Skip to main content
SpringerLink
Log in

Is Reflection Performance Correlated to the Learning Effect in a Web-Based Portfolio Assessment Environment for Middle School Students?

  • Regular Article
  • Published:
The Asia-Pacific Education Researcher Aims and scope Submit manuscript

Abstract

The purpose of this study was to examine the relationship between reflection performance and the learning effect with learners in a web-based portfolio assessment environment. The participants were 45 eighth graders randomly selected from computer classes at a middle school in Taiwan. The reflection performance in this study included frequency of reviewing peers’ reflections, time spent reading peers’ reflections, and grades awarded for those reflections, whereas the learning effect included the project, test, and attitude. The data collection was conducted through an online portfolio assessment (including reflection, project, and attitude) and a final test. The results by Pearson’s correlation approach revealed that (a) the frequency of reviewing peers’ reflections was significantly and positively related with attitude; (b) the time spent reading peers’ reflections was significantly and positively related with project and attitude; and (c) the grade awarded for reflection was significantly and positively correlated with project and attitude. Overall, among the three aspects of learning effect, attitude had the strongest relationship with reflection performance, followed by project and test.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Avrramidou, L., & Zembal-Saul, C. (2002). Exploring the influence of web-based portfolio development on learning to teach elementary science. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, Louisiana.

  • Barrett, H. (2010). Balancing the two faces of ePortfolios. Educação, Formação & Tecnologias, 3(1), 6–14.

    Google Scholar 

  • Barrett, H., & Garrett, N. (2009). Online personal learning environments: Structuring electronic portfolios for lifelong and life wide learning. On the Horizon, 17(2), 142–152.

    Article  Google Scholar 

  • Blatt, B., Plack, M., Maring, J., Mintz, M., & Slmmens, S. (2007). Acting on reflection: The effect of reflection on students’ clinical performance on a standardized patient examination. Journal of General Internal Medicine, 22, 49–54.

    Article  Google Scholar 

  • Chang, C. C., Tseng, K. H., Chou, P. N., & Chan, Y. H. (2011). Reliability and validity of Web-based portfolio peer assessment: A case study for a senior high school’s students taking computer course. Computers & Education, 57(2), 1306–1316.

    Google Scholar 

  • Chang, C. C., & Wu, B. H. (2012). Is teacher assessment reliable or valid for high school students under a Web-based portfolio environment? Educational Technology and Society, 15(4), 265–278.

    Google Scholar 

  • Chen, N. S., Kinshuk, Wei, C. W., & Liu, C. C. (2010). Effects of matching teaching strategy to thinking style on learner’s quality of reflection in an online learning environment. Computers & Education, 56(1), 53–64.

  • Chen, N. S., Wei, C. W., Wu, K. T., & Uden, L. (2008). Effects of high level prompts and peer assessment on online learners’ reflection levels. Computers & Education, 52(2), 283–291.

    Google Scholar 

  • Chirema, K. (2007). The use of reflective journals in the promotion of reflection and learning in post-registration nursing students. Nurse Education Today, 27(3), 192–202.

    Article  Google Scholar 

  • Coombe, C., & Barlow, L. (2004). The reflective portfolio: Two case studies from the United Arab Emirates. Forum Online, 42(1). Retrieved December 12, 2012, from http://exchanges.state.gov/forum/vols/vol42/no1/p18.htm

  • Costa, A. L., & Kallick, B. (2000). Assessing and reporting on habits of mind. Alexandria: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Costello, J. (2002). Evaluation of an electronic portfolio template system. Unpublished master thesis, The Concordia University, Montreal.

  • Davis, E. A. (2000). Scaffolding students’ knowledge integration: Prompts for reflection in KIE. International Journal of Science Education, 22(8), 819–837.

    Article  Google Scholar 

  • Eppink, J. A. (2002). The effect of web-based portfolio assessment strategies on the attitudes and self-perceived growth in music learning of non-music elementary general classroom educators in a basics of music course. Unpublished doctoral dissertation, Ball State University, Muncie, IN.

  • Etkina, E., Karelina, A., Ruibal-Villasenor, M., Rosengrant, D., Jordan, R., & Hmelo-Silver, C. (2010). Design and reflection help students develop scientific abilities: learning in introductory physics laboratories. Journal of the Learning Sciences, 19(1), 54–98.

    Article  Google Scholar 

  • Falls, J. A. (2001). Using a reflective process to implement electronic portfolios. Unpublished doctoral dissertation, The Virginia Polytechnic Institute and State University, Blacksburg.

  • Gama, C. (2004). Metacognition in interactive learning environments: The reflection assistant model. Lecture Notes in Computer Science, 3220, 668–677.

    Article  Google Scholar 

  • Grant, A., Vermunt, J., Kinnersley, P., & Houston, H. (2007). Exploring students’ perceptions on the use of significant event analysis, as part assessment process in general practice, learning how to use reflection in learning. BMC Medical Education, 7(1), 5.

    Article  Google Scholar 

  • Hawkes, M., & Romiszowski, A. (2001). Examining the reflective outcomes of asynchronous computer-mediated communication on inservice teacher development. Journal of Technology and Teacher Education, 9(2), 285–308.

    Google Scholar 

  • Hsieh, S. W., Jang, Y. R., Hwang, G. J., & Chen, N. S. (2011). Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning. Computers & Education, 57(1), 1194–1201.

