Comparison of the reliability and validity of scores from two concept-mapping techniques

This paper reports the results of a study that compared two concept-mapping techniques, one high-directed, "fill-in-the-map," and one low-directed, "c onstruct-a-map-from-scratch." We examined whether: (I) skeleton map scores were sensitive to the sample of nodes or linking lines to be filled in; (2) the two types of skeleton maps were equivalent; and (3) the two mapping te chniques provided similar information about students' connected understandi ng. Results indicated that fill-in-the-map scores were not sensitive to the sample of concepts or linking lines to be filled in. Nevertheless, the fil l-in-the-nodes and fill-in-the-lines techniques were not equivalent forms o f fill-in-the-map. Finally, high-directed and low-directed maps led to diff erent interpretations about students' knowledge structure. Whereas scores o btained under the high-directed technique indicated that students' performa nce was close to the maximum possible, the scores obtained with the low-dir ected technique revealed that students' knowledge was incomplete compared t o a criterion map, we concluded that the construct-a-map technique better r eflected differences among students' knowledge structure. (C) 2001 John Wil ey & Sons, Inc.