網路化檔案評量於國中電腦課程之使用及成效

Use and Effects of Web-Based Portfolio Assessment on Computer Course of Junior High Schools

張基成(Chi-Cheng Chang) ； 彭星瑞(Sin-Ra Peng)

《師大學報：科學教育類》 53卷2期 (2008/12) Pp. 31-57

https://doi.org/10.6300/JNTNU.2008.53(2).02

摘要

本研究目的為探討網路化檔案評量系統的使用對學習成效（包括評量成績與自我覺知學習成效）之影響。實驗對像為國中二年級學生修習「電腦」課程的兩班學生，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，對照組則未使用，實施時間為期十週。結果顯示：一、系統的使用對評量成績沒有顯著影響。二、系統的使用對學生的自我覺知學習成效有顯著影響，達顯著的細項效果由高至低依序為：反思、自我評估、設定學習目標、持續修正、蒐集與整理資料、同儕互動、發現並解決問題，最低為作品成效。三、系統的使用對於高、低學習動機學生評量成績皆沒有顯著提升作用，但對於低學習動機學生的整體自我覺知學習成效較能發揮顯著效用。

關鍵字

自我覺知學習成效 ； 網路化檔案評量 ； 學習歷程檔案 ； 檔案評量

並列摘要

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.

並列關鍵字

self-perceived learning effect ； web portfolio ； portfolio ； portfolio assessment