網路化檔案評量中學習者反思行為對學習成效之影響
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Date
2010-04-01
Authors
張基成
陳政川
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Journal ISSN
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Publisher
中華民國科學教育學會
Abstract
本研究探討網路化檔案評量中學習者反思行為（種類、表現）對學習成效的影響。以某國中二年級修習電腦應用課程的 30名學生為實驗對象。以中文斷詞系統對反思內容進行斷詞，再依斷詞結果做分類。反思表現包括反思字數、瀏覽同儕反思次數、瀏覽同儕反思時間、反思成績。結果顯示網路化檔案評量過程中反思類型、反思字數對學習成效無顯著影響；瀏覽同儕反思次數對態度有顯著正面影響但不影響作品與測驗成績；瀏覽同儕反思時間對作品與態度有顯著正面影響但不影響測驗成績；反思成績對作品、測驗成績與態度皆有顯著正面影響。反思類型與四種表現在三種學習成效的效果量比較上，各有不同份量。整體而言，反思對態度的影響效果最大，作品居次，測驗最低。
This study aims to explore the effects of reflection behaviors (category and performance) on learning to use the Web-based Portfolio assessment. Experimental subjects were 30 second grade students in a Computer Application course at a senior high school. The Chinese Phrase Processing System was used to distinguish phrases of students’ reflections. Based on the processing results, students’ reflections were classified. Performance of reflection consists of the number of words in the reflection, amount of reading peer reflection, time of reading peer reflection, and grade of reflection. Research results show that the reflection category and number of words in reflection do not have a significant effect on learning performance (work, test and attitude). The number of reading in peer reflection shows a significantly positive effect on attitude, but do not show significant effects on the performances of work and test. Time of reading peer reflection shows significantly positive effects on work and attitude but do not show significant effects on test performance. Grade of reflection shows a significantly positive effect on work, test and attatude. Comparisons among the three effects of reflection category and four reflection performances on learning exhibits different effect sizes. As a whole, the effect on attitude is highest; and work is the second. Time on test was the lowest.
This study aims to explore the effects of reflection behaviors (category and performance) on learning to use the Web-based Portfolio assessment. Experimental subjects were 30 second grade students in a Computer Application course at a senior high school. The Chinese Phrase Processing System was used to distinguish phrases of students’ reflections. Based on the processing results, students’ reflections were classified. Performance of reflection consists of the number of words in the reflection, amount of reading peer reflection, time of reading peer reflection, and grade of reflection. Research results show that the reflection category and number of words in reflection do not have a significant effect on learning performance (work, test and attitude). The number of reading in peer reflection shows a significantly positive effect on attitude, but do not show significant effects on the performances of work and test. Time of reading peer reflection shows significantly positive effects on work and attitude but do not show significant effects on test performance. Grade of reflection shows a significantly positive effect on work, test and attatude. Comparisons among the three effects of reflection category and four reflection performances on learning exhibits different effect sizes. As a whole, the effect on attitude is highest; and work is the second. Time on test was the lowest.