本研究旨在探討網路同儕評量及績效回饋、總體回饋與細分回饋對高中學生網頁程式設計能力學習成效的影響。研究樣本為高級中學一年級八班344位學生。在教學實驗中，依評量方式及回饋方式，分為同儕評量-績效回饋組、同儕評量-總體回饋組、同儕評量-細分回饋組及教師評量-控制組等四組。以自行撰寫的網路同儕互評系統作為學生上傳作業、展示作業、同儕評審、教師評量及觀看同儕或教師評量結果的平台。本系統與其他研究者所提出的網路同儕互評系統最大不同在於學生不需登入即可觀摩其他同學之作業作品。研究結果發現 (1) 學生於同儕互評時與教師評分具有一致性；(2)回饋方式對學生學習成效沒有顯著影響；(3) 在具有觀摩作品的前提下，評量方式對學生學習成效沒有顯著影響 (4) 本研究中的網路同儕互評系統，對認真參與互評的多數同學皆有學習成效的提昇，對中、下游學生有較大幅度的學習成效；(5) 大多數同學支持本網路同儕互評活動，高達87%學生肯定本網路互評教學活動，願意參加下一次活動。另外，學生也表達了網路同儕互評活動有趣好玩，是個不錯的學習方式。 The purpose of this study was to investigate the effects of networked peer assessment and feedback (performance feedback, global feedback and specific feedback) on senior high students’ learning performance of PHP programming language. The samples of this study are 347 students in eight classes. The subjects were assigned to one of the four experiment groups: peer assessment - performance feedback group, peer assessment - global feedback group, peer assessment – specific feedback group, staff assessment - control group. The author designed the networked peer assessment system as the research tool that is different from other system in modeling the assignments without login. The result shows that: (1) the correlation between peer rating and teacher rating was suitably significant, (2) there was no significantly difference among various feedback, (3) in the condition of modeling other classmates’ assignments, there was no significantly difference between the peer assessment and staff assessment, (4) the networked peer assessment system in this research can improve most students’ learning performance, especially for students of middle and low learning level, (5) Students replied that the whole instructional activities were interesting and challenging, and about 87% of subjects would like to participate again, if the next lesson will be taught in the same format.