ERIC Number: ED465803
Record Type: Non-Journal
Publication Date: 2002-Apr
Reference Count: N/A
Examining the Validity of Knowledge Mapping as a Measure of Elementary Students' Scientific Understanding. CSE Technical Report.
Klein, Davina C. D.; Chung, Gregory K. W. K.; Osmundson, Ellen; Herl, Howard E.; O'Neil, Harold F., Jr.
Knowledge mapping is expected to measure deep conceptual understanding and allow students to characterize relationships among concepts in a domain visually. This research examined the validity of knowledge mapping as an assessment tool in science. The approach to investigating this validity was three-pronged. First, a model was outlined for the creation of knowledge mapping tasks, proposing a standard set of steps and using content area and educational experts to ensure the content validity of the measures. Next, a scoring method was developed to evaluate student performance. This report contains a discussion of the methods reliability and its relation to other possible scoring systems. Finally, the report presents the statistical results based on the participation of 56 fourth and fifth graders, including comparative analyses, the multitrait-multimethod (MTMM) validity analyses involving two traits (students understanding of hearing and of vision), and three different measurement methods (knowledge mapping, essay, and multiple-choice tasks), critical proposition analyses, and analyses of students, propositional elaborations. Results show knowledge maps to be sensitive to students competency level, with mixed MTMM results. The report concludes with a discussion of implications and directions for future work. (Contains 7 tables, 2 figures, and 33 references.) (Author/SLD)
Descriptors: Comprehension, Elementary School Students, Intermediate Grades, Multitrait Multimethod Techniques, Reliability, Scientific Principles, Scoring, Student Evaluation, Validity
Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education & Information Studies, University of California at Los Angeles, 300 Charles E. Young Dr. North, Los Angeles, CA 90095-1522. Tel: 310-266-1532. For full text: http://www.cse.ucla.edu/CRESST/Reports/TECH559.PDF.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.; National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.