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首页> 外文会议>Proceedings of the Human Factors and Ergonomics Society 48th annual meeting (HFES 2004) >Scoring concepts maps: Can a practical method of scoring concept maps be used to assess trainee’s knowledge structures?
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Scoring concepts maps: Can a practical method of scoring concept maps be used to assess trainee’s knowledge structures?

机译：对概念图进行评分：可以使用一种对概念图进行评分的实用方法来评估学员的知识结构吗？

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摘要

Previous research has indicated that the structure of an individual’s knowledge may be just as important as the quantity of knowledge. Given this, using assessment methods that elicit trainee’s knowledge structures seems imperative for predicting performance. Unfortunately, incorporation of these methods has been hindered, in part, due to the complexity of methods used to derive a score and the belief that simpler methods of scoring will not provide accurate information about an individual’s knowledge. Presented here is a study that investigated whether this claim was true for the structural knowledge elicitation method, concept mapping. Twenty-six participants were run through a same-day training and assessment session. Following, concept maps were scored using a simple method and a complex method. Results indicated that both scoring methods produced significantly higher scores for the trained group and significantly lower scores for the untrained group. In addition, there was a very strong, positive relationship between the two scoring methods. Finally, both methods produced a moderately high correlation with the paper-pencil assessment. Results and implications are discussed further within the paper.
机译：先前的研究表明，个人知识的结构可能与知识的数量一样重要。鉴于此，使用评估方法来激发学员的知识结构似乎对于预测绩效至关重要。不幸的是，这些方法的合并在某种程度上受到了阻碍，这是由于用于得出分数的方法的复杂性以及人们认为更简单的评分方法无法提供有关个人知识的准确信息。此处提供的是一项研究，该研究调查此主张是否适用于结构知识启发方法（概念图）。 26名参与者参加了当天的培训和评估会议。接下来，使用简单方法和复杂方法对概念图进行评分。结果表明，两种计分方法对受过训练的组均产生明显较高的分数，而对未受训练的组则产生较低的分数。此外，两种评分方法之间存在非常密切的正相关关系。最终，这两种方法都与纸笔评估产生了较高的相关性。本文将进一步讨论结果和含义。

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