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Peer reviewedMcClure, John R.; Sonak, Brian; Suen, Hoi K. – Journal of Research in Science Teaching, 1999
Describes the evaluation of the characteristics and practicality of concept mapping as a technique for classroom assessment. Findings suggest that the time required to provide training in concept mapping, produce concepts, and score-concept maps is compatible with the adoption of concept mapping as a classroom-assessment technique. Contains 15…
Descriptors: Concept Formation, Concept Mapping, Higher Education, Science Education
Peer reviewedParkes, Jay; Zimmaro, Dawn M.; Zappe, Stephen M.; Suen, Hoi K. – Educational Research and Evaluation: An International Journal on Theory and Practice, 2000
Examined the effects of concept maps on the task-related variance components of Political Science performance assessments for 187 college students. Task variance components were unchanged across groups using or not using concept maps. But the person main effect components increased and the task-by-person interaction components decreased for those…
Descriptors: College Students, Concept Mapping, Higher Education, Performance Based Assessment
Download full textParkes, Jay T.; Suen, Hoi K.; Zimmaro, Dawn M.; Zappe, Stephen M. – 1999
Structural knowledge is a pre-requisite to valid performance assessment scores because structural knowledge leads to better transfer. Better transfer will cause consistency to occur between task performances for a given individual, and this consistency allows for less construct-irrelevant variance and more construct-relevant variance to be present…
Descriptors: College Students, Concept Mapping, Higher Education, Knowledge Level
