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|Other Titles:||Use and Effects of Web-Based Portfolio Assessment on Computer Course of Junior High Schools|
Office of Research and Development
This study looked at the impact of the web portfolio assessment system on learning, as measured by both achievement and subjects’ perceived effects. The subjects were two classes of students taking a computer course in the second year of junior high school. Each class had both an experimental group (30 students) and a control group (30 students). The experimental groups used the system while the control groups did not. The experiment lasted for 10 weeks. The results were as follows: (1) Use of the system had no impact on achievement. (2) Use of the system had a significant impact on perceived effects. These effects, ranked in decreasing order of importance included reflection, self-assessment, learning goal setting, continuous improvement, data gathering and organizing, peer interaction, problem discovering and problem solving. The lowest-level effect was project work. (3) The system had no effect on assessment achievement for the students with the highest and lowest levels of motivation. However, it was more effective in terms of self-perceived effect for the low- motivation students.
|Appears in Collections:||師大學報|
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