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Potential Advantages of Concept Map

Potential Advantages of Concept Map Assessment Tasks

Goldsmith and Johnson (1990) described the ideal assessment task as one that is objective and reliable, minimizes the influence of context on responses, and captures something of the structural nature of the subjects’ knowledge. Intuitively, it seems that the first two characteris- tics of the ideal assessment are at odds with the last two. Traditional objective test formats (al- ternative response, short answer, etc.) may be objective and reliable; however, responding to these formats depends on cued recall or recognition processes. The result is that students’ re- sponses are strongly constrained by the context imposed by the test items. This limitation on students’ responses may mask important individual differences in the organization of students’ knowledge.
The traditional alternative to objective tests is tasks that are scored subjectively, such as es- says, reports, presentations, or some type of project. The format of these tasks may reduce the constraint on students’ responses, allowing something of the structure of their knowledge to be expressed. However, the quality of the responses may be influenced by a variety of factors that have nothing to do with the knowledge being assessed. Specifically, the students’ level of skill at producing some artifact such as an essay, speech, or poster may unduly influence the assess- ment degrading the validity of subsequent decisions. In addition, the subjective nature of this type of assessment introduces the possibility of error due to the inconsistency of scores assigned by raters.
Assessments based on concept mapping tasks may strike a balance between desired objec- tivity and sensitivity to the structure of students’ knowledge. Because of this potential balance, the addition of concept mapping tasks to teachers’ repertoire may improve their classroom as- sessment in two ways. First, concept mapping tasks may be more useful for the diagnosis of students’ misunderstandings owing to their sensitivity to (a) the structural nature of student knowledge, (b) intrusions or distortions in students’ understanding of content, and (c) errors of omission (Surber, 1984). Second, in comparison to the production skills required by traditional

subjective assessment tasks, those required to produce a concept map are relatively simple, thereby representing less of a threat to the accurate assessment of students’ knowledge.


The Nature of Concept Map Assessment Tasks

A concept map assessment is composed of two parts: (a) a concept mapping task, and (b) concept map evaluation. The concept mapping task is defined by those procedures that re- sult in the construction of a concept map representing a student’s knowledge. There is a variety of ways such maps may be produced. For instance, a map may be constructed by the evaluator based on student responses to an activity such as an interview or a word association task. Al- ternatively, students may be asked to construct a concept map themselves using pencil and pa- per. As this second type of task seems most practical for classroom applications, this type of concept mapping task was used in the assessments evaluated in this study.
A concept map evaluation involves an examination of the content and structure of a con- cept map. The nature of an evaluation may involve making qualitative and/or quantitative ob- servations. The research reported here compares six different evaluation methods.
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Potential Advantages of Concept Map Assessment TasksGoldsmith and Johnson (1990) described the ideal assessment task as one that is objective and reliable, minimizes the influence of context on responses, and captures something of the structural nature of the subjects’ knowledge. Intuitively, it seems that the first two characteris- tics of the ideal assessment are at odds with the last two. Traditional objective test formats (al- ternative response, short answer, etc.) may be objective and reliable; however, responding to these formats depends on cued recall or recognition processes. The result is that students’ re- sponses are strongly constrained by the context imposed by the test items. This limitation on students’ responses may mask important individual differences in the organization of students’ knowledge.The traditional alternative to objective tests is tasks that are scored subjectively, such as es- says, reports, presentations, or some type of project. The format of these tasks may reduce the constraint on students’ responses, allowing something of the structure of their knowledge to be expressed. However, the quality of the responses may be influenced by a variety of factors that have nothing to do with the knowledge being assessed. Specifically, the students’ level of skill at producing some artifact such as an essay, speech, or poster may unduly influence the assess- ment degrading the validity of subsequent decisions. In addition, the subjective nature of this type of assessment introduces the possibility of error due to the inconsistency of scores assigned by raters.Assessments based on concept mapping tasks may strike a balance between desired objec- tivity and sensitivity to the structure of students’ knowledge. Because of this potential balance, the addition of concept mapping tasks to teachers’ repertoire may improve their classroom as- sessment in two ways. First, concept mapping tasks may be more useful for the diagnosis of students’ misunderstandings owing to their sensitivity to (a) the structural nature of student knowledge, (b) intrusions or distortions in students’ understanding of content, and (c) errors of omission (Surber, 1984). Second, in comparison to the production skills required by traditional

subjective assessment tasks, those required to produce a concept map are relatively simple, thereby representing less of a threat to the accurate assessment of students’ knowledge.


