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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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