Comparer des méthodes
Examinez les méthodes sélectionnées côte à côte ; les lignes qui diffèrent sont mises en évidence.
| Portfolio Assessment× | Concept Mapping Assessment× | |
|---|---|---|
| Domaine | Education | Education |
| Famille | Process / pipeline | Process / pipeline |
| Année d'origine≠ | 1992 | 1984 |
| Auteur d'origine≠ | Performance-assessment tradition (Arter & Spandel; Koretz; Vermont/Kentucky programs) | Joseph Novak & D. Bob Gowin; assessment use developed by Ruiz-Primo & Shavelson |
| Type≠ | Assessment based on a purposeful collection of student work over time | Graphical assessment of the structure and connectedness of knowledge |
| Source fondatrice≠ | Arter, J. A., & Spandel, V. (1992). Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice, 11(1), 36–44. DOI ↗ | Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. Cambridge University Press. ISBN: 9780521319263 |
| Alias | Educational Portfolio Assessment, Student Portfolio Evaluation, Showcase / Working Portfolio Assessment, Portfolio-Based Assessment | Concept Map Assessment, Knowledge Structure Mapping, Concept Map Scoring, Novakian Concept Mapping |
| Apparentées | 4 | 4 |
| Résumé≠ | Portfolio assessment evaluates learning through a purposeful collection of a student's work assembled over time rather than through a single test. The portfolio may showcase best work, document growth, or demonstrate mastery against standards, and typically includes student selection and reflection. Articulated for education by Arter and Spandel and stress-tested in large-scale programs analyzed by Koretz, it captures authentic, complex performance that on-demand testing misses, while raising distinctive challenges for the reliability and comparability of scores. | Concept mapping assessment uses student-generated diagrams of concepts and their relationships to evaluate the structure of knowledge, not just its quantity. A concept map represents ideas as labeled nodes connected by labeled links that form meaningful propositions, often arranged hierarchically with cross-links between branches. Developed from Novak and Gowin's work on meaningful learning and formalized as an assessment tool by Ruiz-Primo and Shavelson, it reveals how well a learner has organized and integrated a domain, exposing connections and misconceptions a multiple-choice test would miss. |
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