| Summary: | 碩士 === 元智大學 === 資訊工程學系 === 105 === This study develops system assessment, student self-assessment and target setting mechanisms based on open student model of domain knowledge proficiencies. The mechanisms visualize three viewpoints of system assessment, students’ self-assessment, and targets in three radar charts to assist students in self-regulation, particularly, self-assessing and setting learning targets. Students can compare system assessment and self-assessment to reflect their self-assessment, find their weakness of domain knowledge, and set learning targets to improve them. System assessment can also help students reflect whether they reach learning targets. This study 65 students to use the system. Students’ system assessment, self-assessment, and targets were recorded. A mid-term examination was applied to evaluate students’ learning performance and questionnaires were conducted to evaluate whether the system was helpful for students. The evaluative results revealed that system assessment is a significant predictive indicator of student performance while self-assessment is not a predictive indicator, thus system assessment can be applied to assist students in self-assessment. Results also showed that students frequently (61%) modified their self-assessment after receiving system-assessment. The results of questionnaires indicated that 67% students considered open student models helpful for understanding learning status on domain knowledge; 89% students thought system assessment useful for assisting them in finding weakness of domain knowledge and setting learning targets; 68% students expressed that they had modified their self-assessment after receiving the system feedback; 74% student admitted they did not reach their learning targets.
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