透過同儕互評促進高層次學習
同儕互評被視為另類評估之一，使學生能通過評價同儕於相同習作的表現來內化他們於該習作所掌握的學習精髓。它為學生締造彼此交流的機會，並在相同的學習內容和環境下互相學習。以下我們將介紹使用同儕互評來提升學生學習要注意的技巧。
同儕互評體現學生為本的學習模式
同儕互評是指使用回饋、評分或兩者結合的方法，根據某些標準對同儕作品或表現進行評估（Falchikov，2007）。過程中，學生在特定範圍內作出回饋，從而客觀地評價同儕並內化他們專科範疇的知識。學生積極地參與評估學習正正體現出以學生為本的學習方式。因此，同儕互評被認為是提升學習的一種方式。
同儕互評的特點和好處
同儕互評鼓勵學生對自己的學習和發展負責，令學生在評估過程中得到責任感和自主感，從而改善學習動機（Vickerman，2009）。透過向同輩作出回饋，學生有機會練習終身學習所需的不同能力，例如批判性思維能力和溝通能力。今天，批判性思維能力的發展在學校和職場都是有意義及重要的。一項研究顯示，學生認為通過參與同儕互評能助他們掌握分析能力（Ennis，2011）。另外，多項研究反映同儕互評的實踐可以幫助學生通過綜合、論證和反證、回饋、從不同觀點與角度思考和接納不同意見來發展批判性思維。
促進同儕互評的學習環境
同儕互評可以多種形式進行，例如學生匯報、實體作品、展示海報、論文大綱、訪談、作品集和展覽等。然而，為有效推行同儕互評，學習環境必須能配合，教師需要考慮以下一些先決條件：
1. 設定具體的評估準則和評量表，使教師和學生能搜集資料並讓學生知道他們要怎樣表現 才能達到學習成效。當中應包括清晰的描述指標，以便客觀地評估特定項目所要求的表現、知識和技能。
2. 雙向、互動的學生為本學習氣氛有助學生進行同儕互評。當學生受到鼓勵並能自在地參與課堂學習時，他們將更願意在同儕互評中分享他們的意見。
3. 要進行有效的同儕互評，教師需要擔任促導者的角色─提供分組活動的支援並利用相關的社交技巧來促進討論。
結論
要將同儕互評納入評估項目中，教師可將之作為一種進展性評估，以檢視學生的學習進度。這種方法能引導學生發展「學會學習」能力─一種在廿一世紀漸趨重要的技能。
參考文獻：
Ennis, R. H. (2011, May). The nature of critical thinking: An outline of critical thinking dispositions and abilities. In Sixth International Conference on Thinking, Cambridge, MA (pp. 1-8).
Falchikov, N. (2007). The place of peers in learning and assessment. Rethinking assessment in higher education: Learning for the longer term, 128-143.
Vickerman, P. (2009). Student perspectives on formative peer assessment: an attempt to deepen learning?. Assessment & Evaluation in Higher Education, 34(2), 221-230.
Promoting Higher Level of Learning with Peer Assessment
Considered as one of the alternative assessments, peer assessment allows students to internalise the characteristics of the quality of work they are working on by evaluating their peer's work. It creates opportunities for students to communicate with their peer and help each other learn in the same context of learning and environment. This article suggests tips for teachers to employ peer assessment for enhancing students' learning.
Peer Assessment Exemplifies Student-centred Learning Approach
Peer assessment refers to the evaluation of a peer product or performance based on certain criteria using the means of feedback, giving points or both (Falchikov, 2007). In the process, students evaluate their peer objectively and internalise their field knowledge as they give feedback within the limits of the criteria of the field. Students' active participation in evaluating their learning exemplifies the student-centred learning approach. In this connection, peer assessment is believed as one of the ways to enhance learning.
The Characteristics and Advantages of Peer Assessment
Peer assessment gives a sense of autonomy and ownership of the assessment process and improves motivation by encouraging students to take responsibility for their own learning and development (Vickerman, 2009). By giving feedback to their peer, it enables students to practise the transferable skills, such as critical thinking skills and communication skills, needed for life-long learning.
Today, the development of critical thinking skills is meaningful and crucial in the school and at the workplace. A study reflected that students perceived to have gained analytical skills by engaging themselves in peer review (Ennis, 2011). Many researches reflect that the practice of peer assessment can help students develop critical thinking through the process of synthesising, argumentation and counter-argumentation, giving feedback, considering different perspectives and views, and acceptance of different opinions.
Learning Environment for Facilitating Peer Assessment
Peer assessments can be done with many forms of deliverables, such as student presentations, practical works, poster displays, essay plans, interviews, portfolios and exhibitions. However, for implementing peer assessment effectively, the learning environment in the classroom must be supportive. There are some pre-requisites for teachers to consider:
1. Setting specific assessment criteria and rubrics is an important step to allow teachers and students to gather information and helps students know what and how they can do in relation to the outcomes. There should be clear descriptors for students to evaluate specific behaviours, knowledge and skills of a particular task objectively.
2. A student-centred learning atmosphere helps students engage in peer assessment, in which learning and teaching is not taken place in a one-way communication. When students are encouraged and feel comfortable to participate in the classroom, they will be more willing to share their views in the peer assessment.
3. Enabling effective peer assessment requires the role of a teacher as a facilitator, who can facilitate the discussion and employ group related support and social skills.
Conclusion
To incorporate peer assessment in assessment tasks, teachers can use it as a formative assessment to monitor students' learning progress. This approach guides students towards development of their own “learning to learn” skills – skills that are increasingly necessary in the 21st Century.
References:
Ennis, R. H. (2011, May). The nature of critical thinking: An outline of critical thinking dispositions and abilities. In Sixth International Conference on Thinking, Cambridge, MA (pp. 1-8).
Falchikov, N. (2007). The place of peers in learning and assessment. Rethinking assessment in higher education: Learning for the longer term, 128-143.
Vickerman, P. (2009). Student perspectives on formative peer assessment: an attempt to deepen learning?. Assessment & Evaluation in Higher Education, 34(2), 221-230.