Porównaj metody

	Concept Mapping Assessment	Learning Progressions Analysis
Dziedzina	Education	Education
Rodzina	Process / pipeline	Process / pipeline
Rok powstania	1984	2009
Twórca	Joseph Novak & D. Bob Gowin; assessment use developed by Ruiz-Primo & Shavelson	Science and mathematics education research (Corcoran, Mosher, Rogat; Wilson; Clements & Sarama)
Typ	Graphical assessment of the structure and connectedness of knowledge	Empirically grounded ordered description of how understanding develops over time
Źródło pierwotne	Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. Cambridge University Press. ISBN: 9780521319263	Corcoran, T., Mosher, F. A., & Rogat, A. (2009). Learning Progressions in Science: An Evidence-Based Approach to Reform (CPRE Research Report RR-63). Consortium for Policy Research in Education.
Inne nazwy	Concept Map Assessment, Knowledge Structure Mapping, Concept Map Scoring, Novakian Concept Mapping	Learning Trajectories, Progress Variables, Learning Progression Validation, Construct Maps
Pokrewne	4	4
Podsumowanie	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.	Learning progressions analysis is a methodology for describing and validating the typical paths by which students' understanding of a core concept grows more sophisticated over time. A learning progression hypothesizes an ordered sequence of increasingly advanced ways of thinking — from naive ideas to expert understanding — and then tests that ordering against evidence of how students actually reason. Prominent in science and mathematics education, it links a theory of the domain, the design of assessment tasks, and a measurement model into a coherent description of conceptual development.