網路化檔案評量系統內反思機制建置、反思評量準規建立及反思成效之實證研究
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Date
2010-07-31
Authors
張基成
黃宜蕙
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Abstract
一、建置與評估網路化檔案評量系統內的線上自我反思機制 (第一年)。 二、建構與使用線上自我反思評量準規，並驗證其信、效度 (第二年)。 三、進行自我反思對學習成效影響之實證研究 (第三年)。 第一年建置的線上自我反思與回饋機制包括學習者自我反思撰寫、教師批閱與回 饋、反思自評、同儕互評與回饋、自我反思內容分析、自我反思活動記錄等子系統。這 些機制可輔助學習者撰寫反思，方便自評及同儕互評與回饋，方便教師批閱與回饋，連 結至中文自動斷詞系統並進行段詞、辭語分類、反思行為分類等。 第二年透過文獻分析、專家討論、預試等過程建構線上自我反思評量準規，並以國 或高中修習「電腦」課程的一個班級學生為教學實驗對象。實驗結束後，蒐集自我反思 評量資料並進行統計分析，以檢驗自我反思評量準規與評量方式之信、效度。 第三年採準實驗研究法，以國中電腦課程兩班的學生為教學實驗對象，每班三十名 分別做為實驗組與對照組。實驗組使用網路化檔案評量系統與自我反思機制進行自我反 思，對照組則使用傳統一般性的評量法(無檔案評量，亦無自我反思)。以多變量共變數 分析(排除可能影響因素，譬如學者動機)檢驗兩組在學習成效(作品、測驗、態度)上的的 差異。另外，亦多變量變異數分析檢核實驗組學生的反思行為(類型、表現)對其學習成 效(作品、測驗、態度)之影響。反思行為(類型、表現)則是透過自我反思內容分析、中文 自動斷詞系統、自我反思評量而獲得。
This continuous research for three years period aims to: (1)Construct and evaluation online self-reflection mechanisms in the structured web portfolio assessment system (1st year). (2)Build and use the reflection assessment rubrics as well as identify their reliability and validity (2nd year). (3)Conduct an experimental study to explore the impacts of the online self-reflection mechanisms on learning effects (3rd year). The online self-reflection mechanisms developed on the first year includes reflection writing, teacher grading and feedback, self-assessment for reflections, peer-assessment and feedback and for reflections, contain analysis of reflection, and log of reflection activities. Those mechanisms may assist learners in writing, self-assessing and peer-assessing reflections. One of the mechanism may help teachers in grading and providing feedbacks for learners』 reflections. Moreover, users may link to the Chinese Knowledge Information Processing System (CKIPS) via the structured web portfolio system to identify and classify terms used in the reflection, and further verify reflection behaviors. On the second year, the reflection assessment rubrics will be built through literature analysis, expert forums and pilot study. The rubrics will be identified by conducting an empirical study based on a class of students taking computer course at a high school. Finally, data will be gathered and analyzed to verify the reliability and validity of the reflection rubrics and assessment methods. On the third year, an quasi-experimental study will be conducted based upon two classes of students taking computer course at a high school. One class of 30 students using the web portfolio system and online reflection mechanism is as experimental group, on the contrary, the other class of the same size using traditional assessment (no portfolio assessment, no reflection) is controlled group. Finally, reflection data will be gathered and analyzed to verify the differences of learning effects (including works, test and attitude) between the two groups by using MANCOVA (Multivariate Analysis of Covariance) statistical methods (excluding, for instance, motivation). Moreover, MANOVA method will be used to verify the differences of learning effects between the different groups of reflection behaviors (classification, performance). The reflection behaviors will be obtained through contain analysis of reflection, CKIPS, reflection assessment.
This continuous research for three years period aims to: (1)Construct and evaluation online self-reflection mechanisms in the structured web portfolio assessment system (1st year). (2)Build and use the reflection assessment rubrics as well as identify their reliability and validity (2nd year). (3)Conduct an experimental study to explore the impacts of the online self-reflection mechanisms on learning effects (3rd year). The online self-reflection mechanisms developed on the first year includes reflection writing, teacher grading and feedback, self-assessment for reflections, peer-assessment and feedback and for reflections, contain analysis of reflection, and log of reflection activities. Those mechanisms may assist learners in writing, self-assessing and peer-assessing reflections. One of the mechanism may help teachers in grading and providing feedbacks for learners』 reflections. Moreover, users may link to the Chinese Knowledge Information Processing System (CKIPS) via the structured web portfolio system to identify and classify terms used in the reflection, and further verify reflection behaviors. On the second year, the reflection assessment rubrics will be built through literature analysis, expert forums and pilot study. The rubrics will be identified by conducting an empirical study based on a class of students taking computer course at a high school. Finally, data will be gathered and analyzed to verify the reliability and validity of the reflection rubrics and assessment methods. On the third year, an quasi-experimental study will be conducted based upon two classes of students taking computer course at a high school. One class of 30 students using the web portfolio system and online reflection mechanism is as experimental group, on the contrary, the other class of the same size using traditional assessment (no portfolio assessment, no reflection) is controlled group. Finally, reflection data will be gathered and analyzed to verify the differences of learning effects (including works, test and attitude) between the two groups by using MANCOVA (Multivariate Analysis of Covariance) statistical methods (excluding, for instance, motivation). Moreover, MANOVA method will be used to verify the differences of learning effects between the different groups of reflection behaviors (classification, performance). The reflection behaviors will be obtained through contain analysis of reflection, CKIPS, reflection assessment.