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Estimating the reliability of concept map ratings using a scoring rubric based on three attributes of propositions.

机译：使用基于命题的三个属性的评分标准来估计概念图评分的可靠性。

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摘要

Concept maps provide a way to assess how well students have developed an organized understanding of how the concepts taught in a unit are interrelated and fit together. However, concept maps are challenging to score because of the idiosyncratic ways in which students organize their knowledge (McClure, Sonak, & Suen, 1999).;The construct a map or C-mapping" task has been shown to capture students' organized understanding. This "C-mapping" task involves giving students a list of concepts and asking them to produce a map showing how these concepts are interrelated. The purpose of this study was twofold: (a) to determine to what extent the use of the restricted C-mapping technique coupled with the threefold scoring rubric produced reliable ratings of students conceptual understanding from two examinations, and (b) to project how the reliability of the mean ratings for individual students would likely vary as a function of the average number of raters and rating occasions from two examinations.;Nearly three-fourths (73%) of the variability in the ratings for one exam and (43%) of the variability for the other exam were due to dependable differences in the students' understanding detected by the raters. The rater inconsistencies were higher for one exam and somewhat lower for the other exam. The person-to-rater interaction was relatively small for one exam and somewhat higher for the other exam. The rater-by-occasion variance components were zero for both exams. The unexplained variance accounted for 19% on one exam and 14% on the other.;The size of the reliability coefficient of student concept map scores varied across the two examinations. A reliability of .95 and .93 for relative and absolute decision was obtained for one exam. A reliability of .88 and .78 for absolute and relative decision was obtained for the other exam. Increasing the number of raters from one to two on one rating occasion would yield a greater increase in the reliability of the ratings at a lower cost than increasing the number of rating occasions. The same pattern holds for both exams.;Keywords: concept maps, reliability, scoring rubric, rating concept maps propositions, Biology, connected understanding, assessment, psychometrics, concept map ratings.
机译：概念图提供了一种方法，用于评估学生对单元授课的概念如何相互关联和融合的良好组织理解。然而，由于学生组织知识的特质方式，概念图很难得分（McClure，Sonak和Suen，1999）。；“构造图或C-映射”任务已显示出捕获学生的组织理解力。 。这个“ C映射”任务包括给学生一个概念列表，并要求他们制作一张地图，显示这些概念之间的相互关系，这项研究的目的是双重的：（a）确定在何种程度上使用限制条件C映射技术与三倍得分的评分相结合，通过两次考试产生了对学生概念理解的可靠评分，并且（b）预测了单个学生的平均评分的可靠性可能会如何随着评分者平均人数的变化而变化。两次考试的评分机会之差;一项考试的评分变异性的近四分之三（73％）和另一项考试的变异性（43％）的原因是评估者发现学生的理解。一项考试的评分者不一致率较高，而另一项考试的评分者不一致率较低。在一项考试中，人与评估者的互动相对较小，而在另一项考试中，人与评估者之间的互动则相对较高。两种检查的每次评估方差分量均为零。一项考试中无法解释的差异占19％，另一项考试中占14％.;两次考试中学生概念图得分的可靠性系数大小不同。一项考试的相对和绝对决策的可靠度为.95和.93。另一项考试的绝对和相对决策的信度分别为.88和.78。与增加评级机会的次数相比，一次评级机会将评级者的数量从一增加到两个将以较低的成本带来更大的评级可靠性提高。两种考试的模式相同。关键字：概念图，可靠性，评分标准，概念图命题评级，生物学，相关理解，评估，心理计量学，概念图评级。

著录项

  • 作者

    Jimenez Snelson, Laura.;

  • 作者单位

    Brigham Young University.;

  • 授予单位 Brigham Young University.;
  • 学科 Education Tests and Measurements.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 89 p.
  • 总页数 89
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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