    Article  Google Scholar 

  • Leijen, A., Lam, I., Wildschut, L., Simons, P. R. J., & Admiraal, W. (2009). Streaming video to enhance students’ reflection in dance education. Computers & Education, 52(1), 169–176.

    Article  Google Scholar 

  • Lopez-Fernandez, O., & Rodriguez-Illera, J. (2009). Investigating university students’ adaptation to a digital learner course portfolio. Computers & Education, 52, 608–616.

    Article  Google Scholar 

  • Masui, C., & De Corte, E. (2005). Learning to reflect and to attribute constructively as basic components of self-regulated learning. British Journal of Educational Psychology, 75(3), 351–372.

    Article  Google Scholar 

  • Milman, N. B. (1999). Web-based electronic teaching portfolios for preservice teachers. In J. D. Price, J. Willis, D. A. Willis, M. Jost, & S. Boget-Mehall (Eds.), Proceedings of 10th International Conference of the Society for Information Technology and Teacher Education 1999 (pp. 1174–1179). Charlottesville: Association for the Advancement of Computing in Education.

    Google Scholar 

  • Morgan, B. M. (1999). Portfolios in a preservice teacher field-based program: Evaluation of a rubric for performance assessment. Education, 119(3), 416–426.

    Google Scholar 

  • Morris, J., & Buckland, H. (2000). Electronic portfolios for learning and assessment. Paper presented at the Annual Meeting of the Society for Information Technology and Teacher Education, San Diego, California.

  • Murphy, J. I. (2004). Using focused reflection and articulation to promote clinical reasoning: An evidence-based teaching strategy. Nursing Education Perspectives, 25(5), 226–231.

    Google Scholar 

  • Quinton, S., & Smallbone, T. (2010). Feeding forward: using feedback to promote student reflection and learning—A teaching model. Innovations in Education and Teaching International, 47(1), 125–135.

    Article  Google Scholar 

  • Rama, D. V., & Battistoni, R. (2001). Structuring the reflection process. Service learning Website. Retrieved December 12, 2012, from http://www.compact.org/disciplines/reflection/structuring/decisions.html.

  • Reckase, M. D. (2002). Portfolio research. Paper presented at the Workshop on Portfolio Assessment, December 16–18, Taipei, Taiwan.

  • Saito, H., & Miwa, K. (2007). Construction of a learning environment supporting learners’ reflection: A case of information seeing on the Web. Computer & Education, 49(2), 214–229.

    Article  Google Scholar 

  • Santos, M. G. (1997). Portfolio assessment and the role of learner reflection. English Teaching Forum online, 35(2), 10. Retrieved December 12, 2012, from http://exchanges.state.gov/forum/vols/vol35/no2/p10.htm.

  • Tomkinson, B. (2002). A reflective approach to teaching and learning. Teaching and Learning Support Centre. Retrieved December 12, 2012, from http://teaching.concordia.ca/.

  • Tubaishat, A., Lansari, A., & Al-Rawi, A. (2009). E-portfolio assessment system for an outcome-based information technology curriculum. Journal of Information Technology Education: Innovations in Practice, 8, 1–15.

    Google Scholar 

  • Wang, S. (2009). E-portfolios for integrated reflection. Issues in Informing Science and Information Technology, 6, 449–460.

    Google Scholar 

  • Whitfield, A. (2000). Student teacher self-assessment: A proposed method of professional development. Unpublished doctoral dissertation, University of New Orleans, New Orleans, LA.

  • Wickstrom, C. D. (1998). Student–teacher discourse in a college reading course using the portfolio process: The reflective portfolio conference—a conversation about learning. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, California.

  • Yancey, K. B. (2001). Digitized student portfolio. In B. L. Cambridge, S. Kahn, D. P. Tompkins, & K. B. Yancey (Eds.), Electronic portfolios-emerging practice in student, faculty, and institutional learning (pp. 15–30). Washington DC: American Association for Higher Education Press.

    Google Scholar 

  • Younes, M. (2004). Web-based student portfolio system at AAWC. Paper presented at the 2004 HCT Annual Conference Workshops, Arabian, Dubai.

  • Zembal-Saul, C. (2001). Web-based portfolios in a professional development school context. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, Washington.

Download references

Author information

Authors and Affiliations

  1. Department of Technology Application & Human Resource Development, National Taiwan Normal University, No. 162, He-Ping E. Road, Section 1, Taipei, 106, Taiwan

    Chi-Cheng Chang

  2. Graduate Institute of Business and Management, Meiho University, 23, Pingguang Rd., Neipu, Pingtung, Taiwan

    Kuo-Hung Tseng

  3. Department of Information Communication, Yuan Ze University, No. 135, Yuan-Tung Road, Chung-Li, Taoyuan, 32003, Taiwan

    Chaoyun Liang

Authors
  1. Chi-Cheng Chang
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Kuo-Hung Tseng
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Chaoyun Liang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Chi-Cheng Chang.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Chang, CC., Tseng, KH. & Liang, C. Is Reflection Performance Correlated to the Learning Effect in a Web-Based Portfolio Assessment Environment for Middle School Students?. Asia-Pacific Edu Res 23, 73–82 (2014). https://doi.org/10.1007/s40299-013-0087-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40299-013-0087-8

Keywords

Search

Navigation