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Psychometric and edumetric validity of dimensions of geomorphological knowledge which are tapped by concept mapping
Author(s) -
Hoz Ron,
Bowman Dan,
Chacham Tova
Publication year - 1997
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/(sici)1098-2736(199711)34:9<925::aid-tea6>3.0.co;2-w
Subject(s) - construct validity , construct (python library) , psychology , test (biology) , structuring , perspective (graphical) , test validity , concept map , mathematics education , psychometrics , computer science , artificial intelligence , geology , developmental psychology , paleontology , finance , economics , programming language
The validity of several dimensions of knowledge which were inferred from concept maps was assessed for its psychometric and edumetric aspects. Data were collected from 14 students who enrolled in the university first‐year introductory geomorphology course and in its prerequisite introductory geology course. They took an objective geomorphology test, the tree construction task, and the Standardized Concept Structuring Analysis Technique (SConSAT) version of concept mapping. Comparisons among these dimensions of knowledge before and after the geomorphology course yielded convergent evidence. For the psychometric perspective, the SConSAT version of concept mapping and tree construction had similar knowledge structure representations, and the cognitive map correctness was moderately positively correlated with the objective test but not with the geomorphology course test. For the edumetric perspective, the majority of the dimensions of knowledge structures from the SConSAT showed large improvements following the geomorphology course. This evidence shows that the knowledge structure dimensions have moderate to good construct validity which warrant their widespread use for evaluating learning outcomes in both experimental and classroom settings. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 925–947, 1997.