Browsing by Author "Chang, C.-C"

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    Impacts of using Web-based portfolio assessment on self-evaluated effects of PBL
    (AACE, 2008-07-04) Chang, C.-C
    This research aimed to investigate the impacts of the Web portfolio assessment system on PBL performances. 30 students who used the system to proceed with PBL and assessment of one class were the experimental group. 30 students who employed traditional assessment for PBL of another class were control group. Research results revealed there were statistically positive influences on self-evaluated learning performances for using the system.
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    Implementation of Web-based portfolio assessment system and its effects.
    (AACE, 2008-06-30) Chang, C.-C
    This study investigated how implementing a Web portfolio assessment system influences learning effects, including achievement and self-perceived learning performance. The experimental group used the Web portfolio assessment system, whereas the control group uses conventional assessment. Study subjects were junior high school students in two computer classes. The experimental results were as follows. The Web portfolio assessment system had no significant influence on student achievement. Implementation of the Web portfolio assessment system significantly enhances self-perceived learning performance. The Web portfolio assessment system had different effects on work achievement and self-perceived work performance.
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    Use and performances of Web-based portfolio assessment.
    (AACE, 2009-06-22) Chang, C.-C
    The research was aimed to explore the influence of using the Web-based portfolio assessment system on learning performances. The experimental group used the system, whereas the control group uses conventional assessment. Study subjects were junior high school students in two computer classes. The experimental results revealed that the use of the system has significant influence on the learning performances. The detailed performances in sequence according to estimated effect size were reflection, self-assessment, goal setting, continuous improvement, data gathering, peer interaction, problem solving, and work.