Web-based Portfolio Assessment Research Articles

The Use of Web-Based Portfolio as Alternatife Assesment in Biology Learning

The current state of the Covid-19 pandemic has had an impact on various ongoing activities, including learning activities. Currently, the government provides a policy to organize learning from home, known as Learning From Home (BDR). Learning From Home in its implementation requires the support of mobile devices. It is a challenge for both teachers and students to master technology in learning in these conditions. In addition, teachers must also be able to carry out the teaching and learning process or provide assessments/evaluations to students face-to-face (done online). The research objective is to determine the use of alternative assessment-based portfolios in biology learning. The authors want to introduce web-based portfolios as alternative assessments in biology learning in this study. Alternative assessments can support students to understand biology lessons with the task of making lab reports, making herbariums, drawing, writing widespread scientific reports, etc. These are collected in the form of website links. The research method used is a literature study that the author has carried out. The results obtained are using a web-based portfolio as an alternative assessment in biology learning, which is still not widely applied even though this assessment is very efficient to apply in biology learning during the Covid-19 pandemic. This research concludes that every lesson that has been carried out certainly needs to be assessed on student learning outcomes in following each lesson that has been followed. In this case, an alternative web-based portfolio assessment is one of the solutions to evaluate the performance and work of students so that all activities carried out can be rewarded with value. Keywords: Biology Alternative Assessment, Web Based Portofolio

Online reflective writing mechanisms and its effects on self-regulated learning: a case of web-based portfolio assessment system

The purpose of the present study was to design reflective writing mechanisms in a web-based portfolio assessment system and evaluate its effects on self-regulated learning. Participants were two classes of juniors majoring in data processing and taking a course called “Website design” at a vocational high school in Taiwan. One class was randomly selected and assigned as an experimental group (41 students) reflecting on learning processes through a web-based portfolio assessment system, whereas the other class was assigned as a control group (41 students) reflecting on learning processes through a paper-based portfolio. The result revealed that students who were highly satisfied with online reflective writing mechanisms significantly outperformed students who were less satisfied with online reflective writing mechanisms in self-regulated students reflecting on learning processes through a web-based portfolio assessment system significantly outperformed students reflecting on learning processes through a paper-based portfolio in self-regulated learning.

Constructing and evaluating online goal-setting mechanisms in web-based portfolio assessment system for facilitating self-regulated learning

The purpose of the present study was to construct goal-setting mechanisms in a web-based portfolio assessment system (WBPAS), based on the self-regulated learning (SRL) process proposed by Zimmerman, and to examine effects of these mechanisms on SRL. The participants were two classes of 11th graders taking the website design class in a vocational high school. The participants were assigned randomly to either an experimental group (n = 40) learning with a WBPAS or a control group (n = 41) learning with a paper-based portfolio. The study results revealed the following: a) the quality of goal-setting mechanisms may facilitate SRL. b) Students setting learning goals with the WBPAS demonstrated significantly better SRL than students setting learning goals with the paper-based portfolio.

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

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.

Is learner self-assessment reliable and valid in a Web-based portfolio environment for high school students?

This study explored the reliability and validity of Web-based portfolio self-assessment. Participants were 72 senior high school students enrolled in a computer application course. The students created learning portfolios, viewed peers' work, and performed self-assessment on the Web-based portfolio assessment system. The results indicated: 1) there was a high consistency level between students' two assessment results; 2) the self-assessment results and teacher-assessment results were highly consistent without significant differences; 3) the results of self-assessment and end-of-course examination were highly consistent, implying that Web-based portfolio self-assessment can faithfully reflect learning achievements, i.e. it is a reliable and valid assessment method.

Reflective behaviors under a web-based portfolio assessment environment for high school students in a computer course

This research attempted to categorize reflection in a Web-based portfolio assessment using the Chinese Word Segmenting System (CWSS). Another aim of this research was to explore reflective performance in which individual differences were further examined. Participants were 45 eight-grade students from a junior high school taking a computer course. The study results indicated that the words used most often in reflective journals fell into cognition and evaluation categories in comparison to emotion and memory. Based on lexical attributes, reflection was thus classified into cognition, evaluation and mix. Cognition was the most common type, and evaluation, the least; emotion and memory types failed to emerge. Although reflective journals tended to be short, the average scores on reflection were acceptably high, which implied it was the quality rather than the length of a reflective journal that students were primarily concerned about. In addition, significant group differences were detected in terms of word counts and reflection scores. The reviews of peer reflections were seldom fulfilled, and covered merely one-third of the peer work; there were significant group differences related to the number of reviews. The duration of peer reflection reviews was usually short, and again, significant differences were found across various duration groups.

