Browsing by Author "Chen, Chao-hsiu"

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The implementation and evaluation of a mobile self- and peer-assessment system
(2010-08-01)
Chen, Chao-hsiu
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教育研究所
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Institute of Education
Recently, more and more researchers have been exploring uses of mobile technology that support new instructional strategies. Based on research findings related to peer and self assessment, this study developed a Mobile Assessment Participation System (MAPS) using Personal Digital Assistants (PDAs) as the platform In addition. the study proposes an implementation model of the MAPS that should facilitate the effectiveness of self- and peer-assessment in classrooms The researcher argues that teachers and students can benefit from MAPS in various regards including more flexible assessment arrangement, more efficient use of time, and more opportunities for student reflection on learning and assessment. Thirty-seven students taking teacher-education courses with the researcher participated in this study, and these students employed the MAPS to conduct two-round assessment activities that would help these students assess both their own and one another's final projects Both the students' valid responses in a survey herein and scores obtained from the assessment activities confirmed the benefits of the MAPS and its implementation model Yet, the students voiced such concerns as the objectivity of peer-assessment and the difficulty of providing constructive feedback, and the correlation analysis indicated a lack of consistency between teacher-grading and student-grading (C) 2010 Elsevier Ltd. All rights reserved.
Tool, Toy, Telephone, Territory, or Treasure of Information: Elementary school students' attitudes toward the Internet
(2009-09-01)
Chou, Chien
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Yu, Sen-chi
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Chen, Chao-hsiu
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Wu, Huan-Chueh
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教育研究所
The purposes of this study are to investigate fifth-graders' attitudes toward the Internet based on the 5-T framework (Tool, Toy, Telephone, Territory, and Treasure of Information), and to understand whether gender makes any difference in their attitudes. The data were obtained from 2,253 Taiwan fifth-grade students. Through a confirmatory factor analysis, the 5-T model was validated and can be used to explain the corresponding five-factors which constitute Internet attitudes. According to the results, the students perceived the Internet mainly as a useful and powerful tool for their academic work and daily lives. Moreover, students strongly considered the Internet a toy, which is somewhat indistinguishable from the role of Tool. The students acknowledged the role of the Territory that they can demonstrate themselves by writing and sharing personal information online. Therefore, the Internet is good for both reading and writing information. The least weighted factor among 5-Ts student recognized is the role of Telephone. Gender differences exist in the subscales of Tool, Toy, Treasure of Information, and Telephone, but not in the Territory subscale of the Internet attitudes scale. This study further discusses and presents implications of the findings for teachers, parents, and future studies. (C) 2009 Elsevier Ltd. All rights reserved.