| Autor: |
Parkes, Jay, Zimmaro, Dawn M., Zappe, Stephen M., Suen, Hoi K. |
| Předmět: |
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| Zdroj: |
Educational Research & Evaluation; Dec2000, Vol. 6 Issue 4, p357, 22p |
| Abstrakt: |
Task-related variance causes scores from performance assessments not to be generalizable and thus inappropriate for high stakes use. It is possible that task-related variance is due, in part, to students' inability to transfer their knowledge consistently from one assessment task to another. Therefore, concept-mapping, a cognitive tool, might be useful to aid this transfer. This study examines the effects of concept maps on the task-related variance components of Political Science performance assessments. On three quizzes, some students used concept maps while writing two essays, while other students did not. The task variance components remained unchanged across groups, but the person main effect components increased and the task-by-person interaction components decreased for those using concept maps. Also, the scores from the concept mapping groups had higher generalizability coefficients than for those who did not use a concept map. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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