Cheng Chi-Cheng Cheng-Chuan Chen
National Taiwan Normal University
This research attempted to categorize reflective thinking in a Web-based portfolio assessment using the Chinese Information Processing System (CIPS). Another aim of this research was to explore reflective performance in which individual differences were further examined. Participants were 45 second-grade students from a junior high school taking a computer course. The study results indicated that: 1) the words used most often in reflective journals fell into cognition and evaluation category in comparison to emotion and memory. Based on lexical attributes, reflective thinking was thus classified into cognition, evaluation and mix. Cognition was the most common type, and evaluation, the least; emotion and memory type failed to emerge. 2) 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 journal entries that students were primarily concerned about. In addition, significant group differences were detected in terms of word counts and reflection scores. 3) The reviews of peer reflections were seldom fulfilled, and covered merely one-third of the peer work; there were notable group differences related to the number of reviews. 4) The duration of peer reflection reviews was usually short, and again, remarkable differences were found across various duration groups.