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| Ruiz-Primo, Maria Araceli | 3 |
| Schultz, Susan E. | 3 |
| Shavelson, Richard J. | 3 |
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Download full textRuiz-Primo, Maria Araceli; Schultz, Susan E.; Li, Min; Shavelson, Richard J. – 1999
The validity of connected understanding interpretation of three concept mapping techniques was studied, focusing on the correspondence between mapping-intended task demands, inferred cognitive activities, and scores obtained. The concurrent and retrospective verbalizations of subjects at different levels of competency as they performed the mapping…
Descriptors: Cognitive Processes, Concept Mapping, Elementary Secondary Education, Scores
Peer reviewedRuiz-Primo, Maria Araceli; Shavelson, Richard J.; Li, Min; Schultz, Susan E. – Educational Assessment, 2001
Developed a framework for examining cognitive validity claims and used it to evaluate the validity of a "connected understanding" interpretation of three concept mapping techniques used by two teachers and six high school students. Results show that the three mapping techniques provide different pictures of student knowledge and suggest that…
Descriptors: Cognitive Processes, Concept Mapping, High School Students, High Schools
Ruiz-Primo, Maria Araceli; Schultz, Susan E.; Li, Min; Shavelson, Richard J. – 1998
A concept map is a graph in which the nodes represent concepts, the lines between the nodes represent relations, and the labels on the lines represent the nature of the relations. Concept maps have been used to assess students' knowledge structures, especially in science education. Two concept mapping techniques, constructing a map and filling in…
Descriptors: Chemistry, Comparative Analysis, Concept Mapping, Educational Assessment
