Goal setting is one of the essential activities in the procedure of web-based portfolio assessment (WBPA). In order to achieve self-set goals, students regulate their own learning as time goes by. Accordingly, goal-setting facilitates self-regulated learning (SRL) and is an important factor that affects SRL. Some studies confirmed that SRL is facilitated by goal setting. Actually, the portfolio itself shares features with SRL. Portfolios guide students during a learning process, and continuous self regulation is performed based on self-set goals. An e-portfolio is helpful to SRL. Consequently, goal setting mechanisms are obviously crucial. In addition, Therefore, how online goal setting mechanisms can be implemented with the advantages of the Internet to enhance students’ SRL is an important issue.
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 11 th graders taking the “Digital Data Processing” 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 pretest-posttest controlled group design, an approach of quasi-experimental research design, was conducted in the present study.
Both groups were significantly different in learning motivation, self-efficacy and subject value, and the experimental group had significantly higher scores in these three aspects than the control group, meaning that the effect of WBPAS on SRL was greater than the effect of paper-based portfolio. Both groups were significantly different in self-judgment (F=4.371, p<0.05), and the experimental group had significantly higher scores in overall self-judgment and self-judgment comparing with teacher criteria than the control group did, meaning that the effect of WBPAS on self-judgment was greater than the effect of paper-based portfolio.
The result revealed that the students setting learning goals with the WBPAS demonstrated significantly better SRL than students setting learning goals with the paper-based portfolio. The goal setting mechanisms in the WBPAS were appropriate to curricula that require students to submit computerized works. Hence, in order to avoid a bias generalization, curricular property, instructional situation, participants and students’ background should be taken into consideration, if the study results were applied. This is exactly the limitation of the