EFFECTS OF REFLECTION CATEGORY AND REFLECTION QUALITY ON LEARNING OUTCOMES UNDER A WEB-BASED PORTFOLIO ASSESSMENT ENVIRONMENT: A CASE STUDY OF HIGH SCHOOL STUDENTS IN COMPUTER APPLICATION COURSE

ABSTRACT

This study examines the effects of reflection category and reflection quality on learning outcomes during Web-based Portfolio assessment. Experimental subjects consist of forty-five eight-grade students in a “Computer Application” course. Through the Web-based portfolio assessment system, these students write reflection, and join self-assessment and peer-assessment. The Phrase Processing System is used to distinguish phrases in students’ reflections, and finally students’ reflections are classified. Results from this research indicate that the effect size of reflection category on learning outcomes measured by achievement test, work, and attitude is extremely small and not significant. The effect size of reflection quality on learning outcomes was small and significantly, positive. Follow-up contrasts found reflection quality significantly related to achievement test, work, and attitude outcomes.