Science Teachers' Use of a Concept Map Marking Guide as a Formative Assessment Tool for the Concept of Energy

Autor/inn/en	Won, Mihye; Krabbe, Heiko; Ley, Siv Ling; Treagust, David F.; Fischer, Hans E.
Titel	Science Teachers' Use of a Concept Map Marking Guide as a Formative Assessment Tool for the Concept of Energy
Quelle	In: Educational Assessment, 22 (2017) 2, S.95-110 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2017.1309277
Schlagwörter	Science Teachers; Science Instruction; Concept Mapping; Formative Evaluation; Energy; Secondary School Science; Secondary School Teachers; Evaluation Methods; Comparative Analysis; Multiple Choice Tests; Diagnostic Tests; Foreign Countries; Secondary School Students; Scientific Concepts; Grade 8; Grade 9; Grade 10; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept Map; Energie; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Diagnostic test; Diagnostischer Test; Ausland; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Statistische Analyse; Australien
Abstract	In this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students' concept maps using an itemized holistic marking guide. Their marking was compared with the researchers' marking and the scores of a multiple-choice diagnostic test. Statistical analysis revealed that teachers evaluated students' concept maps consistently, but the concept map scores were only mildly correlated with the multiple-choice test scores. We explored what each assessment method revealed in terms of students' understanding with one student's performance as a showcase. Teachers' views on using the marking guide of concept maps as an assessment tool were also included. We discuss the value of the concept map marking guide as a formative assessment tool for science teachers to create and modify in order to encourage students' conceptual learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01