活動歷程進行檢核，研究中使用數位同儕評量的平臺與工具，融入同儕回饋、自我反思與評分者評分等資料。本研究計有35位國中儲訓校長與57位國小儲訓校長參與研究，每位學員約有12位同儕學員進行評分。研究發現，同儕評量在儲訓校長的培訓課程中具有可行性，使用評分規準可凝聚評分者與學習者的共識；而在同儕評量融入儲訓班的學習課程符合素養導向的評量模式，也能切合教學現場的需要。但研究亦發現，儲訓校長提出的評語多以正面為主，較少批評與建議，因此對於儲訓校長而言，較彰顯不出評語的效益性，另外，同儕評量使用次數不宜過多，以免學員產生疲態。整體而言，同儕評量具有一定的信、效度，若要將同儕評分納入正式成績，仍需審慎地考慮其偏差性。

In the past, the rating of assessment is mainly depending on the senior principals and experts in the pre-service principal training. However, it is hard to find the raters for the multiple and frequent courses for the limited budget and human resources. This study tries to use the peer assessment in the context of formative assessment. The online assessment tool was used for providing feedbacks and rater ratings. The results show that the peer assessment is quite workable in the pre-service principal learning. Use the rating rubric can help to get the consensus of raters and learners. The results also show that the pre-service principals prefer to propose the positive feedback and not incline to provide the negative or suggestions for their peers. Therefore, it is difficult to see the effectiveness of peers’ feedback. It is also not appropriate to use peer assessment too many times, otherwise the learners would get tired of this kind of assessment. Overall, peer assessment is reliable and valid, however, use the peer rating as formal grades still need careful consideration for its possible biases.