Applying an assisted assessment guide to the networked peer assessment for enhancing student achievement

Peer assessment refers to the students with the similar academic level of learning achievement or knowledge background. During a learning activity of typical peer assessment, in order to have more meaningful peer feedback, students must have sufficient evaluation professional degree. Therefore, it is necessary to train students how to write in a meaningful text and constructive comments. Besides, this student will also receive review comments for his/her work from other peers in the same group, then the student can correct his/her work according to the comments, thereby peer assessment can also promote cognitive growth and learn capabilities of the student. Traditionally, students use pens and papers to join the peer assessment activities. Today, due to the booming of Internet and technological advances in technology, peer assessment activities had be moved on the Internet platform called Networked Peer Assessment, which has many advantages, such as, ensuring anonymity, enabling teachers to monitor learning and review process, performing the process not limited by time and space. Moreover, in the networked peer assessment activity, the most critical factor in the success of improving learning achievement is the quality of peers' comments. But, the students maybe lack of expertise knowledge of the learning object, such that the students do not have enough abilities to give proper, useful and constructive comments for peers' works. Therefore, this paper proposed an Individual Evaluation Professionalism supplemented by adaptive level recommendation mechanism for comment quality achievements, learning quality achievements and peer assessment validity on Networked Peer Assessment. Research subjects were two classes selected from a junior high school in Taiwan; one as the experimental group were provided by the proposed assisted mechanism with the networked peer assessment, the other one as control group were treated by the typical networked peer assessment. The results showed that: (1) There were significant differences between the experimental group and the control group in the learning effectiveness; (2) the learning attitudes of students participated in the network peer assessment activities with assisted assessment guide were a positive affirmation.