本研究採用問卷調查法、準實驗設計，資料來源為某國立大學資訊管理學系「組織行為」修課學生，分析方式為描述性統計、卡方檢定、信度統計。研究結果發現：1. 在匿名/具名兩種評分方式下，女性的評分結果較男性更不易受評分方式的改變所影響。2. 女性較男性可能更適合團體工作，有較佳的組內互動。本研究也發現性別混合的組別擁有最高的團隊績效。本研究結果可供教師、組織、企業，做為調整並改進評分機制與團隊績效之參考依據。 ;Due to the assessment was easily affected by assessor’s subjective factors, if the assessment mechanism does not have integrative and complete standards, the corresponding assessment results won’t be fair and objective. The assessment result which came from this assessment mechanism couldn’t fairly and truly reflect assesses’ overall performance, more worthily, it would damage the harmonious atmosphere owing to the inconsistency of the assessment results. This study applied “Group Cooperative Learning” to divide experiment examples into different group, and adopted “Peer-assessment” as an assessment method. This research aims to explore: 1. Whether assessor gave different assessment result on anonymous and named assessment mechanisms? 2. Whether assessor’s gender had different assessment result on anonymous and named assessment mechanisms? How about assessor’s group composition? 3. How individual communicated with its team member? Was the way of communication influence the groups’ discussion result?
This study adopted questionnaire and quasi-experimental design, and its data source was drawn from the students of “Organization Behavior” course in a public university in northern Taiwan, including feedback and questionnaires. Descriptive statistics, chi-squared test, and reliability analysis techniques were employed to analyze the data. The results found that: 1. Both on anonymous and named assessment mechanisms, females’ assessment results is not easily affected by assessment mechanisms’ change than males’ assessment results. 2. Females might be more suitable to team work than males. They tend to have better group interaction. At the same time, this research also found that mix-gender group had the best team performance. Implications of this study conclude the research.
