Knowledge-building portfolio scores correlated with database participation, explanation quality, and conceptual understanding¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Portfolio ratings were significantly correlated with ATK inquiry (r = .44), ATK visual organization (r = .39), explanation scores (r = .46), and essay scores (r = .42), controlling for achievement. → Eddy Y.C. Lee 2006

Evidence¶

Eddy Y.C. Lee 2006¶

Eddy Y.C. Lee, Carol K.K. Chan, & Jan van Aalst. (2006). Students assessing their own collaborative knowledge building. Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-006-8997-6

q3 · i3 · causal · r2

Partial correlations controlling for Hong Kong Attainment Test scores among the two portfolio classes (n = 58), with printed correlations r = .44, r = .39, and r = .46 the largest exceeding the r ≥ .37 threshold. Portfolio ratings were also "significantly correlated with essay writing reflecting conceptual understanding ( r = .42, p < .01)"; portfolios were rated on explanation, conceptual quality, and note-cluster selection.

"Knowledge building portfolio ratings were significantly correlated with ATK inquiry (r = .44, p < .001), ATK visual organization (r = .39, p < .01), and explanation scores (r = .46, p < .001)."

Discussion¶

Related Claims¶

• Collaborative analytics-supported reflective assessment helps PSTs develop collaborative inquiry competencies for community knowledge advancement in a knowledge building course — related
• Students using portfolios with knowledge-building principles showed higher conceptual understanding on a writing task than the other classes — a narrower finding that bears on this claim
• Students with portfolios and knowledge-building principles asked more questions and higher-level questions than both comparison classes — related
• Ninth graders using Knowledge Forum with portfolios and knowledge-building principles showed higher database inquiry participation than the Knowledge Forum-only class — related
• The portfolio-principles class produced more high-level explanations and deeper explanations than the other two Knowledge Forum classes — related
• Collective portfolio scores explained additional variance in conceptual understanding beyond achievement, participation, and individual inquiry — related