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The effect of media form upon the ra...

Brickley, Dale Joseph.

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The effect of media form upon the rating of Web-based portfolio assessment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effect of media form upon the rating of Web-based portfolio assessment./
Author:	Brickley, Dale Joseph.
Description:	121 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2379.
Contained By:	Dissertation Abstracts International64-07A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3096934

The effect of media form upon the rating of Web-based portfolio assessment.
Brickley, Dale Joseph.

The effect of media form upon the rating of Web-based portfolio assessment. - 121 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2379.

Thesis (Ph.D.)--The Pennsylvania State University, 2003.

Past research has shown that web-based portfolios receive higher grades than paper portfolios even when the content presented in the two portfolios is exactly the same. The working memory can only process a limited amount of information at a given time. It was hypothesized that the media components of a web-based portfolio may present a rater with more information than they are able to process.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The effect of media form upon the rating of Web-based portfolio assessment.
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245 1 0 $a The effect of media form upon the rating of Web-based portfolio assessment.
300 $a 121 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2379.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2003.
520 $a Past research has shown that web-based portfolios receive higher grades than paper portfolios even when the content presented in the two portfolios is exactly the same. The working memory can only process a limited amount of information at a given time. It was hypothesized that the media components of a web-based portfolio may present a rater with more information than they are able to process.
520 $a Two hundred and sixty-one education students graded portfolio assessments that contained three essay assignments. The essay assignments varied in terms of the media components that they contained. These components were arranged in three areas: form (paper, electronic or web-based); auditory (music, voice, and none); and visual (animation, simple animation, static visual displays, and none). Components were also arranged in the portfolios in terms of the medium's relatedness to the topic of the content material of each portfolio exercise. Rater attributes such as experience grading portfolios, experience grading academic activities, knowledge of the content matter of the portfolio, and anxiety levels concerning computer use were assessed.
520 $a Regressions were used to determine the predictive power of each component. It was found that time was predictive of the score that raters gave to portfolios. It was also found that in some analyses of web-based portfolios, simple animation and static visual displays were predictive of score beyond the effect of time. The audio components were not found to be predictive of score, though many subjects chose to turn off the sound because they found it too distracting while grading the content material. Year in school was found to be predictive of the time it took raters to score portfolios. The results suggest that the cognitive load factors result in raters giving higher scores to web-based portfolios that contain visual components that are believed to increase cognitive load. The results also suggest that rater factors contribute to the amount of time it takes raters to score a portfolio. The time it took to score a portfolio was negatively related with the score that a rater gave to a portfolio.
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