Demonstrating English Oral Performance through e-Protfolio Student : Hsiao-Wei Cheng Dr. Pi-Ying Teresa Hsu Date : May 25th, 2009 1

Contents Introduction I. Literature review II. Methodology III. 2

Introduction The purpose of my study perceptions Teacher evaluation Self evaluation Peer evaluation E Portfolio 3

Introduction Evaluation can be used to “provide constructive criticism and suggestions to improve weak areas and amplify strengths.” (Boyd, 1989) 4

Introduction Research questions 1. 2. How do the high/low proficient students respond to self evaluation in this process? 2. How do the high/low proficient students respond to peer evaluation in this process? 5

Introduction 3. How do the high/low proficient students respond to teacher evaluation in this process? 4. What are the students’ responses to the use of e-Portfolio assessment? 5. Which is the most useful (self, peer and teacher) evaluation for high/low proficient students? 6

Literature review Teacher evaluation Self evaluation Peer evaluation 1 Teacher evaluation 2 Self evaluation 3 Peer evaluation 4 e-Portfolio assessment 7

Literature review Teacher evaluation Olina and Sullivan (2002) found that teacher evaluations were more complete and accurate than student self-evaluations. 8

Literature review Self evaluation Researchers have suggested that self-evaluation has the potential to improve student performance (Davies, 2002; Fallows & Chandramohan, 2001). 9

Literature review Peer evaluation Matsuno (2009) found out that peer-assessment can play a useful role in writing classes. She mentioned the peer-raters produced fewer bias than the self and teacher raters. 10

Literature review E Portfolio assessment Wu (2006) asked his students to post the peer’s feedback and teacher’s feedback on their blog. Anna M. (2005) found the benefits of portfolio sharing as experienced through paired peer interviews and exceeded the original goals. 11

Methodology Research Design Methodology Instrumentation Procedure 12

English major students Methodology English major students in Chaoyang University of Technology 13

Methodology high achiever low achiever 14

Methodology Instrument e-Portfolio evaluation form 15

Methodology Participants e-Portfolio Questionnaire Procedure Presentation 1 Presentation 2 Presentation 3 Presentation 4 Presentation 5 Presentation 6 e-Portfolio Questionnaire 16

Methodology teacher’s comment peers’ comments e-Portfolio self reflection 17

Methodology self reflection before during after 18

Methodology Questionnaire Self Peer evaluation Teacher evaluation e-Portfolio 19

Methodology participants students in Chaoyang University of Technology (100) duration one semester method questionnaire (5 Liker scales) Instrument e-Portfolio and evaluation form 20

Thank You! 21