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1、TOJET:TheTurkishOnlineJournalofEducationalTechnology–July2011,volume10Issue3EFFECTSOFREFLECTIONCATEGORYANDREFLECTIONQUALITYONLEARNINGOUTCOMESDURINGWEB-BASEDPORTFOLIOASSESSMENTPROCESS:ACASESTUDYOFHIGHSCHOOLSTUDENTSINCOMPUTERAPPLICATIONCOURSEChi-ChengChangDepartmentofTechnol
2、ogyApplicationandHumanResourceDevelopmentNationalTaiwanNormalUniversitysamchang@ntnu.edu.twPao-NanChouDepartmentofTechnologyDevelopmentandCommunicationNationalUniversityofTainanpnchou@mail.nutn.edu.twABSTRACTThisstudyexaminestheeffectsofreflectioncategoryandreflectionquali
3、tyonlearningoutcomesduringWeb-basedportfolioassessmentprocess.Experimentalsubjectsconsistofforty-fiveeight-gradestudentsina“ComputerApplication”course.ThroughtheWeb-basedportfolioassessmentsystem,thesestudentswritereflection,andjoinself-assessmentandpeer-assessment.ThePhra
4、seProcessingSystemisusedtodistinguishphrasesinstudents’reflections,andfinallystudents’reflectionsareclassified.Resultsfromthisresearchindicatethattheeffectsizeofreflectioncategoryonlearningoutcomesmeasuredbyachievementtest,work,andattitudeisextremelysmallandnotsignificant.
5、Theeffectsizeofreflectionqualityonlearningoutcomeswassmall,butsignificantlypositive.Follow-upcontrastsfoundreflectionqualitysignificantlyrelatedtoachievementtest,work,andattitudeoutcomes.Keywords:Portfolio,PortfolioAssessment,Reflection,LearningoutcomeINTRODUCTIONPortfolio
6、Assessmentisaformativeprocessbasedonthecontentofanindividualstudent’sportfolio.Itaimstoreviewtheachievementandcapabilitywhichstudentshaveobtainedfromtheirlearning.Moreover,itassistsstudentsinsolvingthedifficultiestheyencounterduringthelearningprocess.Whatstudentsarecreatin
7、gaportfolioforistohaveasenseofaccomplishment,whichmayinducelearnerstohaveafeelingofhonor,responsibilityandcontribution(ParisandAyres,1994).Ane-portfolioservedasarecordkeepingtoolhasbeenwidelyusedtohelppreserviceteachersdeveloptheirreflectiveskills(Herner-Patnode&Lee,2009;Y
8、ao,Aldrich,Foster,&Pecina,2009).Grant,Vermunt,Kinnersley,andHouston(2007)usedportfolioass