A comparative analysis of the consistency and difference among teacher-assessment, student self-assessment and peer-assessment in a Web-based portfolio assessment environment for high school students

This study explored the consistency and difference of teacher-, student self- and peer-assessment in the context of Web-based portfolio assessment. Participants were 72 senior high school students enrolled in a computer application course. Through the assessment system, the students performed portfolio creation, inspection, self- and peer-assessment; three teachers reviewed portfolios and evaluated learning performances. There were significant differences in the results of the three assessment methods, among which teacher-raters adopted the most rigorous scoring standards, while peer-raters tended to use the most lax standards. The results of self- and teacher-assessment were discovered to be consistent; however, consistency was not discovered between self- and peer-assessment as well as peer- and teacher-assessment. In analyzing their consistency with the end-of-course examination, teacher- and self-assessment demonstrated high consistency, whereas peer-assessment showed a low level of consistency.

Using a Web-based portfolio assessment system to elevate project-based learning performances

This study examines the effect of a Web-based portfolio assessment system on the performances of students undertaking project-based learning (PBL). The research targets were 60 students from two grade-8 classes taking senior high school computer courses. The experimental group comprised 30 students, who used the system to perform PBL and assessment in one class. The control group comprised of 30 students who employed conventional assessment for PBL of another class. Experimental results indicate that the system has no significant effect on student achievement, but had a statistically positive effect on self-perceived learning performances. In addition, teacher-assessment and self-assessment of project achievements produced different results.

Self-Evaluated Effects of Web-Based Portfolio Assessment System for Various Student Motivation Levels

The purpose of this study was to explore the self-evaluated effects of a web-based portfolio assessment system on various categories of students of motivation. The subjects for this study were the students of two computer classes in a Junior High School. The experimental group used the web-based portfolio assessment system whereas the control group used traditional assessment. The result reveals that the web-based portfolio assessment system was more effective or useful in the most of self-evaluated learning effects for low motivation students.

Enhancing self-perceived effects using Web-based portfolio assessment

This study investigates how implementing a Web portfolio assessment system influences learning effects, including achievement and self-perceived learning performance. The experimental group uses the Web portfolio assessment system, whereas the control group uses conventional assessment. Study subjects are junior high school students in two computer classes. The experimental results are as follows. The Web portfolio assessment system has no significant influence on student achievement. Implementation of the Web portfolio assessment system significantly enhances self-perceived learning performance. The Web portfolio assessment system has different effects on work achievement and self-perceived work performance. The system has no significant effect on improving achievement for poorly and highly motivated students. However, the system is more effective for overall self-perceived learning performance of poorly motivated students than highly motivated students.

Design and Implementation of a Web-based Portfolio Assessment System for a Family Medicine Residency Program in Korea

Samsung Medical Center,Sungkyunkwan University School of Medicine, Seoul, Korea Purpose: Evaluation and feedback are fundamental components in a residency program. A portfolio assessment system is an appropriate option for making formative assessments, particularly for a family medicine resident whose training includes rotations through various disciplines at multiple locations. However, a paper-based portfolio assessment system has limitations when applied to a clinical environment due to how it is managed and cared. This study assessed the satisfaction and utility of a paper-based portfolio assessment system, and then designed and imple-mented a web-based portfolio assessment system for family medicine residents. Methods: A self-administered questionnaire focusing on the satisfaction and utility of a paper- based portfolio assessment system was given to 23 family medicine residents. A web-based port-folio assessment system was then designed using the component-based development approach. Results: The overall satisfaction and utility with the paper-based portfolio assessment system were low. Fifteen residents(62.5%) reported that following a paper-based portfolio assessment system was sometimes a waste of time and only three(13.0%) reported having no problems. The web-based portfolio assessment system was successfully designed to be easy to implement and user-friendly. Conclusion: The web-based portfolio assessment system is expected to overcome the short-comings of a paper-based portfolio assessment system and improve the level of satisfaction of medical residents. It is expected that the web-based portfolio assessment system designed in this study will be an additional tool for family medicine residencies.󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏Key Words: Educational measurement, Education, Medical, Computer-Assisted Instruction students

ANALYSES/LITERATURE REVIEWS: Evaluating Competence Using a Portfolio: A Literature Review and Web-Based Application to the ACGME Competencies

Background: The Accreditation Council for Graduate Medical Education is shifting its focus from a structure and process system of graduate medical education to one that is outcomes based, requiring all residents in training to achieve competence in six broad domains and presenting educators with the challenge of evaluation. Summary: We searched the literature and reviewed all articles relating to portfolio assessment in medicine. In addition, we reviewed articles that addressed standard tools currently in use for resident performance assessment. The use of a portfolio allows one to incorporate a variety of assessment tools needed to evaluate the diverse domains of competence and also fosters reflective learning, which is key to professional development. From lessons learned through this review, we developed a Web-based evaluation portfolio for residency training that we describe here in the hope of facilitating this process for others. Conclusions: Web-based portfolio assessment provides an ideal venue for the evaluation of competence and has the ability to provide educators with a research infrastructure to practice evidence-based education.