The Nature of Concept Map Assessment Tasks

A concept map assessment is composed of two parts: (a) a concept mapping task, and (b) concept map evaluation. The concept mapping task is defined by those procedures that re- sult in the construction of a concept map representing a student’s knowledge. There is a variety of ways such maps may be produced. For instance, a map may be constructed by the evaluator based on student responses to an activity such as an interview or a word association task. Al- ternatively, students may be asked to construct a concept map themselves using pencil and pa- per. As this second type of task seems most practical for classroom applications, this type of concept mapping task was used in the assessments evaluated in this study.
A concept map evaluation involves an examination of the content and structure of a con- cept map. The nature of an evaluation may involve making qualitative and/or quantitative ob- servations. The research reported here compares six different evaluation methods.
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Potensi Keuntungan Tugas Konsep Peta Penilaian Goldsmith dan Johnson (1990) dijelaskan tugas penilaian yang ideal sebagai salah satu yang obyektif dan dapat diandalkan, meminimalkan pengaruh konteks pada respon, dan menangkap sesuatu dari sifat struktural pengetahuan subyek '. Secara intuitif, tampaknya bahwa dua yang pertama tics characteris- dari penilaian yang ideal adalah bertentangan dengan dua terakhir. Format tes objektif tradisional (respon al ternative, jawaban singkat, dll) mungkin obyektif dan dapat diandalkan; Namun, menanggapi format ini tergantung pada recall atau pengakuan proses cued. Hasilnya adalah bahwa Respon siswa yang sangat dibatasi oleh konteks yang dikenakan oleh item tes. Keterbatasan ini pada siswa tanggapan dapat menutupi perbedaan individu penting dalam organisasi siswa pengetahuan. Alternatif tradisional untuk tes objektif adalah tugas yang mencetak subyektif, seperti es- mengatakan, laporan, presentasi, atau beberapa jenis proyek. Format tugas tersebut dapat mengurangi kendala pada respon siswa, memungkinkan sesuatu dari struktur pengetahuan mereka untuk diungkapkan. Namun, kualitas respon mungkin dipengaruhi oleh berbagai faktor yang tidak ada hubungannya dengan pengetahuan yang dinilai. Secara khusus, tingkat siswa keterampilan untuk menghasilkan beberapa artefak seperti esai, pidato, atau poster mungkin terlalu mempengaruhi asesmen merendahkan keabsahan keputusan berikutnya. Selain itu, sifat subjektif dari jenis penilaian memperkenalkan kemungkinan kesalahan karena inkonsistensi skor ditugaskan oleh penilai. Penilaian berdasarkan tugas pemetaan konsep dapat mencapai keseimbangan antara yang diinginkan tivity-tujuan dan kepekaan terhadap struktur pengetahuan siswa . Karena keseimbangan potensi ini, penambahan tugas pemetaan konsep untuk repertoar guru dapat meningkatkan pengkajian kelas mereka sebagai-dalam dua cara. Pertama, tugas pemetaan konsep mungkin lebih berguna untuk diagnosis siswa kesalahpahaman karena sensitivitas mereka untuk (a) sifat struktural pengetahuan siswa, (b) gangguan atau distorsi pada siswa 'pemahaman tentang isi, dan (c) kesalahan kelalaian (Surber, 1984). Kedua, dibandingkan dengan keterampilan produksi yang dibutuhkan oleh tradisional tugas penilaian subjektif, yang dibutuhkan untuk menghasilkan peta konsep yang relatif sederhana, sehingga mewakili kurang dari ancaman terhadap penilaian yang akurat dari pengetahuan siswa. Sifat Konsep Peta Penilaian Tugas konsep A Penilaian peta terdiri dari dua bagian: (a) tugas pemetaan konsep, dan (b) evaluasi peta konsep. Tugas pemetaan konsep didefinisikan oleh mereka prosedur yang ulang sult dalam pembangunan peta konsep mewakili pengetahuan siswa. Ada berbagai cara peta tersebut dapat dihasilkan. Misalnya, peta mungkin dibangun oleh evaluator berdasarkan respon siswa untuk kegiatan seperti wawancara atau tugas asosiasi kata. Al ternatively, siswa dapat diminta untuk membangun sebuah konsep peta sendiri menggunakan pensil dan per-pasien. Seperti jenis kedua tugas tampaknya paling praktis untuk aplikasi kelas, jenis tugas pemetaan konsep digunakan dalam penilaian dievaluasi dalam penelitian ini. Sebuah evaluasi peta konsep melibatkan pemeriksaan isi dan struktur dari peta kecuali bahwa con. Sifat evaluasi mungkin melibatkan membuat servations diamati kualitatif dan / atau kuantitatif. Penelitian yang dilaporkan di sini membandingkan enam metode evaluasi yang berbeda.












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