On the Use of Concept Maps as an Assessment Tool in Science: What we have Learned so Far

On the Use of Concept Maps as an Assessment Tool in Science: What we have Learned so Far

In this paper I describe concept maps as an assessment tool to measure one aspect of achievement, the organization of propositional (declarative) knowledge in a domain. A concept map-based assessment consists of a task that elicits structured knowledge, a response format, and a scoring system. V...

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Κύριος συγγραφέας: Ruiz Primo, María Araceli
Μορφή: Online
Γλώσσα:eng
Έκδοση: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2000
Διαθέσιμο Online:https://redie.uabc.mx/index.php/redie/article/view/16
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spelling redie-article-162017-04-19T01:09:27Z On the Use of Concept Maps as an Assessment Tool in Science: What we have Learned so Far El uso de mapas conceptuales como instrumento de evaluación del aprovechamiento en ciencias: lo que sabemos hasta ahora. Ruiz Primo, María Araceli Concept map-based assessment assessment of student knowledge alternative assessments in science. Evaluación basada en mapas conceptuales evaluación del conocimiento de los estudiantes evaluación alternativa en ciencias. In this paper I describe concept maps as an assessment tool to measure one aspect of achievement, the organization of propositional (declarative) knowledge in a domain. A concept map-based assessment consists of a task that elicits structured knowledge, a response format, and a scoring system. Variation in tasks, response formats, and scoring systems produce different mapping techniques that may elicit different knowledge representations, posing construct-interpretation challenges. This paper provides an overview of the research on the technical characteristics of concept maps. It briefly describes some of the studies that have been conducted to this end, and what we have learned so far about this form of assessment. En este artículo se describe el uso de mapas conceptuales como instrumento de evaluación para medir la organización del conocimiento proposicional (declarativo) del aprovechamiento en ciencias. Como instrumento de evaluación, un mapa conceptual está constituído por una tarea que invita al estudiante a representar la organización de su conocimiento en un tópico específico; un formato de respuesta; y una sistema de calificación. Un problema de interpretación de constructo que plantea el uso de mapas conceptuales consiste en que distintos tipos de tarea, formato de respuesta, y sistema de calificación dan como resultado diversas técnicas de mapas conceptuales que pueden producir en los estudiantes distintas formas de representación del conocimiento. Este artículo presenta un panorama de la investigación de los mapas conceptuales como instrumento evaluativo. Se describen brevemente algunos estudios que han evaluado la confiabilidad y la validez de los mapas conceptuales y se presenta una síntesis de lo que hasta ahora se sabe de este tipo de instrumento. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2000-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/16 Revista Electrónica de Investigación Educativa; Vol. 2 No. 1 (2000) Revista Electrónica de Investigación Educativa; Vol. 2 Núm. 1 (2000) 1607-4041 eng https://redie.uabc.mx/index.php/redie/article/view/16/1262 https://redie.uabc.mx/index.php/redie/article/view/16/29 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language eng
format Online
author Ruiz Primo, María Araceli
spellingShingle Ruiz Primo, María Araceli
On the Use of Concept Maps as an Assessment Tool in Science: What we have Learned so Far
author_facet Ruiz Primo, María Araceli
author_sort Ruiz Primo, María Araceli
title On the Use of Concept Maps as an Assessment Tool in Science: What we have Learned so Far
title_short On the Use of Concept Maps as an Assessment Tool in Science: What we have Learned so Far
title_full On the Use of Concept Maps as an Assessment Tool in Science: What we have Learned so Far
title_fullStr On the Use of Concept Maps as an Assessment Tool in Science: What we have Learned so Far
title_full_unstemmed On the Use of Concept Maps as an Assessment Tool in Science: What we have Learned so Far
title_sort on the use of concept maps as an assessment tool in science: what we have learned so far
description In this paper I describe concept maps as an assessment tool to measure one aspect of achievement, the organization of propositional (declarative) knowledge in a domain. A concept map-based assessment consists of a task that elicits structured knowledge, a response format, and a scoring system. Variation in tasks, response formats, and scoring systems produce different mapping techniques that may elicit different knowledge representations, posing construct-interpretation challenges. This paper provides an overview of the research on the technical characteristics of concept maps. It briefly describes some of the studies that have been conducted to this end, and what we have learned so far about this form of assessment.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2000
url https://redie.uabc.mx/index.php/redie/article/view/16
_version_ 1715723494353797120

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