Concept map assessment of classroom learning: Reliability, validity, and logistical practicality

The psychometric characteristics and practicality of concept mapping as a t echnique for classroom assessment were evaluated. Subjects received 90 min of training in concept mapping techniques and were given a list of terms an d asked to produce a concept map. The list of terms was from a course in wh ich they were enrolled. The maps were scored by pairs of graduate students, each pair using one of six different scoring methods. The score reliabilit y of the six scoring methods ranged from r = .23 to r = .76. The highest sc ore reliability was found for the method based on the evaluation of separat e propositions represented. Correlations of map scores with a measure of th e concept maps' similarity to a master map provided evidence supporting the validity of five of the six scoring methods. The times required to provide training in concept mapping, produce concepts, and score concept maps were compatible with the adoption of concept mapping as classroom assessment te chnique. (C) 1999 John Wiley & Sons, Inc.